Intelligence can be assessed using psychometric tests that measure factors like IQ, logical reasoning, and scholastic aptitude. IQ is a score derived from standardized tests with the average being 100. However, IQ tests have limitations and may not capture all types of intelligence. Some researchers propose multiple intelligences including musical, kinesthetic, interpersonal skills. Intelligence is influenced by both genetics and environment. It can be improved through education, nutrition, and mental stimulation.

1. INTELLIGENCE
MINJI WOO

2. WHAT IS INTELLIGENCE?
INTELLECTUAL FUNCTIONING
INCLUDES LOGIC, ABSTRACT THOUGHT, UNDERSTANDING, SELF-
AWARENESS, COMMUNICATION, LEARNING, HAVING EMOTIONAL
KNOWLEDGE, RETAINING, PLANNING AND PROBLEM SOLVING.
IT ALSO VARIES WITH CULTURE, LIFE
SITUATION, ENVIRONMENT, CIRCUMSTANCES, ETC.

3. ASSESSING INTELLIGENCE
PSYCHOMETRIC TESTS
 MEASURING INTELLIGENCE
 INTELLIGENCE QUOTIENT (I.Q.)
 MEASURING SCHOLASTIC APTITUDE
 SAT, ACT, GRE
 MCAT, LSAT, GMAT

4. PSYCHOMETRIC TEST
CONCERNED WITH THE THEORY AND TECHNIQUE OF PSYCHOLOGICAL
MEASUREMENT
INCLUDES KNOWLEDGE, ABILITIES, ATTITUDES, PERSONALITY TRAITS, AND
EDUCATIONAL MEASUREMENT

5. INTELLIGENCE QUOTIENT (I.Q.)
A SCORE DERIVED FROM ONE OF SEVERAL STANDARDIZED TESTS DESIGNED
TO ASSESS INTELLIGENCE.
NORMAL I.Q. IS 100 WITH STANDARD DEVIATION OF 15
APPROXIMATELY 95% OF THE POPULATION SCORES AN I.Q. BETWEEN 70~130
HTTP://WWW.MENSA.ORG/WORKOUT

6. ISSUES WITH STANDARDIZED TESTS
SUCH TESTS CAN NOT IDENTIFY DIFFERENCES IN SOCIAL INTELLIGENCE
 PEOPLE INTERACTION
GENERATION DIFFERENCES
 BETTER NUTRITION AND MORE EDUCATION HAS STEADILY IMPROVED I.Q. IN EACH
GENERATION
GENETICS AND ENVIRONMENT ARE NOT INCLUDED
DOES NOT CONSIDER DIFFERENT CULTURES
POTENTIAL DOOR TO DISCRIMINATION

7. GENETICS AND ENVIRONMENT
TWINS TEND TO HAVE SIMILAR I.Q.
 HOWEVER, HERITABILITY OF I.Q. IS STILL BEING RESEARCHED AND DEBATABLE.
NO STRONG GENE EFFECT HAS BEEN FOUND.
FAMILY ENVIRONMENT FOR SIBLINGS MADE SMALL DIFFERENCES.
BOTH HEREDITY AND ENVIRONMENT CONTRIBUTE TO INTELLIGENCE BY
INTERACTION.

8. CULTURE
DIFFERENT CULTURE MAY HAVE DIFFERENT OPINIONS OF WHAT IS MORE
IMPORTANT
WESTERN CULTURE:
 INTELLIGENCE IS VIEWED AS AN INDIVIDUALISTIC TOOL
EASTERN CULTURES:
 INTELLIGENCE IS USED TO RECOGNIZE AND PLAY A SUCCESSFUL ROLE AS A MEMBERS
OF A COMMUNITY/SOCIETY
 VALUE RESPECT FOR OTHERS
AFRICAN COMMUNITIES (WITHOUT WESTERN SCHOOLING)
 VALUE CLEVERNESS AND RESPONSIBILITY

9. THEORY OF MULTIPLE INTELLIGENCES
PROPOSED BY HOWARD GARDNER IN 1983
GARDNER SUGGESTS THAT RATHER THAN A SINGLE INTELLIGENCE, THERE
ARE MULTIPLE INTELLIGENCES
STUDY INCLUDES “NORMAL” CHILDREN AND ADULTS BUT ALSO “GIFTED AND
SAVANTS”, PERSONS WITH BRAIN DAMAGE, EXPERTS AND DIVERSE CULTURES.

