GOVERMENT COLLEGE

WOMEN UNIVERSITY
SIALKOT

Submitted BY: Fatima Khan (079), Aniqa Sharif (083), Uswa

Nadeem (076), Rimsha Farooq (075), Rimsha
Shamas (20060)
Submitted To: Dr. Fasiha Shah
Subject: Educational Psychology
Semester: 3rd Semester
Assignment Type: Group Assignment (01)
Assignment Topic: Intelligence
DOS: 06.03.2023
 AGENDA

• INTRODUCTION

• TYPES OF INTELLIGENCE

• FACTORS OF INTELLIGENCE

• THEORIES OF INTELLIGENCE

• INTELLIGENCE TEST’S

• IMPORTANCE
 INTELLIGENCE

INTRODUCTION:
Intelligence is the ability to think, to learn from experience, to solve problems, and to adapt to new
situations. Intelligence is important because it has an impact on many human behaviors. The ability
to learn or understand or to deal with new or trying situations, the ability to apply knowledge to
manipulate one's environment or to think abstractly as measured by objective criteria.

DEFINITION:
Specifically, current definitions tend to suggest that intelligence is the ability to:
➢ LEARN FROM EXPERIENCE: The acquisition, retention, and use of knowledge is an
important component of intelligence.
➢ REGOGNIZE PROBLEM: To use knowledge, people first must identify the problems it
might address.
➢ SOLVE PROBLEM: People must then use what they have learned to come up with
solutions to problems.

TYPES OF INTELLIGENCE:
Types of intelligence are:
• Intelligence Quotient
• Emotional Quotient
• Social Quotient
• Adversity Quotient

INTELLIGENCE QUOTIENT(IQ):
This is the measure of your comprehension ability", solve math, memorize things and recall subject
matters.
EMOTIONAL QUOTIENT(EQ):
This is the measure of your ability to maintain peace with others; keep to time; be responsible; be
honest; respect boundaries; be humble, genuine and considerate.
ADVERSITY QUOTIENT(AQ):
The measure of your ability to go through a rough patch in life and come out without losing your
mind.
AQ determines who will give up in face of troubles and may abandon their families.
SOCIAL QUOTIENT(SQ):
This is the measure of your ability to build a network of friends and maintain it over a long period
of time.
People that have higher EQ and SQ tend to go farther in life than those with high IQ but low EQ
and SQ. Most schools capitalize in improving IQ level while EQ and SQ are played down.
A man of high IQ can end up being employed by a man of high EQ and SQ even though he has an
average IQ.
Your EQ represents your character; your SQ represents your charisma. Give in to habits that will
improve these three Qs but more especially your EQ and SQ. EQ and SQ make one manage better
than the other. So, don't teach children only to have higher IQ, but also to have higher EQ and SQ.

FACTORS AFFECTING INTELLIGENCE:

Factors that are affecting intelligence may include:
• Heredity and Environment
• Age
• Race and Nationality
• Culture
• Health and Physical Development
• Gender Differences
• Social and Economic Conditions

HERIDITY & ENVIRONMENT:

