Intelligence

Definition
• The word ‘intelligence’ is derived from Latin word
‘intelligentia’ which means ‘understanding, power
of discerning (having or showing good judgment).
• Intelligence can be defined as the ability to learn,
understand or to deal with new or difficult
situation.
• Intelligence can be defined as the ability to apply
knowledge to manipulate one’s environment or to
think abstractly as measured by objective criteria.
(eg. Tests)

Definition by different personalities
Mainstream Science on Intelligence,
“Intelligence is a very general mental capacity that
among other things, involves the ability to reason,
plan, solve problems, think abstractly, comprehend
complex ideas, learn quickly and learn from
experiences. It is not merely book learning, a narrow
academic skill or test-taking smarts. Rather, it
reflects a broader and deeper capability for
comprehending our surroundings,- ‘catching-on’,
‘making sense’ of things and ‘figuring out’ what to
do”.

• Alfred Binet, “judgement, otherwise called good sense,
practical sense, initiative, the faculty of adapting one’s
self to circumstances auto critique”.
• Intelligence is the aggregate or global capacity of the
individual to think rationally, to act purposefully and to
deal effectively with the environment.
David Wechsler, 1994
• Intelligence can be defined as a sort of mental energy,
in the form of mental or cognitive abilities with an
individual which enables him to handle his
environment in terms of adaptation to face new
situation as effectively as possible. Mangal

• Intelligence is the ability to master the information
and skills needed to succeeded within a particular
culture.
Lorurto, 1991
• It is a composite organization of abilities to learn, to
grasp broad and subtle facts especially abstract
facts, with alertness and accuracy, to exercise
mental control and to display flexibility and sagacity
in seeking the solutions of the problems.
Gates and others, 1995

• Intelligence is the general ability for
comprehension and reasoning that manifests
itself on various ways. It consists of individual’s
mental and cognitive ability, which helps the
person in solving his actual life problems and
leading a happy and well contended life.
• In summary, intelligence is a “capacity to
acquire and apply knowledge”

Characteristics of intelligence
• It is an innate mental ability which grows and is
influenced by the environment.
• The development of intelligence is proceeds from
birth to till the end.
• It shows the capacity to adapt to new or changed
situations quickly and correctly.
• It implies the capacity to learn difficult tasks and the
ability to solve increasing difficult problem.

• Intelligence is the combination of cognitive
functioning (the act or process of knowing,
perception, judgment) and social adaptability (the
ability to learn from experiences and improves the
fitness of learners as a condition).
• It helps the individual to acquire the capacity to
profit from his previous experiences and the
experiences of others.
• It consists in the ability to carry on the higher
mental processes such as reasoning, criticism,
application, judgment.
• Person’s intellectual performance will vary in
different occasions, in different domains, as judged
by different criteria.

• The level of intelligence is different from person to
person.
• It shows the capacity to observe relationships and
detect absurdities (silliness).
• Education and intelligence are not same thing, a
person who has not gone to school for study may be
more intelligent than the person with academic
degree.

Types of Intelligence
According to Edward Lee Throndike,
1. Concrete Intelligence (Mechanical Intelligence)
• It is the ability of an individual to comprehend
actual situations and to react to them adequately.
• It is related to concrete materials.
• The concrete intelligence is evident from various
activities of daily life.
• This type of intelligence is applicable when the
individual is handling concrete objects or
mechanics.

• This type of intelligence is measured by
performance tests and picture tests in which an
individual is asked to manipulate concrete
materials.
• Examples: Engineers, mechanics and architects.

2. Abstract or General Intelligence
• Abstract intelligence indicates the ability to respond to
words, numbers, formulas, diagram and letters.
• This is acquired after intensive study of books and
literature.
• Good teachers, lawyers, doctors, philosophers etc. have
this type of intelligence.

3. Social Intelligence
• It means the ability of an individual to react to
social situations of daily life.
• Adequate adjustment in social situations is the
index of social intelligence.
• It includes the ability to understand people and
act wisely in human relationships.
• Persons having this type of intelligence know
the art of winning friends and influencing them.
• Examples: leaders, ministers, salesman,
diplomats, social workers.

Factors affecting intelligence
Psychologists today generally agree that all human
attributes, including intelligence shaped by two factors;
Heredity provide the physical body to be developed with
certain inherent capabilities while Environment
provides for the maturation and training of the
organism
Both nature and nurture have been scientifically
established as having significant impact on intelligence.
In 1940, Newman concluded that the variations in I.Q.
were determined about 68% by heredity and 32% by
environment.

1. Hereditary factors
• Heredity refers to the biological characteristics
which are transmitted by the parents to the
offspring.
• The limits of an individual’s intellectual
development are determined by the genes that he
received as an offspring.
• Several research findings support for the view that
heredity plays a significant role in human
intelligence. Twin studies suggest that identical
twins IQ’s are more similar than those of fraternal
twins despite their environmental differences.

2. Environment
• Heredity alone cannot account for all the individual
differences in intelligence.
• Environment has also a role to play. It provides for
the maturation and training of the organisms.
• The influence of the environment begins from the
moment of conception. Environmental factors such
as, prenatal diet, prenatal infections, socio
economic conditions, educational level of parents,
parental care and affection, social, physical and
culture influence intelligence development.
• The following are the environmental factors
affecting intelligence;

i. Home environment
• Home is first learning institution for the child during
his early years of development.
• Needless to mention that it exercises tremendous
influence on child’s understanding of the external
world, and his conceptions of success and failure.
• The home provide an identity for the child, builds his
self-concept, and prepares him to face the world.
• The home environment consists of all the transactions
taking place among the family members.
• A supportive and warm environment that encourages
exploration, curiosity, and self-reliance leads to higher
intellectual competence in children.

