This document discusses theories and history of intelligence. It defines intelligence as the ability to learn, understand new situations, and problem solve effectively. Several theories of intelligence are outlined, including theories focusing on general intelligence, multiple intelligences, and fluid/crystallized intelligence. The document also discusses the history of intelligence testing, including early IQ tests developed by Binet and Simon and revisions of the Stanford-Binet test. It describes how IQ is calculated and used, and defines different IQ ranges. Causes and types of mental retardation are also summarized.

1. INTELLIGENCE

2. INTELLIGENCE
 DEFINITION OF INTELLIGENCE
 THEORIES OF INTELLIGENCE
 HISTORY OF INTELLIGENCE
TESTING
 INTELLIGENCE QUOTIENT (IQ)
 CAUSES OF MENTAL
RETARDATION

3.  the ability to learn or understand or to
deal with new or trying situations
( Merriam-Webster.com)
 the overall capacity of the individual to
act purposefully, to think rationally, and
to deal effectively with the
environment
 Is expressed behaviorally
 First Known Use: 14th century

4. THEORIES OF
INTELLIGENCE1. Two-Factor Theory of Multiple Intelligence
2. Theory of Seven Primary Mental Abilities
3. Theory of Multiple Abilities
4. Theory of Hierarchy of Mental Abilities
5. Neuropsychological Theory of Intelligence
6. Fluid and Crystallized Theory of Intelligence
7. Triarchic Theory of Intelligence
8. Galton’s Theory of General Intelligence
9. Weschler’s Theory of Intelligence

5. Charles Spearman

6.  used factor analysis
 see group of abilities as reflective of a
certain trait:
 E.g. color coordination + shape
organization + object balance = High
Spatial Ability

8. Louis Leon
Thurstone

9.  known as Factor Theory Approach to
Intelligence
 includes 7 factors to considered to be the
basic abilities of human beings

11. Joy Paul Guilford

13. Philip Ewart Vernon

14.  believed that mental abilities is arranged
hierarchically
 general intellectual ability is on the top
and the specific skill progressively
descends from it

15.  has major group factors include educational –
verbal and practical intelligence
 has minor group factors: pure verbal, number,
technical/scientific, drawing, psychomotor
coordination, and handiwork mechanical
information
 specific factors includes reading, graphs, tables
and rote arithmetic

16. Verbal
Practical
Intelligenc
e
Theory of
Hierarchy
of Mental
Abilities

17. Howard Gardner

22. Raymond Bernard Catell

23.  also used factor analysis, discovered 2
major factors:
Fluid Intelligence:
Non-verbal & culture-free
form of intelligence
Related to a person’s
inherent capacity to learn
& solve problems
Used in adapting to new
situations
Crystallized Intelligence:
What one has already
learned through the
investment of fluid
intelligence in cultural
settings
Highly culturally dependent
Used for tasks which require
learned or habitual response

26. Robert Sternberg

27.  focuses on how adults solve problems;
this is indicative of intelligence;

29. Francis Galton

30.  a single general characteristic that
provides the basis for more specific
abilities
 intelligence is inherited and if an individual
has general intelligence, he will likely
develop strong mechanical, artistic,
musical and verbal abilities

31. David Weschler

34.  believed that intelligence is the capacity to
understand the environment and its
resources to be able to cope with
challenges of the environment
 WAIC – Weschler Intelligence Scale for
Children (6-17 years of age)
 WAIS – Weschler Adult Intelligence Scale
(adults)
 WPPSI – Preschool and Primary Scale of
Intelligence

36. Lev Vygotsky

40. The Binet Scales
 Oldest of the modern tests of
intelligence
 very first test, developed by
Alfred Binet, used some key
principles:
◦ age differentiation – Binet
looked for tasks that could be
successfully completed by 2/3
to 3/4 of children in a
particular age group, a
smaller proportion of younger
children, and a larger
proportion of older children
◦ general mental ability –

41. 1905 scale
 30 tasks or tests of increasing difficulty
 no measuring unit – just categorized people
very roughly into
◦ idiots (most severe intellectual impairment)
◦ imbeciles (moderate impairment)
◦ morons (mildest impairment)

43. Tasks on 1905 Scale
 Follows moving object with eyes (1)
 Recognizes the difference between a
square of chocolate & a square of wood (4)
 Repeats three spoken digits (11)
 Tells how two common objects are different
(e.g., “paper & cardboard”) (16)
 Compares five blocks to put them in order of
weight (22)
 Puts three nouns, e.g., “Paris, river, fortune”
(or three verbs) in a sentence (26)
 Defines abstract words by designating the