Heredity provides the physical body to be developed with certain inherent capabilities while
environment provides for the maturation and training of the organism. In 1940 Newman concluded
that variation in I.Q were determined about 68% by heredity and 32% by environment.
During an individual’s life time variation in I.Q is due to environment, since the heredity can’t
change.
AGE:
A person who bright and dull in childhood tends to remain bright or dull throughout his life.
Growth intelligence can continue through the early twenties, person achieves his maximum 10 at
about 20 years are and remain stable till 10 years and decrease after that. It is observed that the
more intelligent person has more rapid of mental growth and continues to develop longer than does
the mentally less able.
RACE AND NATIONALITY:
There is no prominent evidence to show that race in a factor for determining intellectual level.
Different exit between families are due to environment. All evidence indicates that there is no
difference in inherited intellectual capacity due to race.
CULTURE:
Answer in intelligent test question are highly cultural. Culture will determine the degree of a
person’s attitude and abilities.
HEALTH AND PHYSICAL DEVELOPMENT:
Physical and mental health is related to one’s ability to gain desired achievement. Physical defects
such as in complete maturation of brain cells sensory and physical handicaps many interfere with
observable intelligent behaviour. Diseases also affect intelligence.
GENDER DIFFERENCE:
It is a popular belief that boys are supposed to be more intelligent than girls. The research studies
have shown that there are no significant differences between the sexes, on the average, girls seem
to show slight superiority in language, memory and appreciation. Difference in intelligence are
caused partly by environmental conditions.
SOCIAL AND ECONOMIC CONDITION:
Home plays a significant role in the early developmental years. Home conditions influence on
behaviours attitude. The financial status or the parents, neighbourhood and environmental
conditions also effect on the intelligence but due to their socio-economic status.
 THEORIES OF INTELLIGENCE
Four theories of intelligence are:
• GARDNER’S THEORY OF MULTIPLE INTELLIGENCE
• GENERAL INTELLIGENCE
• THE TRIARCHIZ APPROACH TO INTELLIGENCE
• PRIMARY MENTAL ABILITIES

GARDNER’S THEORY OF MULTIPLE INTELLIGENCE:

Gardner’s theory may involve:
• MUSICAL
• BODILY KINESTHETIC
• INTERPERSONAL
• INTERAPERSONAL
• NATURALISTIC
• EXTENTIAL INTELLIGENCE
MUSICAL:
Sensitivity to individual tones and phrases of music, an understanding of ways to combine tones
and phrases into larger musical rhythms and structures, awareness of emotional aspects of music
BODILY KINESTHETIC:
Use of one’s body in highly skilled ways for expressive or goal-directed purposes, capacity to
handle objects skilfully.
INTERPERSONAL:
Ability to notice and make distinctions among the moods, motivations, and intensions of other
people and potentially to act on this knowledge
INTRAPERSONAL:
Access to one’s own feelings, ability to draw on one’s emotions to guide and understand one’s
behaviour, recognition of personal strengths and weaknesses.
NATURALISTIC:
Sensitivity and understanding of plants, animals and other aspects of nature.
EXTENSIAL INTELLIGENCE:
Sensitivity to issues related to the meaning of life, deaths and other aspects of the human condition.

GENERAL INTELLIGENCE THEROY:

British psychologist Charles Spearman (1863–1945) described the concept of general intelligence,
or the "g factor." After using factor analysis to examine mental aptitude tests, Spearman concluded
that scores on these tests were remarkably similar.
People who performed well on one cognitive test tended to perform well on other tests, while
those who scored badly on one test tended to score badly on others. He concluded that intelligence
is a general cognitive ability that researchers can measure and express numerically.

COMPONENTS OF GENERAL INTELLIGENCE:

There are several key components that are believed to make up general intelligence. these include:
➢ FLUID REASONING: This involves the ability to think flexibly and solve problems.
➢ KNOWLEDGE: This is a person's general understanding of a wide range of topics and
can be equated with crystallized intelligence.
➢ QUANTITATIVE REASONING: This involves an individual's capacity to solve
problems that involve numbers.
➢ VISUAL SPATIAL PROCESSING: This relates to a person's abilities to interpret and
manipulate visual information, such as putting together puzzles and copying complex
shapes.
➢ WORKING MEMORY: This involves the use of short-term memory such as being able
to repeat a list of items.

TRIARCHIC APPROACH TO INTELLIGENCE THEORY:

Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive
adaptation to, selection, and shaping of real-world environments relevant to one's life."
Although he agreed with Gardner that intelligence is much broader than a single, general ability,
he suggested that some of Gardner's types of intelligence are better viewed as individual talents.
Sternberg proposed the concept of "successful intelligence," which involves three factors:
➢ ANALYTICAL INTELLIGENCE: The ability to evaluate information and solve
problems
➢ CREATIVE INTELLIGENCE: The ability to come up with new ideas
➢ PRACTICAL ITELLIGENCE: The ability to adapt to a changing environment.

