Intelligence is the general capacity for comprehension and reasoning that manifests itself in various ways. It consists of an individuals mental or cognitive ability which helps the person in solving his actual life problems and leading a happy and well contended life.

1. BY PAHARI SHARMA
INTELLIGENCE

2. INTRODUCTION
 Intelligence is the general capacity for
comprehension and reasoning that manifests itself
in various ways.
 It consists of an individuals mental or cognitive
ability which helps the person in solving his actual
life problems and leading a happy and well
contended life.

3. DEFINITIONS
 Intelligence is the ability to master the information and
skills needed to succeed within a particular culture.
-Lolurto (1991)
 Intelligence is the aggregate or global capacity of an
individual to think rationally, act purposefully and deal
effectively with the environment.
-Wechsler (1994)

4. CLASSIFICATIONS
1. Concrete Intelligence: This is related to concrete materials.
This type of intelligence is applicable when an individual is
handling concrete objects. E.g. engineers etc.
2. Social Intelligence: It is the ability of an individual to react
to social situations in daily life. It includes the ability to
understand people and human relationships. E.g. leaders,
salesman etc.
3. Abstract or general intelligence: It is the ability to respond
to words, numbers, letters etc. this type of intelligence is
acquired by study of books and related literature. E.g.
teachers, lawyers etc.

5. GARDNER’S MULTIPLE INTELLIGENCE

7. INTELLIGENCE QUOTIENT (IQ)
 The idea of intelligence quotient was utilized for the first
time in 1916 for formulation of Stanford-Binet tests.
 Intelligence quotient is the ratio between mental age (MA)
and chronological age (CA).

8. Classification of Individuals According to IQ
 There exists a wide difference among individuals with
regard to intelligence.
 No two individuals, even the identical twins nurtured
almost in similar environment have same level of
intelligence.
 This is an important fact that every nurse must
understand.

10. USES OF INTELLIGENCE
 Intelligence helps the individual to adjust to changing
situations quickly and correctly.
 It helps to carry on higher mental processes such as
reasoning, judging and criticizing.
 It helps to learn difficult tasks and solve problems.
 It helps the individual to perform better under a variety of
circumstances.
 It helps in quick understanding of things.
 It helps the individual to apply the knowledge gained in
various subjects/situations in dealing with the present
situation.

11. MEASUREMENT OF INTELLIGENCE
 Alfred Binet (1875-1911) was the first psychologist to
device an intelligence test. Intelligence tests can be
classified into two broad categories: Individual and group
intelligence tests.
1. Individual Intelligence Tests: It was tests are
administered individually in a closed setting with no
other individuals present. The Wechsler Intelligence
Scale for Children (WISC) and the Stanford Binet-
Intelligence scale are examples.

12. a. Individual verbal intelligence tests: These tests make
use of language and test one individual at a time.
Example: Stanford-Binet scale.
b. Individual non-verbal intelligence tests: These tests
involve the manipulation of objects (e.g., picture
arrangement, picture completion, block design, etc.)
with minimum use of paper and pencil.

13. 2. Group Intelligence Tests: It was tests are administered in
groups to measure how a child's intellectual performance
compares with that of other children in the same age group.
Otis-Lennon School Ability Test (OLSAT) is an example.
a. Group verbal intelligence tests: These tests use language
and are applied to a group of individuals at a time.
Examples: Army Alpha Test, Army General Classification
Test.
b. Group non-verbal intelligence tests: These tests are
applied to a group of individuals at a time and do not
necessitate the use of language. They employ pictures,
diagrams and geometrical figures printed in a booklet and
do not contain words or numerical figures.

15. Uses of Intelligence Tests
 Intelligence testing is used to predict how well a person will
learn in a program of study.
 They help teachers to classify each student based on his
learning ability.
 They help to separate the slow learner from the gifted learner
enabling the use of suitable methods to train these two
different groups.
 They are used in selection for admission to different courses of
study and for awarding scholarships and vocational guidance.
 They are used in selection of candidates for different jobs.
 Intelligence tests are also useful in child guidance as they help
in identifying educational backwardness and other related
difficulties.

16. Limitations of Intelligence Tests
 Can cause irreparable harm if used recklessly and
rigidly.
 Greater sensitivity and extensive technical training are
required to master the technique of administering
individual intelligence tests.
 They can neither measure intelligence with
mathematical accuracy nor can they predict success in
school or a profession with absolute certainty.
 They do not throw any light on the character, morals,
emotions or temperament of the individual the
understanding of which

17. THEORIES OF INTELLIGENCE
1. FACTOR THEORIES OF INTELLIGENCE:
 Two-factor theory or general intelligence (G-factor) theory:
 It was advocated by Charles Spearman (1927), a British psychologist.
 Spearman proposed the involvement of a broad general intelligence
factor (G) in every intellectual activity an individual undertakes.
 This determines the individual's overall ability. 'G' is a universal
inborn ability. Higher the 'G' in an individual greater is the success in
life.
 Specific intelligence factor (S) is learned and acquired from the
environment and varies from activity to activity even in the same
individual.

18. Group factor or multifactor theory:
• This theory was expounded by LL Thurstone in 1938.
• Thurstone explained that certain mental operations have a
common primary factor which gives them psychological
and functional unity and also differentiates them from
other mental operations.
• These mental operations constitute a group factor.

19.  There - are many groups of mental abilities with each group
having its own primary factor.
1. Verbal factor (V): Comprehension of verbal ideas or
words.
2. Spatial factor (S): Ability to imagine an object in space.
3. Numerical factor (N): Ability to perform mathematical
calculations rapidly and accurately.
4. Memory factor (M): Ability to memorize quickly.
5. Reasoning factor (R): Ability to reason and think things
out.
6. Perceptual factor (P): Ability to perceive objects
accurately.
7. Problem-solving factor (PS): Ability to solve problems
independently.

20. 2. PROCESS-ORIENTED THEORIES OF INTELLIGENCE:
These theories have focused on intellectual processes the
pattern of thinking that people use when they reason and
solve problems. These theorists prefer to use the term
cognitive processes in place of intelligence.
Piaget's theory (Jean Piaget, 1970): According to Piaget,
intelligence is an adaptive process involving interplay of
biological maturation and interaction with the environment.
He viewed intelligence as an evolution of cognitive
processes such as understanding the laws of nature,
principles of grammar and mathematical rules.

21. Bruner's theory (Jerome Bruner, 1973): According to
Bruner, intelligence is a growing dependence on internal
representation of objects or situations. These growing abilities
are influenced by the environment especially the rewards and
punishments people receive for using particular intellectual skills
in particular ways.
Information-processing theory (Robert Sternberg,
1984): The most recent acceptable theory of intelligence has
been put forward by the American psychologist Robert
Sternberg by adopting an information processing approach to
cognition or problem-solving.

22.  The theory propagated by Sternberg identified the
following steps in the way one processes information:
Encoding: Identifying the relevant available information
in the mind
Inferring: Drawing necessary inference
Mapping: Establishing a relationship between the
previous and present situations
Application: Applying the inferred relationship
Justification: Justifying the analyzed solution to the
problems
Responding: Providing the best possible solution