Intelligence is the global and aggregate capacity of an individual to think rationally, act purposefully, and to deal effectively with her/his environment.

Gardner and Sternberg definition of intelligence

An intelligent individual not only adapts to the environment, but also actively modifies or shapes it.

The Psychometric Approach (2 points)

Intelligence as an aggregate of abilities Expresses individual’s performance in terms of a single index of cognitive abilities

The Information-processing Approach (3 points)

Describes processes used in intellectual reasoning and problem solving Focus is on how an intelligent person acts Instead of focussing on structure or dimensions of intelligence, it focusses on cognitive functions underlying intelligent behaviour

Psychometric Approach Theories (5)

Uni/One Factor Theory (Alfred Binet) Two-factor Theory (Charles Spearman) (1927) Theory of Primary Mental Abilities (Louis Thurstone) Hierarchical Model of Intelligence (Arthur Jensen) Structure-of-Intellect Model (JP Guilford)

Information-processing Approach Theories (3)

Theory of Multiple Intelligence (Howard Gardner) Triarchic Theory of Intelligence (Robert Sternberg) (1985) PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) (1994)

Uni/One Factor Theory WHO?

(Alfred Binet)

Two-factor Theory WHO?

(Charles Spearman) (1927)

Theory of Primary Mental Abilities WHO?

(Louis Thurstone)

Hierarchical Model of Intelligence WHO?

(Arthur Jensen)

Structure-of-Intellect Model WHO?

(JP Guilford)

Theory of Multiple Intelligence WHO?

(Howard Gardner)

Triarchic Theory of Intelligence WHO?

(Robert Sternberg) (1985)

PASS Model of Intelligence WHO?

(JP Das, Jack Naglieri and Kirby) (1994)

Uni/One Factor Theory (Alfred Binet)

First psychologist to formalise intelligence in terms of mental operations, instead of philosophical treatises Interest in differentiating more from less intelligent individuals Intelligence as consisting of one similar set of abilities used for solving any or every problem in an environment Disputed when psychologists started analysing his data

Two-factor Theory (Charles Spearman) (1927)

Employs statistical method called factor analysis Intelligence consisted of: G-factor: mental operations which are primary and common to all performances S-factor: specific abilities

Theory of Primary Mental Abilities (Louis Thurstone)

Intelligence consists of 7 independent primary abilities: 1 Verbal Comprehension 2 Numerical Abilities 3 Spatial Relations 4 Perceptual Speed 5 Word Fluency 6 Memory 7 Inductive Reasoning

Hierarchical Model of Intelligence (Arthur Jensen)

Level I: Associative learning, output is more or less similar to input Level II: Cognitive competence, higher-order skills transfer input to effective output

Structure-of-Intellect Model (JP Guilford)

Operations Contents Products

Structure-of-Intellect Model (JP Guilford) Operations

Operations are what the respondent does. Cognition Memory recording Memory retention Divergent production Convergent production Evaluation

Structure-of-Intellect Model (JP Guilford) Contents

Contents refer to the nature of materials or information on which intellectual operations are performed. Visual Auditory Symbolic Semantic Behavioural

Structure-of-Intellect Model (JP Guilford) Products

Products refer to the form in which information is processed by the respondent. Units Classes Relations Systems Transformations Implications

Theory of Multiple Intelligence (Howard Gardner)

Linguistic Logical-Mathematical Spatial Musical Bodily-Kinaesthetic Interpersonal Intrapersonal Naturalistic

Triarchic Theory of Intelligence (Robert Sternberg) (1985)

Intelligence is the ability to adapt, to shape and select an environment to accomplish one's goals and those of one’s society and culture. Componential (Analytical) Intelligence Experiential (Creative) Intelligence Contextual (Practical) Intelligence

Triarchic Theory of Intelligence (Robert Sternberg) (1985) Componential (Analytical) Intelligence:

Analysis of information to solve problems 3 Components: Knowledge acquisition component Meta/higher order component (planning what and how to do) Performance component Persons high on this think analytically and critically and do well at school

Triarchic Theory of Intelligence (Robert Sternberg) (1985) Experiential (Creative) Intelligence:

Using past experiences creatively to solve novel problems Reflected in creative performance Persons high on this integrate different experiences in an original way to make new discoveries and inventions, by finding what information is crucial quickly

Triarchic Theory of Intelligence (Robert Sternberg) (1985) Contextual (Practical) Intelligence:

