INTELLIGENCE

Prepared By:
Mr. Rajesh Arakh
‘BSN, RN’
 OBJECTIVES
At the end of the class the students will be
able to:
 define intelligence
 describe the various uses of intelligence
 discuss the individual differences in intelligence
 explain in detail about mental ability
 enumerate the nature of intelligence
and development
 classify the various types of intelligence
 state the different theories of intelligence
 enumerate the assessment of intelligence
 MEANING
•It is a general ability to engage cognitive processes
(solving a puzzle, thinking, memory, attention, perception
etc.)
•Cognitive processes refer to those processes of brain
which works to acquire knowledge, for example thinking,
memory, attention, perception etc.
•It consists of an individual’s mental or cognitive
ability, which helps the person in solving his actual life
problems and leading a happy and well controlled life.
•To be successful different abilities are required.
•Sum of All abilities.
 DEFINITION OF
INTELLIGENCE
• Intelligence is the aggregate or global
capacity of the individual to think rationally,
to act purposefully and to deal effectively
with the environment.(Wechsler-1944)

• The mental quality consisting of the ability

to learn from experience, solve problems and
use knowledge to adapt to new situations-
(David G Myers-2004)
 USES OF INTELLIGENCE
1. It helps the individual to adjust to new
changing situations quickly and correctly.
2. It helps to carry on the higher mental
processes such a reasoning, judging
3. It helps to learn difficult tasks and solve
problems.
4. It helps the individual to improve
performance in any situation.
5.It helps in quick understanding of things
6.It helps the individual to apply the
knowledge gained in various subject
/situations in dealing with present
situation.
7.It helps to improve Interpersonal
relationship.
8. It help in building our
resourcefulness.
INDIVIDUAL DIFFERENCES IN INTELLIGENCE

•Individual differ from one another in the amount

and quality of intelligence. This is one of the reason
why people are reacting differently to the same
situation.
•(i) Heredity
- The amount of intelligence that a person possesses
is inherited and fixed.
- With the growth of the child, the amount of
inherited intelligence by the child also grows.
(ii) Age:
-The cessation of mental growth varies
from individual to individual.
- Majority of cases, intelligences reaches its
maximum, somewhat at the age of 16 to 20, in
the individual. After that vertical growth of
intelligence ceases.
- Horizontal growth, that is accumulation of
knowledge and skills continues throughout
the life span.
(iii) Gender:
- Only a few subtle differences do seem to
exist with respect to certain component of
intelligence.
- Females tends to score little higher than
males with respect to verbal abilities, verbal
fluency, college achievements test, spelling and
writing.
(iv) Physical Health and Physique:
- Disorders or dysfunctions in brain may
lead to low intelligence.
- Thyroid disorders like cretinism, decreased
secretion of thyroid hormone may cause low
level of intelligence.
- Nutritional deficiencies during prenatal
period
- Pituitary gland abnormalities , Down
syndrome
- Birth injuries may cause cerebral anaemia
which may leads to mental defectiveness.
(v) Environment:
Environmental Factors includes:
- Unhealthy home and School environment
- Poor nutrition, lack of learning stimulation
- Inadequate training
Other factors which may cause differences in
intelligences are
(vi) Cultural differences
(vii) Motor skills and abilities
(viii) Emotional make up
(ix) Socialisation
(x) Morality
(xi) Aesthetic sense
(xii) attitudes, beliefs, values
(xiii) self concept
(xiv)Psychomotor skills
(xv)Study habits
(xvi) Achievements
INTELLIGENCE IQ
GENIUS 140 AND ABOVE
VERY SUPERIOR 130 to 140
SUPERIOR 120 to 130
ABOVE AVERAGE 110 to 120
AVERAGE 90 to 110
DULL AVERAGE 80 to 90
BORDERLINE 70 to 80
MILD MENTAL RETARDATION 50 to 70
MODERATE MENTAL RETARDATION 35 to 50
SEVERE MENTAL RETARDATION 20 to 35
PROFOUND MENTAL RETARDTION 0 to 20
 MENTAL ABILITY
Mental ability :
• It is the capacity to perform higher mental processes of
remembering, understanding and problem solving.

