Dgnm i year psychology-unit vi-intelligence

INTELLIGENCE
PREPARED BY
Mrs.AKILA.A, M.Sc (N), M.Sc (PSY)
ASSOCIATE PROFESSOR

Course : DGNM I Year
Subject : Behavioural
Sciences-Psychology
Unit No : VI
Title : Intelligence

OBJECTIVES
At the end of the class the students will be
able to
 define intelligence
 describe the various uses of intelligence
 discuss the individual differences in intelligence
 explain in detail about mental ability
 enumerate the nature of intelligence and
development
 classify the various types of intelligence
 state the different theories of intelligence
 enumerate the assessment of intelligence

INTRODUCTION
Intelligence is the general capacity for
comprehension and reasoning that
manifest itself in various ways. It consists
of an individual’s mental or cognitive
ability, which helps the person in solving
his actual life problems and leading a
happy and well controlled life.

DEFINITION OF INTELLIGENCE
• Intelligence is the aggregate or global
capacity of the individual to think rationally,
to act purposefully and to deal effectively
with the environment.(Wechsler-1944)
• The mental quality consisting of the ability
to learn from experience, solve problems
and use knowledge to adapt to new
situations-(David G Myers-2004)

USES OF INTELLIGENCE
1.It helps the individual to adjust to new
changing situations quickly and correctly.
2. It helps to carry on the higher mental
processes such a reasoning, judging
3. It helps to learn difficult tasks and solve
problems.
4. It helps the individual to improve
performance in any situation.

5.It helps in quick understanding of things
6.It helps the individual to apply the
knowledge gained in various subject
/situations in dealing with present
situation.
7. It helps to improve Interpersonal
relationship.
8. It help in building our resourcefulness.

INDIVIDUAL DIFFERENCES IN
INTELLIGENCE
Individual differ from one another in the
amount and quality of intelligence. This is
one of the reason why people are reacting
differently to the same situation.
(i) Heredity
- The amount of intelligence that a person
possesses is inherited and fixed.
- With the growth of the child, the amount
of inherited intelligence by the child also
grows.

(ii) Age:
-The cessation of mental growth varies
from individual to individual.
- Majority of cases, intelligences reaches
its maximum, somewhat at the age of 16
to 20, in the individual. After that vertical
growth of intelligence ceases.
- Horizontal growth, that is accumulation
of knowledge and skills continues
throughout the life span.

(iii) Gender:
- Only a few subtle differences do seem to
exist with respect to certain component of
intelligence.
- Females tends to score little higher than
males with respect to verbal abilities, verbal
fluency, college achievements test, spelling
and writing.
(iv) Physical Health and Physique:
- Disorders or dysfunctions in brain may
lead to low intelligence.
- Thyroid disorders like cretinism,
decreased secretion of thyroid hormone may
cause low level of intelligence.

- Nutritional deficiencies during prenatal
period
- Pituitary gland abnormalities , Down
syndrome
- Birth injuries may cause cerebral anaemia
which may leads to mental defectiveness.
(v) Environment:
Environmental Factors includes:
- Unhealthy home and School environment
- Poor nutrition, lack of learning stimulation
- Inadequate training

Other factors which may cause differences in
intelligences are
(vi) Cultural differences
(vii) Motor skills and abilities
(viii) Emotional make up
(ix) Socialisation
(x) Morality
(xi) Aesthetic sense
(xii) attitudes, beliefs, values
(xiii) self concept
(xiv) Psychomotor skills
(xv)Study habits
(xvi) Achievements

MENTAL ABILITY
Mental ability :
• It is the capacity to perform higher mental processes of
remembering, understanding and problem solving.
• Intelligence is a general mental ability, but not every
psychologists agrees that the intelligence is a general
characteristic of a person.
- Some people have very little practical intelligence,
although they might be great scholars.
- It is safe to assume that most people can be graded
on scale of general intelligence from extremely dumb to
quiet bright.

Continuation of mental ability
• Intelligence is a cognitive ability as
distinguished from affective.
- If we perceive human activities into 3
forms like thinking, feeling and willing,
Intelligence would be most closely related
to thinking.
- It includes all forms of cognitive
behaviours such ass perceiving, attending,
learning, memorizing and thinking.

