CHAPTER I VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES

I. Define the following terms: (Ix3=3)

a) Individual differences: refer to distinctiveness and variations among people's characteristics and
behavior patterns.
b) Situationism: human behavior relatively more as a result of influence of external factors.
c) Psychological assessment: it uses systematic testing procedures to evaluate abilities, behaviors
and personal qualities of individuals. Assessment can be formal (objective, standardized and
organized) or informal (open to subjective interpretations).
2. What are different types of psychological attributes? (4)
a) Intelligence: is the global capacity to understand the world, think rationally, and use available
resources effectively when faced with challenges.
Other definitions:

Ability to judge well, understand well and reason well. (Alfred Binet)

The global and aggregate capacity of an individual to think rationally, act purposefully and to deal effectively with his
/her environment. (Wechsler)

The ability to adapt, to shape and select environment to accomplish one's goals and those of one's society and
culture. (Sternbere)

b) Aptitude: It is a combination of characteristics that indicates an individual's capacity to acquire some specific
knowledge or skill after training. For example, a person having high language aptitude can be trained to be a good
writer.

c) Interest: is an individual's preference for engaging in one or more specific activities relative to others.
d) Personality: refers to relatively enduring characteristics of a person that make her or him distinct from others.
e) Values: are enduring beliefs about an ideal mode of behavior.
3. What are different types of Assessment Methods? (4)
a) Psychological Test: is an objective and standardized measure of an individual's mental and/or behavioral
characteristics.

b) Interview: involves seeking information from a person on a one-to-one basis.

) Case-study: is an in-depth study of the individual in terms of her/his psychological attributes, psychological history in
the context of his/her psychosocial and physical environment.
d) Qbservation: involves employing systematic, organized, and objective procedures to record behavioral phenomena
occurring naturally in real time.

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 e) Self-report: is a method in which person provides factual information about herself/himself and/or opinions, beliefs,
etc. that s/he may hold.
4. What are the two approaches on which theories of Intelligence are categorized? (2+2)

PSYCHOMETRIC APPROACH INFORMATION-PROCESSING APPROACH

It considers intelligence as an aggregate It describbes processes people use in intellectual
of abilities. It expresses the individual's reasoning and problem solving. The major focus of
performance in terms of a single index this approach is on how an intelligent person acts.
of cognitive abilities.
One single score of cognitive abilities. Describes how people engage in problem
solving and learning.
Example- Alfred Binet's Uni factor Example- Sternberg's triarchic theory of intelligence,
theory of intelligence. PASS Model, etc.

5. Explain different theories of Intelligence.

a) BINET'S UNI FACTOR THEORY: (2)
One similar set of abilities can be used for solving any or every problem.
This theory came to be disputed when psychologists started analyzing data of individuals.
b) TWO-FACTOR THEORY BY CHARLES SPEARMAN, 1927: (2)
g factor - general factor includes primary mental processes common to all performances.
s factor- specific factor. Athletes, architects, singers have the specific abilities that allow them to excel in their
respective domains.
c) THEORY OF PRIMARY MENTAL ABILITIES BY LOUIS THURSTONE: (3)
States that intelligence consists of seven independent primary mental abilities.
These are: i. Verbal Comprehension (grasping meaning of words, concepts, ideas); i. Numerical Abilities
(speed and accuracy in computational skills): ii. Spatial Relations (visualizing patterns and forms); iv. Perceptual
Speed (speed in perceiving details); v. VWord Fluency (using words fluently and flexibly); vi. Memory (accuracy in
recalling information); vi. Inductive Reasoning (deriving general rules from presented facts).
d) HIERARICHIAL MODEL OF INTELLIGENCE by ARTHUR JENSON: (2)
Level I: Associative learning- in which input is more or less similar to output (Eg- rote learning and memory).

Level ll: Cognitive Competence- that requires high order skills as they change the input to produce an efective
output (Eg creativity).

2|CH AP TER-I: VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES

 e) STRUCTURE OF INTELLECT by J.P GUILFORD: (3)

Guilford proposed a model which classifies intellectual traits among three dimensions: Operations, Contents and
Products.

" Operation x Content xProducts- 6 x 5 x6= 180 cells.

Operations- what the respondent does- cognition, memory recording, memory retention, divergent production,
convergent production.

Contents- information on which intellectual operations are performed. Example- visual, auditory. symbolic, semantic
and behavioral.

Products- refer to the form in which information is processed by the respondent. Example- units, classes, relations,
systems and transformation.