• Intelligence is a general mental ability, but not every

psychologists agrees that the intelligence is a general
characteristic of a person.
-Some people have very little practical intelligence,
although they might be great scholars.
-It is safe to assume that most people can be graded on
scale of general intelligence from extremely dull to quiet
bright.
 Continuation of mental ability

• Normally intelligence and mental ability

are the terms used in place of each other.
• But the difference is there, intelligence
apply all the cognitive processes, but
mental ability is a mental application on
a particular field.
 CLASSIFICATION OF
INTELLIGENCE
• Edward L. Thorndike has divided it
into 3 types:
• 1. Abstract intelligence
2. Mechanical or concrete intelligence
3.Social intelligence
Abstract intelligence or general intelligence:

• The ability to understand and manage ideas,

verbal and mathematical symbols.
• Intelligence testing has tended to
concentrate on abstract intelligence.
• This type of intelligence is acquired by
study of books and related literature.
• Mostly good teachers, lawyers,
philosophers, doctors have this type of
intelligence.
 Mechanical or concrete
intelligence:
• It is related to concrete materials.
• This type of intelligence is applicable when
the individual is handling concrete objects or
machines or operation of tools or instruments.
• It includes the ability to visualise the
relationship among objects and understand
how the physical world works.
• Example: Engineers, Mechanics
 Social intelligence:
• It is an ability of an individual to react to
social situations in daily life.
• It includes the ability to understand people
and act wisely in human relationships.
• People with this type of intelligence , know
the art of winning friends and influence them.
• Example: Leaders, Salesman, ministers,
Diplomats.
NATURE OF INTELLIGENCE
• It is an innate mental ability, which grows and it is influenced
by the environment.
• It shows the capacity to adapt to new or changed
situations quickly and correctly.
• It implies the capacity to learn difficult tasks and ability to
solve increasing difficulty.
• It is the capacity to integrate experiences and meet a new
situation by means of adoptive opportunity response.
Intelligence is a complicated concept and was defined by
scientists in many ways which can be divided into 4
categories:

1. ABILITY OF ADJUSTING IN NEW SITUATION:

• It is a valuable behavioural skill because it helps to satisfy own needs
without altering or destroying existing conditions.
• Some people adjust in new situations very comfortably but others find it
hard.

2. ABILITY OF BEST UTILIZATION OF PAST EXPERIENCES:

• Past experiences help the person to solve present problem.
• Some people utilize their past experiences with best outputs, whereas
some people never learn anything from past.
• Thus people vary in utilizing past experiences.
3. ABILITY TO LEARN:
• Differences in the speed of learning are observed.
• As a given task taught to a group of individuals under similar
conditions:
Some learn the concepts very quickly, some at moderate speed and
few maybe unable to learn anything.
• Thus, ability to learn also varies.