Continuation of mental ability
• Intelligence is innate ability which grows
and it is influenced by the environment.
- It consists of the ability to adapt to new or
changed situations quickly and correctly.
- It consists of the ability to carry on the
higher mental processes
- It implies the capacity to learn difficult
tasks and the ability to solve increasing
difficult problems.

CLASSIFICATION OF
INTELLIGENCE
• Edward L. Thorndike given 3 types:
1.Abstract intelligence
2. Mechanical or concrete intelligence
3.Social intelligence

Abstract intelligence or general
intelligence:
• The ability to understand and manage
ideas, verbal and mathematical symbols.
• Intelligence testing has tended to
concentrate on abstract intelligence.
• This type of intelligence is acquired by
study of books and related literature.
• Mostly good teachers, lawyers,
philosophers, doctors have this type of
intelligence.

Mechanical or concrete
intelligence:
• It is related to concrete materials.
• This type of intelligence is applicable when
the individual is handling concrete objects
or machines or operation of tools or
instruments.
• It includes the ability to visualise the
relationship among objects and
understand how the physical world works.
• Example: Engineers, Mechanics

Social intelligence:
• It is an ability of an individual to react to
social situations in daily life.
• It includes the ability to understand people
and act wisely in human relationships.
• People with this type of intelligence , know
the art of winning friends and influence
them.
• Example: Leaders, Salesman, ministers,
Diplomats.

GARDNER’S 8 Major Kinds of
Intelligence
• MUSICAL-Music smart
• BODILY KINESTHETIC- Body smart
• LOGICAL-MATHEMATICAL- Logic smart
• LINGUISTIC- word smart
• SPATIAL – Picture smart
• INTRAPERSONAL- Self smart
• INTERPERSONAL- People smart
• NATURALIST- Nature smart

MUSICAL INTELLIGENCE:
• skills in tasks involving music.
• The ability to recognise tonal patterns and
sounds, as well as a sensitivity to rhythms
and beats.
• Example: Musicians

BODILY- KINESTHETIC
INTELLIGENCE
• Skills in using the whole body or various
portions of it, in the solution of problems or
in the construction of products.
• The ability to control one’s body
movements and to handle objects skill
fully.
• Example : Dancers, athlets, actors,

LOGICAL-MATHEMATICAL
INTELLIGENCE
• Skills in solving the problems and scientific
thinking.
• The ability to think conceptually and
abstractly and the capacity to do logical or
numerical patterns.
• Example: Scientists

LINGUISTIC OR VERBAL
INTELLIGENCE
• The ability to use words and language.
• Skills involved in the production and use of
language.
• Example: Literati.

SPATIAL INTELLIGENCE
• Skills involving spatial configurations,
• The ability to visualise objects and spatial
dimensions and create internal images
and pictures.
• Example: Artists and architects

INTERPERSONAL INTELLIGENCE
• Skills in interacting with others, such as
sensitivity to the moods, temperaments,
motivations and intentions of others.
• The capacity for person – person
communications and relationships.

INTRAPERSONAL
INTELLIGENCE
• Knowledge of the internal aspects of one
self, access to one’s own feelings and
emotions.
• The capacity to be self aware and in tune
with inner feelings, values , beliefs and
thinking Process.

NATURALIST INTELLIGENCE
• The ability to recognise and categorise
plants, animals and other objects in
nature.

OTHER TYPES OF INTELLIGENCE
• EXISTENTIAL INTELLIEGENCE:
The sensitivity and capacity to tackle
deep questions about human existence
such as the meaning of life, why do we die
and how did we get here.

OTHER TYPES OF INTELLIGENCE
EMOTIONAL INTELLIGENCE:
• It is an intelligence that provides an
understanding of what other people are
feeling and experiencing, and permits us
to respond appropriately to others need.
• It is the basis of empathy for others, self
awareness and social skills.

NATURE OF INTELLIGENCE
• It is an innate mental ability, which grows and
it is influenced by the environment.
• It shows the capacity to adapt to new or
changed situations quickly and correctly.
• It implies the capacity to learn difficult tasks
and ability to solve increasing difficulty.
• It is the capacity to integrate experiences and
meet a new situation by means of adoptive
opportunity response.

DEVELOPMENT OF INTELLIGENCE
- Intelligence is the ability to acquire and
apply knowledge or skills.
- Following are the ways to increase
intelligence:
1. Reading books and creating notes
2. Set and structure goals in life
3. Meditate and exercise daily to increase
memory and intellect.
4. Have a good breakfast and stay hydrated
by drinking adequate water.

