Intelligence

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Intelligence

Dr. M Muzzafar Lone


Concept of Intelligence
• Intelligence is a complex concept that has been defined in many different
ways. It is generally understood to be the ability to learn, understand, reason,
solve problems, and adapt to new situations. Intelligence can be manifested
in many different forms, including academic intelligence, emotional
intelligence, creative intelligence, and social intelligence.
Some of the key components of intelligence include:
• Learning: The ability to acquire new knowledge and skills.
• Understanding: The ability to comprehend information and ideas.
• Reasoning: The ability to think logically and draw conclusions.
• Problem-solving: The ability to identify and solve problems.
• Adaptation: The ability to change one's behavior or thought patterns in
response to new situations.
Intelligence is not a single, unitary trait. Rather, it is a constellation of
different abilities that work together to allow us to function effectively in the
Some examples of intelligence:

• A student who is able to quickly learn new concepts and master complex skills is
demonstrating academic intelligence.
• A person who is able to accurately read and respond to the emotions of others is
demonstrating emotional intelligence.
• A scientist who is able to come up with new and innovative ways to solve problems is
demonstrating creative intelligence.
• A businessperson who is able to build strong relationships with customers and partners is
demonstrating social intelligence.
• Intelligence is important for many reasons. It allows us to succeed in school, work, and our
personal lives. It also allows us to adapt to change and new challenges.
• Intelligence is influenced by a variety of factors, including genetics, environment, and
education. While some people are born with a higher natural aptitude for intelligence,
everyone has the potential to learn and grow.
Definitions of Intelligence

• American Psychological Association: "Intelligence is the ability to acquire and apply knowledge and skills."
• David Wechsler: "Intelligence is the global capacity of the individual to act purposefully, to think rationally,
and to deal effectively with his environment."
• Howard Gardner: "Intelligence is the ability to solve problems or to create products that are valued within one
or more cultural settings."
• Jean Piaget: "Intelligence is the ability to adapt to one's surroundings."
• Robert Sternberg: "Intelligence is mental activity directed toward purposive adaptation to, selection, and
shaping of real-world environments relevant to one's life."

As you can see, there is no single, universally accepted definition of intelligence. However, all of these
definitions agree that intelligence is a complex ability that involves the ability to learn, understand, reason,
solve problems, and adapt to new situations.
Intelligence can be measured using a variety of intelligence tests, but these tests are not perfect. They
can only measure certain aspects of intelligence, and they may be biased against certain groups of people.
It is important to note that intelligence is not a fixed trait. People can continue to learn and grow
throughout their lives. Intelligence is also influenced by a variety of factors, including genetics, environment,
and education.
Intelligence Quotient

• IQ was developed by William Stern, a German psychologist, in


1912. Stern was a student of Alfred Binet, and he developed the
concept of IQ as a way to improve upon Binet's original test.
• Stern proposed that IQ should be calculated by dividing a person's
mental age by their chronological age and then multiplying by 100.
This formula is still used today to calculate IQ.
• In 1916, Lewis Terman, an American psychologist, revised the
Binet-Simon Scale and introduced the term "IQ." Terman defined IQ
as a person's mental age divided by their chronological age,
multiplied by 100. For example, a child with a mental age of 10
and a chronological age of 8 would have an IQ of 125.
I.Q.

• The formula for IQ is as follows:


• I.Q. = M.A/C.A X 100
• IQ = (Mental age / Chronological age) * 100
• Mental age is determined by a person's performance on an intelligence test. Chronological age is simply a person's
age in years.

• Illustrations
• Here are some examples of how IQ might be calculated:

• A child with a mental age of 10 and a chronological age of 8 would have an IQ of 125.
• An adult with a mental age of 120 and a chronological age of 25 would have an IQ of 480.
• A person with a mental age of 80 and a chronological age of 60 would have an IQ of 133.
• It is important to note that IQ is just one measure of cognitive ability. It is important to consider other factors,
such as personality, motivation, and hard work, when assessing a person's potential for success.
TWO FACTOR THEORY OF INTELLIGFNCE

• The two-factor theory of intelligence was developed by Charles


Spearman in the early 20th century. Spearman believed that
intelligence is composed of two factors: a General factor, which he
called “g" and Specific factors, which he called “s“.
• General factor (g): The general factor is a measure of overall
intelligence. It is thought to be responsible for our ability to learn
and perform a variety of tasks.
• Specific factors (s): The specific factors are responsible for our
ability to perform specific tasks, such as playing a musical
instrument, solving math problems, or writing essays.
Characteristics

The general factor (g) and specific factors (s) of intelligence have different characteristics, as follows:
Characteristics of the g factor:
• General: The g factor is a general measure of intelligence that is thought to be responsible for our ability to learn and perform a variety
of tasks.
• Relatively stable: The g factor is thought to be relatively stable throughout our lives.
• Heritable: The g factor is heritable, meaning that it is passed down from parents to children through genes.
• Influenced by environmental factors: The g factor can also be influenced by environmental factors, such as nutrition and education.
Characteristics of the s factors:
• Specific: The s factors are specific to certain tasks or abilities.
• Variable: The s factors can vary from person to person and from task to task.
• Less heritable: The s factors are less heritable than the g factor.
• More influenced by environmental factors: The s factors are more influenced by environmental factors than the g factor.
Here are some examples:
• A person with high g factor is likely to be good at learning new things, solving problems, and thinking abstractly.
• A person with high s factor in music is likely to be good at playing a musical instrument.
• A person with high s factor in math is likely to be good at solving math problems.
Simon-Binet Test of Intelligence

• In 1904, the French Government appointed Alfred Binet to develop a


measure to identify children with notably below average intelligence for
their age, so that special education can be given to them.
• With this objective, in 1905 Binet with the help of Theodore Simon
developed the first intelligence test, which is popularly known as the
first Binet - Simon scale.
Scale 1

• This scale consisted of 30 problems measuring a variety of


functions, such as judgment, comprehension and reasoning.
• Binet believed that these functions are the essential components of
intelligence.
• The items were arranged in ascending order of difficulty.The items
were administered to 50 normal children of 3 to 11 years of age,
some mentally retarded children and some adults in order to
determine the difficulty level of the items.
• In this scale, no precise method to calculate the total score was
available.
The Revised Scales and the Advent of IQ

• In 1908, Binet and Simon revised their 1905 scale.


• As the 1905 scale had been designed to diagnose children with significantly below
average intelligence, many of the items of the test were very simple. In 1908
version, many of the very simple items were dropped and new items were added.
• The major innovation of this later version was the introduction of the concept of
mental level.
• Mental level of a child corresponded to the age of normal children with whose
performance, he or she was equal. Thus, a child of seven years may perform at
the level of nine years old. Soon after, in various translations of the scale, mental
level was substituted by “mental age”.
• Mental age was being compared with the chronological age to indicate the
individual’s intellectual level.
• William Stern (1912) coined the term IQ or intelligence quotient to denote the
ratio of mental age to chronological age.
• In 1911, the Binet-Simon scale was revised for the third time. More items
were added
• to extend the scale upto the age group of 16 years.
• The American version of the Binet-Simon test was developed by Terman and
Merrill at Stanford University in 1916. It is known as Stanford-Binet
Intelligence scale. Terman suggested for multiplying 100 to intelligence
quotient in order to avoid fraction.
• IQ= (Mental Age / Chronological Age) x 100
• In fact, intelligence testing is one of the major achievements of psychology in
the twentieth century. After the success of Binet- Simon scale, several tests of
intelligence were developed and refined.

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