A brief idea about a small topic of cognitive psychology topic Intelligence. Reference from Mangal SK

2. INTRODUCTION
 In our day to day conversation we often comment
that a particular individual is very intelligent or is
not intelligent.
 All such comments are based on our observation of
the performance or behaviour of the individual
concerned in comparison to others of his group.
 In psychology this is termed intelligence, in ancient
India our great rishis and seers named it Viveka.

3. Stern (1914):- “Intelligence is a
general capacity of an individual
consciously to adjust his thinking to
new requirements. It is the general
mental adaptability to new problems
and condition of life.”
Ter man (1921):- “An individual is
intelligent in the proportion that he is
able to carry on abstract thinking.”
Wagon (1937):- “Intelligence is the
capacity to learn and adjust to
relatively new and changing
conditions.”
Jean Piaget (1952):- “Intelligence is
the ability to adapt to one’s
surroundings.”
Intelligence

4. Factor Theories of Intelligence :
 The theories proposed what the structure of intelligence is or what
the different components or elements of intelligence are.
 Unitary Theory of Monarchic Theory : It holds that
intelligence consists of one factor, simply a fund of intellectual
competence which is universal for all the activities of the individual.
 Multifactor Theory or Anarchic Theory (by Thorndike):
It considers that intelligence as a combination of numerous
elements or factors. These are specific abilities, which are
responsible for different tasks.
 Spearman’s two factor Theory or Eclectic Theory : Every
different intellectual activity involves a general factor “G” which is
shared with all intellectual activities and a specific factor “s” when it
shares with one.
 Group Factor theory (by Thurstone) : According to this,
intelligence is comprised of nine “Primary mental abilities”.


5.  These theories of intelligence tried to analyse and
describe intelligence in terms of certain fundamental
cognitive processes. The important theories falling in
this category are:-

6. Fluid Intelligence :- Crystallized Intelligence :-
 Mental capacity of an individual
which is required for learning
and problem solving.
 Dependent on neurological
development .
 Derived more from biological and
genetic factors.
 This type of intelligence is put to
use when facing new and strange
situations requiring adaptation,
comprehension, reasoning,
problem solving and identifying
relationships etc.
 It involves one’s acquired fund of
general information consisting of
knowledge and skills essential for
performing different tasks in one’s
day-to-day life.
 It is specially learned and dependent
on education and culture.
 It can be identified through one’s
fund of vocabulary, manner of
behaving in the society, general
knowledge of world affairs, the
knowledge of customs, rituals and
traditions, handling of machines and
tools, craftsmanship and art and
various other tasks requiring
knowledge, experience and practice.

7. Architectural system : Executive system :
 Biologically based.
 It includes basic
mental abilities as
memory capacity, the
rate of loss of memory,
the ability of proper
information
processing, etc.
 Environmentally
Influenced.
 Works on a higher level
and is responsible for
higher order mental
functioning and the
comprising this system
are dependent on
training and experience.

8.  The most recent acceptable theory of intelligence has
been put forward by the American psychologist
Robert Sternberg (1985) by adopting an information
processing approach to cognition or problem solving.
 The theory propagated by Sternberg identified the
following steps in the way one processes
information:

9. 1.
Encoding
2.
Inferring
3.
Mapping
4.
Application
5.
Justification
6.
Response

10.  Howard Gardner has propounded a unique theory of
intelligence called the “ theory of multiple intelligence”
(1983).
 Gardner challenged the notion of general intelligence, “g” and
then questioned the very basis of prevailing intelligence tests
by asking how an individual’s intellectual capacities could be
captured in a single measure of intelligence.
 He concluded that there are seven independent types of
intelligence that grow and develop differently in different
people, depending upon their hereditary characteristics or
environmental experiences.
 These different types of intelligence have been named by him
as linguistic, logical-mathematical, spatial, musical, bodily-
kinesthetic, intrapersonal and interpersonal.

11. • This type of human intelligence is responsible
for all kinds of linguistic competence- abilities,
talents and skills, available in Human beings.
• It is most visible in professionals like lawyers,
lecturers, writers and lyricists etc.
Linguistic
Intelligence
• This type of intelligence is responsible for all
types of abilities, talents and skills in areas
related to logic and mathematics.
• Professionals like mathematicians,
philosophers, physicists, etc.
Logical-
mathematical
intelligence
• This type of intelligence is concerned with the
abilities, talents and skills involving the
representation and manipulation of spatial
configuration and relationship.
• Professionals like architects, engineers, mechanics
etc are found to rely upon spatial intelligence.
Spatial
Intelligence

