INTELLIGENCE

IS
ABSTRACT.
 PRAFUL! WHAT IS?
o“The ability to judge, to understand and to reason
well” (Binet and Simon, 1905)
o“The capacity for flexible adjustment” (Munn, 1938)
o“The mental ability to adapt, to shape, and to select
the environment to accomplish one’s goals and those
of one’s society and culture” (Sternberg, 1985)
 THE MOST IMPORTANT
DEFINITION THIS YEAR!

“The aggregate or the global capacity of the individual

to act purposefully, to think rationally and to deal with
her/his environment effectively” (David Wechsler,
1944)
THEORIES OF INTELLIGENCE:
• CHARLES SPEARMAN’S TWO-
FACTOR THEORY OF INTELLIGENCE

• LOUIS THURSTONE’S SEVEN

PRIMARY MENTAL ABILITIES

• ROBERT STERNBERG’S
TRIARCHIC THEORY OF INTELLIGENCE
CHARLES SPEARMAN’S TWO-
FACTOR THEORY OF
INTELLIGENCE

• G factor
• S factor
1 LOUIS THURSTONE’S SEVEN PRIMARY MENTAL
2
7 ABILITIES
7
• Verbal Comprehension
4
3 • Word Fluency
3 • Numerical Ability
• Spatial Ability
6 • Memory
5 • Perceptual
Speed
• Reasoning
ROBERT STERNBERG’S 1

TRIARCHIC THEORY
OF INTELLIGENCE 2
SHRIKANT JICHKAR
• Componential or
Analytical Intelligence

3
• Experiential or Creative Intelligence

• Contextual or Practical Intelligence

 GROWTH OF INTELLIGENCE
• Terman and Merill

12 16*
∞
18

• Freeman and Forrey: till 20

 FACTORS INFLUENCING
INTELLIGENCE
- What makes us different from each
other?

• BIOLOGICAL FACTORS
o Heredity (Plomin, 1997)
o Glands (Pituitary;
Thyroid→Thyroxin↓ →Cretinism)
o Nutrition (Malnutrition:
Sigmann, 1995)
 • SOCIO-CULTURAL FACTORS

o Family, School, Peers, Neighbourhood, SES, Religion, Race,

Gender, Sexual Orientation, etc.
o Flynn and Williams (1998): Average incline of 3-4 IQ points
with stimulating and nurturing environments
o Gottfried, 1984: Effects of absence of stimulating
environment
 ARE YOU
INTELLIGENT?
 HISTORY OF INTELLIGENCE
TESTING
• Alfred Binet
o 1896 study on special classes
o 1904 thirty-item Binet-Simon Scale of Intelligence; simplest to
most difficult order of questions; development of norms regarding
mental development of school children; several revisions since the
initial scale
o Limitations of the initial scale:
 Only knowledge based on previous training was measured and
therefore, the scale was not a fair assessment to the masses
 The same scale was used across several ages holding an unfair
advantage to the older participants
oBinet-Kamath Scale of Intelligence
 HISTORY OF INTELLIGENCE
TESTING
• Goddard
o Modified the Binet-Simon Scale for the American demographic
o 1910- Translated the scale into English, changed certain words and
the order to suit the population in America
• Terman
o Standardised and validated the Scale along with his colleagues at
Stanford University
• David Wechsler
o WISC (Wechsler’s Intelligence Scale for Children)
o WAIS (Wechsler’s Adult Intelligence Scale)
 MENTAL AGE
• Alfred Binet: “Mental Age is a measure of
a person’s intellectual development as compared to people of
their age group”
• It is calculated using intelligence tests
• Mental Age was not enough to quantify intelligence
 INTELLIGENCE QUOTIENT (IQ)
• William Stern, 1912: “IQ is a ratio between Mental Age and
Chronological Age multiplied by 100 in order to avoid decimal”
𝑀𝐴
• IQ = x 100
𝐶𝐴
• If MA=CA, IQ will be?
• If MA>CA, IQ will be??
• If MA<CA, IQ will be???
• Maximum CA considered is????

• If the Mental Age of a 40 years old lady is 16, what is her IQ?????
DISTRIBUTION OF INTELLIGENCE
Special Abilities
1.Intellectually Gifted
2.Special Aptitude
3.Creativity
 INTELLECTUALLY
GIFTED

