Module: IV Intelligence

Concept of Intelligence

The psychologists do not hold uniform view on the concept of intelligence. Different
psychologists have accepted it in the form of ability of different mental activities, and some
psychologists have taken it in the form of capacity of different mental activities. It is evident that
they accept intelligence in the form of mental activities. All the methods which have so far been
developed to measure intelligence, measure only the mental activities of a person and on the
basis of the same the intelligence of a person is determined. In that sense, the mental activities
will amount to be intellectual activities. The psychologists will have to understand the activities
of brain, mind and intelligence separately, only then they will be able to discover the true
concept of intelligence.

Nature and Characteristics of Intelligence

All psychologists are not in agreement as regards the structure of intelligence. However, the
facts that they have made out in respect of intelligence, may be considered as the nature and
characteristics of intelligence.

1. Intelligence is Hereditary Capacity: Western psychologist Burt, Shields, Seal, Jenson and
Schocaley, on the basis of their experiments reached the conclusion that human intelligence is
hereditary. As the height of a person depends on the hereditary genes, in the same way, his
intelligence is also depends on hereditary genes.

2. Environment is Important for Proper Development of Intelligence: Western psychologists

Dwirsk, Mcland, Gaig and Common on the basis of their experiments reached the conclusion
that suitable environment is necessary for the development of hereditary intelligence. As the
height of a person is determined by hereditary genes, but needs proper nutrition for its
development, in the same way, development of intelligence requires suitable social and
educational environment.

3. Development of Human Intelligence is Completed by the Age of 20: Western psychologist

Pintner made out this fact on the basis of his study that the development of hereditary

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intelligence is completed by the end of 16 years. According to some other psychologists, the
development of intelligence is completed by the age of 20 years, after this there is no increase in
the intelligence quotient (I.Q.).

4. Yogic Exercise can Enhance Hereditary Intelligence: As contrary to the conclusions of the
western psychologists, the Indian yoga psychologists claim that hereditary intelligence of a
person can be enhanced from 30 to 45% with the use of yogic exercise and this fact has now
been accepted by the western psychologists too.

5. Gender Causes no Difference in Intelligence: Western psychologists Kole and Brush on the
basis of their experiments concluded that there is no difference in intelligence on the basis of
gender, and this fact is accepted by all.

Types of Intelligence

Psychologist Thorndike mentioned three types of intelligence : motor or mechanical

intelligence, abstract intelligence and social intelligence. Garette named motor or mechanical
intelligence as concrete intelligence. At present, these three are considered to be the types of
intelligence.

1. Concrete Intelligence: The intelligence that assists the human beings in understanding the
structure and act accordingly is termed concrete intelligence by Thorndike. It is concrete because
it helps in understanding the concrete objects and performing concrete activities. Such
intelligence is also called motor intelligence or mechanical intelligence. The children endowed
with more of this intelligence, take special interest in breaking and joining of objects. They also
take interest in other physical activities, such as games, dance, etc. Such children become Notes
skilled artisans and engineers.

2. Abstract Intelligence: The intelligence that helps the human beings in acquiring bookish
knowledge, knowledge about different facts, thinking and finding out solutions to problems, has
been termed as abstract intelligence by Thorndike. It is abstract because it is helpful in abstract
contemplation and problem-solving. The children endowed with more of this type of intelligence
take more interest in book study and contemplation. Such children become good advocates,
doctors, teachers, composers, artists and philosophers.

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3. Social Intelligence: The intelligence that helps the human beings in adjusting in the society
and taking part in social activities has been termed as social intelligence by Thorndike. The
children endowed with more of this type of intelligence adjust with family members, friends and
fellow-students and take interest in social activities. Such children become good businessmen,
social workers and politicians.

Measurement of Intelligence

The history of intelligence measurement is very long. In the ancient times in our country, the
estimate of a person’s intelligence was taken from his ability to learn, memorise, reason and
imagine. After the development of astrology, the horoscope was studied to tell whether a person
will possess high, medium or low intelligence. The palmists tell this fact by reading the lines on
palms. Some people are able to estimate a person’s intelligence by looking at the structure of
face, nose, ear and forehead. Measurement of children’s intelligence by asking riddles is a
common method. But all these methods only estimate which person is intelligent and who is not;
but it cannot be told how much intelligent one is.