12.  Musical Intelligence :- This type of intelligence covers the abilities, talents and
skills pertaining to the field of music.
 It is visible in a quite long proportion in professionals like musicians and
composers.
 Bodily Kinesthetic intelligence :- This type of intelligence is concerned with
the set of abilities involved in using one’s body or its various parts to perform skillful
and purposeful movements.
 Among professional Dancers, Atheletes and surgeons may be seen to demonstrate a
high degree bodily- kinesthetic intelligence in their respective fields.
 Intra-personal intelligence :- This type of intelligence consists of an
individual’s abilities to enable him to know his self.
 In our practical life this type of intelligence is demonstrated by yogis, saints and
masters of Zens.
 Inter-personal intelligence :- The counterpart of intrapersonal intelligence in
one’s cognitive structure is interpersonal intelligence.
 In practical life, this type of intelligence is most visible among psychotherapist,
teachers, sales people, politicians and religious leaders.

13. Intelligence Tests
 Intelligence tests may be classified broadly as follows
:
 1. Individual tests in which only one individual is
tested at a time.
 2. Group tests in which a group of individuals is
tested at the same time.
 Intelligence tests may also be classified on the basis
of their form as verbal or language tests and non-
verbal or non-language tests.

14. Verbal or Language tests :
 In these the subjects make use of language in which the instructions
are given in words, written, oral or both.
 Vocabulary tests: In these the subject is required to give the meanings of words or
phrases. Eg: What is the difference between bear, wear and bare ?
 Memory tests: These are designed to test the subject’s immediate and long-term
memory, and include recall and recognition type of items. Eg: Phone number, the
number of his vehicle, the date of birth of his siblings and so on.
 Comprehension tests: The subject is tested for the ability to understand and react to a
given situation. Eg: Why do big ships float in the sea while a small needle would sink in
it?
 Information tests: The subject is tested on his knowledge about the thing around him.
Eg: Where is the Taj Mahal is situated ?
 Reasoning tests: The subject is asked to provide answers which demostrate the ability
to his reason- logically, analytically, synthetically, inductively, or deductively as oultlined
below.
 Complete the series:1,2,4,7,11,16,22,29,?,?,
 Association tests: The subject is tested for his ability to point out similarities and
dissimilarities between two or more concepts or objects. Eg:
 Which of the items mentioned below is odd one ?
 --- gold, silver, copper, iron, glass.

15. Non- Verbal or non- language Tests:
 These tests involves activities in which the use of
language is not necessary except for giving
directions. Performance tests are example of such
tests.
 The contents of the tests are in the form of material objects.
 The subject’s responses are assessed in terms of how he reacts or what
he does rather than what he says or writes.
 Generally these are individual tests. As Pillai (1972) observes: “These
cannot be used as group tests, chiefly because it is necessary to
supervise the individual testee at work and give him necessary
directions”.

16. Individual Verbal Tests
 Tests involving the use of language, which are administered to one
individual at a time belong to this category. The Stanford Binet
scale, It is the revised form of the original Binet-Simon test.
 Consisting of 30 items (arranged in order of increasing difficulty)
graded for different levels.
 These tests included such items as:
 At age 3- point out nose, eyes and mouth.
 At age 7- say what is missing in the unfinished picture.
 Individual performance Tests :
 In these tests the contents and responses are in the form of performance and language is
not used and include items which require responses in terms of motor activities.
 - Block building or cube constriction.
 - To fit blocks in holes.
 -Tracing a maze.
 - Picture arrangement or picture completion.

17. Group Verbal Intelligence
Tests:
Group Non-Verbal
Intelligence Tests:
 The tests which
necessitate the use of
language and are applied
to a group of individuals
at a time come under this
category are:
 1. Army Alpha test.
 2. Army general
classification test.
 These tests do not
necessitate the use of
language and are
applicable to a group of
individual at a time.
 Some examples are:
 1. Army beta test.
 2. Chicago non-verbal
test.
 3.Raven’s progressive
matrices test.
Group Verbal and Non-Verbal Intelligence Tests :

18. Concept of Mental Age and IQ:
 Intelligence assessed through the various intelligence tests is expressed in
terms of Intelligence Quotient I.Q. This term was first coined by the
German psychologist, William Stern (1914).
 For the ratio of mental age and chronological age, which was then
multiplied by 100 in order to eliminate the decimal point.
 The formula for calculation of I.Q was expressed as :
 I.Q = MA/CA× 100 ,
where MA stands for mental age and CA for chronological age of the
individual whose intelligence is being tested.
• The concept of mental age was earlier introduced by French psychologist
Alferd Binet. It was based on The principle of the normal distribution of
intelligence at the majority of children of a particular age are of normal
intelligence and that they have a mental level approximating that age,
which could be termed as mental age.
• The constancy of I.Q. As mentioned earlier, Intelligence goes on
growing up to the age of 16 to 20 years but the I.Q for most of the
individuals, remains constant.

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