intelligence psychology

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Intelligence
Intelligence is the aggregate or global capacity of the individual to think rationally, to act purposefully and to
deal effectively with the environment.
 From Latin word intelligere "to understand”
Factors Influencing Intelligence
 Genetics, Gender (more males)
 From immediate environment to through out the life. Pre and postnatal diet. Family Environment.
School Environment. Socioeconomic status of family. Race/Ethnicity
Types of intelligence
Intelligence is divided into three kinds.
1. Concrete intelligence - This type of intelligence is applicable for using machines, tools and
instruments. Ex. Mechanics, engineers are concrete intelligent
2. Social or emotional intelligence - It is the ability to understand social situations and act wisely in
human relationship. Socially intelligent people know the art of winning friends and influence them.
Ex. Leaders, ministers, salesmen, and diplomats are socially intelligent.
3. Abstract or general intelligence - It is the ability to respond to words, numbers and letters etc. This
type of intelligence is required from study of books literature. Ex. Teachers, lawyers, doctors and
philosophers.
4. Emotional intelligence - First called social intelligence. The ability to perceive, express, understand,
and regulate emotions. Some studies show EQ to be a greater predictor for future success than IQ. It
is basis of the empathy for others, self awareness , and social skills. e.g. eye contact, flexibility and
cooperation
Intelligence quotient (IQ)
IQ is the ratio between the metal age and chronological age. IQ = MA/CA x 100 Ex. A 6 years old boy with
the mental age of 4. IQ = 4/6 x 100 = 66.6
Classification of individual according to IQ
 Genius 140above
 Very superior 130-140
 Superior 120-130
 Above average 110-120
 Average 90-110
 Dull average 80-90
 Borderline 70-80
 Mild mental retardation 50-70
 Moderate mental retardation 35-50
 Severe mental retardation 20-35
 Profound mental retardation 0-20
Multiple intelligence
According to Howard Gardner there are eight
types of intelligence. The theory of multiple
intelligences differentiates human intelligence
into specific 'modalities', rather than seeing
intelligence as dominated by a single general
ability.
1. Visual / Spatial
2. Verbal / Linguistic

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3. Logical / Mathematical
4. Bodily / Kinesthetic
5. Musical / Rhythmic
6. Interpersonal
7. Intrapersonal
8. Natural
Theories
There are two main theories regarding intelligence.
1. Factor theories of intelligence
a. Two factor theory or G-factor theory
b. Group factor or multifactor theory
2. Process oriented theories of intelligence
3. Sternberg’s Triacharic theory
1.Factor theories of intelligence
a. Two factor or G-factor theory
 Two factor theory was developed by Charles Spearman in 1927.
 Intellectual abilities were comprised of two factors: one general ability or common ability known
as ‘G’ factor and the other a group of specific abilities known as ‘S’ factor.
 ‘G’ factor is universal inborn ability. Greater ‘G’ in an individual leads to greater success in life.
‘‘S’ factor is acquired from the environment. It varies from activity to activity in the same
individual.
According to this theory: An individual’s total intelligence (A) is the sum of the general factor (G) and all his
specific abilities (S).
b. Group factor or Multifactor theory
 This theory was advocated by LL Thurstone in 1938.
 This theory rejected General Intelligence. This theory considers intelligence a combination of
numerous separate factors, seven primary mental abilities. Thurstone 7 factors
1) The Verbal Factor (V)—Found in tests involving Verbal Comprehension.
2) The Spatial Factor (S)—ability to imagine an object in space.
3) The Number Factor (N)—Ability to do Numerical Calculations rapidly and accurately.
4) Memory Factor (M)—Involving ability to memorize quickly.
5) The Reasoning Factor (R)—Found in tasks that require a subject to discover a rule or
principle involved in a series or groups of letters.
6) The Perceptual Factor (P)- ability to perceive objects accurately.
7) The Problem solving Factor (PS)- ability to solve problems independently.
2.Process Oriented Theories
Focused on cognitive development rather than intelligence. Process oriented theories given by Jean Piaget and
Brunner.
a. Piaget’s theory of cognitive development
According to Piaget, intelligence is an adaptive process. Piaget viewed intellectual development as an
evolution of cognitive processes such as understanding the laws of nature , the principles of grammar &
mathematical rules.
b. Brunner’s theory
This growing abilities are influenced by the environment especially the rewards and punishments people
receives for particular intellectual skill.
3. Sternberg’s Triacharic theory

