INTELLIGENCE
Definition of Intelligence:
David Wechsler’s
“ The global capacity of the individual
to think rationally, act purposefully, and
to deal effectively with his/her
environment”.
2
Spearman ‘g’ Factor Theory
Spearman (1904) provided a solution by
applying a mathematical technique called
factor analysis to testing mental ability
Results showed a single common factor in the
analysis called g for general intelligence
George Spearman reported findings supporting the
idea that performance on any test of mental ability
was based on a single general ability factor that he
termed “g”
Spearman also believed that performance on any test
of mental ability required the use of a specific ability
factor that he termed “s”
s
Logical
s Mechanical g Spatial s
Arithmetical
s
Conflicting theories have led
many psychometric theorists to
propose hierarchical theories of
intelligence that include both
general and specific components
James’ McKeen Cattell’s View of
Intelligence – Intelligence as a Few Basic Abilities
1. Fluid Intelligence
Intelligence that reflects information-processing
capabilities, reasoning, and memory.
› The ability to think on the spot and solve novel problems
› The ability to perceive relationships
› The ability to gain new types of knowledge
E.g. road trip from your home town to other place.
2. Crystallized Intelligence
The accumulation of information, skills, and
strategies that are learned through experience and
can be applied in problem-solving situations.
› Factual knowledge about the world
› The skills already learned and practiced
Examples
Arithmetic facts, calculating mathematical problems
Knowledge of the meaning of words
State capitals
writing a novel
How is Intelligence
Measured?
The first Intelligence test was
created by Binet and Simon using
simple tasks to distinguish children
who would do well in school from
those who wouldn’t
Binet and Simon used Mental age to
distinguish “bright” from “dull” children
First mental test was devised to differentiate b/w
‘educable’ and ‘trainable’
1905, the first Binet-Simon Scale was made (30
problems- judgment, comprehension & reasoning)
1908, number of test increased
1911, minor revisions (year of Binet’s death)
1916, Stanford-Binet Intelligence Scale
i. Stanford-Binet Intelligence Scale
L. M. Terman revised Simon and Binet’s test
and published a version known as the
Stanford-Binet Test in 1916.
Performance was described as an intelligence
quotient (IQ) (for the first time) which was
imply the ratio of mental age to chronological
age multiplied by 100:
IQ=MA/CA x 100
This test measures things that are necessary for school success
Binet’s test is a set of age-graded items
Adaptive Testing
› Determine the age level of the most advanced items that a
child could consistently answer correctly
› Children whose mental age equal their actual or chronological
age were considered to be of “regular” intelligence
Measuring Intelligence
At any age, children who are average will have
an IQ of 100 because their mental age equals
their chronological age.
ii. Wechsler Intelligence Scale
Wechsler Intelligence Scale for Children-Third
Edition (WISC-III)
Used with children 6 to 16 ½ years
Wechsler Adult Intelligence Scale-revised Edition
(WAIS-R)
Used with people 16 and older
Wechsler Preschool and Primary Scale of
Intelligence (WPPSI)
Used with children of ages 4-6 ½ years
WISC-III
Provides a profile of someone’s strengths and weaknesses
Each test is made of 12 parts
› Each part begins with the simplest questions and
progresses to increasingly difficult ones
› Performance Scale (5 subscales)
Spatial and perceptual abilities
Measures fluid intelligence
› Verbal Scale (6 subscales)
General knowledge of the world and skill in using
language
Measures crystallized intelligence
ii. Similarities
Measures a child's ability to categorize
Example: In what way are wool and cotton alike?
In what way are a lion and a tiger alike?
iii. Arithmetic
Measures the ability to solve computational math
problems
Example: If I buy 6 cents worth of candy and
give the clerk 25 cents, I would get _________
back in change?
iv. Digit Span
Measures short-term auditory memory
v. Vocabulary
Measures the ability to define words
Example: What does “telephone” mean?
vi. Comprehension
Measures the ability to answer common sense questions
Example: Why do people buy fire insurance?
What should you do if you see someone forget his
book when he leaves a restaurant?
What is the advantage of keeping money in a bank?
Performance IQ is based on:
vii. Coding
Copying marks from a code; visual rote learning
viii. Picture Completion
Telling what's missing in various pictures
Example: Children are shown a picture, such as a car with no
wheels, and are asked: What part of the picture is missing?
ix. Picture Arrangement
Arranging pictures to tell a story
x. Block Design
Arranging multi-colored blocks to match printed
design
Example: Using the nine blocks, make one just
like this
xi. Object Assembly
Putting puzzles together - measures nonverbal fluid
reasoning
Example: If these pieces are put together correctly,
they will make something. Go ahead and put them
together as quickly as you can.
Measuring Intelligence-Benefits
Intelligence tests have proved to be of great
benefit in identifying students in need of
special attention
› in school,
› diagnosing cognitive difficulties,
› helping people make optimal educational
and vocational choices.
The Intellectually Gifted
Accounting for 2%–4% of the population,
the intellectually gifted have IQ scores greater
than 130.
The intellectually gifted are most often:
› outgoing,
› well-adjusted,
› healthy,
› popular
› people who are able to do most things better than
the average person can
1. Gardner’s Multiple Intelligence
He expanded the conception of intelligence
with his theory of multiple intelligence
Gardner utilized case study method in
studying intelligence and identified
Eight kinds of intelligence:
