Intelligence psychology chapter 1

Prepared by-
-Dr Parul Mishra
-PGT Psychology
-CBSE

CHAPTERS WEIGHTAGE
1. Variations in Psychological attributes 9 marks
2. Self and personality 10
3. Meeting life challenges 7
4. Psychological disorders 10
5. Therapeutic approaches 7
6. Attitude and social cognition 8
7. Social influence and group processes 7
8. Psychology and life 6
9.Developing psychological skills 6

 Individual differences
It refers to distinctiveness and variations
among people’s characteristics and
behaviour pattern.
 Situationism
This view states that situations and
circumstances in which one is placed
influence one’s behaviour.

 Assessment is the first step in
understanding psychological attribute and
variations among them.
 Can be done in two ways-
Formal assessment- objective, standardized
and organized
Informal assessment- open to subjective
interpretations

 Psychological assessment uses systematic
testing procedures to evaluate abilities,
behaviours and personal qualities of
individuals.

 Intelligence
 Aptitude
 Interest
 Personality
 Values

 INTELLIGENCE is the global capacity to
understand the world, think rationally, and
use available resources effectively when
faced with challenges.
 Oxford dictionary explains intelligence as
the power of perceiving, learning,
understanding and knowing.

 It refers to an individual’s underlying
potential for acquiring skills.
 For example if a person has high aptitude
for linguistic skills , he/she will be easily
successful in fields like
journalism/writing/ public speaking etc.
on the other hand if a person has high
musical aptitude he/she will easily excel in
this field when given training.

 Interest is an individual’s preference for
engaging in one or more specific activities
relative to others.
 Knowledge of interests helps us in making
choices that promote satisfaction in job
and happiness in life.

 PERSONALITY refers to relatively
enduring characteristics of a person that
make her or him distinct from others.
 Personality assessment helps a
psychologist to explain an individual’s
behaviour and predict how he/she will
respond to any situation.

 Values are the enduring beliefs about an
ideal mode of behaviour.
 Values are generally very strong and don’t
change easily.
 They help an individual to make decisions
and guide his/her behaviour in different
situations.

 Psychological test- objective and
standardized measure to assess
attributes.
 Interview-seeking information on one to
one basis
 Case study- in-depth study of an individual
 Observation- systematic, organized and
objective procedures to record behaviours
 Self-report- in this a person provides
factual information about herslf/himself
or his opinions/beliefs about something.

 Alfred Binet was the first psychologist who
worked on the concept of intelligence.
 He defined it as , ’the ability to judge well,
understand well and reason well.’
 Weschler defined it as the global and
aggregate capacity of an individual to think
rationally, act purposefully and to deal
effectively with her/his environment.
 Robert Sternberg views intelligence as . “the
ability to adapt to shape and select
environment to accomplish one’s goals and
those of one’s society and culture.”

 Theories given by various psychologists
can be classified into two catagories-
 Psychometric / structural approach
 Information processing approach

 Alfred Binet was the first psychologist
to formalize the concept of intelligence.
 He proposed first theory of
intelligence- Uni factor theory

 In 1927, Charles Spearman proposed
Two – Factor theory
 He used factor analysis to derive this
theory
 He showed intelligence consist of two
factors-
 g – factor (general factor)
 S – factor (specific factor)

 g – factor includes mental operations
which are primary and common to all types
of work
 s- factor are specific abilities which are
related with specific types of tasks

 Theory of primary mental abilities
 Proposed by Louis Thurstone
 It says that intelligence consists of seven
primary mental abilities.

 Verbal comprehension--the ability to define and
understand words
 Word fluency--the ability to produce words rapidly
 Numerical abilities--the ability to solve arithmetic
problems
 Spatial relations--the ability to visualize
relationships
 Memory--the ability to memorize and recall
 Perceptual speed--the ability to see differences and
similarities among objects
 Inductive Reasoning--the ability to find rules

 Arthur Jensen proposed a hierarchical
model of intelligence.
 He said that abilities operate (function) at
two levels –
level I ( associative learning)
level II (cognitive competence)
 Associative learning is when the output is
similar to input.
 Cognitive competence is higher order
thinking skills.

 Structure of intellect model was proposed
by J P Guilford.
 This model classifies intellectal traits in
three dimensions-
Operations
Contents
Products

 Contents refer to the nature (type) of
information/ materials on which
intellectual operations are performed.
 These are 5 in numbers-
visual
auditory
symbolic (letters,numbers etc.)
semantic (words,names etc.)
behavioural.

