The document discusses various theories of intelligence proposed by different psychologists. It describes Charles Spearman's theory of general intelligence (g factor) and Louis Thurstone's theory of primary mental abilities. It also summarizes Howard Gardner's theory of multiple intelligences consisting of nine distinct intelligences. Robert Sternberg proposed successful intelligence involving analytical, practical and creative abilities. The document also discusses theories by David Perkins involving neural, experiential and reflective intelligence. It covers early research on quantifying mental ability by Galton and Binet's development of intelligence tests. It defines concepts like mental age, chronological age and intelligence quotient. The four branches of emotional intelligence - perceiving, using, understanding and managing emotions - are outlined. Gender

1. Intelligence

2. Intelligence
"The true sign of intelligence is not knowledge
but imagination."
- Einstein
"I know that I am intelligent, because I know
that I know nothing.“
- Socrates

3. Intelligence
- Is the ability to acquire knowledge, to think and reason
effectively, and to deal adaptively with the environment.
• Learn. The acquisition, retention, and use of knowledge is an
important component of intelligence.
• Recognize problems. To put knowledge to use, people must first be
able to identify possible problems in the environment that need to be
addressed.
• Solve problems. People must then be able to take what they have
learned to come up with a useful solution to a problem they have
noticed in the world around them.

4. Theories of Intelligence
• Charles Spearman - General Intelligence
- British psychologist Charles Spearman (1863-1945)
described a concept he referred to as general intelligence or the g
factor. After using a technique known as factor analysis to
examine some mental aptitude tests, Spearman concluded that
scores on these tests were remarkably similar. People who
performed well on one cognitive test tended to perform well on
other tests while those who scored badly on one test tended to
score badly on others. He concluded that intelligence is general
cognitive ability that could be measured and numerically
expressed.

5. Louis L. Thurstone - Primary Mental Abilities
~ Psychologist Louis L. Thurstone (1887-1955)
offered a differing theory of intelligence.
Instead of viewing intelligence as a single, general ability,
Thurstone's theory focused on seven different
"primary mental abilities." The abilities that he described were:
1. Verbal comprehension
2. Reasoning
3. Perceptual speed
4. Numerical ability
5. Word fluency
6. Associative memory
7. Spatial visualization

6. Howard Gardner - Multiple Intelligences
• One of the more recent ideas to emerge is Howard
Gardner's theory of multiple intelligences. Instead of focusing
on the analysis of test scores, Gardner proposed that numerical
expressions of human intelligence are not a full and accurate
depiction of people's abilities. His theory describes eight
distinct intelligences based on skills and abilities that are
valued in different cultures.

7. 9 distinct variety intelligence Gardner’s
described are:
1. Linguistic intelligence – the ability to use language well, as
writers do.
2. Logical-mathematical intelligence – the ability to reason
mathematically and logically.
3. Visuospatial intelligence – the ability to solve spatial problems
or to succeed in a field such as architecture.
4. Musical intelligence – the ability to perceive pitch and rhythm
and to understand and produce music.
5. Bodily-kinesthetic intelligence – the ability to control body
movements and skillfully manipulate objects, as demonstrated by a
highly skilled dancer, athlete or surgeon.

8. 6. Interpersonal intelligence – the ability to understand and relate
well to others.
7. Intrapersonal intelligence – the ability to understand oneself.
8. Naturalistic intelligence – the ability to detect and understand
phenomena in the natural world, as a zoologist or meteorologist
might.
9. Existential intelligence – ability to ponder questions about the
meaning of one’s existence’s, life, and death.

9. Robert Sternberg - Triarchic Theory of Intelligence
- Psychologist Robert Sternberg defined intelligence as "mental
activity directed toward purposive adaptation to, selection and
shaping of, real-world environments relevant to one's life." While he
agreed with Gardner that intelligence is much broader than a single,
general ability, he instead suggested some of Gardner's intelligences
are better viewed as individual talents.

10. Sternberg proposed what he referred to as 'successful intelligence'
comprised of three different factors:
Analytical intelligence – involves the kinds of academically
oriented problem-solving skills measured by traditional
intelligence tests.
Practical intelligence – refers to the skill needed to cope with
everyday demands and to manage oneself and other people
effectively.
Creative intelligence – comprises the mental skills needed to deal
adaptively with novel problems.

11. David Perkins - David Perkins analyzes a number of different
educational theories and approaches to education. His analysis is
strongly supportive of Gardner's theory of multiple intelligences.
Perkins' book contains extensive research-based evidence that
education can be considerably improved by more explicit and
appropriate teaching for transfer, focusing on higher-order cognitive
skills, and the use of project-based learning.
Perkins (1995) examines a large number of research studies both
on the measurement of IQ and of programs of study designed to
increase IQ. He presents detailed arguments that IQ has three
major components or dimensions.