44. 1908 scale
 grouped items according to age
 could now describe individual in terms of
“mental age” – based on his/her
performance compared to average
performance of individuals in a specific age
group
 e.g., if 6 year old can perform tasks that

46. Binet – Simon Intelligence
Scale this was applied to
children of various ages
and
was able to determine their
mental age
 developed in 1905,
revised in 1908 and 1911

47.  was used and varied among children from
the
ages 3 years to 12 years old
 was revised in 1911 to include Henry
Herbert
Goddard (translated the 1908 revision in
English)

48. 1905 1908
Reply to an abstract
question
Repetition of three
figures; Immediate
repetition of figures
Definitions of abstract
terms
Verbal definition of
known objects
Resemblances of several
known objects given from
memory
Unfinished pictures
Comprehension questions
Definition of familiar
objects
Making change from 20
sous (French money)
http://childpsych.umwblogs.org/intelligence-testing-2/binet-simon-
scale/

49. 1916 Stanford-Binet Intelligence
Scale
 developed by Lewis M. Terman and Maud
Merrill of Stanford University
 first time the concept of “intelligence
quotient” was used:
100X
CA
MA
IQ

51. IQ distribution where Deviation IQ is used
(Noll, 1967) ---Table 2
IQ Interval SD = 12 SD = 14 SD = 16 SD = 18
130 and above 0.7 1.6 3.1 5.1
120 - 129 4.3 6.3 7.5 8.5
110 - 119 15.2 16.0 15.8 15.4
100 - 109 29.8 26.1 23.6 21.0
90 - 99 29.8 26.1 23.6 21.0
80 - 89 15.2 16.0 15.8 15.4
70 - 79 4.3 6.3 7.5 8.5
Below 70 0.7 1.6 3.1 5.1
Total 100.00 100.00 100.00 100.00
Table 2 shows the distribution of IQ where Deviation IQ is used

52. 1937 scale
 Extended age range
 Increased mental age range
 Improved scoring standards
 Improved standardization sample
 PROBLEM: standard deviation of IQ scores
differed across age levels
 E.g., S for age six was 12.5, for age 12 was
20; this meant that an IQ score of 120
indicated something very different for

53. 1960 scale
 Adopted deviation IQ
 Simply used standardization sample to
transform all scores so that the mean would
be 100 and the standard deviation would be
16 (15 on the most recent edition)
 This corrected for differences in variability

54. Different IQ Tests
 WISC – Weschler Intelligence Scale for
Children
 WAIS – Weschler Adult Intelligence Scale
 Otis Self Administering Test of Mental Ability
 California Test of Mental Maturity
 AGCT – Army General Classification Test
 Cooperative School and College Ability Test
 Terman-McNemar Mental Ability Test

55. IQ Tests developed in the
Philippines
 Philippine Mental Ability Tests
 PNIT - The Philippine Non-Verbal
Intelligence Test ( developed by Amanda H.
Tayag)
 Otis-Lenon Mental Ability Test (modified by
the
Philippine Guidance and Personnel
Association

56. INTELLIGENCE QUOTIENT

57.  a single score which indicates a person’s
general intelligence level
 the general capacity of a person to learn
(formal learning)
 measures only general intelligence
 William Stern derived the IQ test

58. Table 1. Traditional Calculation of IQ for Three
People
Person 1 Person 2 Person 3
Mental Age (MA) 6 years 15 years 15 years
Chronological Age
(CA)
6 years 18 years 12 years
MA ÷ CA 6 ÷ 6 = 1 15 ÷ 18 = 0.83 15 ÷ 12 = 1.25
(MA ÷ CA) x 100 1 x 100 = 100 0.83 x 100 = 83 1.25 x 100 = 125
IQ 100 83 125

59. Uses of IQ
1. It can be used by schools for admission
purposes.
2. It can be used for classifying
pupils/students.
3. It can be used for job hiring and placement.

60. Uses of IQ
5. It can serve as basis for education and
career
guidance.
6. It can be used to determine special
children
for their special education needs.

61. Measurement of Intelligence
 can be measured by standardized tests
 Ratio IQ
 Deviation IQ

62.  Example: Mario, a seven-year old first
grader
got a score of 70 in a 100 points IQ test.
His
score 70 is equivalent to the score of a
nine-
year old child in the standardization
sample.
Thus, the mental age of Mario is 9. Using
the

63. IQ distribution where Ratio IQ is used
Terman and Merrill (Noll, 1967) ---Table 1
Classification IQ Percentage in General
Population
Very Superior 140 and above 1.3
Superior 130 – 139 3.1
120 – 129 8.2
High Average 110 - 119 18.1
Normal Average 100 – 109 23.5
90 – 99 23.5
Low Average 80 – 89 14.5
Borderline defective 70 – 79 5.6
Mentally defective Below 70 2.6
Note that in this Table standard deviation remains the same.