10. 7 CRITERIA FOR A BEHAVIOR TO BE
CONSIDERED AN INTELLIGENCE
1. POTENTIAL FOR BRAIN ISOLATION BY BRAIN DAMAGE
2. PLACE IN EVOLUTIONARY HISTORY
3. PRESENCE OF CORE OPERATIONS
4. SUSCEPTIBILITY T ENCODING (SYMBOLIC EXPRESSION)
5. DISTINCT DEVELOPMENTAL PROGRESSION
6. EXISTENCE OF SAVANTS, PRODIGIES AND OTHER EXCEPTIONAL PEOPLE
7. SUPPORT FROM EXPERIMENTAL PSYCHOLOGY AND PSYCHOMETRIC FINDINGS

11. 9 ABILITIES OF MULTIPLE INTELLIGENCES
1. MUSICAL – RHYTHMIC
2. VISUAL – SPATIAL
3. VERBAL – LINGUISTIC
4. LOGICAL – MATHEMATICAL
5. BODILY – KINESTHETIC
6. INTERPERSONAL
7. INTRAPERSONAL
8. NATURALISTIC (ADDED LATER)
9. EXISTENTIAL (ADDED LATER)

12. MUSICAL – RHYTHMIC
CAPACITY TO DISCERN PITCH, RHYTHM, TIMBRE AND TONE
ENABLES US TO RECOGNIZE, CREATE, REPRODUCE AND REFLECT ON MUSIC

13. VISUAL – SPATIAL
ABILITY TO THINK IN THREE DIMENSIONS
MENTAL IMAGERY, SPATIAL REASONING, IMAGE MANIPULATION, GRAPHIC
AND ARTISTIC SKILLS, AND AN ACTIVE IMAGINATION
EXHIBITED IN SAILORS, PILOTS, SCULPTORS, PAINTERS, AND ARCHITECTS

14. VERBAL – LINGUISTIC
ABILITY TO THINK IN WORDS AND TO USE LANGUAGE TO EXPRESS AND
APPRECIATE COMPLEX MEANINGS
USEFUL FOR POETS, NOVELISTS, JOURNALISTS AND EFFECTIVE PUBLIC
SPEAKERS

15. LOGICAL – MATHEMATICAL
ABILITY TO CALCULATE, QUANTIFY, CONSIDER PROPOSITIONS AND
HYPOTHESES
ENABLES US TO USE ABSTRACT, SYMBOLIC THOUGHTS, SEQUENTIAL
REASONING SKILLS AND INDUCTIVE/DEDUCTIVE THINKING PATTERNS
USEFUL FOR MATHEMATICIANS, SCIENTISTS AND DETECTIVES

16. BODILY – KINESTHETIC
CAPACITY TO MANIPULATE OBJECTS AND USE A VARIETY OF PHYSICAL SKILLS
SENSE OF TIMING AND PERFECTION OF SKILLS THOUGHT MIND-BODY UNION
USEFUL FOR ATHLETES, DANCERS, SURGEONS, AND CRAFTSPEOPLE

17. INTERPERSONAL
ABILITY TO UNDERSTAND AND INTERACT EFFECTIVELY WITH OTHERS
INVOLVES EFFECTIVE VERBAL AND NONVERBAL COMMUNICATION
ABILITY TO SENSE TO MOODS AND TEMPERAMENTS OF OTHERS
USEFUL FOR TEACHERS, SOCIAL WORKERS, ACTORS AND POLITICIANS

18. INTRAPERSONAL
CAPACITY TO UNDERSTAND ONESELF AND ONE’S THOUGHTS AND
FEELINGS, AND USING SUCH KNOWLEDGE IN PLANNING AND DIRECTING
ONE’S LIFE.
EVIDENT IN PSYCHOLOGISTS, SPIRITUAL LEADERS, AND PHILOSOPHERS

19. NATURALISTIC
HUMAN ABILITY TO DISCRIMINATE AMONG LIVING THINGS (PLANTS,
ANIMALS) AS WELL AS SENSITIVITY TO OTHER FEATURES OF NATURAL WORLD
(CLOUDS, ROCK)
IMPORTANT FOR HUNTERS, FARMERS, AND GATHERERS

20. EXISTENTIAL
SENSITIVITY AND CAPACITY TO TACKLE DEEP QUESTIONS ABOUT HUMAN
EXISTENCE
 MEANING OF LIFE
 WHY DO WE DIE
 HOW DID WE GET HERE

21. GENIUS, GIFTED, PRODIGY, OR SAVANT?
GENIUS
 SOMEONE OF EXTRAORDINARY ABILITY WHO, BY MANY PEOPLE AND OVER A
LONG PERIOD OF TIME, IS CONSIDERED TO HAVE CONTRIBUTED A GREAT DEAL IN
ANY FIELD AND TO HAVE BEEN OR BE OF GREAT INFLUENCE.

22. GENIUS, GIFTED, PRODIGY, OR SAVANT?
GIFTED
 I.Q. SCORE AT OR ABOVE 98TH PERCENTILE OF THE ADULT POPULATION.
 BUT SINGLE I.Q. SCORE IS NOT USED ALONE TO DETERMINE GIFTEDNESS.

