CHAPTER 1

VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES

INDIVIDUAL DIFFERENCES- It refers to distinctiveness and variations among

people’s characteristics and behavioural patterns. Individual very in terms of their
physical characteristics (e.g. height, weight, strength etc) and psychological
dimensions (intelligence, creativity, aptitude, outgoing etc.)

SITUATIONISM- states that the situations and circumstances in which one placed
influence one’s behaviour. A person who is generally aggressive may behave in a
submissive manner in the presence of his boss. Sometimes the situational
influences are so powerful that individuals with differing personality traits
respond to them in almost the same manner eg. students in the presence of a
teacher.

SITUATIONISTIC PERSPECTIVE- it views human behaviour as resulting more

from influence of external factors.

SOME DOMAINS OF PSYCHOLOGICAL ATTRIBUTES

Intelligence Aptitude Interest Personality Values
The global capacity It refers to an An individual’s Relatively Enduring beliefs
to understand the individual’s preference for enduring about an ideal
world, think underlying engaging in one characteristics of mode of
rationally, and use potential for or more specific a person that behaviour-
available resources acquiring skills. activities relative makes her/him guiding actions in
effectively when (a person having to others. distinct from life and judging
faced with high language (Interest was others (one is others. (political,
challenges. aptitude can be shown by Joe in dominant/ religious, social)
(perceiving, trained to be a all things about submissive,
knowing, good writer) cars and moody/
understanding, and engines) emotionally
learning) stable)

ASSESSMENT- It refers to the measurement of psychological attributes of

individuals and their evaluation, often using multiple methods in terms of certain
standards of comparison. Psychological assessment uses systematic testing
procedures to evaluate abilities, behaviours and personal qualities of individuals.

FORMAL INFORMAL ASSESSMENT

ASSESSMENT
Objective, It varies from case to case and from
standardized and one assessor to another, open to subjective
organised interpretation.

USES OF ASSESSMENT
1. It can be used to predict how an individual will probably behave in future.
2. It can be used to modify behaviour to have desirable consequences.
3. It can be used to assess strengths and weakness, personality characteristics.

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 1. Assessment Methods
Psychological Interview Case study Observation Self Report
tests
Objective and Seeking In-depth study Systematic, A person
standardised information of the individual objective and provides factual
measure of an from a person in terms of organised information
individual’s on a one to one his/her procedures to (beliefs/opinions
mental or basis. psychological record ) about
behavioural (counsellor attributes. (case behaviour. (e.g. herself/himself.
characteristics interacts with a study of great motor (a personal
(Intelligence tests, client / people to learn development of diary)
aptitude tests etc) employer selects from their a 3 year old
employees for experiences) child). Observer
his/her has little control
organisation) over the
situations.
*For Assessment methods: Refer class XI NCERT (Chapter-2, Methods of Inquiry) as
well

INTELLIGENCE:
⮚ As per Oxford Dictionary - Intelligence is the power of perceiving,
learning, understanding and knowing.
⮚ Alfred Binet defined Intelligence as: Ability to judge well,
understand well and reason well. (JUR)
⮚ Wechsler defined intelligence in terms of its functionality i.e. its
value for adaption to environment. Intelligence is the global and
aggregate capacity of an individual to think rationally, act
purposefully and to deal effectively with his/her environment.
⮚ Gardner & Sternberg have suggested that intelligent individual
not only adapt to the environment, but also actively modifies or
shapes it.
Sternberg views intelligence as the “ability to adapt, to shape and
select environment to accomplish one’s goals and those of one’s
society and culture”

THEORIES OF INTELLIGENCE:
Classified as either representing Psychometric/structural approach or an
information processing approach.

Psychometric approach Information processing approach

1. Considers intelligence 1. Describes the processes people
as aggregate of use in intellectual reasoning and
abilities. problem solving.

