89 INTELLIGENCE {ntroduction Intelligence is the global capaci ity to act purposefully, to think rationally artd to deal effectively with the environment, Intelligence as a concept has been understood in different ways by the different psychologists and consequently there stands a wide variety of definitions. Few of them are discussed below: ; Terman: “An individual is intelligent in Proportion as he is able to.carry on akstract thinking.” © Stern: “Intelligence is a general consciously to“adjust his thi ing” general mental =a of eters st u ; | Wagnon: “Intelligence is’ the capacity tc learn and adjust to relatively new and changing conditions. TS erases O city of an individual * e a. : Tequirements. It is ms and conditions A part from the above given definitions, more of such definitions can further be cited. All these definitions, if taken seperately, give an incomplete picture because each of them ..emphasize a single aspect. ~ * Intelligence.is the ability to learn. It is the ability to deal with the abstraction. * Itis the ability to make adjustment or to adapt to new situations. It is the ability or power of making appropriate ____ Tesponses to certain stimuli in a given situation. THEORIES OF INTELLIGENCE (i) Spearman’s Two Factor ‘Theory "This theory of intelligence was advocated by Spearman (1923), According to him, each intellectual activity involves a Seneral factor “g! which it shares with all intellectual activities fo @ specific factor ‘s’ which belongs to it alone. a In this way; he suggested that there is something which a be called general intelligence - a sort of general mental 8y, tunning through all the different tasks, Pe°90 A Text Book of General Psychology The amount of ’g/ ina person depends on the amount of d.the maximu: i erebral cortex) present an mum hai Bele c fixed, How much of this energy one utilizes depends, upon/on the motivation, available environment and previous experie! i iti 6 ae ral factor, there are specific cope coat poate steal the ability to deal. with specific problems. Forinstatice/an individual's ‘performance in Hindiis partly due to his general intelligence'and partly due to some specific \captitude for language, which he might. possess, i.e gts, or in ‘mathematics; his performance, may, be qesult of g+s,; in B Vg drawing it may be due to.gt83 and: s0,0 The factor ‘g’ is thus present in all specific activities. The total intelligence /ability:’ A‘ of aniindividual,: thus will be expressed by the®following equation: ris vis yi Guilford (1961) and his associates,:whil -working in the psychological laboratory ‘at 'the»university' of*Southern California:‘déveélop'a ‘model of intelligence! on’the' basis of the: facto reséare ies conducted:by ‘them which YEN activity can be described in terms dimension oroparameters known asi sO 11 (a) Operations —, the act of thinking, animes goa Siw “e xOiost ahiosqe 6 bas eters, operations, contents a ub-divided into some specific fa aoe eee le Hori ail tls dguscreli grinnuy yg aand Intelligence Memory . Parametets aiid Specific Division of Intellectual Activity into factors. Contents Figural factor ) (ie. concrete material perceived throu, senses), (a) Auditory (b) Visual Symbolic (S) ie, material in the form of signs and symbols, Semantic (M) i.e material in the form of verbal meaning of ideas. Behavioral (B) Units (u) Clisees 2 Transformation (T) Implications . : Therefore, according to Guilford, there are 5x3x6=90 intellectual abilities or factors. Each ability stands for a icular operation in a particular content area and results i in seit product, such as comprehension of Figural units or Evaluation of semantic implications. \ os raster \ VV y i Ss We Transformation: eh YOY We ee mash Fig. 4.2. Guilford's three dimensional model of the structure of the intellect.af 92 A Text Book of General Psychology igi sed. of 129 i ‘s original model was composed of Se the behavioral component is individua) tac he has nor seperated Figural content into seperate tory had-he seperated Memory i d visual contents, nor ‘ fas VERA Recording and Memory Retention. When he seperated Figural into Auditory and visual contents, his mode] increased to 5 x 5x 6 = 150 categories. When Guilford seperated the Memory functions, his model finally increased to 189 factors. Example: A child is asked to determine the day of the week on a particular date with the help of a calender. The task involves operations like Convergent thinking, Memory and Cognition. In carrying out these operations, he has to make use of the contents. In this particular case, he will make use of semantics i.e. reading and understanding of the printed words and figures indicating days and dates of a particular month in the calendar. By carrying out mental operations with the help of the contents, he will finally arrive at the products. The day of the week to which the date in question refers represents the factor known as ‘relations’. He may further transform and apply this knowledge to identify the day for contiguous dates or vice-versa. (iii) Stenberg's Triarchic theory of Intelligence Sternberg triarchic theory of human intelligence subsumes both Spearman ‘s’ and ‘s and underlying information processing ee His triarchic theory includes three * Analytical (componential) * Creative (experiential) * Practical (contextual) aoe