 Operations are the actions taken by the
person or what he does.
Cognition
Memory recording
Memory retention
Divergent production
Convergent production
Evaluation

 Products refer to the form in which
information is processed by the respondent.
Units
Classes
Relations
Systems
Transformations
Implications

 Theory of Primary mental abilities was
proposed by Howard Gardener.
 According to him, intelligence is not a
single entity; rather there are different
types of intelligences exist, which are
independent of each other.
 He also explained that these intelligences
work together to find solution to a
problem.
 He described eight types of intelligence.

 Linguistic- ability to use language fluently and
flexibly. Persons high on this intelligence are ‘word-
smart’.
 Logical mathematical- related to scientific thinking
and problem solving. Persons high on this think
logically and critically.
 Spatial- skills in forming images and patterns. People
high on this are easily able to imagine and transform
mental images.
 Musical- intelligence related to creation,
manipulation of musical patterns.

 Bodily-Kinaesthetic- ability to use body parts
flexibly and creatively in various situations.
 Interpersonal- sensitivity to other’s behaviours.
Skills involved in maintaining healthy, positive
relations with others.
 Intrapersonal- awareness of one’s own feelings,
motives and desires. Persons high on this have better
understanding of their strengths/weakness and
purpose in life.
 Naturalistic- sensitivity to the features of natural
world. Persons high on this intelligence have better
understanding of flora and fauna and are sensitive to
it.

 TRIARCHIC theory of intelligence was
proposed by Robert Sternberg (1985)
 He defined intelligence as “the ability to
adap,to shape and select environment to
accomplish one’s goal and those of one’s
society and culture”
 According to this theory, there are three
basic types of intelligence:-
Conponential intelligence
Contextual intelligence
Experiential intelligence

 Theories which come under information
processing approach, explain intelligence
on the basis of a person’s way of dealing
with a challenging situation/problem.
 It focuses on how a person deals with a
situation.
 We are going to study two such theories-
Triarchic theory of intelligence
PASS model of intelligence

 Componential intelligence- persons high on
this intelligence think analytically and
critically to deal with any problem. Such
persons often become very successful in
school.
 This intelligence has three components-
 Knowledge acquisition component
 Meta / higher order component
 Performance component

 Knowledge acquisition component is the first
component of componential intelligence and is
responsible for learning and acquisition of
ways of doing things.
 For example- if a child goes to
school/tuition/sports coaching/ dance
classes/ personality development classes or a
homemaker lady watches a youtube channel
to learn new recipes, this component of
intelligence helps the person learn seriously
what is being taught and excel in that field.

 Meta or higher order component is the
second component of componential
intelligence and helps the individual to plan an
effective way of dealing with the situation.
 For example- if a child who has attended
dance training classes , now has to
participate in a dance competition, this
component of intelligence helps the child plan
and prepare properly for the competition.

 Performance component is the third
component of componential intelligence which
involves actually doing things
 For example- if a child who has attended
dance training classes , and has plan to
participate in a dance competition and
practiced well, this component of intelligence
helps her to perform well in competition.

 Experiential intelligence is the second type
of intelligence of triarchic theory. It is also
termed as creative intelligence.
 Experiential intelligence is involved in using
past experiences creatively to solve novel
problems.
 For example- if a person has seen someone
using a ruler to open his house window which
is stuck, he uses the same technique to open
his car window when keys are left inside.
 Persons high on this intelligence are
inventors or scientists.

 Contextual intelligence is the third type of
intelligence of triarchic theory. It is also termed
as street smartness or business sense.
 Contextual intelligence is involved in dealing with
daily life situations or problems.
 For example- if a person gets stuck in traffic
jam on his way to office on daily basis so he
decides to take metro (in place of his car) to
office to save his time.
 Persons high on this intelligence easily adapt to
their environment and turn out to be successful
in life.

 Sternberg expanded his triarchic theory of
intelligence to include the theory of successful
intelligence.
 People are intelligent “to the extent that they have
the abilities needed to succeed in life, according to
their own definition of success within their
sociocultural context” (Sternberg, 2003, p. xvi)
 These individuals are strong in all three areas –
practical, creative, and analytical Smart people
optimize their strengths and minimize their
weaknesses so that they can succeed.

