DBDA - Davis battery of differential abilities

INTRODUCTION

Intelligence
The most complete rather than compact definitions and conceptualizations of intelligence have
been utilised since it is the idea that is most broadly and functionally used. Wechsler compares
intelligence to something that permits us to know by what it enables us to accomplish, rather
than something that is a cause. According to him, it is the total or overall ability of a person to
behave consciously, think critically, and interact with his surroundings (Wechsler,1944). The
phrase "aggregate or global capability" denotes that a person's intelligence can be inferred from
his whole behaviour. It is clear from the presence of the verbs "to behave consciously" and "to
deal effectively" that "drive" or "motivation" come into behaviour that is clever

THEORIES OF INTELLIGENCE

Thurstone’s theory of Intelligence

Thurstone (1938) questioned the validity of the g-factor notion. He found that intelligence is
composed of several major mental abilities rather than one single factor after examining data
from 56 different mental ability tests.
According to Thurstone's paradigm, verbal comprehension, verbal fluency, number facility,
spatial visualisation, perceptual speed, memory, and inductive reasoning are the seven main
mental skills.
1. Word Fluency: The ability to use words quickly and fluently when completing tasks like
rhyming, and completing crossword puzzles.
2.Verbal Comprehension: The capacity to comprehend what words, ideas, and concepts mean.
3. Numerical abilities: The capacity to use numbers to generate quick solutions to issues.
4. Spatial Visualization: The capacity to perceive and control spatial patterns and forms.
5. Perceptual Speed: The capacity to recognise similarities and differences between stimuli and
to quickly and accurately grasp perceptual details.
6. Memory:-The capacity to remember details like lists of words or phrases, mathematical
formulas, and definitions
7. Inductive Reasoning:-Ability to infer universal laws and principles from given data.
Even while Thurstone didn't completely reject Spearman's notion of general intelligence, he
proposed that intelligence is made up of both general ability and a variety of specific abilities,
opening the door for later studies that looked at the various types of intelligence.

Gardner’s Theory of Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence are too limited. Gardner
first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences,
where he suggested that all people have different kinds of "intelligences."
Gardner proposed that there are eight intelligences, and has suggested the possible addition of a
ninth known as "existentialist intelligence."

While a person might be particularly strong in a specific area, such as musical intelligence, he or
she most likely possesses a range of abilities. For example, an individual might be strong in
verbal, musical, and naturalistic intelligence.

Criticism

Gardner’s theory has come under criticism from both psychologists and educators. These critics
argue that Gardner’s definition of intelligence is too broad and that his eight different
"intelligences" simply represent talents, personality traits, and abilities. Gardner’s theory also
suffers from a lack of supporting empirical research.

Despite this, the theory of multiple intelligences enjoys considerable popularity with educators.
Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate
Gardner’s theory into the classroom.

Gardner has cautioned that multiple intelligences should not be conflated with learning styles. (It
is also important to stress that evidence has found that matching instruction to a learner's
perceived style has no benefits in terms of learning outcomes or educational attainment.)

There is a lack of evidence to demonstrate that learning according to your "intelligence"

produces better educational outcomes. However, you may find that learning more about multiple
intelligences can give you a better understanding of your strengths and preferences.

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

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

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

Characteristics

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

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

Characteristics

People with logical-mathematical intelligence:

​ Have excellent problem-solving skills

​ Enjoy thinking about abstract ideas
​ Like conducting scientific experiments
​ Can solve complex computations

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

Characteristics

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

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

Characteristics

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

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

Characteristics

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

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

Characteristics

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

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.1

Strengths

Finding patterns and relationships to nature

Characteristics

People with naturalistic intelligence:

​ Are interested in subjects such as botany, biology, and zoology

​ Categorize and catalog information easily
​ Enjoy camping, gardening, hiking, and exploring the outdoors
​ Dislikes learning unfamiliar topics that have no connection to nature
Existential Intelligence

Existential intelligence is the ninth type of intelligence suggested as an addition to Gardner's

original theory. He described existential intelligence as an ability to delve into deeper questions
about life and existence. People with this type of intelligence contemplate the "big" questions
about topics such as the meaning of life and how actions can serve larger goals.

Strengths

An ability to see the big picture

Characteristics

People with existential intelligence:

​ Have a long-term outlook

​ Consider how current actions influence future outcomes
​ Interest in questions about the meaning of life and death
​ Strong interest and concern for others
​ The ability to see situations from an outside perspective

APTITUDE

An aptitude is a component of a competence to do certain kind of work at a certain level ,

outstanding aptitude is consider as ‘talent’ . An aptitude may be physical or mental . Aptitude is
inborn potential to do certain task . the innate nature of aptitude is in contrast to skills and
achievement which represent knowledge or ability that is gained through learning . Aptitude is a
distinctive skill or ability that allows a person to accomplish a task more effectively. It refers to
the characteristics that characterise a person's behaviour and reflect how well he can learn to
meet and overcome specific difficulties. It is an element of competence to be able to perform
particular tasks at a high level.

