expalination about intelligence.,Some Definitions,Types of Intelligence,Intelligence/Aptitude,Theories of Intelligence,Assessment of Intelligence,Terman Classification of IQ,Wechsler Scale of Intelligence,Raven’s Progressive Matrices Tests (RPMT)

1. INTELLIGENCE

2. INTELLIGENCE
 Intelligence is an individual personality characteristic.
 David Wechsler suggests that intelligence of a person is his
ability to adjust to the world.
 Wechsler has defined intelligence as the aggregate or global
capacity of the individual to think rationally, to act
purposefully and to deal effectively with the environment.
 It includes the power of adaptation of an individual to his
milieu and ability to learn and do abstract thinking

3. SOME DEFINITIONS
• Intelligence is the ability to give responses that are true –
Thorndike.
• Intelligence is the ability to carry on abstract thinking –
Terman.
• Intelligence is a biological adaptation consisting of process of
assimilation and accommodation—Piaget.
• Intelligence is a goal directed behaviour—Binet.
• Intelligence is creativity—Guilford

4. TYPES OF INTELLIGENCE
 Following are the different types of intelligence:
• Mechanical intelligence: It is the skill to manipulate tools and
gadgets and in managing the working of machines, e.g. mechanical
engineers.
• Abstract intelligence: It is the ability to handle words, numbers,
formulae and scientific principles, e.g. lawyers, doctors and literary
men.
Social intelligence: It means understanding of people and the
ability to act wisely in human relationships, e.g.— salesman,
diplomats and politicians

5. INTELLIGENCE/APTITUDE
 Intelligence test is the assessment of the capacity or the
potentiality that a person has, whereas the aptitude tests
measure capacity that predicts what one can accomplish with
training.
 An aptitude is a combination of characteristics indicative of
an individual’s capacity to acquire some specific knowledge
or skill.

6.  According to Bingham: ‘Aptitude is condition or set of
characteristics regarded as symptomatic of an individuals
ability to acquire with training some usually specified
knowledge, skill or set of responses such as to become a
musician or engineer etc’.
 According to Van Duse: ‘Aptitude is a measure of the
probable rate of learning which results in interest and
satisfaction and is relatively specific and narrow’

7. THEORIES OF INTELLIGENCE
 The theories proposed what the structure of intelligence is or
what the different components or elements of intelligence
are.
• Unitary Theory or Monarchic Theory: It holds that
intelligence consists of one factor, simply a fund of intellectual
competence which is universal for all the activities of the
individual.
• Multifactor Theory or Anarchic Theory: (by Thorndike) It
considers the intelligence as a combination of numerous
elements or factors. There are many specific abilities, which
are responsible for different tasks.

8.  Spearman’s two factor Theory or Eclectic Theory: Every
different intellectual activity involves a general factor “G”
which is shared with all intellectual activities and a specific
factor “s” when it shares with one.
• Group factor theory: (by Thurstone) According to this,
intelligence is comprised of nine “primary mental abilities”

9. INTELLIGENCE TESTS
 The intelligence tests can be classified into two types, which
are as follows:
• On the basis of size
• On the basis of medium used

10. INTELLIGENCE VS ACHIEVEMENT
 An intelligent test can measure “what an individual can do”
while achievement tests can measure “what has already
been done by an individual”. But one’s achievement is direct
reflection on one’s intelligence.
 According to Smith, ‘Achievement is the task oriented
behaviour that allows the individuals performance to be
evaluated according to some internally or externally imposed
criterion that involves the individual to compete with others or
otherwise involves some standard of excellence’

11. ASSESSMENT OF INTELLIGENCE
 Alfred Binet(1875-1911) was the first French psychologist to
derive an intelligence test. He was studying psychological
problems in school children.
 He felt that a graded series of psychological test could be
devised to indicate the level of each child’s intelligence.

12.  In collaboration with Simon, Binet experimented those children
whose progress was average in school.
 They developed their first intelligence scale in 1905 which
involved attention, memory, discrimination and some other simple
psychological processes, could be performed by average
individuals.
 Their scale consisted of 30 items arranged in order of difficulty or
complexity.
 Some items referred were recognition of food, repeating digit
immediately after hearing, defining familiar object, etc.

13.  By applying this scale, Binet- Simon attempt to discover child
mental development.
 This test was revised in 1908 and then revised in 1911.In
India; Binet-Kamath intelligence scale is widely used.
 Lewis Terman of Stanford University produced the English
versions of the test in 1916 known as Stanford-Binet
intelligence scale.
 The score of the test will give the mental age (MA).

14. CONCEPT OF IQ
 Binet introduced the idea of mental age.
 Stean suggested another term known as Intelligence
Quotient (IQ).
 IQ is said to be a ratio between mental age and chronological
age.
 IQ = (Mental age/Chronological age) × 100
 l

15.  Mental age: It is defined as “an expression of the extent of
development achieved by the individual started in terms of
the performance that can be expressed at any given time
age”.
 If a 3-year-old child passed the items meant for 3-year-old
child, his intelligence level is average. If he passes items
meant for 5-year old, his mental age is 5 or superior in
intelligence.
 If he could not pass 3-year-old items, his mental Age is below
average. Chronological age: It refers to age in years, months

16. TERMAN CLASSIFICATION OF IQ
 IQ Classification
140–169 Genius
120 –139 Very Superior or
Gifted
110–119 Superior
90–109 Average
80–89 Slow Learners
70–79 Border Line
50–69 Morons

17. WECHSLER SCALE OF INTELLIGENCE
 Wechsler began his test construction at
Newyork. He prepared the Wechsler Bellevue
Scale first in 1939 to provide clinical
evaluation. This is because one of the chief
tools of clinical psychologist after the World
War II.
 Today Wechsler series consists of
 • WAIS (Wechsler Adult Intelligence Scale)—
1955
 • WISC (Wechsler Intelligence Scale for

18.  This test enables the investigator to infer
patterns of abilities from which localised brain
damage can be identified.
 Tests comprising the Wechsler Adult
Intelligence Scale
 Test Description
Verbal Scale
 Information Questions tag

19. Test Description
 Arithmetic Verbal problems
testing arithmetic reasoning.
 Similarities Asks in what way
certain objects or concepts (for
example 7-5-6-3-8) are repeated
in a forward or
backward direction. Tests attention and
role

20.  Performance Scale
 Digit symbol A timed coding
task in which numbers must be
associated with marks of
various shapes; tests
speed of learning and writing.
 Picture completion The missing part
of an incompletely drawn

21.  Picture arrangement A series of comic strip type
pictures must be
arranged in the right sequence to tell a story;
tests understanding of social
situations.
 Object assembly Puzzle pieces must be
assembled to form a
complete object such as a human profile or
elephant; tests ability to deal with
part- whole

22. RAVEN’S PROGRESSIVE MATRICES TESTS (RPMT)
 This is the single most popular technique for measuring
mental ability. This was constructed by L.S. Panrose and
Raven in England and published as Raven’s Progressive
matrices test in 1938.
 This test may be administered individually or in a group. The
directions are very simple. This test can be used for hiring
employee or selecting students for special courses. The test
has five sets, i.e. A, B, C, D, E and each set has 12 patterns.
Total 60 patterns.
 The answers are referred to the key and scores are referred

23. BHATIA’S (ALEXANDER) PERFORMANCE TEST
It has five subtests namely:
 • Koh’s block design test
 • Pass along test
 • Pattern drawing test
 • Immediate memory for sound
 • Picture construction test These are non-verbal tests.
 The individual has to make motor responses. Performance tests
are more useful when used with persons who are not able to
speak, hear and illiterates.

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