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2. The major focus is on 2. The major focus is on how an
structure of the intelligent person acts.
intelligence.
3. It expresses the 3. It emphasise studying cognitive
individual performance functions underlying intelligent
in terms of a single behaviour
index of cognitive
abilities
4. E.g. Alfred Binet 4. Eg. PASS model of intelligence
theory of Intelligence, given by J.P.Dass and Naglieri and
Charles Spearman Kirby
(1927) – Two Factor
Theory , Louis
Thurstone theory of
Intelligence ,Arthur
Jensen theory of
Intelligence

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Psychometric Approaches
1. Alfred Binet’s uni factor theory
2. Charles Spearman’s two-factor theory
3. Thurstone’s theory of Primary Mental abilities
4. Arthur Jensen’s Level I and Level II
5. J. P Guilford’s structure of intellect model

I. Alfred Binet ( French Psychologist) Uni factor theory of Intelligence:

● Alfred Binet was the first psychologist to formalize the

concept of intelligence in terms of mental operation.
● He was more interested in differentiating more intelligent
person from a less intelligent one.
● He conceptualized intelligence as consisting of one similar
set of abilities which can be used for solving any or every
problem in an individual environment.
● That’s why his theory is called Uni or one factor theory of
intelligence.

II. Charles Spearman (1927), a British Psychologist – Two Factor Theory

–

● The English psychologist, Charles Spearman (1863-1945), in 1927 proposed

his theory of intelligence called two-factor theory.
● The theory uses a statistical method called factor analysis.
● According to him intellectual abilities are comprised of two factors,
namely; the general ability known as G-factor and specific Abilities known
as S-factors.
● The total intelligence of the individual is the sum total of the G-factor and
the S-factors. The performance of a particular task depends on the ‘G’
factor or general ability and the particular ‘S’ factor or specific ability.

Characteristics of ‘G’ Characteristics of ‘S’

Factor: Factor:
1. It is universal 1. It is learned
inborn ability. and acquired
2. It is general mental in the
energy. environment.
3. It is constant. 2. It varies from
4. The amount of ‘g’ activity to
differs from activity in the
individual to same
individual. individual.
5. It is used in every 3. Individuals
activity of life. differ in the

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 6. Greater the ‘g’ in an amount of ‘S’
individual, greater ability.
is his success in life.

Different individuals differed both in their ‘G’ as well as ‘S’ factors.

For e.g. an individual’s performance in literature is partly due to his
general intelligence and partly due some specific aptitude for his
language, i.e. G+S1. In mathematics his performance may be the
result of G+S2. In drawing, it may be due to G+S3 and in social
sciences; it may be due to G+S4 and so on. Thus the factor ‘G’ is
present in all specific activities

e.g. Excellent Singers, Architects, Scientists, Athletes, all may be high on g-factor
but also posses specific abilities (s-factor) which allow them the excel in their
respective fields.

III. Louis Thurstone theory of primary mental abilities:

● It states that intelligence consists of seven primary abilities
each of which is relatively independent of others. These
abilities are :

1. Verbal comprehension Grasping meaning of words,

concepts, and ideas).
2. Numerical Abilities speed and Accuracy in numerical and
computational skills).
3. Spatial Relations (visualizing patterns and forms).
4. Perceptual Speed Speed in perceiving details
5. Word Fluency using words fluently and flexibly.
6. Memory accuracy in recalling information
7. Inductive Reasoning Deriving general rules from
presented facts.

IV. Arthur Jensen’s theory of Intelligence :

H Jensen (1969) proposed two level-theories of mental abilities, which

sparked a debate on the association of heredity versus environment with
intelligence after his studies, got published in the "Harvard Educational
Review" in 1969. He demonstrated clear-cut genetic differences in the average
intelligence of races and social classes. Jensen suggested that two genetically
based levels of intelligence exist.
In other word intelligence consists of two levels of abilities.

Level – I Level –II

the associative learning in cognitive competence, involves
which output is more or less higher order skills as they
similar to the input (e.g. rote transform the input to produce
learning and memory). an effective output

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V. J.P. Guilford’s theory of intelligence :
● Proposed the structure of intellect model which classifies
individual traits among three dimensions. These are Operations,
contents and Products.

OPERATIO CONTENTS PRODUCTS

NS
What Nature of The form in
respondent material or which
does information information is
on which processed by
intellectual the
operation are respondent.
performed
This includes This includes : Products are
: classified into
Cognition Visual Unit
Memory Auditory Classes
recording
Memory Symbolic Relations
retention
Divergent Semantic Systems
production
Convergent B ehavioural Transformatio
production n
Evaluation Classification
6 Nos. 5 Nos. 6 Nos.
Total No. of Categories or Cells = 6 x 5 x 6 = 180 Cells

Each Cell has atleast one factor or ability.

Some cell may have more than one ability

Each factor is described in terms of all three dimensions.

