This PPT contains theories of intelligence. Different theories and their implication in life and social situations.

1. Concept and Theories of
Intelligence

2. What is Intelligence
“Individuals differ from one another in their ability to understand complex ideas, to
adapt effectively to the environment, to learn from experience, to engage in
various forms of reasoning, to overcome obstacles by taking thought.” American
Psychological Association

3. Assessing Intelligence
Stanford Binet Intelligence Test-
Alfred Binet developed the first widely accepted test of intelligence in the early 1900s. - Alfred Binet and his collaborator,
Theodore Simon, became leaders in the intelligence testing movement when they devised the Binet-Simon test. -Binet’s
original purpose was to develop an objective method of identifying those truly lacking in academic ability.
Treman revisi the test in 1916 and was called the stanford binet battery which was then revised in 1937, 1960 and 1972.
The test can be applied to children of age 2 to 12
The score is counted by dividing the mental age (MA) by chronological age (CA) and multiplying it by 100.

4. Weschler's Adult Intelligence Test. (WAIS)
Was developed in 1955
It can be used for individual 16 and older
It provides score for 11 different intellectual abilities which fall under verbal and performance
intelligence test

5. The subset of WAIS are
The verbal tests were: Information, Comprehension, Arithmetic, Digit Span, Similarities,
and Vocabulary.
The Performance subtests were: Picture Arrangement, Picture Completion, Block Design,
Object Assembly, and Digit Symbol.
A verbal IQ, performance IQ and full scale IQ were obtained.

6. Theories of Intelligence
1. Spearman’s two factor theory:
Charles Spearman, an English psychologist, established the two-factor theory of intelligence back in 1904
(Spearman, 1904). To arrive at this theory, Spearman used a technique known as factor analysis.
General intelligence, also known as g factor, refers to a general mental ability that, according to Spearman,
underlies multiple specific skills, including verbal, spatial, numerical and mechanical.
Spearman concluded that there is a single g-factor which represents an individual’s general intelligence
across multiple abilities, and that a second factor, s, refers to an individual’s specific ability in one particular
area (Spearman, as cited in Thomson, 1947).

7. Thurstone’s Primary Mental Abilities
Thurstone (1938) challenged the concept of a g-factor. After analyzing data from 56 different tests of mental
abilities, he identified a number of primary mental abilities that comprise intelligence, as opposed to one general
factor.
The seven primary mental abilities in Thurstone's model are verbal comprehension, verbal fluency, number
facility, spatial visualization, perceptual speed, memory, and inductive reasoning (Thurstone, as cited in Sternberg,
2003).

8. Gardner’s Multiple Intelligences
Following the work of Thurstone, American psychologist Howard Gardner built off the idea that there are multiple
forms of intelligence.
He proposed that there is no single intelligence, but rather distinct, independent multiple intelligences exist, each
representing unique skills and talents relevant to a certain category.
Gardner (1983, 1987) initially proposed seven multiple intelligences: linguistic, logical-mathematical, spatial,
musical, bodily-kinesthetic, interpersonal, and intrapersonal, and he has since added naturalist intelligence.

10. Gardner holds that most activities (such as dancing) will involve a combination of these multiple intelligences
(such as spatial and bodily-kinesthetic intelligences).
He also suggests that these multiple intelligences can help us understand concepts beyond intelligence, such as
creativity and leadership.

11. Triarchic Theory of Intelligence
Just two years later, in 1985, Robert Sternberg proposed a three-category theory of intelligence, integrating
components that were lacking in Gardner’s theory. This theory is based on the definition of intelligence as the
ability to achieve success based on your personal standards and your sociocultural context.
According to the triarchic theory, intelligence has three aspects: analytical, creative, and practical (Sternberg,
1985).
Analytical intelligence, also referred to as componential intelligence, refers to intelligence that is applied to
analyze or evaluate problems and arrive at solutions. This is what a traditional IQ test measure.
Creative intelligence is the ability to go beyond what is given to create novel and interesting ideas. This type of
intelligence involves imagination, innovation and problem-solving.
Practical intelligence is the ability that individuals use to solve problems faced in daily life, when a person finds
the best fit between themselves and the demands of the environment. Adapting to the demands environment
involves either utilizing knowledge gained from experience to purposefully change oneself to suit the environment
(adaptation), changing the environment to suit oneself (shaping), or finding a new environment in which to work
(selection).

12. Mental Retardation/Intellectual Disability and giftedness
Intellectual disability involves problems with general mental abilities that affect functioning in two areas:
● Intellectual functioning (such as learning, problem solving, judgement).
● Adaptive functioning (activities of daily life such as communication and independent living).
Additionally, the intellectual and adaptive deficit begin early in the developmental period.
Intellectual disability affects about 1% of the population, and of those about 85% have mild intellectual disability. Males are
more likely than females to be diagnosed with intellectual disability.

13. Diagnosing Intellectual Disability
1. Intelligence Test
Intellectual functioning is measured with individually administered and psychometrically valid, comprehensive,
culturally appropriate, psychometrically sound tests of intelligence.
While a specific full-scale IQ test score is no longer required for diagnosis, standardized testing is used as part of
diagnosing the condition.
A full-scale IQ score of around 70 to 75 indicates a significant limitation in intellectual functioning.
However, the IQ score must be interpreted in the context of the person’s difficulties in general mental abilities.
Moreover, scores on subtests can vary considerably so that the full-scale IQ score may not accurately reflect overall
intellectual functioning.
Therefore, clinical judgment is needed in interpreting the results of IQ tests.

