INTELLIGENCE

Intelligence

 Individual’s abilities to understand complex

ideas to adapt effectively to the environment,
to learn from experience, to engage in various
forms of reasoning, to overcome obstacles by
careful thought.
Gardner’s theory of multiple
intelligence
 A better tactic would be to study not only persons in the
middle of the intelligence dimension, but also ones at the
extremes-acclaimed geniuses and those whose cognitive
functioning is impaired, as well as experts in various
domains and those who might be described as possessing
special mental gifts.
 He added three more factors to Thurstone’s theory.
 Musical intelligence
 Bodily-kinesthetic intelligence
 Personal intelligence
Gardner’s theory of multiple
intelligence
Intelligence Type
Linguistic intelligence
Logical-mathematical intelligence
Musical intelligence
Bodily kinaesthetic intelligence
Spatial intelligence
Interpersonal intelligence
Intrapersonal intelligence
Naturalist intelligence
Representative Career
Journalist, novelist, poet, teacher
Scientist, mathematician
Composer, performer
Dancer, athlete, athletic coach, yoga
instructor
Choreographer, sculptor, architect, aviator,
sailor
Counsellor, social worker, salesperson
Key component of personal success over
time
Biologist, ecologist, environmentalist
 Sternberg’s triarchic theory
 A theory suggests that there are three basic forms of
intelligence:
 Componential/analytical: involves the abilities to think critically
and analytically. Persons high on this dimension usually excel on
standard tests of academic potential and make excellent students.
 Experiential/creative: emphasizes insight and the ability to
formulate new ideas. Persons who rate high on this dimension
excel at zeroing in on what information is crucial in given situation,
and at combining seemingly unrelated facts.
 Practical: persons high on this are intelligent in a practical,
adaptive sense-they have many would term “street smarts” and
are adept at solving the problems of everyday life.
Sternberg’s triarchic theory

2007 Virginia Tech

shootings
Different components in
information processing
 metacomponents
 performance components
 knowledge-acquisition components
Cattell’s theory of fluid and
crystallized intelligence
 Fluid intelligence: refers to our inherited abilities
to think and reason-in a sense, the hardware of
our brains that determines the limits of our
information-processing capabilities.

 Crystallized Intelligence: refers to accumulated

knowledge to solving specific problems. In a sense,
then, crystallized intelligence is the outcome of
experience, plus the application of skills and
knowledge to solving specific problems.
PASS Theory
 Planning, Attention, Simultaneous, and Successive (PASS)-
Das, Naglieri, and Kirby (1994).
 Planning processes are required when an individual makes decision about
how to solve a problem, carry out an activity, or compose a narrative. This
component involves goal setting as well as anticipating and monitoring
feedback.
 Attention or arousal is the process that allows a person to selectively
attend to some stimuli while ignoring others, resist distractions, and
maintain vigilance.
 Simultaneous processing integrates stimuli into groups. As a result, stimuli
are seen as whole, each piece being related to others.
 Successive processing includes integrating stimuli in a specific serial order.
For example, to understand English syntax an individual has to process
words to determine their grammatical function.
PASS Model of Intelligence
Practical Application of
PASS
 Cognitive assessment system (CAS)
 PASS Reading Enhancement Programme
(PREP)
Indian view

 Budhi: broader concept than intelligence

 Cognitive competence
 Social competence
 Emotional competence
 Entrepreneurial competence
Culture and intelligence

 Technological intelligence: Advanced

societies adopt child rearing practices that
enhances skill of attention, analysis and
more.
 Integral intelligence: A holistic approach
where cognitive and non-cognitive processes
are emphasized.
Stanford-Binet Test

 Lewis M. Terman, a psychologist at

Stanford University, was one of the first to
create a version of the test for people in the
United States, naming the localized version
the Stanford–Binet Intelligence Scale.
Stanford–Binet Fifth Edition
(SB5) classification[2]
IQ Range ("deviation IQ") IQ Classification

145–160 Very gifted or highly advanced

130–144 Gifted or very advanced

120–129 Superior
110–119 High average
90–109 Average
80–89 Low average

70–79 Borderline impaired or delayed

55–69 Mildly impaired or delayed

40–54 Moderately impaired or delayed

 Subtests and factors
[3]