Howard Gardner’s Theory of Multiple Intelligence :

Three principles of theory of multiple intelligence

1. Intelligence is not a single entity rather distinct type of intelligence

exists.
2. Each of this intelligence is independent of each other.
3. Different types of intelligence interact and work together to find a
solution to a problem.

He described eight types of intelligences :

Linguistic It is the capacity to use the Poets,

language fluently and writers
flexibly to express one’s

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Skill involved in thinking and understand
the production others. Persons high on this
and use of intelligence are
language word’s Smart.. They are
sensitive to different shades
of word meanings, are
articulate and can create
linguistic images in their
mind.
Logical It is the capacity to think Scientists
-Mathematical logically and and Nobel
Critically. Such persons prize
Skill in scientific uses abstract reasoning winners
thinking and and Manipulation of
problem solving symbols to solve
mathematical problems.
Spatial It is the capacity to form, use Pilot,
and transform Mental sculptors,
Skill in forming images. Such persons can Painters,
visual images and easily represent spatial Architects,
patterns word in their mind. Interior
decorators
and
surgeons
Bodily Kinesthet This consist of use of the Athletes,
ic Using whole or whole body or Portion of it dancers,
portions of the for display or construction actors,
body flexibly and of Products and problem sportspers
creatively solving. ons, gymn
asts, and
surgeons.
Musical It is the capacity to produced Musicians
create and Manipulate Singers
Sensitivity to musical pattern. They are
musical rhythms very sensitive to sounds and
and patterns vibrations and in creating
new patterns of sound.
Interpersonal this is the skill of Psychologi
understanding the motives sts,
Sensitivity to Feelings and behaviours of counselors
subtle aspects of other people so as to bond ,
others behaviour into a comfortable politicians,
relationship With others. social
works,
and
religious
leaders
Intrapersonal This refers to the knowledge .Philosphe
of one’s Internal strength rs and
Awareness of and limitations and using Spiritual
one’s own that knowledge to Leader
effectively relate to others.

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 feelings, motives Persons high on this ability
and desires have finer sensibilities
regarding their identity,
human existence and
meaning of life.

Naturalistic This involves complete Hunters,

awareness of our farmers,
Relationship with the tourists,
natural world. Useful in botanists,
recognizing the beauty of zoologists,
different species of flora and bird
and fauna, and making watchers
subtle discriminations in the
natural world.

Information Processing Approaches

1. Sternberg’s Triarchic theory of Intelligence (1985)
2. PASS Model by Das, Naglieri, and Kirby (1994)

1. Sternberg’s Triarchic Theory of Intelligence: Robert Sternberg (1985)

defined intelligence as “the ability to adapt, to shape and to select
environment to accomplish one’s goals and those of one’s society and
culture”. According to his theory there are three types of intelligence:
Componential / Experiential / Creative Contextual / Practical Intelligence
Analytical Intelligence Intelligence
Analysis of information This involves insights, and the This involves the ability to grasp,
to solve problems. ability to react to novel situations understand and deal with
Persons high on this and stimuli. This he considers the everyday tasks. This is the
think analytically and Experiential aspect of intelligence. Contextual aspect of intelligence.
critically and succeed in Sternberg considers the Creative Sternberg states that Intelligence is:
schools. This intelligence facet to consist of the ability which "Purposive adaptation to, shaping
has three components: allows people to think creatively of, and selection of real-world
a) Knowledge and that which allows people to environments relevant to one's life"
acquisition- encoding, adjust creatively and effectively to (Sternberg, 1984). So this practical
combining and new situations. Novel tasks or intelligence is a combination of:
comparing information. situations are good measures of
b) Metacomponents/ intellectual ability because they (a) adaptation to the environment
higher order component assess an individual's ability to in order to have goals met
(planning)- control, apply existing knowledge to new
monitor and evaluate problems. (b) changing the environment in
cognitive processing order to have goals met
c) Performance (c) or, if (a) and (b) don't work
component (doing moving to a new environment in
things)- execute strategies which goals can be met.

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assembled by
metacomponent.