• In unsupportive environments, where the families
members punish or reject the child, or parents are
extremely authoritarian, and impose a set of rigid
rules and regulations on the child, child’s
intellectual competence becomes low.
• A restrictive home atmosphere inhibits early
exploration and curiosity in children, creates high
anxiety in the child as a result of which his natural
potentials fail to grow to the optimal level.
• The home environment also influences child’s
emotions, motivations and beliefs, which are closely
linked with intellectual competence.

ii. Environmental deprivation and environmental
enrichment
• It has been found that intelligence can be reduced
by certain environmental deprivation such as
developing a child in a stressful environment.
• In terms of environmental enrichment, is the
stimulation of the brain by its physical and social
surroundings, removing the children from restricted
environments and placing them in a more favorable
setting (social contact, nutrition, physical exercise,
new objects and accessories) seems to enhance the
intellectual growth.

iii. Blood relationship
• Parents are the first teachers for the child. The nature
of mental behavioral deal between the parents and the
child has a critical influence on his intellectual
competence.
• Several studies report that first-born tend to have
higher IQ than second-born, who tend to be higher IQ
than third-born and so on, it is because one individual’s
intellectual growth depends to an important degree on
the intellectual environment in which he or she
develops, where as first-born child benefits from the
fact that for some period of time, until the birth of
another child, a first0born child lives with two adults
who provide a relatively advantaged intellectual
environment, whereas a second-born child lives with
two adults share the attention with both child equally
weaken intellectual environment of second-born child.

• Children intellectual develops faster when parents
provide emotional security, make the family
environment more supportive, praise the child’s
achievement, and allow independence.
iv. School environment
• The role of the environmental factors in intelligence
is indicate by many studies that the longer students
remain in school or college, attend school or college
regularly and those who start school at an average
age tends to have higher IQ than those who don’t
attend school or college regularly and start
schooling older than average age.

v. Socioeconomic status
• Children of upper socioeconomic status of society
exposed to more intellectual stimulation, get better
social opportunities, and are nourish with better
nutrition that those of low socioeconomic status.
• Children who are in exclusive breastfeeding and
breast feeding up to 2 years tend to have higher IQ
than those who are not.
In conclusion, the conductive environment may
ultimately cultivate the potential intelligence,
whereas, in reverse condition, the potentiality may
remain unexplored.

Besides, these hereditary and environmental factors
there are even other factors that affect intelligence
which are discussed below;
3. Age
• A person who is bright and dull in childhood tends
to remain bright or dull throughout his life.
• Development of intelligence can continue through
the early twenties, person achieves his maximum
10 at about 20 years and remain stable till 10 years
and decrease after that.
• Some abilities remain constant while others decline
rapidly due to decline in physical efficiency.

• It is observed that the more intelligent person has
more rapid of mental growth and continues to
develop longer than does the mentally less able.
4. Sex
• It is popular belief that boys are supposed to be
more intelligent than girls.
• The research studies have shown that there is no
significant differences between the sexes, on the
average, girls seems to show slight superiority in
language, memory and appreciation.
• The differences in intelligence are caused partly by
environmental conditions.

5. Health and physical development
• Physical and mental health is related to one’s ability
to gain desired achievement.
• A mental activity with delicate health, on may not
possess enough energy to engage in mental activity
to the extent that he achieves success.
• Physical defects such as incomplete maturation of
brain cells sensory and physical handicaps many
interfere with observable intelligent behavior.
• Disease also affect intelligence.
• Emotional bodies may interfere one’s ability,
unfavorable health affects mental status of the
individual.
• Healthy body gives healthy mind

Intelligence tests
Definition
• A device for measuring the capacity of
understanding, judgment and intellect is called
intelligence test.
• Intelligence test is a standardized test used to
establish an intelligence level by measuring an
individual’s ability to form concepts, solve
problems, acquire information, reason and perform
other intellectual functioning.

Types of intelligence test or test of
intelligence
The various types of intelligence tests are to
determine the level of individuals depending upon
their age and language ability. The common types
are as follows;
I. Based on number of individual to be tested
1. Individual intelligence test
• Verbal test
• Non verbal test (Performance test)
2. Group intelligence test
• Verbal test
• Non verbal test (Performance test)

II. Based on Scientists
1. Binet- Simon Intelligence Test Scale
2. Stanford- Binet Intelligence Test Scale
3. Wechsler Adult And Children Intelligence Test Scale
a. Wechsler Adult Intelligence Scale (WAIS)
b. Wechsler Intelligence Scale for Children (WISC)
• Wechsler Preschool and Primary Scale (WPPS)

I. Based on number of individual to be tested:
1. Individual intelligence test: This test can be
administered only one individual at a time.
Here are some of methods that the test can be measures;
• Verbal test: In this method the language ability is
essential. The individual can answer through to verbal
way such as reasoning memory and numerical
abilities.
• Non-verbal test: It deals with diagrams and pictures.
This test is free from language barrier and doesn’t
require reading skills.
Example: Performance test: It is the one of the non-verbal
test. This test involve the manipulation of objects
(example: picture arrangement, picture completion,
block design) within a minimum use of paper and
pencil.

Advantages
• It helps to provide thorough knowledge about
the individual.
• It is more reliable.
• It is useful for formative and remedial
measures.
• It helps to eliminate the variables such as
inattention, cheating, coping can be
eliminated.

Disadvantages
• It is costly.
• It requires skilled manpower and well trained
testers.
• No competition among the subjects.
• Informal administration.

2. Group intelligence test: In this method test can be
administrate to a group of individual at a time.
Here are some of methods that the test can be
measured;
• Verbal Test: The test use language and is applied to
a group of individuals at a time. Example: written
test.
• Non- verbal Test: In these tests, materials does not
contain words or numerical figures as it contains
pictures, diagrams, geometrical figures printed in
booklet, where the person need to fill in some
empty spaces, draw some figures, point out
similarities and dissimilarities as instructed.

Advantages
• It is not so costly.
• It is suitable for adults.
• It involves competition.
• Formality in administration.
• It doesn’t need trained manpower as compare
to individual test.

Disadvantages
• The instructions, directions, hints may not be
understood by the all.
• The subject may feel boredom and diversion
of attention.
• The subject may cheat and adopt unfair
means.
• The specific qualitative behavior cannot be
administered.

II. Based on Scientists
1. Binet- Simon Intelligence Test Scale
• In 1905, the French psychologist Alfred
Binet published the first modern
intelligence test, the Binet-Simon
Intelligence Scale.
• Along with his collaborator Theodore
Simon, Binet published revisions of his
intelligence scale in 1908 and 1911, the
last appearing just appearing just
before his untimely death.
• Binet had designed the Binet-Simon
intelligence scale in order to identify
students who needed special help in
coping with the school curriculum.

• He argued that with proper remedial education
programs, most students regardless of background
could catch up and perform quite well in school.
• The Binet-Simon test consists of a variety of items
intended to reflect knowledge and skill, the average
school child of given stage would have.
• These items are graded in difficulty according to age, so
that for example: items the 12 years old would be able
to answer, a younger child would tend to miss.
• The test is administered individually, one-on-one by a
person trained to do so, and requires two hours to
complete.
• The scoring of the test produces a number called the
child’s mental age.
• The mental age reflects the level at which the child
performed on the test.