Binet and Simon considered mental activities such as decision, memory, reasoning and
numerical abilities as the basis of intelligence measurement. They constructed several questions
related to these activities and administered them on several children. Finally, they selected only
30 questions and arranged them in order of difficulty from easy to difficult and gave them the
shape of an intelligence test. This test was published in 1905. After this in 1911, they published
its amended form. In the Binet-Simon test, a child who answers all the questions meant for his
age group correctly is of general intelligence, and the child who also answers some questions
determined for children above his age, is of high intelligence; and the child who is not able to
answer the questions determined for his age group is considered of low intelligence. At that time,
William Stern had suggested the use of intelligence quotient (I.Q.). I.Q. is obtained by dividing

Child’s mental age by his chronological age and multiplied by 100.

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Types of Intelligence

Test Intelligence tests are classified on two bases: number of subjects or examinees, and forms
of presentation of the tests. Intelligence tests are divided into two categories on the basis of
number of the subjects or examinees: individual intelligence tests and group intelligence tests.
They are also classified into two types on the basis of their presentation: verbal intelligence tests
and non-verbal intelligence tests. These two classifications of intelligence tests can be
understood by the following chart collectively:

Intelligent Tests
Individual Intelligent Tests Group Intelligent Tests

Verbal Intelligent Non-Verbal Group Intelligent Non-Verbal

Tests Intelligent Tests Tests Group Intelligent Tests

Individual and Group Intelligence Tests

The intelligence tests are divided into two types on the basis of number of subjects or examinees:
individual intelligence tests and group intelligence tests.

1. Individual Intelligence Test: These are those intelligence tests which can be administered on
only one subject or examinee at one time. In these tests, the examiner first establishes rapport
with the subject and brings him into normal mental condition; he frees him from all kinds of
fears and anxieties. After this, he gives directions about the test, and at last, asks him to answer
the questions included in the test. Some of the important tests of this type are: Stanford-Binet test
of Intelligence, Wechsler Intelligence Scale, Merril and Palmer Intelligence Scale, Pinter

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Peterson Performance Scale, Merril-Palmer Block Building Test and Porteus Maze Test. The
chief characteristic of these tests is that there is establishment of rapport between the examiner
and the examinee in their administration, the examinee is free from all kinds of fears and
anxieties, and he answers in normal state of mind.

2. Group Intelligence Test: These are those intelligence tests which can be administered one
large number of subjects at a time. The administration of these tests does not require the
examiner to establish rapport with the subjects. He distributes the intelligence tests himself or
gets them distributed. The directions about the test are printed on the tests themselves, or they are
printed separately for distribution. Some of such important tests are: Army Alpha Test, Burt’s
Group Intelligence Test, Jalota’s Intelligence Test, Raven’s Progressive Matrix, Cattell’s Culture
Free Test and Army Beta Test.

The chief characteristic of these tests is that they can be constructed and standardized easily.
Second, their administration is easy, and does not require specialists. Third, their administration
can be done on hundreds of subjects together at one time. As a result, their administration needs
less time, energy and money; they are less expensive. Fourth and last, they are especially suitable
for selection and classification of students and persons.

These tests have their own limitations and shortcomings also. First, the examiner and the subjects
do not have direct contact, so the intellectual behaviour of the subjects cannot be deeply studied.
Second, it is difficult to administer such tests on tiny children, dull children and problem persons.
Third, their validity and reliability is less. Fourth, there are chances of copying in the
administration.

Use of Intelligence Test

At present’ the intelligence tests are used in several fields. The important fields include
education, industry, commerce, defense services and research. Utility in the Field of Education,
intelligence tests are most used. They are chiefly used for the following tasks:

(1) For selection of students for admission.

(2) For classification of students after admission.

(3) For identifying backward and superior students.

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(4) For arranging education for special children.

(5) For diagnosis and remedy of problem children.

Limitation of Intelligence Test

All the intelligence tests that have been constructed so far are marked with a question mark as to
how correctly they are able to measure intelligence. The first thing in this context is that the
psychologists are not in agreement regarding the form of intelligence. Second, they have not
been able to differentiate among activities of the mind, brain and intellect. Third, the factors on
the basis of which they measure intelligence are not complete in themselves. Clarification is as
under:

(1) Most of the intelligence tests measure limited factors, so they cannot be used to measure
intelligence of a person correctly.

(2) Most of the intelligence tests measure general intelligence (G), so they cannot measure the
intelligence or a person correctly.

(3) The obtained marks in intelligence tests are affected by several factors, so they cannot
measure the intelligence of a person correctly.

(4) Intelligence tests are prepared on the basis of small samples, so they cannot be used to
measure the intelligence of a large group correctly.

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