23. GENIUS, GIFTED, PRODIGY, OR SAVANT?
PRODIGY
 A CHILD WHO IS EXCEPTIONALLY GOOD AT SOMETHING

24. GENIUS, GIFTED, PRODIGY, OR SAVANT?
SAVANT
 RARE
 PERSONS WITH VARIOUS DEVELOPMENTAL DISABILITIES, INCLUDING AUTISTIC
DISORDER
 EXCEPTIONAL ABILITY OR BRILLIANCE IN ONE OR FEW NARROW
SKILLS, CONTRAST TO THEIR OVERALL HANDICAP AND COMPARED TO OTHERS
WITHOUT THE HANDICAP.

25. MUSIC AND I.Q.
MUSICAL TRAINING IN CHILDHOOD HAS BEEN FOUND TO CORRELATE WITH
HIGHER THAN AVERAGE I.Q.
LISTENING TO CLASSICAL MUSIC REPORTEDLY INCREASES I.Q.
 SPATIAL ABILITY
 MOZART EFFECT
 SHORT TERM EFFECT

26. HEALTH AND I.Q.
NEGATIVE FACTORS:
 PREGNANCY AND CHILDHOOD
 COGNITIVE IMPAIRMENT
 INFECTIOUS DISEASES
 TOXINS
 LEAD, MERCURY, ORGANOCHLORIDES
 POOR NUTRITION

27. SOCIAL LIFE AND I.Q.
I.Q. IS A GOOD INDICATOR FOR SCHOOL AND JOB PERFORMANCE
NO SIGNIFICANT LINK TO WEALTH/INCOME
I.Q. BETWEEN 70-90 HAVE HIGHER CRIME RATE
 BUT IT MAY ALSO RESULT FROM THE INFLUENCE OF DISADVANTAGES DUE TO
RACE, POVERTY, INCOME, ETC.
INTERESTING FACT:
 AVERAGE I.Q. OF AN INDIVIDUAL WITH MD IS >125

28. OTHER CORRELATIONS
SOME BELIEVE HIGHER INTELLIGENCE IS LINKED WITH LOWER NUMBERS OF
SEXUAL PARTNERS
SELF REPORTED INTELLECTUALS HAS BEEN LINKED TO UNCONVENTIONAL
SEXUAL PRACTICES, FREQUENT SEXUAL ACTIVITY, THOUGHTS AND
FANTASIES
SOME STUDIES SHOW DIRECT LINK BETWEEN AN INCREASED BIRTH WEIGHT
AND HIGHER I.Q.

29. PREDICTING THE FUTURE
INTELLIGENCE DOES NOT ONLY PREDICT FUTURE SUCCESS
IT ALSO HELPS TO PREDICT:
 GENERAL ABILITY TO FUNCTION IN THE SOCIETY
 LIKELIHOOD OF GRADUATING FROM SCHOOL
 IRRESPONSIBLENESS
 SOCIAL CONNECTION

30. IMPROVING INTELLIGENCE
POSITIVE THINKING
BETTER NUTRITION
EDUCATION
SOCIAL ENVIRONMENT
FAMILY DYNAMIC
ELIMINATE TOXINS

31. REFERENCE
 HTTP://EN.WIKIPEDIA.ORG/WIKI/INTELLIGENCE
 HTTP://EN.WIKIPEDIA.ORG/WIKI/PSYCHOMETRIC
 HTTP://EN.WIKIPEDIA.ORG/WIKI/IQ
 HTTP://WWW.MENSA.ORG/ABOUT-US#WHAT-IS-MENSA
 HTTPS://WWW.BOUNDLESS.COM/PSYCHOLOGY/INTELLIGENCE/DEFINING-INTELLIGENCE/OVERVIEW-OF-INTELLIGENCE/
 HTTP://WWW.APA.ORG/MONITOR/FEB03/INTELLIGENCE.ASPX
 HTTP://EN.WIKIPEDIA.ORG/WIKI/THEORY_OF_MULTIPLE_INTELLIGENCES
 HTTP://WWW.PAULCOOIJMANS.COM/PSYCHOLOGY/GENIUS_GIFTED_PRODIGY_SAVANT.HTML
 HTTPS://WWW.BOUNDLESS.COM/PSYCHOLOGY/INTELLIGENCE/TYPES-OF-INTELLIGENCE/GARDNER-S-EIGHT-
INTELLIGENCES/
 HTTP://WWW.PSYCHOLOGYTODAY.COM/BLOG/BEAUTIFUL-MINDS/201201/WHO-IS-CURRENTLY-IDENTIFIED-GIFTED-IN-THE-
UNITED-STATES
 HTTP://SKYVIEW.VANSD.ORG/LSCHMIDT/PROJECTS/THE%20NINE%20TYPES%20OF%20INTELLIGENCE.HTM
 HTTP://WWW.APA.ORG/TOPICS/INTELLIGENCE/INDEX.ASPX
 HTTP://WWW.APA.ORG/MONITOR/FEB03/INTELLIGENCE.ASPX