• A.K.A. Geniuses or Polymaths

• IQ > 140
• Lewis Terman: Relationship
between being a genius and
occupational success and life
adjustment
• What do they need?
SPECIAL APTITUDE
• Aptitude refers to the inborn potential of
a person who can benefit from training
• Scholastic aptitude
• Differential Aptitude Test (DAT), 1947:
George K. Bennett, Herold G. Seashore
and Alexander G. Weshman
o Battery of 8 subtests: Verbal
Reasoning, Numerical Ability,
Abstract Reasoning, Clerical Speed
and Accuracy, Mechanical
Reasoning, Spatial Relations, Spelling
and Language Usage
o J.M. Ojha
 CREATIVITY
• Creativity is the ability to invent new
ideas and symbols that are useful.
• It can be seen in every possible discipline
and can be identified at a very early age.
• Role of conducive environments
• Factors affecting creativity:
o Training, Inspiration, Motivation,
Commitment, Incentive, Choices,
Opportunities, Necessity, etc.
 INTELLIGENCE AND
CREATIVITY
• Terman, 1920: Positive
yet moderate
relationship
o Creative people are
intelligent, but very
intelligent people
need not necessarily
be creative
• Intelligence tests at
fault – convergent v/s
divergent thinking
 • Thought provoking and
open ended items
o Guilford Divergent
Production Test
CREATIVITY o Mednick and
TESTS Mednick Remote
Association Test
o Creativity Test by
Wallach and Kogan
o Torrence’e Test of
Creativity
o Paramesh Baker
Mehdi’s Indian Test
of Creativity
AGE AND CREATIVITY
•Simotone, 1990: Creativity
reduces with age
•Many exceptions exist
•Examples?
•Inconclusive discourse
 “Significantly sub-average general intellectual functioning existing
concurrently with deficits in adaptive behaviour which are manifested
during the developmental period” (American Association of MR)
MENTAL RETARDATION
 • A diagnosis of MR is
made only for
persons with
significant deficits in,
both, intellectual and
adaptive functioning.
• Developmental
period: Diagnosis is
relative to the
person’s cohort*.

What is the emphasis of the

definition of MR?
CAUSES OF MR ARE UNCLEAR
BUT…
• Genetic factors such as the
follows have implications such
as MR:
oHormonal Imbalances
oPregnancy Complications
oHead Injuries
oAnoxia: Lack of Oxygen
during childbirth
CLASSIFICATION OF MR
 1. BORDERLINE MR
•IQ 70-80
•Symptoms:
o Limited learning ability
o Overall intellectual, social and emotional
intelligence is lesser than normal people
o Mental development upto 11-12 years
•Can live independently with proper training
 2. MILD MR
• IQ 55-69
• Highest percentage of people with MR
• Symptoms:
o Deficits in language, fine motor skills and social skills
• Can be trained to live independently by adolescence
• They are given vocational training* and work well under
supervision
• “Educable” to the MA of 8-9
o Can learn to read, write and solve simple arithmetic
 3. MODERATE MR
• IQ 40-54
• “Trainable”
o Can be trained in sheltered workshops
o Can take care of themselves
o Not fully independent
o Can do simple tasks, acquire minimal language, recognize the
shape of objects
o Need constant supervision
• Symptoms
o Poor motor coordination
 4. SEVERE MR
•IQ 20-39
•Symptoms:
o Limited language and motor skills, Difficulties in
expressing and communicating, limited vocabulary,
monosyllabic speech*, lowered immunity
•Constant supervision required due to vulnerability
to accidents
 5. PROFOUND MR
•IQ below 25
•Cannot take care of self and communicate
•Institutionalization required for behavioural
deficits and multiple physical handicaps
•Very low immunity
•Usually survive only to the age of 8 or 9 years
•Mental retardation is genetic.
•It has no treatment.
•It is irreversible.
•What do we need to do?
TESTS OF INTELLIGENCE
BASED ON THE NUMBER
OF PARTICIPANTS
•INDIVIDUAL
• Advantages: Thorough attention given
• Disadvantages: Time consuming,
many supervisors required
• Bhatia’s Battery of Intelligence, WAIS
•GROUP
• Advantages: Easy to administer, time and energy saved
• Disadvantages: Personal attention cannot be provided
• Raven’s Progressive Matrices, Army Alpha, Army Beta
BASED ON THE USE
OF LANGUAGE
• VERBAL TESTS
o Literate population - answered orally or in writing - specific language
used
o Otis General Mental Ability Test; Army Alpha
• NONVERBAL TESTS
o Consists of pictures, illustrations, geometrical patterns
o Advantage: Can be used with illiterate population; Culture free
o Raven’s Progressive Matrices; Army Beta
• PERFORMANCE TESTS
o Requires actions or manipulation of objects
o Bhatia’s Battery of Intelligence
 USES OF INTELLIGENCE TESTS
1. Screening in schools based on
intellectual development or
disability
2. Vocational and career guidance
and counselling
3. General appraisal* of IQ to identify
trends in IQ, specifically sudden
declines
4.Diagnosis of Mental
Retardation
5.Assessment of brain
damage in
Neuroscience
6.Recruitment
7.Rehabilitation in
clinical settings for
planning intervention
 “The ability to monitor,
access, express and regulate
one’s own emotions, the
capacity to identify,
interpret and understand
others’ emotions, and the
ability to use this
information to guide one’s
thinking and actions”
EMOTIONAL
INTELLIGENCE
 • Wayne Payne (1986)

• John Mayer and Peter Salovey

• Daniel Goleman
EMOTIONAL QUOTIENT (EQ)
A combination of expertise from Cognitive
Psychology and Computer Science which
focuses on the development of computer
programs that are able to perform
complex tasks like humans.

ARTIFICIAL INTELLIGENCE
Pros and Cons of Artificial
Intelligence

DISCUSSION