CONTINUATION OF DEVELOPMENT OF
INTELLIGENCE
5. Eat brain foods like dark green
vegetables, fish oil and nuts.
6. Recognise thoughts and process
information one piece at a time.
7. Do mathematical calculations because it
will be exercise for brain, it gets stronger
and quicker.
8. Make connections between ideas.
9. Practise good breathing techniques to feel
freshness

CONTINUATION OF DEVELOPMENT OF
INTELLIGENCE
10. Refine your thinking, focus on tasks.
11. Keep your brain active .
12. Do not give up, so keep trying to
improve your intellect.
Some Psychologists explained the
development of intelligence by following
theories of intelligence.

THEORIES OF INTELLIGENCE
1.SPERMAN’S TWO FACTOR THEORY:
 Sperman Proposed two factor theory; ‘g’ or
General factors and ‘S’ or Specific Factors.
 The performance of any cognitive activity
depends on g and one or more specific
factors.
 The general factor represents what all mental
tests have in common.
 Individuals differ in ‘g’ which can be thought
of in terms of information processing power.

• Specific factors relates to whatever unique
abilities a particular test requires and it
differs from test to test.
• Spearman and his followers place much
more important on general intelligence
than on the specific factors.

THURSTONE’S THEORY OF
PRIMARY MENTAL ABILITIES
• Thrustone identifies 8 clusters of primary
mental abilities which are independent
factors.
(i)Verbal fluency(V):
The ability to think of words rapidly.
(ii) Numerical ability(N):
The ability to do arithmetic problems.
(iii) Verbal Comprehension(VC):
The ability to define and understand
words.

(iv)Memory(M):
The ability to memorise and recall.
(v) Perceptual speed(P):
The ability to grasp visual details and to
see differences and similarities among
objects.
(vi)Spatial relations (S):
The ability to visualise designs.
(vii)Reasoning (R):
The ability to find principles and rules to
understand.
(Viii) Problem solving (PS):
The ability to solve the problems
independently.

STRENBERG’S TRIARCHIC
THEORY OF INTELLIGENCE
• Strenberg described 3 different kinds of intelligence.
(i) Analytical thinking:
It deals with problem solving abilities and focuses on
planning, monitoring, reflection and transfer.
(ii)Creative thinking:
It focuses on developing , applying new ideas and
creating solutions.
(iii)Practical thinking:
-Common sense.
- It focuses on the ability to adapt to a changing
environment and experiences.

CATTELL’S THEORY OF
INTELLIGENCE
• Raymond Cattell ‘ believed that ‘g’ is
composed of fluid and crystallized
intelligence.
(i) Fluid intelligence:
The ability to see the relationship
between things and to think logically and in
the abstract. It declines with age.
(ii) Crystallized intelligence:
It is based on acquired knowledge and
skills.

PROCESS- ORIENTED THEORIES
It includes, Piaget’s theory and Bruner’s theory.
• These theories have focused on intellectual
processes – the pattern of thinking that
people use when they reason and solve
problems.
• These theorists prefer to use the term
cognitive processes in place of intelligence.
• Often interested in how people solve
problems and how many get the right
solution.
• Focused on the development of cognitive
abilities.

1.Piaget’s theory (1970):
• According to piaget, intelligence is an
adaptive process involving interplay of
biological maturation and interaction with
the environment.
• He viewed intelligence as an evolution of
cognitive processes such as
understanding the laws of nature,
Principles of grammar and mathematical
rules.

2.Bruner’s Theory(1973):
• According to Bruner intelligence is a
growing dependence on representation of
objects or situations.
• These growing abilities are influenced by
the environment, especially the rewards
and punishments people receive for using
particular intellectual skills in particular
ways.

INFORMATION- PROCESSING
THEORY
• According to American Psychologist
Robert Strenberg, information processing
approach is the manner in which one
proceeds to perform a mental task or solve
a problem from the time one comes across
it, gather and make use of the information
for completing the task.
• The process of problem solving steps are:
(i) Encoding (identifying the relevant
available information in the mind)

(ii) Inferring (drawing the necessary
inference)
(iii) Mapping (establishing the relationship
between the previous situation and the
present)
(iv) Application(applying the inferred
relationship)
(v) Justification (justifying the analysed
solution of the problem)
(vi) Responsing (providing the best possible
solution)

ASSESSMENT OF
INTELLIGENCE(INTELLIGENCE
TEST)
Assessment of intelligence can be done
through psychological tests. Alfred Binet
(1875-1911) was the first psychologist to
device an intelligence test.