ABILITIES

The concept of ability is broad, and it refers to having the abilities and skills required to carry out
a given work. Therefore, it is assumed that all necessary learning or growth processes have
already been completed.there are many distinct types of abilities , including intellectual ones like
intelligence, aptitude, and cognitive abilities like reading, creativity, and learning skills. Second,
social and communication abilities that place an emphasis on a person's interpersonal,
resource-gathering, and communication skills. There are nonverbal and physical abilities in
addition to these two.
HISTORY OF TEST

The application of factor analytic studies of mental abilities has led to the increasing use of
multi-aptitude test batteries in educational and vocational guidance. These batteries are
composed of a series of individual tests built around the premise of factor analysis. One such
battery is the Differential Aptitude Test. The Differential Aptitude Test or DAT were first
published in 1947.The test was originally developed to provide a well standardized procedure for
measuring the multiple aptitudes of studies for professional and vocational guidance. Davis’
Battery of Differential Abilities (DBDA) has been revised in order to have an accurate measure
of individuals various mental abilities.

DESCRIPTION OF TEST

The DBDA (revised version) is a standardized procedure for objectively measuring what a
person is able to do a at the time he is being assessed and under the conditions of the
assessment.The different abilities are measured using different sub tests that are administered one
after the other.

The abilities that are measured in DBDA-R are :-

1.Verbal Ability (VA)- Refers to the comprehension of words and ideas, or a person’s ability to
understand written language.

2. Numerical Ability (NA)- It refers to facility in manipulating numbers quickly and accurately
in tasks involving mathematical knowledge.

3. Spatial Ability (SA)- Refers to perceived spatial patterns accurately, and following the
orientation of figures when their positions in a plane or space is altered.

4. Closure Ability (CA)- It is an ability to see quickly a whole stimulus when parts of it are
missing or incomplete.

5. Clerical Ability (CL) - Refers to a perceptual activity concerned with rapid evaluations of
features of visual stimuli.

6. Reasoning Ability (RA)- Refers to the ability to apply the process of induction or to reason
from some specific information to a general principle.

7. Mechanical Ability (MA)- Refers to an understanding of basic mechanical principles, simple

machines, tools, electrical and automotive facts.

8. Psychomotor Ability (PM)- Refers to precise movements requiring eye hand coordination and
also fine muscle dexterity, primarily manual under high speed conditions.
APPLICATION OF TEST

This battery is majorly used in Career counselling, to help the client to decide the most suitable
career for himself based on the his level of ability. Second, It is majorly used by educators as
well as students to help them understand the next steps of the educational options such as
choosing a major course at college or university. Third, It is even used for appropriate selection
of applicants for employment.

STUDIES RELATED TO DBDA

Adolescent Identity Struggles, Vocational Guidance and Career Counselling: A Case Study

S.T. Janetius, A.V. Hashir Ahammed

Janetius S T & Ahammed A V (2017). Adolescent Identity Struggles, Vocational Guidance and
Career Counselling: A Case Study. International Journal of Indian Psychology, Vol. 5, (1), DIP:
18.01.085/20170501, DOI: 10.25215/0501.085.

Youth may be a basic arrange of human advancement that needs extraordinary consideration and
direction. Psychologists recognize this period as quarter-life move due to the quiet struggle and
emergency numerous youths confront in this significant period. Character creation is the major
psychosocial errand distinguished by Erikson and Marcia who made elaborate ponders on
adolescents. In case proper guidance isn't given, young people battle and wobble in their steady
development and character creation. Impacted by peers, youths are confounded and confronted
by substances which are past their fitness and interface. As career choice takes precedence in
character creation, recognizing the inclination and interface and, relating this to their vocational
inclination plays a major part. This case think about explains the character battle and the part of
professional direction and directing intercession in making a difference an youthfulness in his
growth and development.

This case study presents an unsupervised, non-goal-oriented adolescent’s struggle in identity

creation and talents identification for future career goals. The subject was not aware of his inner
abilities and was carried away by peer influence, the various casual comments his friends make
and thus created a false image of self. Once realized his aptitude and strengths through
psychometric testing, the subject was awakened. The continuing therapy to set right orientation
towards future paved the way for a change in his attitude and outlook that gave the subject some
clarity on identity and commitment towards goal-oriented future.
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