 This model has been developed by J. P. Das,
Jack Naglieri and Kirby in 1994.
 According to this model, intellectual activity
involves the interdependent functioning of
three neurological systems, called the
functional units of brain.
 These units are responsible for
arousal/attention, coding or processing, and
planning respectively.

 Arousal/ Attention- these are the first step to
any intelligent act. State of arousal is basic to
any behaviour. Optimal level of arousal helps a
person pay attention to relevant aspect of any
situation.
 Too much or too little arousal leads to problems
in focusing attention.
 For example- if an employee is informed that in
upcoming staff meeting he has to give an
important presentation, this information arouse
him to pay attention on preparing that
presentation.

 Simultaneous and successive processing- second
step in an intelligent act is processing the
available details about the situation. This can be
done either simultaneously or successively.
 Simultaneous processing is found when an
individual perceive the relations among various
concepts and integrate them into a meaningful
pattern for better understanding.
 It helps us to find the meaning and relationship
between different aspects of available situation.
 For example, when we solve a zigsaw puzzle or a
surgeon attempts a surgery, simultaneous
processing is present.

 Successive processing is found when an individual
remembers the information serially so that
recall of one leads to recall of next.
 Learning of digits/ alphabets, multiplication
tables are example of successive processing.

 Planning- it is the final and most important step
of any intelligent act.
 After the information is attended (I step) and
processed (II step), planning is activated.
 In this stage, an individual think of a possible
course of action, implement it and evaluate its
effectiveness.
 For example- if the employee is aware that he
has to give presentation and processes the
important aspects of it, then plans an effective
way to collect data, learn presentation skills and
practice for successful conduct.

 These three processes of PASS
modeloperate on a knowledge based
developed either formally or informally from
environment.
 Das and Naglieri have also developed a
battery of tests (group of tests) to check
Intelligence level of a person, known as
Cognitive Assessment System (CAS).
 It consist of both verbal and non verbal
tests.
 This battery of test is meant for individuals
b/w 5 to 18 years of age.

 There are various factors which influence
development of intelligence of an individual.
 Among these two most researched upon are-
Nature ( Heredity)
Nurture (Environmemtal factors)
 Most of the psychologist agree that
Intelligence is actually the result of interplay
of nature and nurture.

 The evidence for hereditary influence comes
mainly from studies done on twins and
adopted children.
 In these studies, correlation was found
between the IQ level of twins or siblings. It
was found the correlation between IQ of
siblings is positive.
 The correlation coefficient of the
intelligence level of different categories can
be represented as –


CATEGORY CORRELATION COEFFECIENT
Identical Twins reared together 0.90
Identical twins reared apart 0.72
Fraternal twins reared together 0.60
Siblings reared together 0.50
Siblings reared apart 0.25

 Another line of evidence comes from the
studies done on adopted children, which show
that children’s intelligence is more similar to
their biological rather than adoptive parents.
 Role of environment (nurture) - studies done
on adopted children show that with time, the
IQ of such children tends to get closer to
their adoptive parents.

 Role of environment (nurture) – these
researches also show that environmental
deprivation lowers intelligence while rich
nutrition, healthy family atmosphere and quality
schooling increases intelligence.
 It can be said that nature (heredity) sets a
potential in an individual and good facilities or
environment helps develop it.
 Hence, all the psychologists agree that
intelligence is the product of interaction
between heredity(nature) and
environment(nurture)

 In 1905 Alfred Binet and Theodore Simon
made the first successful attempt to
formally measure intelligence.
 In 1908 they gave the concept of Mental
Age(MA), which is the measure of a person in
relation to his/her physical age (chronological
age)
 Retardation was defined by Binet and Simon
as being two mental years age below the
chronological age of the child.

 The concept of IQ was given by William Stern in
1912.
 Intelligence quotient (IQ) refers to mental age
divided by chronological age and multiplied by
100.
 IQ= (MA/CA)x100
 The number 100 is used as a multiplier to avoid
decimal point.
 IQ scores are distributed in a population in such
a way that the IQ scores of most of the people
tend to fall in the middle range of distribution.

 The frequency distribution for the IQ
scores appears as a bell shaped curved called
as Normal Curve.

