Intelligence: Sta. Teresa College

STA.
TERESA COLLEGE
BAUAN BATANGAS
COLLEGE DEPARTMENT
Intelligence
Introduction
The quality of one’s thinking, feeling, and action depends to a large extent
on the level of intelligence one possesses. In fact, intelligence is an illusive word in
the field of psychology that it is not clearly defined. Various authors disagree as to
what intelligence is, how intelligence could exactly be known and how it could be
improved.
Student Learning Objectives (SLO)

 Define intelligence
 Explain the different theories of intelligence
 Discuss the different types of intelligence
Content
Theories of Intelligence
 Intelligence involves the ability to adapt to one’s environment and the capacity
to learn from experience.
 Charles Spearman concluded that there was a common function across
intellectual activities, including what he called ” g ” or general intelligence.
Research has found “g” to be highly correlated with many important social
outcomes and is the single best predictor of successful job performance.
 The current American Psychological Association conceptualizes intelligence as
a hierarchy of lower order intelligence factors with “g” at its apex.
 Emotional intelligence and social intelligence have been positively associated
with good leadership skills, good interpersonal skills, positive outcomes in
classroom situations, and better functioning in the world.
 Savant syndrome demonstrates how an individual who appears to be
intellectually deficient, based on traditional definitions of intelligence, can
display exceptional abilities in a specific area or areas. An individual who has
below-average IQ based on traditional measures, yet displays an exceptional
ability in an area such as math, music, or art.
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COLLEGE DEPARTMENT
 Howard Gardner identified eight specific intelligences (including bodily-
kinesthetic, linguistic, spatial, intrapersonal, interpersonal, musical, naturalist,
and logical-mathematical) and two additional tentative ones (spiritual and
existential).
 Bodily-kinesthetic intelligence: the control and use of one’s body (e.g.,
dance, sports, art, primitive hunting, etc.)
 Linguistic intelligence: the use of language and communication
 Spatial intelligence: visual perceptions and manipulations (e.g., packing
items into a box, reading a map, etc.)
 Intrapersonal intelligence: knowing oneself, emotional awareness,
motivations, etc.
 Interpersonal intelligence: discerning the emotions and motivations of
others
 Musical intelligence: competencies related to rhythm, pitch, tone, etc.,
and areas related to composing, playing, and appreciating music
 Naturalist intelligence: discerning patterns in nature
 Logical-mathematical intelligence: numerical abilities and logical
thinking
 Spiritual intelligence: (tentative) recognition of the spiritual
 Existential intelligence: (tentative) concern with ultimate state of being
 Robert Sternberg’s Triarchic Theory divides intelligence into three

dimensions that work together: componential, experiential, and contextual.
 The componential dimension includes an individual’s mental mechanisms,
and is composed of three parts:
 Metacomponents: processes used in planning, monitoring, and
evaluating the performance of a task. These direct all other mental
activities
 Performance components: strategies in executing a task
 Knowledge acquisition components: processes involved in learning new
things
 The experiential dimension involves the way that individuals deal with the
internal and external world. This dimension looks at how individuals deal with
novelty and the eventual automation of processes. Finally, the contextual
dimension examines how individuals adapt to, shape, and select the external
world around them.
 Psychologist Raymond Cattell first proposed the concepts of fluid and
crystallized intelligence and further developed the theory with his student John
Horn.
 Fluid intelligence involves being able to think and reason abstractly
and solve problems. This ability is considered independent of learning,
experience, and education. Fluid intelligence tends to decline during late
adulthood. Certain cognitive skills associated with fluid intelligence tend
to decline as people reach later adulthood.
 Crystallized intelligence is based upon facts and rooted in
experiences. As we age and accumulate new knowledge and
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BAUAN BATANGAS
COLLEGE DEPARTMENT
understanding, crystallized intelligence becomes stronger.
 Genetics and the environment are so intertwined in their influence on human

intelligence that it remains difficult to determine which, if either, is most
responsible for determining a person’s intelligence.
 Up to 80% of the variation found in adult human intelligence is thought to be
attributable to genetics, despite the fact that it is a complicated, polygenic trait.
 Both sociocultural and biological influences in the environment affect the
development of human intelligence.
History of Intelligence Testing

