Intelligence in psychology

1. By
MRS. U. SREEVIDYA
MSC (N)

2. Have you ever consciously
considered these questions?
•
• Am I an intelligent person?
• How intelligent am I?
•How do we judge if someone is intelligent or
not?
•How can we measure the intelligence of a
person?

3. Whatis Intelligence?
Intelligence
abilitytolearnfromexperience,solveproblems,and
use knowledgetoadapttonewsituations

5. What is Intelligence ?
 This general ability consist of a number of specific abilities :
Adaptability to a new environment or to change in the current
environment
Capacity for knowledge and the ability to acquire it
Capacity for reason & abstract thought
Ability to comprehend relationships
Ability to evaluate & judge
Capacity for original and productive thoughts

6. Intelligence
“The capacity to acquire and
apply knowledge”
(The American Heritage
College dictionary)

7. Intelligence:
Intelligence came from Latin word intelligere "to understand”.
Definitions:
“Intelligence is the aggregate or global capacity of the
individual to think rationally, to act purposefully and to deal
effectively with the environment” (Wechsler-1994)
“Intelligence is the ability to master the knowledge and skills
needed to succeed with in a particular culture” (Lolurto-1991)

8. Nature of Intelligence:
• It is an innate mental ability which grows and is influenced by
the environment.
• It shows the capacity to adapt to new or changed situations
quickly and correctly.
• It is the ability to carry on higher mental processes such as
reasoning, criticism, rational and judgment.
• It shows the capacity to observe the relationship and
absurdities.
• It implies the capacity to learn and solve difficult tasks and
problems.

9. Types of intelligence:
Intelligence is divided into three kinds.
1. Concrete intelligence
2. Social or emotional intelligence
3. Abstract or general intelligence

10. TYPES OF INTELLIGENCE

11. Types cont..
1. Concrete intelligence:
• This type of intelligence is applicable for using machines, tools and
instruments.
Ex. Mechanics, engineers are concrete intelligent.
2. Social 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.

12. Cont..
3. Abstract and general intelligence
• It is the ability to respond to words, numbers and letters etc.
• This type of intelligence is required for study of books
and literature.
Ex. Teachers, lawyers, doctors and philosophers.

13. 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
• It helps in building the therapeutic relationship with patient.

14. Intelligence quotient (IQ)
• The abbreviation "IQ" was coined by the psychologist William
Stern.
• The idea of intelligence quotient was utilized first in 1916 by Binnet
and Simon test.
• Binnet and Simon used mental age to distinguish “bright” from
“dull” children.
• IQ is the ratio between the mental 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

15. Classification of individuals according to IQ
Genius 140 & above
Very superior 130-140
Superior 120-130
Above average 110-120
Average 90-110
Dull 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
• The children those perform
more than average of their
age have IQ more than 100.
• And those perform less than
average of their age have IQ
less than 100.

16. 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.
• Howard Gardner proposed this model in his 1983 book Frames
of Mind: The Theory of Multiple Intelligences.

17. Gardner’s Multiple Intelligences:
17
• Visual / Spatial
• Verbal / Linguistic
• Logical / Mathematical
• Bodily / Kinesthetic
• Musical / Rhythmic
• Interpersonal
• Intrapersonal
• Natural

18. 9/23/2019 18

19. 9/23/2019 19

21. 1. Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing things. These
individuals are often good with directions as well as maps, charts, videos, and pictures.
Strengths
Visual and spatial judgment
Characteristics of People with visual-spatial intelligence:
•Read and write for enjoyment
•Are good at putting puzzles together
•Interpret pictures, graphs, and charts well
•Enjoy drawing, painting, and the visual arts
•Recognize patterns easily

22. Potential Career Choices
If you're strong in visual-spatial intelligence, good career choices for you
are:
•Architect
•Artist
•Engineer

23. 2. Linguistic-Verbal Intelligence
People who are strong in linguistic-verbal intelligence are able to use
words well, both when writing and speaking. These individuals are
typically very good at writing stories, memorizing information, and
reading.
Strengths
Words, language, and writing

24. Characteristics of People with linguistic-verbal intelligence:
•Remember written and spoken information
•Enjoy reading and writing
•Debate or give persuasive speeches
•Are able to explain things well
•Use humor when telling stories
Potential Career Choices
If you're strong in linguistic-verbal intelligence, good career choices for you are:
•Writer/journalist
•Lawyer
•Teacher

25. 3. Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at
reasoning, recognizing patterns, and logically analyzing problems. These
individuals tend to think conceptually about numbers, relationships, and
patterns.
Strengths
Analyzing problems and mathematical operations

26. Characteristics of People with logical-mathematical intelligence:
•Have excellent problem-solving skills
•Enjoy thinking about abstract ideas
•Like conducting scientific experiments
•Can solve complex computations
Potential Career Choices
If you're strong in logical-mathematical intelligence, good career choices for you are:
•Scientist
•Mathematician
•Computer programmer
•Engineer
•Accountant