4. ABILITY TO ABSTRACT THINKING

• It refers to the type of thinking, in which the material for
thinking is not present in any physical form in front of the
person.
• For example: imagination of the problem of fire on a house.
• People also vary in abstract thinking ability.
• Some may think use of images, symbols, signs etc very well
and some can not.
 DEVELOPMENT OF
INTELLIGENCE
- Intelligence is the ability to acquire and
apply knowledge or skills.
- Following are the ways to increase
intelligence:
1. Reading books and creating notes
2. Set and structure goals in life
3. Meditate and exercise daily to increase
memory and intellect.
4. Have a good breakfast and stay hydrated by
drinking adequate water.
 CONTINUATION OF DEVELOPMENT OF
INTELLIGENCE
5.Eat brain foods like dark green
vegetables, fish oil and nuts.
6.Recognise thoughts and process
information one piece at a time.
7.Do mathematical calculations because it will
be exercise for brain, it gets stronger and
quicker.
8. Make connections between ideas.
9.Practise good breathing techniques to feel
freshness
 CONTINUATION OF DEVELOPMENT OF
INTELLIGENCE
10. Refine your thinking, focus on tasks.
11. Keep your brain active .
12.Do not give up, so keep trying to
improve your intellect.
Some Psychologists explained the
development of intelligence by following
theories of intelligence.
 THEORIES OF INTELLIGENCE
1.SPERMAN’S TWO FACTOR THEORY:
 Sperman Proposed two factor theory; ‘g’ or
General factors and ‘S’ or Specific Factors.
 The performance of any cognitive activity
depends on g and one or more specific
factors.
 The general factor represents what all mental
tests have in common.
 Individuals differ in ‘g’ which can be thought
of in terms of information processing power.
• Specific factors relates to whatever unique
abilities a particular test requires and it differs
from test to test.
• Spearman and his followers place much
more important on general intelligence
than on the specific factors.
 THURSTONE’S THEORY OF PRIMARY
MENTAL ABILITIES
• Thrustone identifies 8 clusters of
primary mental abilities which are
independent factors.
(i)Verbal fluency(V):
The ability to think of words rapidly.
(ii) Numerical ability(N):
The ability to do arithmetic problems.
(iii) Verbal Comprehension(VC):
The ability to define and understand
words.
(iv)Memory(M):
The ability to memorise and recall.
(v) Perceptual speed(P):
The ability to grasp visual details and to
see differences and similarities among objects.
(vi) Spatial relations (S):
The ability to visualise designs.
(vii) Reasoning (R):
The ability to find principles and rules to
understand.
(Viii) Problem solving (PS):
The ability to solve the problems
independently.
 STRENBERG’S TRIARCHIC THEORY
OF INTELLIGENCE
• Strenberg described 3 different kinds of intelligence.
(i) Analytical thinking:
It deals with problem solving abilities and focuses on
planning, monitoring, reflection and transfer.
(ii) Creative thinking:
It focuses on developing , applying new ideas and
creating solutions.
(iii) Practical thinking:
-Common sense.
- It focuses on the ability to adapt to a changing
environment and experiences.
 CATTELL’S THEORY OF
INTELLIGENCE
• Raymond Cattell ‘ believed that ‘g’ is
composed of fluid and crystallized
intelligence.
(i) Fluid intelligence:
The ability to see the relationship between
things and to think logically and in the
abstract. It declines with age.
(ii) Crystallized intelligence:
It is based on acquired knowledge and
skills.
 PROCESS- ORIENTED
THEORIES
It includes, Piaget’s theory and Bruner’s theory.
• These theories have focused on intellectual
processes – the pattern of thinking that people
use when they reason and solve problems.
• These theorists prefer to use the term cognitive
processes in place of intelligence.
• Often interested in how people solve
problems and how many get the right
solution.
• Focused on the development of cognitive
abilities.
1.Piaget’s theory (1970):
• According to piaget, intelligence is an
adaptive process involving interplay of
biological maturation and interaction with
the environment.
• He viewed intelligence as an evolution of
cognitive processes such as understanding
the laws of nature, Principles of grammar
and mathematical rules.
2.Bruner’s Theory(1973):
• According to Bruner intelligence is a
growing dependence on representation of
objects or situations.
• These growing abilities are influenced by the
environment, especially the rewards and
punishments people receive for using
particular intellectual skills in particular
ways.
• According toINFORMATION-
American Psychologist Robert
Strenberg, informationPROCESSING
processing approach is
the manner in which one THEORY
proceeds to perform
a mental task or solve a problem from the
time one comes across it, gather and make use
of the information for completing the task.
• The process of problem solving steps
are:
(i)Encoding (identifying the relevant
available information in the mind)
(ii)Inferring (drawing the necessary
inference)
(iii)Mapping (establishing the relationship
between the previous situation and the
present)
(iv)Application(applying the inferred
relationship)
(v)Justification (justifying the analysed
solution of the problem)
(vi)Responsing (providing the best possible
solution)
 WECHSLER ADULT
INTELLIGENCE SCALE(WAIS)
- It is used to test adults.
- It is designed for adults aged between 16-74 years.
- The scale consists of 2 parts;
• A verbal scale with six subtests including
information, digit span, vocabulary, arithmetic,
comprehension, similarities
• A performance scale with five subtests including
picture completion, picture arrangement, block
design, object assembly and digit symbol.
• Based on the results, a verbal IQ, performance IQ and
a composite full scale IQ can be obtained.
 ASSESSMENT OF
INTELLIGENCE(INTELLIGENCE
TEST)

Assessment of intelligence can be done

through psychological tests. Alfred Binet
(1875-1911) was the first psychologist to
device an intelligence test.
 STANDFORD – BINET
INTELLIGENCE SCALE
The first Practical scale for measuring intelligence,
was developed by 2 French Psychologists, Alfred
Binet and Theodore Simon.
Aim: Develop an objective test to identify children
likely to have difficulty in regular classes.
Six areas of assessment:
(i) General intelligence (ii) Knowledge
(iii) Fluid reasoning (iv) quantitative reasoning
(v) Visual- Spatial Processing (vi) Working memory.
 WECHSLER INTELLIGENCE SCALE FOR CHILDREN

- It is an individual test that

(WISC)
can be used from six to 16
years and all the sub tests as the WAIS-R.
- Together with the two optional performance
subtests- symbol search and mazes.

• WECHSLER PRESCHOOL AND

PRIMARY SCALE OF INTELLIGENCE
(WPPSI)
- designed for children from the age of two years six
months to seven years three months.
 INTELLIGENCE TESTS
Intelligence Tests

Individual tests Group

tests
1.Verbal 1. Verbal
2.Nonverbal 2.Non verbal
3. Performance
3.Performance
INDIVIDUAL VS GROUP TEST:
1. Individual test:
-These tests are administered on a single
individual by the tester.
-They allow direct observation of the test
–taking behaviour and thus serves a
diagnostic Purpose.
- Good rapport should be established.
-Time Consuming and increases the cost of
test
- Skill and experience is important factor
Example: Standford - Binet ,
Weschlers Scales
2.Group Test:
- developed during I world war to recruit
people to army.
-The army alpha test was designed and
administered to recruit who were literate
and proficient in English.
- The army beta test was used for foreign
born recruits or those who couldn’t read
with proficiency.
.
Example of group test:
1.Pramila Ahuja for those who aged 13-17
years
2.General mental ability devised by
S.Jalatta for college students