The abbreviation ” IQ ” comes from the term intelligence quotient, first coined by
the German psychologist William Stern in the early 1900s (from the
German Intelligenz-Quotient). This term was later used in 1905 by Alfred Binet and
Theodore Simon, who published the first modern intelligence test, the Binet-Simon
intelligence scale. Because it was easy to administer, the Binet-Simon scale was
adopted for use in many other countries.
These practices eventually made their way to the United States, where
psychologist Lewis Terman of Stanford University adapted them for American use. He
created and published the first IQ test in the United States, the Stanford-Binet IQ test.
He proposed that an individual’s intelligence level be measured as a quotient (hence
the term “intelligence quotient”) of their estimated mental age divided by their
chronological age. A child’s “mental age” was the age of the group which had a
mean score that matched the child’s score. So if a five year-old child achieved at the
same level as an average eight year-old, he or she would have a mental age of eight.
The original formula for the quotient was Mental Age/Chronological Age x 100. Thus,
a five year-old child who achieved at the same level as his five year-old peers would
score a 100. The score of 100 became the average score, and is still used today.
 The Wechsler scales were the first intelligence scales to base scores on a
standardized normal distribution.
 The Stanford-Binet Intelligence Scale formed the basis for one of the
modern intelligence tests that remains in common use.
 Critics claim that environmental factors, such as quality of education and
school systems, lead to cultural discrepancies in test scores.
 Two supposedly culture-fair intelligence tests are Cattell’s Culture-Fair
Intelligence test and Raven’s Progressive Matrices. These tests focus on
measuring ” g “, or general intelligence, rather than specific skill sets.
 intelligence quotient: A score derived from one of several different
standardized tests attempting to measure intelligence.
 IQ tests calculate a person’s intelligence quotient score, which is based on a
relative scale, measured against an age-based average score.
 g: Short for general intelligence; a construct developed in psychometric
investigations of cognitive abilities that summarizes positive correlations
among different cognitive tasks.
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 psychometrician: A person who designs, administers, and scores tests.
Intellectual Disabilities
An intellectual disability is a significant limitation in an individual’s cognitive
functioning and daily adaptive behaviors.
Types of Intellectual Disability

Intellectual disabilities are categorized by their severity:
 Mild: Approximately 85% of individuals with an intellectual disability fit into
this category. These individuals are often able to acquire sixth-grade level
academic skills. They also often have the skills necessary to live
independently and hold a job, but may need assistance if under unusual
stress. Approximate IQ range 50–69
 Moderate: About 10% of people with intellectual disabilities fit into this
category. These individuals benefit from social skills and vocational training.
They can often learn to travel from place to place independently and hold
an unskilled job with supervision. Approximate IQ range 36–49
 Severe: Only 3%-4% of individuals are in this category. They may be able
to perform some work with supervision and can often function in a
community, living in a group home or with their family. Approximate IQ
range 20–35
 Profound: Approximately 1% are in this category. These individuals have
fundamental mental impairments and need optimal care, which requires a
structured environment with one-to-one supervision by a caregiver. IQ <20
Intellectually Gifted
 A child whose cognitive abilities are markedly more advanced than those of his
or her peers is considered intellectually gifted.
 The level of a child’s giftedness makes a difference in their needs as well;
these levels include advanced learners (IQ of 120-129), moderately gifted
(130-144), highly gifted (145-159), exceptionally gifted (160-179), and
profoundly gifted (180 and greater). Different spheres of giftedness can
include intellectual ability, creative or productive thinking, leadership ability,
and visual or performing arts.
 Gifted children often learn faster than their peers and work independently.
Schools face the challenge of how to handle gifted students academically in
order to keep them challenged and engaged.
Assessment and Evaluation

Read the comprehensive explanation of the lesson on
https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-
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BAUAN BATANGAS
COLLEGE DEPARTMENT
to-intelligence/
Be ready for graded recitation.
References
Intelligence. Lumen Learning. Retrieved December 23, 2020.

https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-
to-intelligence/
Prepared: Checked: Approved:
Dr. AUDREE D. ALDAY Dr. JANET T. COMETA Dr. RANDYM. BAJA

Instructor Department Head Dean
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STA.

Student Learning Objectives (SLO)

 Robert Sternberg’s Triarchic Theory divides intelligence into three

 Genetics and the environment are so intertwined in their influence on human

History of Intelligence Testing

Types of Intellectual Disability

Assessment and Evaluation

Be ready for graded recitation.

Intelligence. Lumen Learning. Retrieved December 23, 2020.

Dr. AUDREE D. ALDAY Dr. JANET T. COMETA Dr. RANDYM. BAJA

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