• If the child performed at the level of the average 10
year old, For example: then the child would be
assigned to the mental age of 10 regard less of
his/her chronological age (physical age).
• One compares the child’s mental age to his or her
chronological age.
• If the mental age is same as chronological age, then
the child is average.
• If the mental age is higher than the chronological
age, then the child is mentally ‘advanced’ or ‘gifted’.
• If the mental age is lower than the chronological
age, then the child is mentally ‘retarded’ or behind
his/her peers in intellectual development.

Sample Items from 1911 Binet-Simon Test
YEARS ITEMS
Three years Shows nose, eyes mouth.
Repeats two digits.
Describe object in pictures.
Gives family name.
Repeats a sentence of six syllables.
Four years Gives own sex.
Names key, knife, and penny.
Repeats three digits.
Compares the length of two lines.
Five years Compares two weights.
Copies a square.
Repeats a sentence of 10 syllables.
Counts four pennies.

YEARS ITEMS
Six
years
Distinguishes between morning and afternoon.
Defines objects in terms of their use.
Copies a shape.
Counts 13 pennies.
Compares faces from the aesthetic point of view.
Seven
years
Identifies right hand and left ears.
Describe a picture.
Follows precise directions.
Name four colors.
Eight
years
Compare two remembered objects.
Counts from 20 to 0
Indicates omission in pictures.
Gives day and date.
Repeat five digits.

YEARS ITEMS
Nine
years
Defines objects in terms of broader than they use.
Recognizes all the pieces of our money.
Names the months.
Understands easy questions.
Ten
years
Arranges five objects in order of weight.
Copies drawing from memory.
Criticizes absurd statements.
Understands difficult questions.
Uses three given words in two sentences.
Twelve
years
Uses three given words in one sentence.
Recall more than 60 words in three minutes.
Defines abstract terms.
Understands a disarranged sentences.

YEARS ITEMS
Fifteen years Repeats seven digits.
Gives three rhymes
Repeats a sentence of 26
syllables.
Interprets a picture.
Solves a problem from several
facts.

Advantages
• It helps to measure intelligence by assessing
the intellectual skills and knowledge.
• It assume that every individual has had an
opportunity to learn.
• It is certainly suitable for children.
• It helps to identify one’s mental age.

Disadvantages
• Time consuming.
• Uncertainty for adults.
• The measurement of test is not reliable and
valid.

3. Wechsler Intelligence Test Scale
• Dr. David Wechsler (1896-1981)
was an American psychologist
whose work frequently
specialized in intelligence
testing.
• The first Wechsler intelligence
scale, known as the Wechsler-
Bellevue Intelligence Scale, was
developed in 1939, 2 years
after the 1937 version of the
Stanford- Binet.

Contd…
• It is developed in reaction to problems with
the 1937 Stanford-Binet
- SB item had been selected for use with
children, and weren’t really appropriate for
adults.
- SB had lots of timed tests, which made it
difficult for older adults.
• It approximately takes 60-90 minutes to
complete test.

Purposes
• These tests are used not only as intelligence tests,
but as a clinical tools.
• It helps to used as part of an assessment to
diagnose ADHD/ADD and learning disabilities.
• It can be helpful to show differences between a
subject intelligence and his/her performance at
the surroundings.
• It can be helpful as being part of an assessment
battery to identify intellectual giftedness and
cognitive strengths and weakness.

Contd..
• It helps to predict future academic
achievement.
• It helps in contributing information concerning
a child’s developmental and psychological
well-being

Wechsler Intelligence Types
• Wechsler is well known for his initiation in intelligence
as he further proposed other types of Wechsler
intelligence.
• The Wechsler Adult Intelligence Scale (WAIS) (in adults
and older adolescents from age 16 to 90 years) was
developed first in 1939 and then called the Wechsler-
Bellevue Intelligence Test.
• From these he derived the Wechsler Intelligence Scale
for Children (WISC)(children between the ages of 6 and
16) in 1949 and the Wechsler Preschool and Primary
Scale of Intelligence (WPPSI) (children ages 2 years 6
months to 7 years 7 months ) in 1967.

Wechsler Adult Intelligence Scale (WAIS)

Introduction
• The Wechsler Adult Intelligence Scale (WAIS) is a
test designed to measure intelligence in adults and
adolescents (from age 16 to 90 years).
• The original WAIS (Form-I) was established in
February 1955 by Dr. David Wechsler, as a version of
the Wechsler-Bellevue Intelligence Scale that had
been released in 1939.
• The Wechsler- Bellevue has been revised several
times leading to various edition as WAIS, WAIS-R,
WAIS-III and WAIS-IV for its modification and
advancement in items.

Contd..
• It is currently in its fourth edition (WAIS-IV)
released in 2008 by Pearson, and is the most
widely used IQ test, for both adults and older
adolescents, in the world.
• Data collection for the next version (WAIS 5)
began in 2016 and is expected to end in spring
2020.

Wechsler Adult Intelligence Scale
(WAIS-IV)

INTRODUCTION
• The current version of the test, the WAIS-IV, which
was released in 2008, is composed of 10 core
subtests and five supplemental subtests, with the
10 core subtests yielding scaled scores that sum to
derive the Full Scale IQ.
• With the WAIS-IV, the verbal/performance IQ scores
from previous versions were removed and replaced
by the index scores.
• It deals with the general cognitive abilities, problem
solving reasoning skills (verbal, non-verbal), working
memory and processing speed.

CONTD..
• The General Ability Index (GAI) was included, which
consists of the Similarities, Vocabulary and
Information subtests from the Verbal
Comprehension Index and the Block Design, Matrix
Reasoning and Visual Puzzles subtests from
the Perceptual Reasoning Index.
• The GAI is clinically useful because it can be used as
a measure of cognitive abilities that are less
vulnerable to impairments of processing speed
and working memory.

Index scores and scales
There are four index scores representing major
components of intelligence:
• Verbal Comprehension Index (VCI)
• Perceptual Reasoning Index (PRI)
• Working Memory Index (WMI)
• Processing Speed Index (PSI)

CONTD..
Two broad scores, which can be used to
summarize general intellectual ability, can also
be derived:
• Full Scale IQ (FSIQ), based on the total
combined performance of the VCI, PRI, WMI,
and PSI
• General Ability Index (GAI), based only on the
six subtests that the VCI and PRI comprise.