14. 2. Adaptive Functioning
Three areas of adaptive functioning are considered:
1. Conceptual – language, reading, writing, math, reasoning, knowledge, memory.
2. Social – empathy, social judgment, communication skills, the ability to follow rules and the ability to make and keep
friendships.
3. Practical – independence in areas such as personal care, job responsibilities, managing money, recreation, and organizing
school and work tasks.
Adaptive functioning is assessed through standardized measures with the individual and interviews with others, such as family
members, teachers and caregivers.
Intellectual disability is identified as mild (most people with intellectual disability are in this category), moderate or severe. The
symptoms of intellectual disability begin during childhood. Delays in language or motor skills may be seen by age two. However, mild
levels of intellectual disability may not be identified until school age when a child has difficulty with academics.

15. 3. Age of Onset:
Mental retardation/Intellectual Disability is manifested before the age of 18 yrs.

16. Levels of mental retardation/Intellectual Disability
Level # 1. Mild Mental Retardation:
About 90 per cent of the mentally retarded persons are found to belong to this category. They have I.Qs of 55 to 69.
They have the mental age of 8— 10 year old child. However, only one per cent of this category of mentally retarded
requires institutional care. The rest of this group are able to complete their minimum education in special classes and they
can somehow manage unskilled jobs.
They require little supervision. So this group is considered as educable. They are capable of showing the social behaviour of
adolescents. Though intellectually inferior, they have no actual brain damage, neurological disorder or organic defect
whatsoever. With special training and proper care they can be taught be self supporting and to earn their livelihood
independently.

17. Level # 2. Moderate Retardation:
Otherwise known as trainable retarded, moderately retarded people have the I.Q. range of 40 to 54 on the Wechsler scales. They have
the mental age of a 5.7 to 8.2 year old child. About 6 per cent of the mentally retarded belong to this category.
As against the mild retarders, some kind of brain damage or physical or neurological disorder is found in most of the moderately
retarders. They appear to be clumsy and untidy both physically and mentally and suffer from motor in coordination
Though they somehow manage to speak, their speed of learning is quite slow. Though some of them may require institutionalization,
they can manage to live safely under the protection of their family members.

18. Level # 3. Severe Retardation:
Severe retarded people have the I.Q. ranging from 25 to 39. They represent more than three per
cent of the retarded individuals. The majority of them are permanently institutionalized and
require constant care and attention.
Even they face problems while learning simple tasks. Since they are incapable of doing anything
independently, they require complete care and attention. Severe mental retardation is more often
than not associated with some sort of organic pathology like some genetic disorder or severe brain
damage due to accident, brain hazards and etc.

19. Level # 4. Profound Mental Retardation:
This category has I.Q. less than 25 i.e., mental age of a 3 year old child. It represents 1% of the mentally
retarded people. They are completely incapable of looking after themselves. Thus, they require complete
hospitalization, immense attention and personal care. They even cannot attend to their basic physical
needs. They fail to learn even the simplest skills.
In profound retardation majority deformities of the brain, head and body are often observed. Thus, there
is gross physical disorder and lack of proper resistance as a result of which in many cases a great
percentage of profoundly retarded people die at a very early age. In other words, their life span is very
short.

20. Causes of Mental Retardation/ Intellectual Disability
Organic Causes:
Profound severe and moderate retardation is caused by organic factors.
Chromosomal abnormality:
Premature and Physical Injury
Toxic agents and radiation

21. Down syndrome:
People with Down syndrome usually have an IQ (a measure of intelligence) in the mildly-to-moderately low range and are
slower to speak than other children.
Some common physical features of Down syndrome include:
● A flattened face, especially the bridge of the nose
● Almond-shaped eyes that slant up
● A short neck
● Small ears
● A tongue that tends to stick out of the mouth
● Tiny white spots on the iris (colored part) of the eye
● Small hands and feet
● A single line across the palm of the hand (palmar crease)
● Small pinky fingers that sometimes curve toward the thumb
● Poor muscle tone or loose joints
● Shorter in height as children and adults

22. Chromosomal Abnormalities
Klinefelter syndrome
Klinefelter syndrome is a genetic condition that results when a boy is born with an extra copy of the X chromosome.
Klinefelter syndrome is a genetic condition affecting males, and it often isn't diagnosed until adulthood.
Klinefelter syndrome may adversely affect testicular growth, resulting in smaller than normal testicles, which can lead to
lower production of testosterone. The syndrome may also cause reduced muscle mass, reduced body and facial hair, and
enlarged breast tissue. The effects of Klinefelter syndrome vary, and not everyone has the same signs and symptoms
Intellectual disability is usually mild or moderate

23. Turner’s syndrome
● Features of Turner syndrome may include a short neck with a webbed appearance, low hairline at the back of the
neck, low-set ears, hands and feet that are swollen or puffy at birth, and soft nails that turn upward.

24. Socio Cultural factors
Poverty
Deprivation
Volatile Environment

25. Giftedness
People in upper end of IQ
Characteristics of gifted children
● Begin early and progress faster
● Self taught and self reliant
● Intensive craving for information
● Atypical social and emotional response

26. Dual Exceptionality
It is not uncommon to find giftedness and intellectual disability in one and the
same person.
Gifted children with specific disabilities
● High abstract reasoning
● High mathematical skills
● Keen visual and spatial memory
● Imaginative and creative
● Super sensitive
● Wide variety of interest