1) Intelligence refers to the ability to understand complex ideas, adapt to the environment, learn from experiences, reason, and overcome challenges. 2) Early theories proposed a single general intelligence factor (g-factor), but newer models suggest multiple types of intelligence including fluid and crystallized, as well as specific abilities like spatial and linguistic. 3) Modern theories have identified over 8 types of intelligence, and measures of intelligence have evolved from analyzing physical attributes to standardized tests measuring different cognitive domains.

1. INTELLIGENCE

2. Intelligence
• The capacity to understand the world, think
rationally, and use resources effectively when
forced with challenges.

3. Theories of intelligence
• Early psychologists assumed that there was a
single, general factor for mental ability which
they called g or g-factor (Charles Spearman
1972).
• This general intelligence factor was thought to
underlie performance on every aspect of
intelligence.
• G – factor was being measured on test of
intelligence.

4. • Raymond Cattell 1967, 1987 suggested two kinds
of intelligence : fluid and crystallized.
• Fluid intelligence: reflects information processing
capabilities, reasoning, and memory, e.g., group a
series of letters or remember a set of numbers.
• Crystallized intelligence: reflects accumulation of
information, skills and strategies learned through
experience and that can be applied in problem
solving situations, e.g., participate in a discussion
about solution to the causes of poverty.

5. • As we grow old our fluid intelligence declines
but not the crystallized intelligence.

6. • Louis L. Thurstone (1938): suggested 7 factors
termed as primary mental abilities.
• Verbal comprehension
• Reasoning
• Perceptual speed
• Numerical ability
• Word fluency
• Associative memory
• Spatial visualization

7. • Howard Gardner (1997): suggested that we have
eight different form of intelligence and each of
them is relatively different from others and linked
to a different system in the brain.
• Visual-spatial Intelligence
• Verbal-linguistic Intelligence
• Bodily-kinesthetic Intelligence
• Logical-mathematical Intelligence
• Interpersonal Intelligence
• Musical Intelligence
• Intra personal Intelligence
• Naturalistic Intelligence

10. Visual-spatial Intelligence
• Skills involving spatial configurations such as
those used by artists and architects.

12. Verbal-linguistic Intelligence
• Skills involved in the production and usage of
language.

13. Linguistic Intelligence
Reading
&
Writing
Verbal
Communication

17. Bodily-kinesthetic Intelligence
• Skills in using the whole body or various
portions of it in the solution of problems or in
the construction of products or displays,
exemplified by dancers, athletes, actors, and
surgeons.

22. Logical-mathematical Intelligence
• Skills in problem-solving and scientific
thinking.

27. Interpersonal Intelligence
• Skills in interacting with others, such as
sensitivity to the moods, temperaments,
motivations, and intentions of others.

32. Musical Intelligence
• Skills in tasks involving music.

36. Intra personal Intelligence
• Knowledge of the internal aspects of oneself;
access to one’s own feelings and emotions.

40. Naturalistic Intelligence
• Ability to identify and classify patterns in
nature.
•

43. • Each of us has the same eight kinds of
intelligence they do not operate in isolation,
normally an activity encompasses several
kinds of intelligence working together in
different degree.
•

44. Robert Sternberg - Triarchic Theory of
Intelligence:
• Sternberg proposed what he refers to as
'successful intelligence,' which is comprised of
three different factors:
• Analytical intelligence: This component refers to
problem-solving abilities.
• Creative intelligence: This aspect of intelligence
involves the ability to deal with new situations
using past experiences and current skills.
• Practical intelligence: This element refers to the
ability to adapt to a changing environment.

45. Measuring Intelligence
• Sir Francis Galton: pioneered the researches
on intelligence.
• Proposed that the size and shape of the
person’s head could be used as an objective
measure of intelligence.
• His idea came from his prejudice. He sought to
demonstrate that natural superiority of
people of high class.

46. • Galton’s theory proved wrong on virtually
every count head size and shape were not
related to intellectual performance.
• Galton’s work has one desirable result: he was
first person to suggest that intelligence can be
quantified and measured in objective manner.

47. • Alfred Binet was the first person to develop
intelligence test.
• If performance on certain task or test items
improved with chronological age the
performance could be used to distinguish
more intelligent from less intelligent.
• Using this he came up with a test that
distinguishes between bright and dull
students

48. • He use to assign Mental Age to the students
based on the score they got on this
intelligence test.
• Eg if 9 years old answered 40 question correct
his mental age is 7 years.

49. • Intelligent Quotient IQ: this takes into account
both the mental age as well as chronological
age.
• IQ = MA/CA * 100
• IQ= 8/20 * 100 = 90
• IQ= 8/5 *100= 60

50. • David Wechsler intelligence tests are mostly
used in America.
• Wechsler Adult Intelligence Scale (WAIS)
• Wechsler Intelligence Scale for children (WISC)
• Both the tests have two version
• i) Verbal
• ii) Performance

51. • Verbal: include vocabulary, definition, and
comprehension
• Performance: include timed assembly of
objects, arranging picture in order

52. Verbal scales
• Information : taps general range of knowledge,
e.g., what is steam made of?
• Comprehension: tests understanding of social
conventions and ability to evaluate past
experience, e.g., what is the advantage of
keeping money in bank.
• Arithmetic: tests arithmetic reasoning through
verbal problems, e.g., three women divided
eighteen golf balls equally among themselves.
How many golf balls did each person receive?

53. • Similarities: asks in what way certain objects or
concepts are similar, measures abstract thinking,
e.g., in what way are an hour and a week alike?
• Letter-Number sequencing: tests attention and
ability to retain and manipulate information in
memory, e.g., the alternating no. and letters are
presented orally and the subject must repeat first
the numbers and then the letters in order of
magnitude and alphabetical order, respectively.
items- 5-j-4-A-I- S response- I-4-5-A-J-S

54. • Vocabulary: tests ability to define increasingly
difficult words, e.g., what does ‘formidable’
mean?

55. Performance
• Digit symbol
• Picture completion
• Block design
• Picture arrangement
• Object assembly

56. Achievement and aptitude test
• Achievement tests: designed to find out how
much they have learned so far in their lives.
• Aptitude tests: novel puzzle like problems that
presumably go beyond prior learning and are
thought to measure the applicant’s potential
for future learning and performance

57. Adaptive Testing
• GRE, GMAT etc.
• This is a new kind of computerized version, in this
students do not necessarily receive identical set
of questions. Instead computer first presents a
randomly selected question of moderate
difficulty. If the test taker answer it correctly the
computer will then present a randomly chosen
items of slightly greater difficulty. If the answer is
wrong then computer will present easier
question.