Full Scale Intelligent Quotient (FSIQ)
• The Full Scale IQ is a score derived from
administration of selected subtests from the
Wechsler Intelligence Scales designed to provide a
measure of an individual’s overall level of general
cognitive and intellectual functioning.
• It is a summary score derived from an individual’s
performance on a variety of tasks that measure
acquired knowledge, verbal reasoning, attention to
verbal materials, fluid reasoning, spatial processing,
attentiveness to details, and visual-motor
integration.

General Ability Index (GAI)
• The GAI is a composite score that is based on 3
Verbal Comprehension (similarities, vocabulary,
comprehension) and 3 Perceptual Reasoning
subtests (block design, matrix reasoning, picture
completion), and does not include the Working
Memory or Processing Speed subtests as
included in the Full Scale IQ (FSIQ).
• Helps in assessing learning disabilities, attention
problems, or other neuropsychological issues.

Verbal Comprehension Index (VCI)
• The Verbal Comprehension Index (VCI) is a
score derived from the administration of
selected subtests from the third and fourth
edition Wechsler Adult Intelligence Scale
(WAIS) and Wechsler Intelligence Scale for
Children (WISC).
• The VCI is designed to provide a measure of
verbal acquired knowledge and verbal
reasoning.

Subtests of VCI
The VCI consists of 3 core (similarities, vocabulary and
information) and one supplemental
(comprehension) subtest, as discussed below;
i. Similarities
• It measures the verbal reasoning and concept
formation.
• This test requires the subject to identify the
similarity between two clearly dissimilar items.
(words are presented orally to the subjects).
• It consists of 18 pairs of words.

Contd..
• For examples:
- “In what way are an apple and a pear alike?”
- “How are a snake and an alligator alike?”
- “ How are virtual session and classroom
session similar?”

Contd…
ii. Vocabulary:
• Vocabulary is a verbal test that measures word
knowledge and the ability to verbally express
definitions of words.
• The words are presented both visually (in large
print) and orally to the subjects.
• The subjects must only understand that they need
to provide a definition to the words presented.
• An appropriate “definition” can be a single word
(synonym). No motor response required.

Contd…
• The vocabulary subtest requires the client to try to
define up to 30 words.
• This subtest assesses the client’s understanding of
words and reflects:
■ language development
■ expressive language skills
■ cultural and educational experiences
■ ability to use words appropriately
■ regaining of information from long-term memory

CONTD…
• For example:
- “What is guitar?”
- “How do you define ambitious?”

Contd…
iii. Information
• It is a verbal task that measures acquired,
culturally loaded information.
• Questions are presented verbally and the
subjects responds verbally.
• The information subtest consists of 26
questions aimed at determining how much
general knowledge the client has
accumulated from their environment.

Contd..
• No motor or visual processing is required.
Questions tap areas such as history, science,
geography, biology, culture.
• The subtest reflects:
■ ability to learn and recall facts
■ intellectual curiosity
■ quality of education
■ alertness to the environment
■ retrieval of information from long-term memory

Contd..
• For example:
- “ Who is the president of Nepal?”
- “ Where was tiktok developed?”
- “When was first COVID 19 case detected in
Nepal?”

Contd..
iv. Comprehension
• A verbal task that measures understanding of social
roles and practices and conventional standards of
behavior.
• It is culturally loaded. It includes 14 items.
• The subject is asked to explain why certain practices
are followed, to interpret proverbs and to tell what
should be done under certain circumstances.

Contd…
• Comprehension questions tend to focus on
“why we do things” or “how things work” in
our society.
• For example:
- “What is the thing to do if you find an injured
person laying on the sidewalk?”
- “What does kill 2 birds with 1 stone
metaphorically mean?”
- “Why one shouldn’t belch while eating in
public?”

Perceptual Reasoning Index (PRI)

Perceptual Reasoning Index (PRI)
• Perceptual Reasoning Index (PRI) is the ability to
think and reason using pictures/visual information.
• It is the ability to ‘see’ what is being asked, to
understand and respond, and to organize
information in one’s head through images.
• Perceptual Reasoning is an ability to manipulate
abstract thoughts into visual thoughts (visual spatial
skills), and to reason with rules, generalizations, and
logical thinking.
• It measures nonverbal reasoning skills and taps into
thinking that is more abstract and requires visual
perceptual abilities.

Subtest of PRI
The perceptual reasoning index consists of 3 core (block
design, matrix reasoning and picture completion) and 2
supplemental (visual puzzles and figure weights)
subtests, as discussed below;
I. Block Design
• It is a visual and motor task that measures the ability
to “see” geometric designs, analyze the visual
information (design) presented, and recreate the
design using six sided blocks. This is a timed task.
• The individual is required to copy a pattern using
colored blocks.

Contd..
ii. Matrix Reasoning
• It is a task that is presented in a visual format
and measures non-verbal abstract problem
solving, inductive reasoning, and spatial
reasoning ability.
• This task requires pattern recognition,
attention to visual details including shape,
color, pattern, and location, and recognition of
the relationship between parts/details.

Contd…
• The individual is presented with a matrix of
abstract pictures in which there is one picture
missing.
• She/he has then to choose which of a number
of possible options the missing picture is.

Contd..
iii. Visual Puzzles
• It is a visual task that requires the individual to
view a completed puzzle and select three
response options that, when combined,
reconstruct the puzzle, and do so within a
specified time limit.
• This subtest is designed to measure nonverbal
reasoning and the ability to analyze and
synthesize visual stimuli as well the ability to
anticipate relationships among parts.

Contd..
• Performance on this task also may be
influenced by visual perception, broad visual
intelligence, fluid intelligence, and
simultaneous processing.
• The task requires the individual to “move or
rotate shapes mentally” (spatial visualization
and manipulation) and in order to solve
problems.

The Answer is marked as below. It is l (L) instead of 1
(one). You need very good observation power to
find this mistake. In fact 1st and 3rd character is l (L)
instead of 1. Only 3rd one is marked in this picture.