12. Perkins 3 major components of I.Q.
1. Neural intelligence - This refers to the efficiency and
precision of one's neurological system.
2. Experiential intelligence - This refers to one's accumulated
knowledge and experience in different areas. It can be
thought of as the accumulation of all of one's expertises.
3. Reflective intelligence - This refers to one's broad-based
strategies for attacking problems, for learning, and for
approaching intellectually challenging tasks. It includes
attitudes that support persistence, systemization, and
imagination. It includes self-monitoring and self-
management.

13. Sir Francis Galton: Quantifying Mental Ability
- Galton’s research convinced him
that eminent people had
“inherited mental constitutions”
that made them more fit for
thinking than their less successful
counterparts.
- Galton pioneered the study of intelligence with his studies of
hereditary genius.

14. Alfred Binet’s mental tests
- Develop the first intelligence test
to assess the mental skills of
French school children.
- His test launched the modern
intelligence-testing movement.
- Believe test could identify “slow”
children who could benefit special
help.
- Discovered intelligence was too complex to describe
with a single number.

15. - Focused on elementary mental abilities, such
as memory, ability to understand similarities
and differences.
- Mental age: Different from chronological age,
“Mental Level”, expressed in terms of the
individuals abilities in correspondence to a
given age group.

16. Raymond Cattell
- First proposed the concept of fluid and
crystallized intelligence and further developed
the theory with John Horn. The Cattell-Horn
theory of fluid and crystallized intelligence
suggests that intelligence is composed of a
number of different abilities that interact and
work together to produce overall individual intelligence.

17. 2 distinct general factor
Crystallized intelligence – is the ability to apply
previously acquired knowledge to current problems.
Fluid intelligence – define as the ability to deal with
novel problem-solving situations for which personal
experience does not provide a solution.

18. Concept of Mental Age and Intelligence Quotient
Mental Age (MA)
• It refers to the degree of mental development of an individual as compared with the average person of a
particular chronological age.
Chronological Age (CA)
• It refers to the actual age of a person. The average ability of children at each age is taken as the standard.
For instance, an individual whose mental age is 16 can perform what the average 16 yr. old can. It
expresses the mental maturity of the person at the time the intelligence test is given.
Intelligence Quotient (IQ)
• When the mental age is determined, it will be an easy matter to compute the IQ of a child through the use of
the formula:
IQ = MA/CA x 100
Hence, if a child has a mental age of 8 and a chronological age of 10, his IQ is computed
thus:
IQ = 8/10 x 100
IQ = 80 or Below Average

19. Emotional Intelligence
- Involves the abilities to read others emotions’ accurately, to
respond to them appropriately, to motivate oneself, to be aware
of one’s own emotions, and to regulate and control one’s own
emotional responses.
According to Mayer and Salovey, emotional intelligence includes
four components, or branches.

20. Four specific classes/branches of Emotional Intelligence
Perceiving emotions
- is measured by people’s
accuracy in judging emotional
expressions in facial photographs,
as well as the emotional tones
conveyed by different landscapes
and designs.

21. Using emotions to facilitate thought
- is measured by asking people to identify the
emotions that would best enhance a particular
type of thinking, such as how to deal with a
distressed co-worker or plan a birthday party.

22. Understanding emotions
- People are asked to specify the conditions under
which their emotions change in intensity or type:
another task measures people’s understanding of
which basic emotions, such as envy or jealousy.
Managing emotions
- Measured by asking respondents to indicate how they
can change their own or others’ emotions to facilitate
success or increase interpersonal harmony.

23. Compare IQ and EQ of individuals
IQ
A number that shows the rating of a person’s
intelligence.
EQ
The ability to sense, understand, and effectively apply
the power and acumen of emotions as a source of
human energy, information, trust, creativity and
influence.

24. People with high IQ, of more than 130,
are found to be experiencing critical
problems with peers and
subordinates.
People with high EQ tend to
understand what people expect and
give it to them.
Which is more
better?
Afeyafra nubeehen’ya

25. Intelligence quotient is the
measurement of one’s
intelligence.
EQ is the outcome of the
combination of inborn
temperament, childhood experience
and later learning.
IQ EQ
Characteristics

26. the analytical, mathematical
and logical reasoning
capabilities of a person
personal skills and power to use to
emotions
IQ EQ
Characteristics

27. something you are born
with
improved upon and learned
IQ EQ
whether you have the
innate abilities for it
relevant to success
and happiness in life
Characteristics

28. decides your individual
capacities and intelligence
decides whether you are a team
player or how well you will
respond to a crisis
IQ EQ
Characteristics

29. Gender Differences

30. Gender Differences
Women tend to be more aware of their emotions, show more
empathy and are adept interpersonally.
Men tend to be more self-confident and optimistic,
adapt more easily, and handle stress better.
on the whole, men and women are generally equal in total
emotional intelligence.