27. 4. Bodily-Kinesthetic Intelligence
Those who have high bodily-kinesthetic intelligence are said to be good
at body movement, performing actions, and physical control. People
who are strong in this area tend to have excellent hand-eye coordination
and dexterity.
Strengths
Physical movement, motor control

28. Characteristics of People with bodily-kinesthetic intelligence:
•Are skilled at dancing and sports
•Enjoy creating things with his or her hands
•Have excellent physical coordination
•Remember by doing, rather than hearing or seeing
Potential Career Choices
If you're strong in bodily-kinesthetic intelligence, good career choices for you are:
•Dancer
•Builder
•Sculptor
•Actor

29. 5. Musical Intelligence
People who have strong musical intelligence are good at thinking in
patterns, rhythms, and sounds. They have a strong appreciation for
music and are often good at musical composition and performance.
Strengths
Rhythm and music

30. Characteristics of People with musical intelligence:
•Enjoy singing and playing musical instruments
•Recognize musical patterns and tones easily
•Remember songs and melodies
•Have a rich understanding of musical structure, rhythm, and notes
Potential Career Choices
If you're strong in musical intelligence, good career choices for you are:
•Musician
•Composer
•Singer
•Music teacher

31. 6. Interpersonal Intelligence
Those who have strong interpersonal intelligence are good at
understanding and interacting with other people. These
individuals are skilled at assessing the emotions, motivations,
desires, and intentions of those around them.
Strengths
Understanding and relating to other people

32. Characteristics of People with interpersonal intelligence:
•Communicate well verbally
•Are skilled at nonverbal communication
•See situations from different perspectives
•Create positive relationships with others
•Resolve conflicts in group settings
Potential Career Choices
If you're strong in interpersonal intelligence, good career choices for you are:
• Psychologist, Philosopher
• Counselor, Salesperson
• Politician

33. 7. Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being
aware of their own emotional states, feelings, and motivations. They tend
to enjoy self-reflection and analysis, including daydreaming, exploring
relationships with others, and assessing their personal strengths.
Strengths
Introspection and self-reflection

34. Characteristics of People with intrapersonal intelligence:
•Analyze their strengths and weaknesses well
•Enjoy analyzing theories and ideas
•Have excellent self-awareness
•Understand the basis for his or her own motivations and feelings
Potential Career Choices
If you're strong in intrapersonal intelligence, good career choices for you are:
•Philosopher
•Writer
•Theorist
•Scientist

35. 8. Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been
met with more resistance than his original seven intelligences. According
to Gardner, individuals who are high in this type of intelligence are more
in tune with nature and are often interested in nurturing, exploring the
environment, and learning about other species. These individuals are said
to be highly aware of even subtle changes to their environments.
Strengths
Finding patterns and relationships to nature

36. Characteristics of People with naturalistic intelligence:
•Are interested in subjects such as botany, biology, and zoology
•Categorize and catalog information easily
•Enjoy camping, gardening, and exploring the outdoors
•Dislikes learning unfamiliar topics that have no connection to nature
Potential Career Choices
If you're strong in naturalistic intelligence, good career choices for you are:
•Biologist
•Conservationist
•Gardener
•Farmer

37. Theories of Intelligence
There are two main theories regarding intelligence. Every
approach comes up with his own perception and assumptions.
1. Factor theories of intelligence
1. Two factor theory or G-factor theory
2. Group factor or multifactor theory
2. Process oriented theories of intelligence
3. Sternberg’s Triacharic theory

38. 1. Two factor or G-factor theory
• Two factor theory was developed by Charles Spearman
(father of factor analysis) 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 variesfrom
activity to activity in the same individual.

39. G factor vs. S factor
G factor S factor
It is Universal inborn ability Learned and acquired from
environment.
It is General mental ability These are specific abilities.
It is constant in one individual. It varies from activity to activity in
same individual.
G factor differs from individual to
individual.
Individuals differs in the amount of S
ability
Used in every activity of life.

42. 2. Group factor or Multifactor theory
• This theory was advocated by LLThurstone in 1938.
• This theory rejected General Intelligence.
• This theory considers intelligence a combination of numerous
separate factors.
• Instead of viewing intelligence as a single , general ability ,
Thurstone's theory focused on seven primary mental abilities.
`

43. Thurstone 7 factors
1. The Verbal Factor (V)—Found in tests involving Verbal Comprehension.
2. The Spatial Factor (S)—ability to imagine an objectin space.
3. The Number Factor (N)—Ability to do Numerical Calculations rapidly and
accurately.
4. Memory Factor (M)—Involving ability tomemorize quickly.
5. The Reasoning Factor (R)—Found in tasks that require a subject to discover
a rule or principle involved in a seriesor groups of letters.
6. The Perceptual Factor (P)- ability to perceiveobjects accurately.
7. The Problem solving Factor (PS)- ability to solve problems independently.
Based on these factors Thurstone constructed a new test of intelligence
known as:
‘‘Test of Primary Mental Abilities (PMA).