2. Planning, Attention-arousal and simultaneous-successive (PASS)

Model of Intelligence: This model has been developed by J.P Das, Jack
Naglieri, and Kirby (1994). According to this model intellectual activity
involves the three independent functioning of neurological systems:-
Arousal/ Attention Simultaneous & Planning
Successive Processing
State of arousal is Simultaneous Attended🡪Processed🡪Planni
necessary in attending Processing-when we ng
to stimuli. It enables a perceive relations It allows us to frame possible
person to process among various course of action, implement
information. Too much concepts and integrate them and to reach a target
or too little arousal them into a meaningful and evaluate their
would interfere with pattern. effectiveness. If a plan does
attention. Thus, Successive Processing- not work, it is modified/
optimal level of arousal remembering changed to suit the
focuses our attention. information serially so requirements of the task.
Arousal forces you to that recall of one leads
focus attention on to recall of another.
reading, learning and
revising.
All the three processes are dynamic and interactive.
Das and Naglieri have also developed a battery of tests known as
Cognitive Assessment System (CAS): Consists non verbal as well as verbal
tasks that measure basic cognitive functions which are independent of
schooling (culture-fair), meant for 5-18 years of age.

COGNITIVE ASSESSMENT SYSTEM (CAS) BY DAS AND NAGLIERI :

● It is a battery of intelligent tests

● It consists of verbal and non-verbal tasks that measure cognitive
functions presumed to be independent of schooling
● This battery is for age 5-18 years
● The result of assessment can be used to remedy cognitive defects
of children with learning difficulties.

INTERPLAY OF NATURE AND NURTURE

Hereditary influences on intelligence as shown from the studies of
adopted children and twins.

REARED REARED
TOGETHER APART
IDENTICAL 0.90 0.72
TWINS

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 FRATERNAL 0.60
TWINS
SIBLINGS 0.50 0.25

Adopted children show intelligence Similar to their biological parents

rather than adopted parents.
Role of environment shows :
● As children grow in age their intelligence tends to move closer to
their adopted parents.
● Children adopted by parents with high socio-economic status
show increase in intelligence scores.
● Research shows environmental deprivation lowers intelligence
whereas rich nutrition, good family background increases
intelligence.
● Intelligence increases with support and opportunities in the
environment.

Intelligence is a product of hereditary and environment (NURTURE)

interaction.

Heredity sets the range within which an individual’s development is actually

shaped by the supprt and opportunities of the environment.

ASSESSMENT OF INTELLIGENCE :

● First attempt to measure intelligence was made by Alfred Binet

(1905).
● He proposed the concept of: Mental Age – MA is the measure of
a person’s intellectual development relative to people of her/his
age group. A mental age of 5 means that child’s performance on an
intelligence test equal the average performance level of a group of
5 years old.
● Chronological Age –CA It is a biological age from birth.
● Bright Child MA>CA Dull Child MA<CA
● Retardation is defined (by Binet and Symonds) as being two
mental age below the chronological age.
● Intelligent Quotient –IQ Defined by William Stern in 1912.
● IQ = MA/CA x 100
The number 100 is used as a multiple to avoid the decimal point

MA = CA, IQ = 100
MA > CA, IQ >100
MA< CA, IQ< 100
● The average IQ in the population is 100 irrespective of the age.

IQ IS NORMALLY DISTRIBUTED:
● IQ scores are distributed in the population in such a way that
scores of most of people tends to fall in the middle range of the
distribution.
● Only a very few people have either very high or very low scores.

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 ● The frequency distribution for the IQ scores tends to approximate
a bell shaped curve, called the normal curve.
● This type of distribution is symmetrical around the central value
called the mean.
● The normal distribution curve of IQ scores is as under :

IQ Descriptive Label Percent in the

Range population
Above Very superior 2.2
130
120-13 Superior 6.7
0
110-11 High Average 16.1
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90-109 Average 50.0
80-89 Low Average 15.1
70-79 Borderline 6.7
Below Mentally challenged/ 2.2
70 retarded

● All persons do not have the same intellectual capacity, some are
exceptionally bright and some are below average. People having
IQ above 130 are known as intellectually gifted and those who
have IQ below 70 are termed as mentally challenged.

Intellectual Deficiencies:

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 The American association on mental deficiency (AAMD) defines Mental
Retardation as :
● Significantly sub-average general intellectual functioning
● existing concurrently with deficit in adaptive behaviour and
● manifested during the development period.
Three basic features of mental retardation
(1) Significantly sub average general intellectual functioning: where
people have IQ below 70.
(2) Deficits in adaptive behaviour: adaptive behaviour is the persons
capacity to deal effectively with the environment.
(3) Development Period: These deficits must be observed during the
developmental period that is between age 0 to 18 years of age.