Factors

Fluid reasoning Knowledge Quantitative Visual-spatial Working memory

reasoning processing

Non-verbal Form board and Delayed

quantitative
Early reasoning Vocabulary form patterns response (non-
reasoning (non- (non-verbal) verbal)
verbal)

Procedural Verbal
Verbal Position and Block span (non-
knowledge (non- quantitative
absurdities verbal) reasoning direction verbal)

Picture
Verbal analogies absurdities (non- Memory for
sentences
verbal)

Object series
matrices (non- Last word
verbal)
Wechsler Adult Intelligence
Scale (WAIS)
 The Wechsler Adult Intelligence Scale
(WAIS) is an IQ test designed to measure
intelligence and cognitive ability in adults and
older adolescents.

 “Intelligence is the global capacity of a person

to act purposefully, to think rationally, and to
deal effectively with his environment.“-
Wechsler
WAIS-III
 Standard Score= X-M
 SD
Tasks grouped by index
Index Task Description Proposed abilities measured

Participants are given two words or concepts Abstract verbal reasoning; semantic
Similarities
and have to describe how they are similar. knowledge

Vocabulary Participants must name objects in pictures or Semantic knowledge; verbal

define words presented to them. comprehension and expression
Verbal Comprehension
Participants are questioned about their Degree of general information acquired
Information general knowledge. from culture

Ability to express abstract social

Comprehension
conventions, rules and expressions

Visual spatial processing and problem

Block Design
solving; visual motor construction

Nonverbal abstract problem solving,

Perceptual Reasoning Matrix Reasoning
inductive reasoning
Visual Puzzles Visual spatial reasoning
Picture Completion Ability to quickly perceive visual details
Figure Weights Quantitative reasoning
Participants must recall a series of numbers in Working memory, attention, encoding,
Digit Span
order. auditory processing
Quantitative reasoning, concentration,
Arithmetic
Working Memory mental manipulation

Participants must recall a series of numbers in Working memory, attention, mental

Letter-Number Sequencing increasing order and letters in alphabetical
control
order.
Symbol Search Processing speed
Processing speed, associative memory,
Processing Speed Coding
graphomotor speed
Cancellation Processing speed
 Current Wechsler (WAIS–IV,
WPPSI–IV) IQ classification
IQ Range ("deviation IQ") IQ Classification[32][33]

130 and above Very Superior

120–129 Superior

110–119 High Average

90–109 Average

80–89 Low Average

70–79 Borderline

69 and below Extremely Low

Intelligence: Nature vs. Nurture

Flynn effect
Heredity
Identical twins - +90
Siblings- +.50
Cousins- +.15
Adopted children differ from
their parents

Heritability: the proportion of

variance in any trait within a
given population that is
attributable to genetic factors
Creativity

 The ability to produce the work that is both

novel and appropriate.

 Mundane creativity
 Exceptional creativity (Klondike spaces)
Creativity

 Personality, environment, intrinsic motivation

System Approach to creativity
Steps in creativity

 Preparation
 Incubation
 Insight
 Evaluation
 Elaboration
Confluence Approach

 An approach suggesting that for creativity to occur,

multiple components must converge.
 Six resources are required for creativity to occur
Lubart(1983).
 Intellectual abilities
 Knowledge
 Confluence approach
 Certain styles of thinking
 Personality attributes
 Intrinsic motivation
 An environment supportive of creative ideas.
Fostering creativity
 Establishing purpose and intention
 Building basic skills
 Encouraging acquisition of domian specific knowledge
 Stimulating and rewarding curiosity and exploration
 Building motivation, especially internal motivation
 Encouraging confidence and a willingness to take risks
 Focusing on mastery and self-competition
 Promoting supportable beliefs about creativity
 Providing opportunities for choice and discovery
 Developing self management
 Teaching techniques and strategies for facilitating creative performance
 Providing balance
Creative problem solving
Last but not the least

 Creativity requires
 Fluency
 Flexibility
 Originality
 Elaboration