PRIMARY MENTAL ABILITY THEORY:

7 mental abilities presented by LOUIS LEON THURSTON in (1887-1995)

He was famous for his multi factor theory of intelligence and proposed in 1938
• Every individual has 7 primary mental abilities e.g.: Mental tool box.
• There are at different levels of progression.
• These 7 are largely independent of each other.

NUMERICAL ABILITY: The ability to solve mathematical problems.

VERBRAL ABILITY: The ability of the person to define and understand words.
SPATIAL ABILITY: The ability to comprehend and visual images. E.g.: Difference between
two pictures or similar pictures.
MEMORY: The ability of the person to memorise quickly and retaining them for a long time.
WORD FLUENCY: They defined as the ability in producing single isolated words that contain
one or more formal restrictions. E.g.: Name the countries which starts with the alphabet.
INDUCTIVE REASONING: The ability to reach a general principle from a specific concept.
PREPUTAL SPEED: The ability to accurately compare letters, numbers, objects, pictures or
patterns.
 INTELLIGENCE TEST
DEFINITION:
“Intelligence test is an individually administered test used to determine a person’s level of
intelligence by measuring his or her ability to solve problems, form concepts, reason, acquire
detail, and perform other intellectual tasks. It comprises mental, verbal, and performance tasks of
graded difficulty that have been standardized by use on a representative sample of the population.”

TYPES OF INTELLIGENCE TEST:

“There are two major types of intelligence test. The two main intelligence tests are the Stanford-
Binet Intelligence Test and the Wechsler tests, i.e. Wechsler Preschool and Primary Scale of
Intelligence, Wechsler Intelligence Test for Children (WISC) and the Wechsler Adult Intelligence
Scale (WAIS) for adults.”
STANDFORD-BINET INTELLIGENCE TEST:
The Stanford-Binet is the American adaptation of the original French Binet-Simon intelligence
test; it was first introduced in 1916 by Lewis Tyerman, a psychologist at Stanford University. This
is individually administrated test for anyone from the age of two through adulthood and is designed
for use primarily with children. It consists of an age-graded series of problems whose solution
involves arithmetical, memory, and vocabulary skills.
WECHSLER INTELLIGENCE TEST:
David Wechsler, American psychologist, and inventor of several widely used intelligence tests for
adults and children. In 1939 he produced a battery of intelligence tests known as the Wechsler-
Bellevue Intelligence Scale. The original battery was geared specifically to the measurement of
adult intelligence, for clinical use. He rejected the idea that there is an ideal mental age against
which individual performance can be measured, and he defined normal intelligence as the mean
test score for all members of an age group; the mean could then be represented by 100 on a standard
scale. The Wechsler-Bellevue test quickly became the most widely used adult intelligence test in
the United States.
The Wechsler Intelligence Scale for Children was published in 1949 and updated in 1974. In 1955
Wechsler developed yet another adult intelligence test, the Wechsler Adult Intelligence Scale
(WAIS), with the same structure as his earlier scale but standardized with a different population.
The last of his intelligence tests, the Wechsler Preschool and Primary Scale of Intelligence, was
issued in 1967 as an adaptation of the children’s scale for use with very young children. His
intelligence tests continue to be updated for contemporary use.

IMPORTANCE OF INTELLIGENCE TEST:

Intelligence tests predict important outcomes, such as academic achievement, occupational level,
and economic success. IQ tests provide a standardized way of comparing an individual with other
individuals of the same age.
A child may do poorly in school for reasons unknown to a teacher or a school psychologist. An
intelligence test can uncover valuable information about cognitive abilities that assist the teacher
in helping the child develop his or her full potential.
Intelligence tests help psychologists make recommendations about the kind of teaching that will
benefit a child most.