Categories of Mental Retardation :

Intellectual deficient individuals show significant variations in their
abilities from who can be taught work with special attention to those who
can not be trained and require institutional care throughout life.

Cateogry IQ Behavioural
Characteristic Score
Mild 55-69 ● Development typically slower than
Retardation peers.
● Function independently
● Hold jobs and families
Moderate 40-54 ● They lag behind than peers in
Retardation language and motor abilities,
● They can be trained in self-help
skills, social and communication
skills
● Require moderate level of
supervision in daily tasks
Severe 25-39 ● Incapable of managing life and
Retardation below 25 need constant care for their entire
Profound lives.
Retardation

Intellectual Giftedness :
● Gifted Children show higher performance because their
outstanding potentialities.
● LEWIS TERMAN (1925) studied 1500 children with IQ’s 130 and
above to correlate intelligence and occupational success and life
adjustment.
● Giftedness from a teacher’s point of view – giftedness depends
upon a combination of
⮚ high ability, high creativity and high commitment.
GIFTEDNESS TALENT
exceptional general ability Refers to remarkable ability
shows in superior performance in a specific field
in a wide variety of areas. (spirituality, social aesthetic)
Sometimes called
“prodigies”.

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 ● Signs of gifted individuals :
⮚ Early sign of intellectual superiority

⮚ Larger attention span

⮚ Good recognition memory

⮚ Preference for novelty

⮚ Sensitivity to environmental changes

⮚ Early appearance of language skills

⮚ Every gifted individual possesses different strengths, personality

characteristics of gifted children

⮚ Advanced logical thinking, questioning and problem solving
behaviour
⮚ High speed in processing information

⮚ Superior generalization and discrimination ability

⮚ Advanced original and creative thinking

⮚ High level of intrinsic motivation and self esteem

⮚ Independent and non conformist thinking

⮚ Prefer solitary academic activities for long period.

⮚ Other than Intelligence tests a teacher’s judgment’ school

achievement record, interview, pees and self-reports can be used
to identify intellectual assessment. They too required special
attention; different educational programmes beyond normal
classrooms. This includes life enrichment programmes that
sharpen children skills in productive thinking, planning and
decision making and communication.

Type of Intelligence Tests :

Based on :
▪ Mode of Administration
▪ Nature of Items used
I. ON THE BASIS OF ADMINISTRATION
INDIVIDUAL GROUP
It can be administered to one It can be administered to
person at a time several people simultaneously
It requires the test Group tests do not allow such
administrator to establish a opportunity to be familiar with
rapport with the subject and be subjects feelings.
sensitive to his/her feelings,
moods and expressions during
the testing session.

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 It allows people to answer Group tests generally seek
orally or in written form or written answers usually in a
manipulate objects as per the multiple choice format
tester’s instructions.
Eg. Weschler Adult Intelligence Eg. Ravens Standard
Scale Progressive Matrices

II. ON THE BASIS OF NATURE OF ITEMS USED

VERBAL NON VERBAL PERFORMANC
E
It requires The nonverbal It requires
subjects to give tests use subjects to
verbal responses pictures or manipulate
either orally or in illustrations as objects and other
a written form. test items. materials to
perform a task.
It can be It can be It can be
administered only administered administered to
to literate people to both literate both literate and
and non illiterate.
literate.
Cultural bias Culture fair Culture fair
Eg. Group test of Eg. Army Beta Koh’s Block
intelligence by Design
Prayag Mehata

CULTURE BIAS TEST CULTURE FAIR TEST

Show bias to the culture in
which they are developed
Norms are developed for a
particular culture
It mostly uses language in
constructing test items.
Eg. Tests developed in America
and Europe represent urban
and middlt class cultural ethos
Some of the most widely use Intelligence tests include :
The test which does not
discriminate against individuals
belonging to different cultures.
It can be applied equally
meaningfully in all cultures.
It does not require language in
item construction
Eg. Koh’s Block Design

▪ Stanford Binet Test (1905) revised in 1909, 1911

▪ Weschsler’s Scales – DAVID WESCHESLER
▪ WAIS – Weschsler’s adult intelligence stale
▪ WISC – Weschsler’s intelligence scale for Children
▪ WPPSI – Weschsler’s Preschool & Primary Scale of
Intelligence

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 INTELLIGENCE TESTING IN INDIA :
o First attempt to standardize tests of Intelligence was made
by Dr. RICE in Urdu and Punjabi –1930
o MAHALA NOBIS attempted standardization in Bengali.
o In 1954 K. G.Desai was awarded doctorate in Tests
construction e.g. Group Test of Intelligence by Prayag
Mehta ,Group Test of Mental ability by S. Jalota. , Indian
Adaptation of Binet Simon Scale S.K. Kushreshtra Bihar
Test of Intelligence.