STANDFORD – BINET
INTELLIGENCE SCALE
The first Practical scale for measuring intelligence,
was developed by 2 French Psychologists, Alfred
Binet and Theodore Simon.
Aim: Develop an objective test to identify children
likely to have difficulty in regular classes.
Six areas of assessment:
(i) General intelligence (ii) Knowledge
(iii) Fluid reasoning (iv) quantitative reasoning
(v) Visual- Spatial Processing (vi) Working memory.

WECHSLER ADULT
INTELLIGENCE SCALE(WAIS)
- It is used to test adults.
- It is designed for adults aged between 16-74 years.
- The scale consists of 2 parts;
• A verbal scale with six subtests including
information, digit span, vocabulary, arithmetic,
comprehension, similarities
• A performance scale with five subtests including
picture completion, picture arrangement, block
design, object assembly and digit symbol.
• Based on the results, a verbal IQ, performance IQ
and a composite full scale IQ can be obtained.

WECHSLER INTELLIGENCE
SCALE FOR CHILDREN (WISC)
- It is an individual test that can be used from six to
16 years and all the sub tests as the WAIS-R.
- Together with the two optional performance
subtests- symbol search and mazes.
• WECHSLER PRESCHOOL AND PRIMARY
SCALE OF INTELLIGENCE
(WPPSI)
- designed for children from the age of two years six
months to seven years three months.

INTELLIGENCE TESTS
Intelligence Tests
Individual tests Group tests
1.Verbal 1. Verbal
2.Nonverbal 2.Non verbal
3. Performance
3.Performance

INDIVIDUAL VS GROUP TEST:
I.1.Individual test:
-These tests are administered on a single
individual by the tester.
-They allow direct observation of the test
– taking behaviour and thus serves a
diagnostic Purpose.
- Good rapport should be established.
- Time Consuming and increases the cost
of test
- Skill and experience is important factor
Example: Standford - Binet ,
Weschlers Scales

2.Group Test:
- developed during I world war to recruit
people to army.
-The army alpha test was designed and
administered to recruit who were literate
and proficient in English.
- The army beta test was used for foreign
born recruits or those who couldn’t read
with proficiency.
.

Example of group test:
1.Pramila Ahuja for those who aged 13-17
years
2. General mental ability devised by
S.Jalatta for college students
Advantages of Group test:
- Administered to large group
- Simplifies the examiners role
- Scoring is more objective

VERBAL, NONVERBAL AND PERFORMANCE
TEST:
II. 1.Verbal Test:
- Requires the use of language
- Instructions are given verbally and the
individuals are required to use language.
-The literate only allowed to take test.
Example:
1. Army alpha test
2. Standford- Binet Test

II. 2.Non – verbal test:
- do not necessitate the use of language.
- tests contain drawings which can be
administered on individuals belonging to
any culture.
- even this can be used for people who
have not had schooling.
- subjects /people are asked to find the
missing item from the alternatives.
Example:
Ravens Progressive Matrices and culture
fair test

II.3.Performance Test:
- which involves motor responses
- useful for illiterate , deaf and dumb or
those who have had very little education.
- This can be used as a supplementing test.
Example:
1.Bhatia’s Battery of Performance test
2. Leiter international Performance scale
3.Columbia mental maturity Scale

Example of tasks involved in
Performance test:
1. Draw something
2. Find the right path in a maze
3. Construct designs
4. Fit together blocks on a board
5. Picture completion

COMPARISION BETWEEN
INDIVIDUAL AND GROUP TEST
INDIVIDUAL TEST GROUP TEST
1.One individual at a time,
hence it is not economical in
terms of time, labor and
money.
1.Any group of children can
be tested at the same time,
hence economical.
2.These are applicable both
for children and adults
2. These tests cannot be
administered to young
children below the age of 10
years.
3. These bring the tester and
child closer and establish a
better relationship between
the two.
3.Personal contact between
the two is not possible

USES OF INTELLIGENCE TEST
1.Predicts how well a individual will learn in
a program of study.
2. Helps to classify the students according to
the capacity
3.Helps in selecting the students for
admission or for scholarships
4.Helps for Vocational guidance and
counselling
5. Useful in recruiting the employees for job
6.It helps for research also.

