CHAPTER 6: LEARNING (INTELLIGENCE, THINKING, PROB.
SOLVING
2ND SEMESTER І S.Y. 2021-2022 TRANSCRIBED BY: REA MORAN
LECTURER: MRS. MONTEHERMOSA
Charles Spearman, the originator of factor analysis.
Definition Of Intelligence
An analysis of the definition’s points to some aspects
of commonality, namely,
1. that intelligence is an ability or
capacity to do something.
 Intelligence as an ability or capacity implies
that it is an innate rather than an acquired
capacity.
 It is not what is learned that is termed
intelligence, but the ability of the individual
to learn.
2. The task must have some degree of
difficulty or complexity.
 Degree of complexity
3. The task must be done efficiently.
 They solve their problems with facility, speed,
and adequacy.
 Speed is an important element in intelligent
behavior.
Intelligence, then, may be defined as the ability to do
something with facility, speed, and adequacy. In
short, intelligence is the ability or capacity to
perform tasks excellently.
Theories Of Intelligence
Spearman's Two-Factor Theory
 Factor analysis is a mathematical technique
used to determine the minimum number of
dimensions or factors that account for the
observed relationships (correlations) among
the subject responses over many different
tests.
 He posed that all individuals possess a
general intelligence factor called g in varying
amounts.
 The General intelligence or g factor is the
major determinant of performance on
intelligence test items. Special factors, each
called S, are specific to abilities or tests.
 It means that intelligence has two
components: general intelligence ("g") and
specific ability ("s").
Thurstone’s Seven Primary Mental
Abilities
 -Louis Leon Thurstone
 Intelligence is made up of multiple factors
that he calls, primary mental abilities. In
other words, there are several groups of
mental abilities, each of which has its own
primary factor, giving the group a functional
unity and cohesiveness. Each of these
primary factors is said to be relatively
independent of the others.
1. Perceptual speed, the readiness to attend
accurately to small details in perception
2. Spatial Visualization, the ability to
organize and manipulate spatial patterns
 3. Reasoning. The ability to understand 4. The bottom level: ‘‘s’’(specific)
symbolic relationships factor.
4. Memory, the ability to recall previously
experienced or learned materials Gardner’s Neuropsychological Theory of
5. Numerical Ability, the facility of working Intelligence
with numbers as in simple arithmetic
6. Verbal Comprehension, the facility with - Howard Gardner
which one can understand words in
Gardner theorizes that damage in the brain can
communication
impair specific types of abilities.