Advantages of Group test:

- Administered to large group
- Simplifies the examiners role
- Scoring is more objective
VERBAL, NONVERBAL AND
PERFORMANCE TEST:
II. 1.Verbal Test:
- Requires the use of language
-Instructions are given verbally and the
individuals are required to use language.
-The literate only allowed to take test.
Example:
1. Army alpha test
2. Standford- Binet Test
II. 2.Non – verbal test:
- do not necessitate the use of language.
-tests contain drawings which can be
administered on individuals belonging to
any culture.
-even this can be used for people who
have not had schooling.
-subjects /people are asked to find the
missing item from the alternatives.
Example:
Ravens Progressive Matrices and culture
fair test
3. Performance Test:
- which involves motor responses
-useful for illiterate , deaf and dumb or those
who have had very little education.
- This can be used as a supplementing test.
Example:
1. Bhatia’s Battery of Performance test
2.Leiter international Performance scale
3.Columbia mental maturity Scale
Example of tasks involved in
Performance test:
1. Draw something
2. Find the right path in a maze
3. Construct designs
4. Fit together blocks on a board
5. Picture completion
 COMPARISION BETWEEN
INDIVIDUAL TEST
INDIVIDUAL GROUP
AND GROUP TEST
1.One individual at a time, 1.Any group of children can
TEST
hence it is not economical in be tested at the same time,
terms of time, labor and hence economical.
money.

2.These are applicable both 2. These tests cannot be

for children and adults
3. These bring the tester and
child closer and establish a
better relationship between
the two.
administered to young
children below the age of 10
years.
3.Personal contact between
the two is not possible
 USES OF INTELLIGENCE TEST
1. Predicts how well a individual will learn in a
program of study.
2. Helps to classify the students according to the
capacity
3. Helps in selecting the students for
admission or for scholarships
4. Helps for Vocational guidance and
counselling
5.Useful in recruiting the employees for job
6.It helps for research also.
LIMITATIONS OF INTELLIGENCE
TEST
1. It cannot measure intelligence with
mathematical accuracy.

2. It doesn't predict the absolute success in

school or in a profession

3. It do not throw any light on the character,

morals, emotions or temperament of the
individual.
 INTELLIGENCE QUOTIENT(IQ)
• The idea of IQ was first utilised in
1916 by Standford- Binet tests.
• IQ= MA(Mental age- determined by intelligent
test)

CA (ChronologicalX100
age- years from birth)
 Imagine a 10 year –old boy scores a mental age of 12. his
IQ will be
 IQ=12 x100=120
10
 CLASSIFICATION OF
INDIVIDUALS- AS PER IQ
 ALTERATIONS IN INTELLIGENCE

• People differ in intellectual ability and

capacities like reasoning and thinking, power
of imagination, creative expression etc.
 MENTAL RETARDATION
• Mental retardation means significantly sub-
average general intellectual functioning existing
concurrently with deficits in, adaptive behaviour,
which is manifested during the
developmental period.
• Causes includes
- Genetic conditions
- Prenatal problems
- Environmental Problems
 DEGREE OF MENTAL
RETADATION
LEVEL IQ SCORE ADAPTATION TO LIFE WITHH
RETADATION
Mild 50-70 • May learn academic skills up to 6th
standard
• Can achieve social and social skills with
support

Moderate 35-49 •May reach the 2nd grade level

•Can able to work in sheltered
workshops
Severe 20-34 • May learn to talk and perform simple
tasks with supervision, but may not
profit from vocational training
Profound Below 20 • Requires constant help and care
 GIFTEDNESS
• Giftedness has been defined in terms of
specific talents and academic abilities, by
general characteristics (including curiosity,
motivation, ability to see relationships and
long attention span) and personality traits
such as leadership ability, independence and
intuitiveness
Mentally gifted children:
-These are the individuals with IQs of
140 or higher.
-In the early childhood, a gifted child is
generally misfit in his class.
- The Gifted child may be able to
comprehend much faster.
 NURSES IMPLICATIONS IN INTELLIGENCE
ASSESSMENT
• Knowledge about the nature of intelligence is
essential for the nurses.
• Nurse’s explanations should be on the
intellectual level of the patient.
• Knowledge about the intelligence helps the
nurses to identify the sub normalities.
• Knowledge about the differences in the
development of intelligence among newborns
will help the nurses to give suitable care.
 CONCLUSION

•Every individual is unique, differs with

intelligence. As a nurse, we have to apply this
knowledge in providing care to the patient and also
to the family members who differs in intelligence.