LIMITATIONS OF INTELLIGENCE
TEST
1. It cannot measure intelligence with
mathematical accuracy.
2. It doesn't predict the absolute success in
school or in a profession
3. It do not throw any light on the character,
morals, emotions or temperament of the
individual.

INTELLIGENCE QUOTIENT(IQ)
• The idea of IQ was first utilised in 1916
by Standford- Binet tests.
• IQ= MA(Mental age- determined by intelligent test)
X100
CA (Chronological age- years from birth)
 Imagine a 10 year –old boy scores a mental age of 12.
his IQ will be
 IQ=12 x100=120
10

CLASSIFICATION OF
INDIVIDUALS- AS PER IQ
INTELLIGENCE IQ
GENIUS 140 AND ABOVE
VERY SUPERIOR 130 to 140
SUPERIOR 120 to 130
ABOVE AVERAGE 110 to 120
AVERAGE 90 to 110
DULL AVERAGE 80 to 90
BORDERLINE 70 to 80
MILD MENTAL RETARDATION 50 to 70
MODERATE MENTAL RETARDATION 35 to 50
SEVERE MENTAL RETARDATION 20 to 35
PROFOUND MENTAL RETARDTION 0 to 20

ALTERATIONS IN INTELLIGENCE
• People differ in intellectual ability and
capacities like reasoning and thinking,
power of imagination, creative expression
etc.

MENTAL RETARDATION
• Mental retardation means significantly sub-
average general intellectual functioning
existing concurrently with deficits in, adaptive
behaviour, which is manifested during the
developmental period.
• Causes includes
- Genetic conditions
- Prenatal problems
- Environmental Problems

DEGREE OF MENTAL RETADATION
LEVEL IQ SCORE ADAPTATION TO LIFE WITHH
RETADATION
Mild 50-70 •May learn academic skills up to 6th
standard
•Can achieve social and social skills with
support
Moderate 35-49 •May reach the 2nd grade level
•Can able to work in sheltered
workshops
Severe 20-34 • May learn to talk and perform simple
tasks with supervision, but may not
profit from vocational training
Profound Below 20 • Requires constant help and care

GIFTEDNESS
• Giftedness has been defined in terms of
specific talents and academic abilities, by
general characteristics (including curiosity,
motivation, ability to see relationships and
long attention span) and personality traits
such as leadership ability, independence
and intuitiveness

Mentally gifted children:
-These are the individuals with IQs of
140 or higher.
-In the early childhood, a gifted child is
generally misfit in his class.
- The Gifted child may be able to
comprehend much faster.

NURSES IMPLICATIONS IN
INTELLIGENCE ASSESSMENT
• Knowledge about the nature of intelligence is
essential for the nurses.
• Nurse’s explanations should be on the
intellectual level of the patient.
• Knowledge about the intelligence helps the
nurses to identify the sub normalities.
• Knowledge about the differences in the
development of intelligence among newborns
will help the nurses to give suitable care.

CONCLUSION
Every individual is unique, differs with
intelligence. As a nurse, we have to apply
this knowledge in providing care to the
patient and also to the family members
who differs in intelligence.

EVALUATION
I. Fill in the blanks:
1. ------------- is inborn all round mental
efficiency.
2. Formula for IQ is--------
3. First intelligence test scales were
developed by--------
4. Expansion of WAIS--------
5. The level of IQ below 20 is------------

6. --------is the capacity to perform higher
mental processes of remembering,
understanding and problem solving.
7.---------------is an example for individual
intelligence test.
8.Ravens Progressive matrices and culture f
fair test is an example for.................test.
9. Army alpha test is an example
for..........test
10. Columbia mental maturity scale is an
example of------------test

Answer Key:
1. Intelligence
2. IQ=MA(Mental age)
X 100
CA(Chronological age)
3. Afred Binet and Theodore Simon
4. Weschlers Adult Intelligence Scale
5. Profound Mental retardation

Answer key:
6. Mental ability
7.Weschlers intelligence scales and
Standford Binet Scales
8.Noverbal test
9.Verbal test
10.Performance test

Dgnm i year psychology-unit vi-intelligence

Dgnm i year psychology-unit vi-intelligence

Dgnm i year psychology-unit vi-intelligence

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