Contd..
iv. Picture completion
• The individual is shown a picture in which
there is a significant part missing, such as a
man cutting down a tree using an axe without
a head, and is required to say what is missing.
• The test was developed to measure visual
understanding and organization.

contd…
v. Figure Weights
• The individual is presented with a picture of a
pair of scales in which there are missing
weights, and they have to choose the correct
weights to keep the scales in balance.
• The subset is designed to measure
quantitative and analogical reasoning

Contd..
• Quantitative reasoning tasks involve reasoning
processes that can be expressed
mathematically emphasizing inductive or
deductive logic.
• The test is done with people of age group 16
to 69 only.

Working Memory Index (WMI)
• This index reflects an individual’s ability to
take in and hold information in immediate
awareness (short-term memory) and then
perform a mental operation on that
information.
• It also measures the mental manipulation of
number operations.

Subtest of WMI
The subtest of Working Memory Index
incorporate two core task (Digit Span and
Arithmetic) and one supplemental task (Letter-
Numbering Sequencing) as discussed below;
i. Digit Span
• A verbal/auditory task that measures short-
term auditory memory and focus.
• The task requires the individual to
immediately repeat series of numbers of
increasingly length that are spoken by the
examiner.

Contd
• The individual is required to repeat numbers in
order (Forward), in reverse order (Backward), and
from lowest to highest (Sequencing).
• The task measures how long an individual can pay
attention to what they hear and “hold” the
information in short-term memory long enough to
immediately recite the information back or to
perform an simple operation with the information
(such as re-ordering the numbers). There is no
visual information presented or motor response
required.

• Digit Sequencing
Use digit sequencing from lowest to highest
number for below questions;

Contd..
ii. Arithmetic
• It is a verbal task that measures immediate
memory and focus during a task that requires
the ability to perform mathematical
calculations.
• The examiner reads word problems and the
individual is required to complete the
calculation “in their head” without the use of
paper and pencil.

Contd..
• Arithmetic measures attention and memory,
but also quick recall of math facts and
functions and general proficiency with basic
math calculations.
• There is no visual information or motor
response required.
• This subtest consists of 22 timed arithmetic
problems to be solved.

Contd…
• For example:
 Ram bought two book for five hundred each
and paid ten percent tax. How much did he
pay all together?

Contd..
iii. Lettering-Numbering Sequencing
• It is a supplementary verbal task that requires
individuals to reorder a series of letters and
numbers based a set of specific rules (Letter-
Number Sequencing).
• This task measures short-term memory,
attention, and the ability to
manipulate/reorder information in short term
memory.

Contd…
• This task places moderate demands on
receptive language skills since the individual
must understand the directions and “rules” of
the task in order to complete it.
• There is no visual information or motor
response required.

Contd..
• For example:
- Place the numbers in numerical order and
then the letters in alphabetical order.
Repeat the sequence Q-1-B-3-J-2
T-4-L-5-Z-2-H
M-1-K-6-R-12

Processing Speed Index (PSI)
• This index reflects an individual’s ability to process
simple or routine visual information, decision
making and decision implementation quickly and
efficiently.
• It measures visual and motor speed, short-term
visual memory, concentration.
• This test helps in measuring to clinical conditions,
such as Attention Deficit Hyperactivity Disorder
(ADHD), specific learning disorders, and autism
spectrum disorder

Subtest of PSI
The Processing Speed Index constitute of two core
task (symbol search and coding) and one
supplemental task (cancellation) , as discussed
below;
i. Symbol Search
• It is a visual, paper and pencil task that requires
rapid visual scanning and differentiation (Symbol
Search) and is a measure of the ability to rapidly
process visual information and make a quick
“decision.”

Contd..
• The individual has to look (for 2 min) at two
target symbols and then examine a group of
symbols to see if the target symbols are
repeated.
• For examples:

Contd..
ii. Coding
• Coding is a visual, paper and pencil task that
requires individuals to match numbers with
symbols based on a “key” at the top of the page
(Coding) by drawing the correct symbol in the
boxes provided.
• Coding measures visual processing speed, short-
term visual memory, and the ability to shift the
eyes efficiently back and forth between the
“key” and the responses.

Contd…
• This task requires fine motor skills (using a
pencil)
• This task also assesses the ability to sustain
focus and effort for a two minutes.

Contd..
iii. Cancellation (CA)
• The subject looks at a random sequence of
pictures and is required to cross out target
pictures.
• It helps to measures processing speed and
visual selective attention.
• The test is measures for age group 16-69 only.

Random
• Wherever you see star cross it.

Wechsler Intelligence Test Scale for
Children (WISC)
• The Wechsler Intelligence Scale for
Children (WISC), developed by Dr. David
Wechsler, is an individually
administered intelligence test for children
between the ages of 6 and 16.
• The Fifth Edition (WISC-V; Wechsler, 2014) is
the most recent version.

Contd..
• The WISC-V takes 45–65 minutes to
administer.
• The WISC is one of a family of Wechsler
intelligence scales. Subjects 16 and over are
tested with the Wechsler Adult Intelligence
Scale (WAIS), and children ages two years and
six months to seven years and seven months
are tested with the Wechsler Preschool and
Primary Scale of Intelligence (WPPSI).

Contd…
• There is some overlap between tests: children
aged 6 years 0 months through 7 years 7
months can complete the WPPSI or the WISC;
children aged 16 can complete the WISC-V or
the WAIS-IV.

Contd..
• Different lowest level and highest level can be
achieved using the different tests, allowing for
a greater understanding of the child's abilities
or deficits.
• This means that a 16-year-old adolescent who
has an intellectual disability may be tested
using the WISC-V so that the clinician may see
the floor of their knowledge (the lowest level).

WISC Edition
• The original WISC (Wechsler, 1949) was an
adaption of several of the subtests that made
up the Wechsler–Bellevue Intelligence Scale
(Wechsler, 1939) but also featured several
subtests designed specifically for it.
• A revised edition was published in 1974 as the
WISC-R (Wechsler, 1974)
• The third edition was published in 1991
(WISC-III; Wechsler, 1991)

Contd…
• The WISC-IV was produced in 2003.
• The WISC-V was published in 2014.
• The WISC-V has a total of 21 subtests.

Test Format
• It generates a Full Scale IQ (formerly known as
an intelligence quotient or IQ score) that
represents a child's general intellectual ability.
• It also provides five primary index scores:
Verbal Comprehension Index, Visual Spatial
Index, Fluid Reasoning Index, Working
Memory Index, and Processing Speed Index.