64. IQ distribution where Deviation IQ is used
(Noll, 1967) ---Table 2
IQ Interval SD = 12 SD = 14 SD = 16 SD = 18
130 and above 0.7 1.6 3.1 5.1
120 - 129 4.3 6.3 7.5 8.5
110 - 119 15.2 16.0 15.8 15.4
100 - 109 29.8 26.1 23.6 21.0
90 - 99 29.8 26.1 23.6 21.0
80 - 89 15.2 16.0 15.8 15.4
70 - 79 4.3 6.3 7.5 8.5
Below 70 0.7 1.6 3.1 5.1
Total 100.00 100.00 100.00 100.00
Table 2 shows the distribution of IQ where Deviation IQ is used

65. Intelligence Level
Level IQ Range Percent
Feeble Minded 0 – 70 1
Borderline 70 – 80 5
Dull 80 – 90 14
Normal 90 – 110 60
Superior 110 – 120 14
Very Superior 120 – 130 5
Near Genius 130 – 140 1
Genius 140 - up -

66. Feeblemindedness
 mental retardation
 a mental deficiency marked by an IQ below
70

67. Feeblemi
ndednes
s
Idiots
Imbeciles
Morons

68.  severely retarted, custodials
 have IQ level of 0 – 25
 mental age of less than three years
 Incapable of taking a bath, dressing, and
cleaning themselves
 Have incoherent speech
 cannot do household chores
 requires close supervision and care

70.  moderate retarted, trainable
 have IQ level of 25 - 50
 mental age of 3 – 8 years
 with close supervision
 can do simple manual work like cleaning,
digging, fetching water and other household
chores
 cannot perform academic work like
reading, spelling and counting
 usually only up to Grade 2 level of

72.  mildly retarted, educatable
 have IQ level of 50 – 70
 mental age of 8 – 12 years
 can care for themselves even without
supervision
 can reach up to Grade 6
 they usually faill in examinations and other
class activities
 generally at the bottom of the class
 usually dubbed as stupid

74. Causes of
Mental
Retardation
Brain
Damage
Socio-
cultural
Factors
Prenatal
Factors
Genetic
Factors

75. Cretinism
Hydrocephal
y
Gargoylism
Mongolism/Down
Syndrome
Ingalactosem

76. Rubella STD Anoxia
Meningitis
Cerebral
Palsy

77. Malnutrition
Early
Pregnancy
Lack of parental
concern
Crowded and polluted
environment
Delayed prenatal care

78. Prematurity Head injury due to
accident of
pregnant mother
Radiation
Psychoactive
Drugs
Alcohol & Caffeine
intake of pregnant
Overdose of medicines
Mother’s frequent stress

79. Factors Affecting
Intelligence Heredity
 Environment
 Sex
 Race
 Culture
 Training
 Socio-economic status
 Efforts of the will

80. Improving One’s Intelligence
1. Enhancing self-esteem
2. Providing pleasant school experiences
3. Self-direction
4. Self-monitoring or metacognition

81. Name Occupation Nationality IQ
Leonardo da Vinci Genius Italy IQ 220
Francis Galton scientist, doctor England IQ 200
Blaise Pascal
Mathematics, religious
philosopher
France IQ 195
Voltaire Writer France IQ 190
Pierre Simon de Laplace
Astronomer,
mathematician
France IQ 190
George Berkeley philosopher Ireland IQ 190
Isaac Newton Scientist England IQ 190
Rene Descartes
mathematician,
philosopher
France IQ 185

82. Galileo Galilei
physicist, astronomer,
philosopher
Italy IQ 185
Michelangelo Buonarroti artist, poet, architect Italy IQ 180
Charles Dickens Writer England IQ 180
Baruch Spinoza philosopher Netherlands IQ 175
Immanuel Kant philosopher Germany IQ 175
Johannes Kepler
mathematician, physicist,
astronomer
Germany IQ 175
Martin Luther philosopher Germany IQ 170
Plato philosopher Greece IQ 170
Raphael Artist Italy IQ 170
Wolfgang Amadeus Mozart Composer Austria IQ 165
JohnLocke philosopher England IQ 165
Ludwig van Beethoven Composer Germany IQ 165
Name Occupation Nationality IQ