Dealing with environmental demands encountered on a daily basis ‘Street smartness’ or ‘business sense’ Persons high on this adapt, select or modify their environment easily, so they turn out successful

PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) (1994)

Planning Attention-arousal Simultaneous-Successive Interdependent functioning of three neurological systems called the functional units of the brain: Arousal/Attention Simultaneous and Successive Processing Planning

PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Arousal/attention

State of arousal helps us to attend to stimuli and to enable us to process information Optimal level focusses our attention to relevant aspects Too much or too little interferes with attention E.g.: teacher telling you about a test

PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Simultaneous and Successive Processing:

Simultaneous: when you perceive relations among concepts and integrate them into a meaningful pattern for comprehension. E.g.: Raven’s Progressive Matrices test Successive: when you remember information serially so recall of one leads to the other. E.g.: learning digits, alphabets, tables

PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Planning

Allows us to think of possible courses of action, implement them, and evaluate their effectiveness If a plan doesn’t work, it is modified E.g.: studying for a test

Cognitive Assessment system

Das and Naglieri have developed the Cognitive Assessment System (CAS), a battery of tests to measure basic cognitive functions independent of schooling for persons aged between 5-18.

Nature: (regarding children)

Identical twins’ intelligence together correlate 0.90 Identical twins’ reared separately correlate 0.72 Fraternal twins’ together 0.60 Fraternal twins’ separately 0.50 Siblings reared apart 0.25 Adopted children’s intelligence is more similar to biological rather than adoptive parents

Nurture: (regarding children)

As adopted children grow, their intelligence comes closer to adoptive parents Children adopted from disadvantaged into higher socio-economic status homes show large increase in intelligence Deprivation lowers while good nutrition, family and school increase intelligence

Mental and Chronological Age

(Alfred Binet and Theodore Simon) (1908)

Mental Age:

Measure of person’s intellectual development relative to age group

Chronological Age:

Biological Age from birth

Intelligence Quotient

(Willian Stern) (1912) IQ = MA/CA 100

Normal Curve

Most scores fall in middle range, only few have very high or very low scores The frequency distribution makes a bell-shaped curve, called the normal curve 100 – Mean IQ score 90-110 – Normal Intelligence <70 – Intellectually Disabled >130 – Intellectually Gifted

AAMD definition

American Association on Mental Deficiency

Intellectual disability

Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period”.

Classification of people based on IQ

55 to 70 – Mild: can function independently 35-40 to 50-55 – Moderate: lag behind in language and motor skills, need moderate degree of supervision 20-25 to 35-40 – Severe Below 20-25 – Profound: incapable of managing their lives and need constant care

Intellectual Giftedness - person and year

Lewis Terman (1925)

Giftedness and talent

Giftedness refers to exceptional general ability and superior performance in wide variety of areas Talent is a narrower term, refers to remarkable ability in a specific field, highly talented are prodigies

Important characteristics of giftedness (7)

Advanced logical thinking, questioning, problem solving High speed in processing information Superior generalisation and discrimination ability Advanced original and creative thinking High intrinsic motivation and self-esteem Independent and non-conformist thinking Preference for solitary academic activities for long periods

Individual or Group intelligence tests

Individual: one person, sensitive to feelings, verbal, non-verbal or performance Group: many people, no sensitivity, generally written

Verbal, Non-verbal or Performance intelligence tests

Verbal: oral or written, only for literate Non-verbal: pictures or illustrations, E.g.: RPM Performance: manipulation of objects. E.g.: Koh’s Block Design Test

Culture-fair or Culture-biased intelligence tests

Many tests show bias to culture. American or European tests represent urban, middle-class cultural ethos, not for Africans or Asians Nearly impossible, but non-verbal and performance tests help reduce culture bias

SM Mohsin

Made an intelligence test in Hindi

CH Rice

Standardised Binet’s test in Urdu and Punjabi

Mahalanobis

Standardised Binet’s test in Bengali

Long and Mehta

Prepared the Mental Measurement Handbook listing 103 tests

(NLEPT)

The National Library of Educational and Psychological Tests

NCERT

National Council of Educational Research and Training

Bhatia

Battery of Performance Tests

Indian researchers developed Indian norms for which intelligence tests

RPM, WAIS (Wechsler’s Adult Intelligence Scale), Alexander’s Passalong, Cube Construction, Kohs’ Block Design