Contd…
• These indices represent a child's abilities in
distinct cognitive domains.
• Five ancillary composite scores can be derived
from various combinations of primary or
primary and secondary subtests.
• Complementary index scale is new in WISC-V,
which is further divided into 3 subtest.

21 subtests
1. Similarities
2. Vocabulary
3. Information
4. Comprehension
5. Block Design
6. Visual Puzzles
7. Matrix Reasoning
8. Figure Weight
9. Picture Concepts
10.Arithmetic

contd….
11. Digit span
12.Picture span
13. Letter-number sequencing
14. Coding
15. Symbol search
16. Cancellation
17. Naming speed literacy

Contd…
18. Naming Speed Quantity
19. Immediate Symbol Translation
20. Recognition Symbol Translation
21. Delayed Symbol Translation

Full Scale
• The Full Scale IQ is a score summarizing overall
performance across all portions of the test and
is the most reliable in representing general
intellectual functioning.
• It consists of following indices;
I. Verbal comprehension Index
II. Visual Spatial Index
III. Fluid Reasoning Index
IV. Working Memory Index
V. Processing Speed Index

Verbal Comprehension Index
• It provides a picture of the child’s overall
language and long term memory.
• Children are required to respond verbally.
• This subtest indicated how well the children
remembers and understands information
gained from experiences, book, media, etc.
• It further includes subtests;

Subtest of VCI
i. Similarities: (primary, FSIQ) asking how two
words are alike/similar.
ii. Vocabulary – (primary, FSIQ) examinee is
asked to define a provided word
iii. Information (secondary) – general
knowledge questions.
iv. Comprehension – (secondary) questions
about social situations or common concepts.

Visual Spatial Index (VSI)
• The Visual Spatial Index measures how well
the child’s eyes and hands work together.
• This relies on visual discrimination, spatial
processing and reasoning.
• It incorporates further subtests;

Subtest of VSI
i. Block Design (primary, FSIQ) –
• Children put together red-and-white blocks
in a pattern according to a displayed model.
• This is timed, and some of the more difficult
puzzles award bonuses for speed.

Contd..
ii. Visual Puzzles (primary) –
• Children view a puzzle in a stimulus book and
choose from among pieces of which three
could construct the puzzle.

Fluid Reasoning Index (FRI)
• Fluid Reasoning measures the student’s ability
to detect underlying conceptual relationships
between visual objects, then identify and
apply rules.
• This requires more abstract and high level
thinking skills.
• It further consists of other subtests;

Subtest of FRI
i. Matrix Reasoning: non verbal reasoning and
concepts formation.
ii. Figure weight: It is a timed test that
measures quantitative fluid reasoning and
logical thinking.

Contd…
iii. Picture Concepts (secondary):
• It measures fluid and logical reasoning, visual-
perceptual recognition and processing, and
conceptual thinking. It also requires visual
scanning, working memory, and abstract
reasoning.
• The children are provided with a series of
pictures presented in rows (either two or three
rows) and asked to determine which pictures go
together, one from each row.

Contd..
iv. Arithmetic: (secondary) –
• It is orally administered arithmetic word
problems with time based.
• This subtest requires the examinee to
mentally solve a series of arithmetic problems
read by the examiner.

Working Memory Index (WMI)
• Ability to register, maintain, and manipulate
visual and auditory information in conscious
awareness.
• Requires attention, auditory and visual
discrimination, and concentration.
• The further subtest are as discussed below;

Subtest of WMI
i. Digit Span (primary) :
• Children listen to sequences of numbers orally and
to repeat them as heard, in reverse order, and in
ascending order.
• Digits Forward involves auditory rehearsal and
temporary storage capacity in working memory.
Digit Backwards involves working memory,
transformation of information, mental
manipulation, and may involve visuospatial
imaging. Digit Span Sequencing measures working
memory and mental manipulation.

Contd…
ii. Picture Span (primary) –
• It measures visual working memory and
working memory capacity. Similar tasks also
involve attention, visual processing, visual
immediate memory, and response inhibition.
• The children view pictures in a stimulus
book and select from options to indicate the
pictures they saw, in order if possible.

Contd….
Point out the picture to response page

Contd…
iii. Letter- Numbering Sequencing (secondary) –
• Children are provided a series of numbers and
letters and asked to provide them to the
examiner in a predetermined order.
• This subtest measures basic cognitive
processes, auditory discrimination, brief
focused attention, concentration, registration,
and auditory rehearsal.

Processing Speed Index (PSI)
• Measures speed and accuracy of visual
identification, decision-making, and decision
implementation.
• Processing speed involves the child quickly
and correctly scanning or discriminating
between simple visual information.
• This index further consists of following
subtest;

Subtest of PSI
i. Coding
• Measures the ability to reproduce symbols
through pencil manipulation as part of a set
code.
ii. Symbol Search
• Involves quickly and correctly scanning or
differentiating between simple visual
information.

Contd…
iii. Cancellation
• It measures rate of test taking, speed of visual-
perceptual processing and decision making, visual
scanning ability, and visual-perceptual processing,
and decision making.
• It may also involve attention, concentration, and
visual recall.
• Children scan random and structured arrangements
of pictures and marks specific target pictures within
a limited amount of time.

Primary Index Scales
• The primary indices form the core of the
cognitive measure are
1. Verbal Comprehension Index (VCI)
2. Visual Spatial Index (VSI)
3. Fluid Reasoning Index (FRI)
4. Working Memory Index (WMI), and
5. Processing Speed Index (PSI).

Contd…
• The five primary indices are derived from ten
primary subtests:
- Vocabulary, Similarities, Block Design, Visual
Puzzles, Matrix Reasoning, Figure Weights,
Digit Span, Picture Span, Coding, and Symbol
Search.

Ancillary Index Scale
• Derived from combinations of primary
subtests or primary and secondary subtests.
• Provide additional information regarding a
child’s cognitive abilities and WISC–V
performance.
• Ancillary indexes do not replace the FSIQ and
primary index scores, but are meant to provide
additional information
• It is derived for special clinical purposes or
situations.

Quantitative Reasoning
• It is closely related to general intelligence and
can indicate a child's capacity to perform
mental math operations and comprehend
abstract relationships.
- Figure Weights
- Arithmetic

Auditory Working Memory
• The Auditory Working Memory Index (AWMI) is
derived from the sum of scaled scores for the
Digit Span and Letter-Number Sequencing
subtests.
• These subtests required to listen to numbers
and letters presented verbally, then recall or
sequence them aloud.
• This index measured child ability to register,
maintain, and manipulate verbally-presented
information.