Gardner concludes that intelligence falls into 6

Guilford’s Theory of Multiple Abilities
Categories:
Joy Paul Guilford
1. Linguistic
 According to him, intelligence consists of  The ability to think in words and use
numerous intellectual abilities. language to express meaning.
 Guilford proposed a three-dimensional
structure of intellect model. According to
Guilford every intellectual task can be 2. Numerical
classified according to its  The key ability wherever one needs to solve
(1) content, numerical problems on a regular basis and
(2) the mental operation involved and make decisions based on numerical
(3) the product resulting from the operation. information.
Vernon’s Hierarchy of Human Abilities
-Philip E. Vernon 3. Logical Mathematical
 Ability to think conceptually and abstractly,
 The key that underlies Vernon’s hierarchical and capacity to discern logical.
model is precise that it starts from the
premise that intelligence is not a single
quality, but a range of capabilities within 4. Spatial
each subject, each one destined to a series of  The ability to think three-dimensionally.
tasks, but not all with the same importance.
 It is precisely that hierarchy, the element that
distinguishes this theory.
5. Bodily Kinesthetic
1. The highest level: ‘‘g’’ (general
 The ability to manipulate objects and be
intelligence) factor with the largest
physically adept.
source of variance between
individuals.
2. The next level: major group factors
such as verbal-numerical-educational 6. Personal
(v.ed) and practical ability. Intrapersonal Intelligence - Capacity to be self-
3. The next level: minor group factors aware and in tune with inner feelings, values,
are divided from major group factors.
beliefs and thinking processes
Interpersonal Intelligence - Capacity to detect and
respond appropriately to the moods, motivations
and desires of others.
Cattell's Theory of Intelligence
-Raymond B. Cattell
In this Theory, he suggested that intelligence is
composed of different abilities that interact and
work together to produce overall individual
intelligence.
There are two kinds of intelligence: fluid and
crystallized.
Fluid Intelligence - ability to deal with new
problems and encounters
Crystallized Intelligence – store of information,
skills, and strategies that people have acquired
through their use of fluid intelligence.
Sternberg's Triarchic Theory of Intelligence
Robert Sternberg
There are three major aspects of intelligence:
1. Componential – consists of mental
mechanisms that people use to plan and
execute tasks.
There is a subtheory is comprised of three kinds of
mental processes or components:
● Metacomponents
 enable us to monitor, control, and evaluate
our mental processing, so that we can make
decisions, solve problems, and create plans.
● Performance components
 are what enable us to take action on the
plans and decisions arrived at by the
metacomponents.
● Knowledge acquisition components
 enable us to learn new information that will
help us carry out our plans.
2. Experiential – analyze situation and bring
mental resources to bear on the problem,
even if one like it has never been
encountered before.
3. Contextual - says that intelligence is
intertwined with the individual’s
environment. Thus, intelligence is based on
the way one functions in their everyday
circumstances, including one’s ability to
a) adapt to one’s environment
b) select the best environment for oneself
c) shape the environment to better fit one’s needs
and desires.
Each subtheory reflects a particular kind of
intelligence or ability:
Practical intelligence:
 Sternberg called one’s ability to successfully
interact with the everyday world practical
intelligence. Practical intelligence is related
to the contextual subtheory. Practically
intelligent people are especially adept at
behaving in successful ways in their external
environment.
Creative intelligence:
 The experiential subtheory is related to
creative intelligence, it involves a person's
ability to apply their existing knowledge to
new problems.
Analytical intelligence:
 The componential subtheory is related to
analytical intelligence, which is essentially
 academic intelligence. Analytical intelligence
is used to solve problems and is the kind of
intelligence that is measured by a standard
IQ test.
History Of Intelligence Testing
Alfred Binet, a French Psychologist devised the first
formal intelligence test.
 First formal intelligence test was designed to
identify the dullest students in the Paris
school system to provide them with remedial
aid.
 Alfred Binet was then the director of the
Laboratory of Physiological Psychology at
the Sorbonne.
● Together with Theodore Simon, a physician, he
developed a battery of tests.
● Although it has its limitations, Binet's IQ test is
well-known around the world to assess and compare
intelligence. It also set the stage for the
development of several of the IQ tests that are still in
use today.
● 1908 – Binet revised the scale (age groups).
MENTAL AGE.
● 911 – Final revision of tests.
William Stern, a German Psychologist, adapted the
test to the conditions in his country and used the
term MENTAL QUOTIENT
1911, M.H. Goddard or Henry Herbert Goddard, an
American Psychologist, translated the 1908 revision
of the Binet-Simon test into English. He also
changed the positions of the tests and adapted the
tests to American children.
1916, Lewis Terman of Stanford University and his
colleagues revised the Binet – Simon Scale and test
by using ninety instead of fifty-four tests. The new
test was carefully adapted to American children and
conditions.
● 1937, Terman and Merrill presented another
revision of the scale.
● One objection to the Binet-Simon test pertained to
the administration of the test. It took one to one and
a half hours to have an individual test.
● Otis, a doctoral student under Lewis Terman in
1917, developed the group-administered tests titled
the Army Alpha (for literates) and the Army Beta (for
illiterates
Among the intelligence tests developed and
standardized are:
➔ Wechsler Intelligence Scale for Children (WISC) ➔
Wechsler Adult Intelligence Scale (WAIS)
➔ Otis Self-Administering Tests of Mental Ability for
Kindergarten, Elementary, High School, and
Collegiate Levels
➔ California Test of Mental Maturity
➔ Army General Classification Test (AGCT)
➔ Cooperative School and College Ability Tests
(SCAT) High School and College Levels, etc. In the
Philippines, the Philippine Mental Ability Tests have
been developed to suit Filipino children.
The City Schools of Manila also developed and
standardized a battery of IQ tests known as the
Manila Mental Ability Test. The tests were based on
the Otis-Lennon Self-Administering Test, but the
framers saw to it that Philippine culture and the
situation were used to increase its validity and
realibility.