Compoastims Intelligent: It is called as analytical i, ie < involves the analysis of information to solve Probe ae le high on this intelligence think analytically ically and Succeed in schools. It has three components: (a) Meta component: Control, monitor and evaluate cognitive i ogni Provesaing are the executive functions of metaal e ly te Memory and Intelligence (b) Performance component, components to order and ores; % knowledge acquisition og,° 8 Performance an higher-order processes woot POMeNtS. Th d ; to anal ese are the pick a strategy for solving them, They geoblems and do and performance components av Y decide what to tually do it 8: Perfor, encode stimuli, . tion in eine, perform mental calculations, nenan® compare different stimuli Car I ae tumuli, retrieve information from Triarchic Theory Componential Experiential Contextual sub theory sub theory sub theory Meta Novelty Adaption component Performance Automatization Shaping Component Knowledge Selection Acquisition component It Situations and stimuli, It involves the use of past experiences (¢) Knowledge acquisition component: are the processes used.in gaining.and storing new knowledge i.e. capacity for learning. a Experimental Intelligence: It is the creative intelligence. inv olves insight, syntheses and the ability to react to model ively to’ solve new problems. It reflects how an individual the internal-world to the external reality.Rh A Text Book of General Psychology Experiential Intelligence has a two facet sub-theory whj ch is ibed as: ee “ as facet sub-theory (Novelty and Automatization) Basic Assumption: That there are two broad classes of abilities associated with intelligence: novelty skills and automatization skills. A task measures intelligence, if it Tequires the ability to deal with novel demands or the ability to automatize information processing (two ends ofa continuum), 3. Contextual Intelligence: It is the practical intelligence, It is the ability to grasp, understand and deal with everyday tasks. People with this type of intelligence can adapt to, or shape their environment. It might also be called ‘street smart’. In measuring this facet, not only mental skills but attitudes and emotional factors that can influence intelligence are also measured. So, this practical intelligence is a combination of: (a) adaptation to the environment in order to have goals met. (b) changing the environment in order to have goals met, (c). or if (a)and (b) don’t work, moving to a new environment in which goals can be met. EMOTIONAL INTELLIGENCE Emotional Intelligence refers to the:set of skills that underline assessment, evaluation, expression:and regulation of emotions. Tt has been’seen that having high IQ and good scholastic record is not enough to lead’a successful life. There are many people who are academically talented; 'but face difficulties in their family life, work life, interpersonal relationship. This is because, they are lacking in emotional intelligence. Salovey and Mayor defined emotional intelligence as the ability to monitor one’s own and other emotions, to discriminate among them, and to use the information to guide one’s thinking and actions,Memory and Intelligence Ex” Characteristics of emotionally intelligent Person: 1. Sensitive to own feelings and emotions, 2. Sensitive to other’s feelings arid emotions by noting . — their body language, voice and tone, facial expression. 3. Control and regulate emotions to achieve harmony and peace. According to Daniel Goleman, 1, Emotional intelligence underlines the ability to get ears “along well with others. , ' 2. It provides us with the understanding of what other people are feeling and experiencing. 3. and, permit'us to respond appropriately to other's needs. ad Emotional intelligence is the basis of empathy for |. others, self-awareness and social skills. Perceiving Emotions Understanding st emotions : SPIRITUAL INTELLIGENCE Spirituality is the “innate human need to connect with ing larger than ourselves”. . “Something larger than ourselves” means something : a Our ego-self or constricted sense of self, It may be as being connected to two components: the vertical and the horizontal, P — Ras Wu eau,‘A Text Book of General Psychology 96 cane " Vertical component: Something sacred, divine or timeless, erti : ‘ wer, source, ultimate snk of this as a high po a aa: or any other language the person prefers, conscl Desiring to be connected to and guided by this source, oreo component: being of service to our fellow large. humans and to the planet at ‘ k 1 Cindy Wigglesworth created a list of skills that he believed represent the skills of spiritual intelligence. They are: Spiritual Intelligence (SQ) skills (SQ21) Universal Awareness 6. Awareness of interconnected- ness of all life. 7. Awareness of world views of others. 8. Breadth of time perception. 9. Awareness of limitations/ power of human perception. 10. Awareness of spiritual laws. 11. Experience of transcendent one- ness. Higher self/Ego self Awareness 1. Awareness of own world view 2. Awareness of life purpose . Awareness of values hierar- chy 4. Complexity of inner thought 5. Awareness of Ego self/ Higher self » Higher self/Ego-Self Mastery 12, Commitment to spiritual growth. 13. Keeping Higher self incharge. 