Contd….
- Digit Span
- Letter- Numbering Sequencing

Non- Verbal
• Global measure of intellectual ability that does not
require expressive language responses.
• May be useful with children with language-related,
deaf or hard of hearing, or autism spectrum issues.
- Block Design
- Visual Puzzles
- Matrix Reasoning
- Figure Weights
- Picture Span
- Coding

General Ability Index
• The GAI provides an estimate of general
intellectual ability that is less dependent on
working memory and processing speed than
the FSIQ.
• It helps to measures;
- Abstract, conceptual reasoning.
- Visual-perceptual and spatial reasoning.
- Verbal problem-solving.

Contd…
• It further consists of following subtests;
- Similarities
- Vocabulary
- Block Design
- Matrix Reasoning
- Figure Weight

Cognitive Proficiency Index (CPI)
• The CPI provides an estimate of the efficiency with
which information is processed in the service of
learning, problem solving, and higher order
reasoning.
• It further consists of following subtests;
- Digit Span
- Picture Span
- Coding
- Symbol Search

Complementary Index Scale
• Complementary scales were designed to
enhance the assessment of children with
learning difficulties.
• It measure cognitive processes that are
important to achievement and are sensitive to
specific learning disabilities.

Subtest of Complementary Index Scale
1. Naming Speed Index (NSI)
• The NSI provides a broad estimate of
automaticity of basic naming ability drawn
from a variety of tasks.
• These tasks were developed to enhance the
assessment of children with suspected
learning disabilities and are not designed as
measures of intellectual ability.

Contd…
• It is further classified into further subtest;
i. Naming Speed Literacy
• This subtest uses stimuli that are traditional
within rapid naming task model and that
have shown sensitivity to reading and
written expression skills and to specific
learning disorders in reading and written
expression.
• Childern quickly names objects of various size
and colors, letters, and numbers.

Contd…
ii. Naming Speed Quantity
• This subtest show greater sensitivity to
mathematics skills and specific learning
disorder-mathematics.
• The child names the quantity of squares inside
a series of boxes as quickly as possible.

Contd..
2. Symbol Translation Index (STI)
• The STI provides a broad estimate of visual-
verbal associative memory drawn from a
variety of conditions.
• It consists of further subtest;

Contd..
i. Immediate Symbol Translation
• This is a cued memory model where the
student recalls information related to a
specific visual cue.
• It measures verbal-visual associative memory
or paired associates learning, storage and
retrieval fluency and accuracy, and immediate
recall.

Contd…
• This subtest requires the student to learn
visual-verbal pairs and then translate symbol
strings into phrases or sentences.

Twinkle Twinkle little star how I wonder what
you are

Grandpa is going to read your favorite book to you

Contd…
ii. Delayed Symbol Translation
• It is a cued memory model which taps into
verbal-visual associative memory or paired
associates learning, storage and retrieval
fluency and accuracy, and delayed recall.
• This subtest requires the children to translate
symbols into words, phrases, or sentences
using recalled visual-verbal pairs from
Immediate Symbol Translation.

Contd..
iii. Recognition Symbol Translation
• This subtest the child views a symbol and
selects the correct translation from response
options the examiner reads aloud, using
visual–verbal pairs recalled from the IST
condition.
• It measure verbal–visual associative memory
or paired associates learning, storage and
retrieval fluency and accuracy, and delayed
recognition

Contd….
3. Storage and Retrieval
• The Storage and Retrieval Index (SRI) provides
a broad estimate long-term storage and
retrieval accuracy and fluency.
• The ability to store and accurately retrieve
information from long-term memory impacts
reading, writing, and math performance.

Contd..
• This subtest further includes;
i. Naming Speed Index
ii. Symbol Translation Index

Wechsler
Preschooler
and Primary
of Scale
Intelligence
(WPPSI)

Wechsler Preschooler and Primary
Scale of Intelligence (WPPSI)
• The Wechsler Preschool and Primary Scale of
Intelligence (WPPSI) is an intelligence
test designed for children ages 2 years 6
months to 7 years 7 months developed by Dr.
David Wechsler in 1967.

Purposes
The WPPSI is useful;
• As an assessment of general intellectual
functioning.
• As part of an assessment to identify
intellectual giftedness.
• To identify cognitive delay and learning
difficulties.
• It is helpful for clinical conditions to determine
child level of development.

WPPSI Edition
• The WPPSI has been revised three times in 1989,
2002, (followed by the UK version in 2003) and
2012.
• The current version, WPPSI–IV, published
by Pearson Education, is a revision of the WPPSI-R
(Wechsler, 1989) and the WPPSI-III (Wechsler,
2002).
• It provides subtest and composite scores that
represent intellectual functioning in verbal and
performance cognitive domains, as well as
providing a composite score that represents a
child’s general intellectual ability (i.e., Full Scale IQ).

WPPSI IV
Change comes in
two forms:
incremental and in
bold strokes. With
the revision of the
WPPSI™ –IV, there
was no holding
back.

WPPSI
Intelligence–Fourth Edition (WPPSI–IV) includes
large and notable improvement that are targeted to
benefit both children and examiners.
• The result is an new measure of cognitive ability for
preschoolers and young children that’s rooted in
modern theory and research that also places a
strong importance on child-friendly,
developmentally appropriate features.

Test Format
Intelligence consist of 14 subtests.
• The subtest are categorized as age group for
specific indices.
• They are;

Contd..
• The above test format shown in table marked
with red are core subtest and black with italics
are supplemental subtest respectively.

14 Subtest
1. Block Design
2. Information
3. Matrix Reasoning
4. Bug search
5. Picture memory
6. Similarities
7. Picture concepts

Contd…
8. Cancellation
9. Zoo locations
10. Object assembly
11. Vocabulary
12. Animal coding
13. Comprehension
14. Receptive vocabulary
15. Picture naming

Subtests
I. Full Scale IQ
1. Verbal Comprehension Index (VCI)
i. Receptive Vocabulary:
• Receptive vocabulary refers to words that a
person can understand and respond to, even
if the person cannot produce those words.

Contd..
• It measures an individual's ability to identify
correct responses to spoken words, for
instance, at a picture that represents the
word spoken by the examiner.
• The child looks at a group of four pictures
and points to the one the examiner names
aloud.