Concept of the IQ
Mental Age – refers to the degree of mental
development of an individual as compared with the
average person of a particular chronological age.
➢ Chronological Age – actual age of a person
Question: How is the mental age or MA determined?
Answer: The usual procedure is for a child to be
given a test for his age level. Intelligence Quotient
(IQ)
➢ When the mental age is determined it will be an
easy matter to compute the IQ of a child through the
use of the formula: IQ= MA/CA X 100
Uses of the IQ
The IQ can be used as bases for classification for
school purposes or for job placements.
 Many schools use the IQs results for
admission purposes
 IQs of students can serve as the basis for
educational, vocational, or occupational
guidance. The IQs of students are used to
advantage by guidance counselors.
 IQs can help isolate the deviants like the
gifted as well as the mentally retarded for
special educational purposes
 The IQ can help in the diagnosis of learning
difficulties
IQ tests are of little or no use with children under the
age of four. It is difficult to test anyone whose
attention span and level of cooperation are
undependable. The IQ formula cannot be used at all
for adults.
However, IQ tests should not be considered
infallible in determining the intellectual capacity of
an individual. Factors: effort, cultural background,
study habits, etc
Types of Individual
These are the feebleminded, the average, and the
brilliant.
Types of Feebleminded individuals:
1. Morons – those with IQs of from 50 to 70
2. Imbeciles – those with IQs of from 25 to 50
3. Idiots – those with IQs of from 0 to 25
Present-day authors, however, particularly Marx,
favor the use of the following description labels of
the feebleminded, namely:
1. Mild retardation – IQs of from 55 – 69
 Can reach grade six.
 His school achievements are below par in
every subject.
 He is generally at the bottom of the class,
feels helpless, frustrated, and sullen.
 Through proper guidance, he can achieve
marginal self-support
2. Moderate retardation – IQs of from 40 – 54
 Can be classified together with severe
retarded.
 Their maximum educational attainment is
that of a grade two pupil.
3. Severe retardation – IQs of from 25 – 39
 Can achieve as much as a six-year-old child.
 This group is often referred to as the
trainable.
 They can be trained to do simple tasks as
cleaning the house, digging ditches, or
mopping floors.
4. Profound retardation – IQs of below 20
 Or the idiot, can have the maximum level of
performance of a two- or three-year-old.

Factors Affecting Intelligence
People differ from each other in intelligence,
attitude, and abilities.
It has a two important factors that are crucial in
development of intelligence such heredity and
environment.
Sex is another factor that affects the development of
intelligence.
Health is another factor that seems to influence the
development of an individual’s intelligence.
Race – some people subscribe to the idea that there
are superior races.
Socio – Economic Status, the social standing or class
of an individual or group
Nature of Thinking Process - There are two general
explanations regarding the nature of intelligence.
 First theory assumes that thinking is
essentially a brain activity.
 Second theory assumes that when thinking
is taking place, images, languages, and
implicit muscular activity are involved.
 In some rare cases there are individuals who
possess very vivid and accurate images.
EIDETIC IMAGERY - the ability to remember an
image in so much detail, clarity, and accuracy that it
is as though the image were still being perceived.
- We often use abstract mental representation and
symbols, so the thinking and language seem to go
together quite naturally.
Types Of Concepts
There are two general types of thinking:
 Realistic
 Autistic
Realistic
 Realistic thinking enables you to make
necessary adjustments to your environment.
It takes place when you make use of facts and
concepts learned from the past experience in
trying to solve everyday problem.
 Realistic thinking is looking at all aspects of
situation (the positive, the negative, and the
neutral) before making conclusions.
Two types of realistic thinking
Closed system (ADULT)
 In closed system your thinking is guided by
rules, convention, formulas, and other
limiting concepts.
Adventurous Closed system thinking (baby to
young)
 Allows more freedom to answer a felt need.
Autistic thinking
➢ Autistic thinking is fanciful and wishful like
dangerous and fantasies.
CONCEPTS
 Concepts are generalized ideas.
 Concept’s identity similarities among a
number of different stimuli or situations.
 Concepts may be simple or complex,
concrete, or abstract.
 Concepts enable us to identify objects or
Kinds of Thinking
events more cleary.
Conjunctive Concept

 a notion that is explained by a set of

characteristics, each of which must be
present in order for the idea to be applicable.

Disjunctive Concept

 a notion that is described as an aggregate

characterized by the presence of either one
or all of numerous qualities, with no
constituents in common amongst the
attributes.

Approaches in the Understanding of

Concept Formation

 Association Theory
 Hypothesis-Testing Theory
 Gestalt Approach
 Strategies for Concept Formation
 Information-Processing Approach