Culture and Intelligence :

● Culture is a collective system of customs, beliefs, attitudes and
achievements in art and literature.
Customs: any traditional practice / usual way of doing things (marriage)
Beliefs: Mental act/ cognitive content held as true that something exist
without any proof.
● The cultural environment provides a context for intelligence to develop.
● Vygotsky (Russian Psychologists): He argued that culture provides social
context in which people live, grow and understand the world around them.
He also believed cultures like individuals have life of their own, they grow
and change. According to him elementary mental functions like crying,
attending to mother’s voice, sensitivity to smells, walking and running are
universal (not a product of culture) whereas higher mental functions like
problem solving and thinking are largely culture produced.
● Robert Sternberg: His notion of contextual intelligence implies that
intelligence is a product of culture.

Less Technologically Technologically developed societies

developed societies
Social and emotional skills in Abilities of reasoning and judgment represent
relating with people are intelligence.
valued. Adopt child rearing practices that foster skills
Non-western societies value of generalisation and abstraction, spend,
self reflection and minimal moves, and mental manipulation
collectivistic orientation among children.
(emphasize family and group In these societies persons are well-versed in
goals above individual skills of attention, observation, analysis,
needs) performance, speed and achievement
e.g., Asian and African orientation. This type of behaviour is called
societies Technological Intelligence.

Intelligence in the Indian Tradition :

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 ●Integral Intelligence:
⮚ Intelligence in Indian tradition called Integral Intelligence which
gives emphasis on Social and world environment.
⮚ Views intelligence from holistic perspective (whole) which includes
both cognitive and non-cognitive processes.
⮚ According to J. P. Das Buddhi represents intelligence, which includes
skills such as mental effort, determined action, feeling, and opinions
as well as cognitive competence such as knowledge, discrimination,
and understanding. Along with this buddhi is also knowledge of
one’s own self based on conscience, will and desire. Thus buddhi
has both affective (emotional, non cognitive) and cognitive
component.
⮚ In Indian tradition Intelligence consists of four competencies:
1. Cognitive Capacity: Sensitivity to context (environment),
understanding, discrimination, problem solving, and effective
communication.
2. Social Competence: respect for social order, commitment to
elders, young and needy, concern about others, recognising
other’s perspective (viewpoint).
3. Emotional competence: {similar to EQ}Self regulation
(controlling) & self monitoring (evaluating) of emotions,
honesty, politeness, good conduct, and self evaluation.
4. Entrepreneurial Competence: Commitment, persistence
(continuing course of action inspite of difficulties/ failures),
patience, hard work, vigilance, and goal directed behaviours.
SPECIAL ABILITIES :
Aptitude : Nature and Measurement :
▪ Aptitude refers to special abilities in a particular field of activity. It is
defined as the individual’s capacity to acquire some specific
knowledge or skill after training. The aptitude can be, assessed with
the help of some selected tests and predict individual’s future
performance.
▪ While assessing intelligence, psychologists often found that people
with similar intelligence differ in acquiring certain knowledge or
skills.
These specific skills and abilities are called aptitudes. With proper
training, these aptitudes can be considerably enhanced.
▪ In order to be successful in a field, a person must have aptitude and
interest and preference for a particular activity. Aptitude is the
potentiality to perform that activity. A person may be interested in a
particular job or activity but may not have the aptitude for it and vice
versa. Both cases, outcome is unsatisfactory.
E.g. High Mechanical attitude + Interest in Engineering = more likely
to be successful mechanical Engineer.

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The salient differences between Intelligence, Aptitude and
Achievement :

APTITUDE ACHIEVEMENT INTELLIGENC

Aptitude refers to the
potential ability of a person
to perform a particular task
which consists of
combinations of abilities.
Achievement involves
performance at any given
point of time in particular
time subject with which the
Individual has been familiar.
E
Intelligence refers to the
ability of a person to do
at any given point of
time.