Following table will help you understand the
classification of people on the basis of IQ

 Variations of intelligence in a population helps
us understand that there are two groups of
persons who are very much different in
terms of their intellectual abilities.
 The upper 2.2% and lower 2.2% of population
are called Gifted and Intellectually disabled
respectively.
 The IQ range for gifted persons is above
130 and for intellectual disabled is below 70.

 The American Association on Mental
Deficiency (AAMD)defines intellectual
deficiency as, “significantly sub average
general intellectual functioning existing
concurrently with deficits in adaptive
behaviour and manifested during
developmental period”
 This definition points to three basic features
of Intellectual disability/deficiency. These
features help us identify an intellectualy
deficient person.

 Features of intellectual deficiency-
 Significantly sub average general intellectual
functioning
 Deficits in adaptive behaviour
 Deficits observed during developmental
years

 Levels of intellectual deficiency-
 Mild – (IQ 55 to approx. 70)
 Moderate- ( IQ 35-40 to approx. 50-55 )
 Severe – ( IQ 20/25 to approx. 35/40)
 Profound – ( IQ below 20-25)

 Lewis Terman started studying the lives of
gifted children in 1925.
 Talent and Giftedness are two different things.
 Giftedness is exceptional general ability shown in
superior performance in a wide variety of areas.
Usually persons with IQ 130 and above are
termed as gifted.
 Talent refers to remarkable ability in a wide
variety of areas.
 The highly talented are sometimes termed as
‘Prodigies’

 Gifted children show early signs of
intellectual superiority.
 Some important characteristics of gifted
children are –
 Advanced logical thinking, questioning and
problem solving behaviour.
 High speed in processing information.
 Superior generalization and discrimination
ability.
 Advanced level

 Some important characteristics of gifted
children are –
 High level of intrinsic motivation and self-
esteem.
 Independent and non-conformist thinking.
 Preference for solitary academic activities
for long periods.
 To reach their full potential gifted children
require special attention and educational
programmes.

 There are various types of intelligence tests
available. These tests are classified on the
basis of three criteria-
1.On the basis of administration procedure
2.On the basis of nature of items used
3. On the basis of favour to one culture

1.On the basis of administration procedure-
Individual- tests which can be conducted on one
person only at a time.
Group test- can be administered to several people
simultaneously.

2.On the basis of nature of items used –
Verbal- tests which can be administered
only on literate persons as the subject has to
give response verbally, either in oral form or
written form.
Non Verbal- these tests use
pictures/images/illustrations as test items.
Performance- in these type of test, the
person being tested need to manipulate
objects or other materials.

2.On the basis of nature of items used –

3. On the basis of favour to one culture
Culture Fair test- in this type of test, items
used for test are not affected by the
cultural background of the subject.
Culture biased test- tests which are
developed for a specific group of people.

The National Library of Educational and
Psychological tests (NLEPT) at the National
Council of Educational Research and Training
(NCERT) has documented Indian Tests.

 Vygotsky, a Russian psychologist has argued
that culture provides a social context in
which people live, grow and understand the
world around them.
 Culture is a collective system of customs,
beliefs, attitudes and achievements in art
and literature.
 Vygotsky also proposed that basic mental
functions are universal in nature but higher
order mental operations are culturally
produced.

 To understand the relationship between
culture and intelligence we can take two
cultures in consideration-
 Technological Intelligence (western culture)
 Integral Intelligence (Eastern /Indian
culture)

 Concept of Technological Intelligence comes
from western societies which are
technologically very advanced.
 These cultures consider skills like attention,
generalization, discrimination, analysis,
performance, achievement orientation and
speed as reflection of intelligence.
 Such societies adopt child rearing practices
which foster these skills.
 Technological intelligence is not much valued
in Asian culture.

 Intelligence in the Indian Tradition
 Intelligence in Indian tradition is termed as
Integral Intelligence.
 Indian thinkers view Intelligence from a
holistic perspective, where equal attention is
given to cognitive and non-cognitive
processes and their integration.
 The sanskrit word ‘Buddhi’ is far mor
pervasive in scope than technological
intelligence.

 Intelligence in the Indian Tradition
 J P Das explained the concept of Buddhi.
According to him buddhi includes mental
effort, determined action, feelings and
opinions along with cognitive competence such
as knowledge, discrimination and
understanding.
 Buddhi is the knowledge of one’s own self
based on conscience, will and desire.
 Thus ,Buddhi includes affective and
motivational component also along with strong
cognitive component.