45. Primary Mental Abilities (PMA) test
 Massive is similar to:
1. huge
2. particular
3. granular
4. minute
 Which is most similar to “Impede”-
1.preclude
2. consider
3. afford
4. improve
5. search

46. II. Process Oriented Theories
• The process-oriented theorists tend to focus on the
development of intellectual processes that how the processes
change as individual matures.
• Focused on cognitive development rather than intelligence.
• Process oriented theories given by Jean Piaget and Brunner.

47. I. 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.
• He focused on schemas, assimilation and accommodation.

49. II. Brunner’s theory:
• This growing abilities are influenced by the environment
especially the rewards and punishments people receives for
particular intellectual skill.
• In contrast to Piaget;
Bruner argued that any subject can be taught effectively to any
child at any stage of development.

52. III. Sternberg’s Triacharic theory
Three aspects of intelligence:
Componential:
• Analytical thinking “book smart”
Experiential thinking:
• Creative thinking and characterizes the person who can separate
elements of experience and combine them insightfully.
Contextual:
• “Street smart” one who know how to play the game and
can successfully manipulate the environment.

54. 9/23/2019 54

56. Factors Influencing Intelligence:
1. Nature:
how genetics and heredity affects our intelligence.
 Genetics
 Gender
2. Nurture:
From immediate environment to through out the life.
 Pre and postnatal diet
 Family Environment
 School Environment
 Socioeconomic status of family
 Race/Ethnicity

57. 36
Intelligence
Factors

58. Heredity and environment:
• Heredity and environment have an interactive influence
on intelligence.
• Heredity places an upper and lower limit on the IQ that
can be attained by a given person.
• The environment determines where within these limits the
person's IQ will lie.

59. Gender:
 Boys and girls tend to be equivalent in most aspects of intelligence
• The average IQ scores of boys and girls is virtually identical
1. Girls as a group:
• Tend to be stronger in verbal fluency, in writing, in
perceptual speed (starting as early as the toddler years)
2. Boys as a group
• Tend to be stronger in visual-spatial processing, in science,
and in mathematical problem solving (starting as early as
age 3)

60. Schooling:
• Attending school makes children smarter
– Children from families of low socio-economic societies and
those from families of high socio economic societies make
comparable gains in school achievement during the school
years.

61. Poverty:
• The more years children spend in poverty, the lower their IQs
tend to be.
• Children from lower- and working-class homes average 10-15
points below their middle-class age mates on IQ tests
• In many countries, children from wealthier homes score better
on IQ test than children from poorer homes.

62. Intelligence in Nursing
• Knowledge about intelligence and its measurement is useful in
understanding the nurse herself, her colleagues as well as patients.
• Nurse’s guidance to the patient would be according to the patient’s
intellectual level.
• Knowledge about intelligence helps the nurse in diagnosing the
mental subnormal or very superior intelligent patient.
• It helps in maintaining empathy but avoid emotional attachment.

63. • With a higher level of emotional intelligence, nurses are better able
to adapt and understand the needs of their patients.
• They can also better cope with the stress emotionally and
improve their social skills.
• Knowledge about abnormalities in new born and development of
their intelligence helps the nurse in providing suitablecare.
• In disease related to psychiatric disorders, epilepsy, assessment
of intelligence is of great importance in their management.

64. References :
• R Sreeveni. (2009). Psychology for nurses. 1st edition. Kundli:
Jaypee brothers medical publishers.
• N.J. Mackintosh. (2011). IQ and human intelligence. 2nd
edition. New York. Oxford university press.
• 2019 StanfordBinetTest.com.

65. 1. IQ Question

66. Answer: D
Explanations: 15 is added each number, and D only added 10, while
the other numbers are added 15

67. 2. IQ Question

68. Answer: D. 7
Explanation: A (1) + B (3) + c (3) = D(7)

69. 3. IQ Question

70. The first letters are in alphabetical order with a letter skipped
in between each segment: C, E, G, I, K. The second and third
letters are repeated; they are also in order with a skipped
letter: M, O, Q, S, U.

71. 4. IQ Question
• All the tulips in Zoe's garden are white.
All the pansies in Zoe's garden are yellow.
All the flowers in Zoe's garden are either white or yellow.
If the first two statements are true, the third statement is:
a. True
b. False
c. Uncertain

72. Ans: C. Uncertain
The first two statements give information about
Zoe's tulips and pansies. Information about any other
kinds of flowers cannot be determined.

73. 5. IQ question
What is wrong in this sentence?
• In a old graveyard in Spain they have discovered a small skull
which they believe to be that of Cristopher Columbus when he
was about 10 years old.