Contd…
iii. Picture Naming
• Assessing an individual's ability to name
pictorial stimuli.
• The child's task is to separate essential and
nonessential parts from the whole.
• It is necessary to observe each item closely
and concentrate on picture detail.

Contd…
• The child names pictures that are displayed in
a stimulus book.
• It measures expressive language ability and
language development.

Contd…
• Name the following pictures.

Contd….
2. Visual Spatial
i. Block Design
ii. Object Assembly
• Working within a specified time limit, the child
assembles the pieces of a puzzle to create a
representation of an identified object.
• The OA subtest measures visual-perceptual
organization, integration and synthesis of part-
whole relationships, non-verbal reasoning, and
trial-and-error learning.

Fluid Reasoning
Matrix Reasoning

Contd…
3. Working Memory
i. Picture Memory

Contd..
ii. Zoo Location
• The child views one or more animal cards
placed on a zoo layout for a specified time and
then places each card in the previously viewed
locations.
• It measures visual-spatial working memory
using the observe-perform model, wherein
some action or actions are observed and then
repeated or reproduced.

Contd…
4.Processing Speed
i. Bug Search
• A child-friendly adaptation of Symbol Search,
this subtest features engaging, colorful stimuli
of familiar bugs rather than abstract images.
• The elimination of the no-match condition
and the use of different colors in each item
row improve young children’s understanding
of the task.

ii. Cancellation
Search for clothes

Contd…
iii. Animal Coding
• Animal Coding is an adaptation of Coding.
• The child marks shapes that correspond to
pictured animals.
• This subtest pairs familiar and
appealing animals with basic shapes rather
than pairing abstract symbols with basic
shapes.

Advantages and Disadvantages of
Wechsler Intelligence test
Advantages
• Extensive history of continuous evaluation.
• Easy to administer with clear guidelines that
limit the possibility error.
• It has very extensive population range.
• It has great accuracy in predicting academic
and occupational performance.

Contd….
• It helps to gain considerable information on
cognitive strengths and weakness.
• It is very useful in tracking cognitive changes
over time or after injury/illness in individual
and various populations.
• It helps in disclosing important personality
and clinical variables.

Contd..
Disadvantages
• It measure present level functioning so can
only be used to make short term predictions.
• It emphasizing convergent, analytical and
scientific modes of thoughts.
• It focus on the outcome of cognition rather
than the process.
• The meaning cannot be understood well with
some of subtest.

Intelligent Quotient (IQ)
Definition
• An intelligence quotient is a score derived
from a set of standardized tests developed
measure a person’s cognitive abilities in
relation to their age group.
• Intelligent quotient is a number indicating
individual inherent ability to learn, instead of
simply the knowledge that one already have.

Contd…
• Measure of a person’s cognitive capacity
relative to his or her peers. It is computed by
dividing the person’s mental age (as measured
on a scale such as Stanford Binet Scale) by his
or her chronological age, and multiplying with
100.

Classification of people on the basis of IQ
• IQ classification is the practice by IQ test
publishers of labeling IQ score ranges with
category names such as "superior" or
"average".
• There are a variety of individually
administered IQ tests in use in the English-
speaking world.

Contd…
• There exists a wide individual difference
among individuals with regards to intelligence.
• No two individuals, even the identical twins
development almost in similar environment
have same level of intelligence.
• There are various IQ test and so the
classification of individuals on the basis of IQ
are discussed below;

Contd….
Disadvantages
• It does not throw any light on the character,
morals, emotions or temperament of the
individual, the understanding of which is so
essential in understanding one’s personality.
• Some intelligence tests are lengthy to administer
to identify the intelligence of the target person.
• The scoring and interpretation is very complex
and need skilled personnel.

Intelligence in Nursing
• The nursing profession demands that the
nurse, in the process of care, has to interact
with the patients, the medical personnel
and the health care workers constantly.
• Hence “Nurse-Patient Interaction” is the
pulse of the nursing practice.

Contd…
• This interaction is not just conversation rather
it is a complex process that involves nurse
perception, understanding of the patient
emotions and utilization of the perceptions
and knowledge to manage patient situations
towards the goal of effective patient care.

Contd…
• Today, patient care not only includes quality
medical care but also a care concept that
surround respecting patient’s goals, likes and
dislikes, helping their emotional, social and
spiritual needs using the strengths of
interdisciplinary resources.

Contd…
• Hence, the role of intelligence in the nursing
profession is very important as she uses her
educational experiences, intellectual abilities
and knowledge to identify the need and
provide effective and efficient care to the
patient.
• The role of intelligence in nursing is discussed
below;

Contd…
Knowledge about the intelligence and its
measurement is useful in understanding the
nurse herself, her colleagues as well as patient.
Nurse’s guidance to the patient would be
according to the patient’s intellectual level.
According to level of intelligence, different
people should be instructed differently
fulfilling their ultimate needs, with use of
proper language, within proper favorable
atmosphere, as well as, reasonable time.

Contd…
It enables nurse to determine how a particular
thing is to be taught rather than what is to be
taught. Whole teaching method, content of
subject matter, as well as, expectations from
the patient’s side all depend on their
intellectual functioning.
It helps in maintaining empathy but avoid
emotional attachment.

Contd…
The proper assessment and understanding of
intellectual functioning will be helpful to the
nurse to be able to diagnose a patient with
mental sub normality or with superior
intelligence.
The explanations or guidance to the patients and
their families would be according to their IQ. In
the diseases like neuropsychiatric disorders
(epilepsy, addiction, mania) and endocrinal
disorders (Diabetes mellitus, thyroid disorder)
assessment of intelligence is of great assistance
in their management.

Contd…
Understanding the development of
intelligence in children is another challenge
for the nurse. They should be closely observed
for abnormalities and for high and low level of
intelligence. While caring the older children, it
is important to understand how the child’s
intelligence develops with years. Nurse need
to provide right kind of encouragement,
environment and opportunity to learn for
children.

Contd….
Older adults though physically slow, retain
their levels of intelligence. Therefore, respect
and encouragement with the combinations of
nursing care has to be provided without any
biasness.
• In conclusion, intelligence in nursing leads to
more positive attitudes, greater adaptability,
improved relationships and increased
orientation towards positive values, proper
handling of the patient.

Intelligence

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Intelligence

Similar to Intelligence (20)

Recently uploaded

Recently uploaded (20)

Intelligence