 Intelligence in the Indian Tradition includes
following four competencies-
 Cognitive Capacity- sensitivity to context,
understanding, discrimination, problem solving skills.
 Social competence- respect for social norms,
commitment to other social beings, respecting others
perspective
 Emotional competence- self regulation of
emotions and behaviour, honesty, politeness, good
conduct.
 Entrepreneurial competence- commitment,
persistence, patience, hard work, vigilance, goal
directed behaviour.

 Emotional intelligence is a set of skills that
underlie accurate appraisal, expression, and
regulation of emotions.

 Concept of Emotional intelligence was first
introduced by Salovey and Mayer who
considered emotional intelligence as.” the
ability to monitor one’s own and other’s
emotions, to discriminate among them, and to
use the information to guide one’s thinking
and actions.”
 Emotional Quotient (EQ) is used to express
emotional intelligence in the same way as IQ
is used to express Intelligence.

 In simple terms, emotional intelligence refers
to the ability to process emotional
information accurately and efficiently.

 Perceive and be sensitive to own emotions and
feelings.
 Perceive and be sensitive to others emotions and
feelings by noticing their body language, voice
tone, expression etc.
 Relate emotions to thoughts so that taking them
into account while solving problems or taking
decisions.
 Understand the powerful influence of the nature
and intensity of emotions.
 Control and regulate emotions and their
expressions while dealing with self and others.

 Aptitude refers to special abilities in a
particular field of activity. It is a combination of
characteristics that indicates an individual’s
capacity to acquire some specific knowledge or
skill after training.
 Interest is a preference for a particular
activity; aptitude is the potentiality to perform
that activity.
 A person may be interested in a particular job or
activity, but may not have the aptitude for it.
Similarly, a person may have the potentiality for
performing a job, but may not be interested in
doing that

 Aptitude tests are available in two forms:
1. Independent (specialized) aptitude tests –
these tests are meant to check an individual’s
aptitude in a specific professional field.
for example- Clerical Aptitude, Mechanical
Aptitude, Numerical Aptitude, Teaching aptitude
and Typing Aptitude
2. Multiple (generalized) aptitude tests-
standardized tests which are developed for
checking the level of different independent
aptitudes in an individual.
Differential Aptitude Tests (DAT), the General Aptitude
Tests Battery (GATB), and the Armed Services
Vocational Aptitude Battery (ASVAB) are well-known
aptitude test batteries.

 Creativity is the act of turning new and
imaginative ideas into reality. Creativity is
characterized by the ability to perceive the
world in new ways, to find hidden patterns, to
make connections between seemingly
unrelated phenomena, and to generate novel
solutions.
 Creativity is not just limited to a selected few — the
artist, the scientist, the poet or the inventor. An
ordinary individual who is engaged in simple
occupations like pottery, carpentry, cooking, etc. can
also be creative.

 Einstein’s theory of relativity is an example
of the highest level of creativity which
implies bringing out altogether new ideas,
facts, theory, or a product.
 Research literature suggests that children
begin to develop their imagination during the
early years of childhood.
 Just like other mental and physical
characteristics, creativity is also believed to
be determined by both heredity and
environment.

 A person who has the ability to learn faster and
reproduce accurately may be considered intelligent more
than creative unless s/he devises new ways of learning
and doing.
 Terman, in the 1920s, found that persons with high IQ
were not necessarily creative. At the same time, creative
ideas could come from persons who did not have a very
high IQ.
 Intelligence, therefore, by itself does not ensure
creativity
 Researchers have found that the relationship between
creativity and intelligence is positive. All creative acts
require some minimum ability to acquire knowledge and
capacity to comprehend, retain, and retrieve.

 Creativity tests:
 Creativity tests came into existence to assess variations
in terms of the potential for creativity in contrast to
intelligence.
 A general feature of most of the creativity tests is that
they are open-ended. There are no specified answers to
questions or problems in creativity tests. Therefore,
there is freedom to use one’s imagination and express it
in original ways.
 Creativity tests involve divergent thinking which is
contrary to the tests of intelligence which mostly involve
convergent thinking.
 Some of the famous psychologists who have developed
creativity tests are Guilford, Torrance, Khatena, Wallach
and Kogan, Paramesh, Baqer Mehdi, and Passi.

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