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Three aspects of intelligence
a. Componential - Analytical thinking -“book smart”
b. Experiential thinking- Creative thinking - and characterizes the person who can separate elements of
experience and combine them insightfully.
c. Contextual – practical thinking- “Street smart” one who know how to play the game and can
successfully manipulate the environment.
Intelligence tests
Modern Intelligence tests are divided into two types:
1. Individual Tests
a. Verbal test - These tests make use of language. Here the instructions are given in words (either
in written or oral form or both). Individuals are required to use language as well as paper or
pencil for giving the responses. The test content is loaded with verbal material
b. Performance test (a typical form of non -verbal test) - These tests involve such activities in
which the use of language is not necessary.
2. Group Tests
1. Individual tests
Stanford-Binet Intelligence test
Wechsler Bellevue Intelligence Scales
A. Stanford-Binet Intelligence Test - Verbal test
Stanford-Binet test(1916) is a new version of Binet- Simon test.
 Age Group: 2-23 years.Total time : 30 to 90 minutes.In this Version, Terman adopted the system of
calculating IQ using the formula: I.Q. = (Mental Age/Chronological Age) x 100
Stanford-Binet measures five factors of cognitive ability
1. Fluidreasoning - no prior knowledge is required. Nonverbal fluid reasoning is tested with object
series matrices. Verbal absurdities are simply statements that are silly or impossible. For example;
– “an apple is to fruit as celery is to __________.” (vegetable).
2. Knowledge - a young test subject might be asked to explain basic human needs, like eating, using
gestures. The verbal sub- test includes vocabulary questions, which may be administered using
toys or flash cards. For example; – Explain differences (between a fish and a horse);
3. Quantitative reasoning - measures a person’s numeracy. Questions in this section can include
basic counting, addition and subtraction. At higher levels, measurement, geometry and word
problems are included. Math concepts are presented in both verbal and nonverbal formats.
4. Visual-spatial processing- involves the recognition of both patterns and
spatial relationships. The nonverbal portion of this sub-test usually
includes assembling puzzles and patterns. The verbal portion includes
questions about direction and tests a subject’s ability to identify spatial
relationships in pictures.
5. Working memory - defined as the multiple processes that capture, sort and transform information
in a person’s short- term memory. For example, subject might be asked to recall a previously
presented picture. Block span simply involves tapping out a sequence on a series of blocks and
asking the test subject to repeat the sequence.
B. Wechsler scale - Verbal test
The test measures one’s ability to adapt and constructively solve problems in the environment
Consists of three scales :
1) WAIS -Wechsler Adult Intelligence Test(16-74 years)
2) WISC –Wechsler Intelligence Scale for Children - 6 to 16 years

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3) WPPSI –Wechsler Preschool and Primary Scale of Intelligence - ages 4-6 years
This is known as Deviation IQ because the score is a measure of how different someone is from the other in
the group. According To this modified system, I.Q. =(Actual test score/Average score for norm group)x100
 Wechsler intelligence test consists of eleven sub-sets . six of them are in verbal intelligence. five of
them are performance intelligence
 Verbal scale - information, comprehension, arithmetic, similarities, digit span, vocabulary, word
reasoning, one who is good with words and reads a lot to do well in this part of the test
 Performance scale - digit symbol, picture completion, block design, picture arrangement, object
assembly, matrix reasoning, mazes
C. Performance scale
 Picture completion : Identify the missing part in complex pictures.
 Block Design : Pictures of block structure to be produced by arranging coloured blocks
 Picture arrangement : arranging pictures in proper order so that they may tell a story.
 Object Assembly : Making a picture out of scrambled Jigsaw like pieces.
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.
emotional intelligence includes four components, or branches.
1. 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.
2. 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.
3. 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.
4. Managing emotions - Measured by asking respondents to indicate how they can change their own or
others’ emotions to facilitate success or increase interpersonal harmony.
Compare IQ and EQ
IQ EQ
 People with high IQ, of more than 130, are
found to be experiencing critical problems
with peers and subordinates
 IQ is the measurement of one’s
intelligence
 the analytical, mathematical and logical
reasoning capabilities of a person
 something you are born with - whether
you have the innate abilities for it
 decides your individual capacities and
intelligence
 People with high EQ tend to understand
what people expect and give it to them.
 EQ is the outcome of the combination of
inborn temperament, childhood experience
and later learning.
 personal skills and power to use to emotions
 improved upon and learned - relevant to
success and happiness in life
 decides whether you are a team player or
how well you will respond to a crisis
 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.
Chandni Narayan
12.4.2021