Nature of some Tests : Aptitude tests are available in two forms:

1.independent (specialised) aptitude tests: Clerical Aptitude, Mechanical
Aptitude, Numerical Aptitude, and Typing Aptitude are independent
aptitude tests. and

2. multiple (generalised) aptitude tests. Multiple Aptitude Tests exist in the

form of test batteries, which measure aptitude in several separate but
homogeneous areas.
Differential Aptitude Tests (DAT), the General Aptitude Tests Battery
(GATB), and the Armed Services Vocational Aptitude Battery (ASVAB) are
well-known aptitude test batteries. Among these, DAT is most commonly
used in educational settings. It consists of 8 independent subtests: (i)
Verbal Reasoning, (ii) Numerical Reasoning, (iii) Abstract Reasoning, (iv)
Clerical Speed and Accuracy, (v) Mechanical Reasoning, (vi) Space
Relations, (vii) Spelling, and (viii) Language Usage. J.M. Ojha has
developed an Indian adaptation of DAT. Several other aptitude tests have
been developed in India for measuring scientific, scholastic, literary,
clerical, and teaching aptitudes.

Creativity: Refer to 11th NCERT Divergent thinking

Creativity and Intelligence

Creativity: new and novel ways and ideas of learning and doing things.
Intelligence: ability to learn faster and reproduce accurately.
The following are the two viewpoints regarding the relationship of Creativity
and intelligence:
1. Intelligence by itself does not ensure creativity. Terman in 1920’s found
that persons with high IQ were not necessarily creative. Researchers
have also found that both high and low level of creativity can be found
in highly intelligent children and also children of average intelligence.
Thus the same person can be creative as well as intelligent but it is not
necessary that intelligent ones must be creative.
2. Relationship between creativity and intelligence is positive. All creative
acts require some minimum ability to acquire knowledge and capacity
to comprehend, retain (store) and retrieve (recall). For example;
creative writers need facility in dealing with language, artists must
understand the effect that will be produced by a painting. Hence, a
certain level of intelligence is required for creativity.

17
Creative Tests :

Creativity Tests:
1. They are open ended.
2. It involves divergent thinking. Permit person to think of different
answers to the questions in terms of his/ her experiences.
3. There are no specified answers to questions in creativity tests (freedom
to use one’s imagination).
4. Tests have been developed using different stimuli like words, figures,
action and sounds.
5. Famous Psychologists who developed creativity tests are: Guilford,
Torrance, Khatena, Wallach.

Intelligence Tests:
1. They are close-ended.
2. It involves Convergent thinking: Person has to think of the right
solution to the problem.
3. Focus is on abilities such as memory, logical reasoning, accuracy,
perceptual ability and Clear thinking
4. Little scope for spontaneity, originality and imagination.
5. Famous Psychologists who developed Intelligence tests are: Binet,
Cattell, and Weschler, Guilford, Torrance, Baqer Mehdi

Emotional Intelligence:

o Emotional intelligence is a set of skills that underlie

accurate appraisal, expression and regulation of emotions.

o It is the feeling side of intelligence.

o A good IQ and scholastic record is not enough to be

successful in life.

o Salovey and Mayer considered emotional intelligence as

the “ability to monitor one’s own and others emotions, to
discriminate among them to use the information to guide
one’s thinking and actions.”

Emotional Quotient (EQ) :

o Is used to express emotional intelligence.

o Emotional intelligence is the ability to process emotional
information accurately and correctly.
o Emotional intelligence is used by educators to dealing
with students affected by stress and challenges.
o Programmes aimed at improving students’ emotional int.:

▪ Have beneficial effect on their academic

achievement.

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 ▪ Encourage cooperative behaviour
▪ Reduce antisocial activities.

Prepare students to face challenges outside the class

room.

Characteristics of Emotionally Intelligent Persons

• Perceive and be sensitive to your feelings and emotions.

• Perceive and be sensitive to various types of emotions in others by

noting their body language, voice and tone, and facial expressions.

• Relate your emotions to your thoughts so that you take them into
account while solving problems and taking decisions.

• Understand the powerful influence of the nature and intensity of your

emotions.

• Control and regulate your emotions and their expressions while

dealing with self and others to achieve harmony and peace.

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