14. Living your purpose and val- ues. Social Mastery/Spiritual presence 17.A wise and effective spiritual teaching mentor. '18.A wise and effective change agent. 19, Makes compassionate and wise 15. Sustaining your faith. decisions. 16. Seeking guidance from |20, A calming, healing presence. higher power or higher self |21, Being aligned with the ebb and flow of life. SOCIAL INTELLIGENCE igence is the capacity to effectively negotiate telationship and environment. unis Social intelli; complex social B spa rrenti Ross Honey Will believes social intelligen®? measure of self and social awareness, evolve social beliefs and attitud i ‘ manage complex social caer a capacity and apettite ©be pl ; dere it Memory and Intelligence In other words, Social Intelli i % well with others, and to get dene aae ability to get along includes an awareness of situations and eae with you, Sf that govern them, and a knowledge of perdu dynamics tat stat ca help &peson sere Ne in dealing with others. It also includes a a ler objectives self insight and a consciousness of one’s own in amount of reactions patterns. Perception and From the standpoint of interpersonal skills Kari classifies behavior power others as falling samen | I between ‘toxic’ effect and “nourishing” ee f Sul fy GAR Toxic behavior, makes people feel devalu An "4 3) - y frustrated, guilty or otherwise inadequate, itis Wa Nourishing behavior makes people feel valued, respected ffirmed, encouraged or competent. Al ntinued pattern of toxic behavior indicates a low level ofsocial intelligence - the inability to connect with people and influence them effectively. woes) TLS te r A contir ued pattern of nourishing behavior tends to make a person much more effective in dealing with others; Nourishing behavior are the indicators of high social qd sgeleliols: 93% 1621 toags ) MEASUREMENT - OF INTELLIGENCE “Ther are different views on defining intelligence but it can be measured and this measurement serves a variety of useful functions. It allows us to make certain predictions about people, s as how well they will do in different jobs. _ The first general measure of intelligence was developed by Alfred Binet and Theodore Simon in Paris in 1908 at the tequest of French Ministry of Education, in 1904. Binet attempted to devise a method to identify children who did Tot benefit from regular class-room teaching and needed to d in. special ‘schools. Binet with his student T.Simon ed the first test of intelligence in 1905.A Text Book of General Psychology 98 Binet and Simon made two assumptions for the ent of the test. rane intelligence is composite of many abilities. : Therefore, a test of intelligence must consists of large no. of different type of test items. ; ‘ , 2. The second important assumptions behind the test is that the nature of intelligence changes with age. Therefore, items selected for Binet test must be Btaded by age as well as difficulty. Items used for testing intelligence of age 3 are not appropriate at age 10, thus, Binet tests are, actually collection of subtests, one for each year of age: The list of problems to be solved or task to be carried. out involve simple attention, following of direction, comprehension, etc, It was found that many of the performers in the class-room were unable to carry out these tasks. Concept of 10. Intelligence Quotient is a means used to express the results of the intelligence tests. IQ refer to the measurement of intelligence just as we measure length in meters and centimeter, In order to determine the IQ, two things are needed: 1. Mental age ft 2. Chronological age. d 1. Chronological age: Chronological age refers to “age by birth”. One who has lived 9 years has'a chronologic: 9. Or, age. al age of we can say that the chronological age is person’s-actual 2. Mental Age: The Mental age is actually a measure of mental maturity. It is used for indicating a person’s stage of mental development. It is the A average mental ability of the same chronological age. A child’s age is determined by comparing his performance on a test with the test norms. (Average Performance) If the mental age of a 10 to be of average intelligence. is 10, then he is conside:Memory and Intelligence ini 99 After determining the C.A and M.A, the next i calculate the IQ, by using the following formula: step is to IQ= CA x 100 MA = Mental age CA = Chronological age. The mental age is divided by CA and then multipli 100. When mental age exceeds CA, the person in cane have an IQ greater than 100, regardless of what his mental and chronological ages are. If CA exceeds MA, then IQ is less than 100. Example, if a child has 6 years age as his CA and with MA of 8, his 1Q would be 8/6x 100 or app. 13.3. So, according to his age, his growth is above normal. IQ indicate the rate of mental growth and it may be regarded as an index of brightness. Classification of IQ The IQ scored between 90 and 100 are labelled as ‘normal’ above ‘120’ superior and below ‘70’ as evidence of ‘Mental Retardation’ Descriptive labels of IQ scores Score Descriptive label Above 130 very superior 120-130 superior 110-119 Bright normal 30-109 Average 80-89 Dull Normal 70-79 Border line Below 70 Mentally challenged limitations of the concept of IQ 1. IQ indicated by any test is not fully reliable. When a person is examined by the same test times, IQ shows change. ge in environment may change IQ. for no. of &