THEORY OF MULTIPLE INTELLIGENCE by HOWARD GARDNER: (6)

INTELLIGENCE DEFINITION EXAMPLES
I. LINGUISTIC Skills involved in production and use of language. Poets and Writers

2. LOGICAL Skills in scientific thinking and critical thinking and problem Scientists, Mathematicians
MATHEMATICAL solving.
3. SPATIAL Skills in forming visual images and paterns. Interior decorator, surgeons
,architects
4. MUSICAL Sensitivity to musical rhythms and patterns. Musicians

5. BODILY Using whole or portions of body flexibly and creatively. Athletes, dancers, actors,
KINESTHETIC Sportspersons.
6. INTERPERSONAL Sensitivity to the behavior of others and their emotions. Psychologists, Counselors.
7. INTERAPERSONAL Awareness about one's own feelings, behavior and motives. Philosophers, Spiritual Leaders
8. NATURALISTIC Sensitivity to the features of the natural world. Hunters, farmers, tourists.

g) TRIARCHIC THEORY by ROBERT STERNBERG (4)

According to Sternberg intelligence is the ability to adapt, to shape and select environment to
accomplish one's goals and those of one's society and culture.
Sternberg gave an information processing model of intelligence.
According to Sternberg there are three types of intelligence.

3|CHAPTER-|: VARIATIONS IN PSYCHOLOG ICAL ATTRIBUTES

 .

Componential- Componential or analytical intelligence is the analysis of information to solve problems.

Component I: Knowledge acquisition- which is responsible for learning and acquisition of the ways of doing things.

Component 2: Metacomponent- Planning concerning what to do and how to do.

Component 3: Performance- which involves actually doing things.

Experiential/CreativeIntelligence- Use of past experiences creatively to solve problems. Persons high on this aspect
integrate different experiences in an original way to make new discoveries and inventions.

Contextual/Practical Intelligence- Ability to deal and adapt to everyday life. It may be called street smartness or
business sense. Persons high on this aspect easily adapt to their present environment or select a more favorable
environment or modify the environment to fit their needs.

h) PASS MODEL OF INTELLIGENCE- by J.P Das, Jack Naglieri, and Kirby (1994). (4)
Intellectual activity involves the interdependent functioning of three neurological systems.
Arousal / attention-Arousal and attention enable a person to process information. Optimal level of arousal
focuses our attention on a particular task. Too little or too high arousal will interfere with attention.
Simultaneous &successive processing
Simultaneous means at the same time. Example- Raven's Standard Progressive Matrices (non
verbal intelligence test) requires the respondent to see all the 6 patterns at the same time to
find the right pattern.

Successive processing - successive means following one another. Example- when children learn
nursery rhymes / poems, recall of one line leads to the recall of other.
Planning- It allows us to think of the possible courses of action, implement them to reach a
target, and evaluate their effectiveness.

Important to note;

Pass Model is an information processing model.

Cognitive Assessment system is a verbal and a non-verbal test of intelligence based on PASS model.

6. What is the role of Nature (genes) or Nurture (environment) on the intelligence of an individual? (4)

Role of Heredity/Genes

4|CHAPTER -I: VARIATIONS IN PSYcHOLoGICAL ATTRIBUTES

 The evidence for hereditary influences on intelligence comes mainly from studies on twins
and adopted children.

IDENTICAL TWINS FRATERNAL TWINS

NATURE OF REARED TOGETHER REARED APART REARED TOGETHER REARED

SIBLINGS APART

CORRELATION +0.90 +0.72 0.60 0.50

I. As you can see in the above table the correlation for identical twins reared together is found
to be +0.90 which is higher as compared to fraternal twins which is found to be 0.60.

Adopted children have a similar intelligence level as their biological rather than adoptive
parents.

This indicates that genes/heredity plays an important role in influencing the intelligence level of
an individual.

Role of Environment

Children of disadvantaged families adopted by rich families tend to show increase in intelligence scores.

This indicates that nutrition, quality schooling and good family environment increases intelligence.

As children grow their intelligence moves towards adoptive parents.

Conclusion

Both heredity/genes/nature and nurturelenvironment play an important role in determining child's intelligence.

7. How can intelligence be assessed? (4)

a) In 1912, William Stern devised the concept of Intelligence quotient.

b) IQ refers to mental age divided by chronological age and multiplied by 100. IQ = MACA x 100

) MA - Mental Age, measure of a person's intelectual development relative to people of her/his

5|CHAP TER -|: VARIATIONS IN PSY CHOLOGICAL ATTRIBUTES

 age group. A mental age of 5 means that a child's performance on an intelligence test equals the
average performance level of a group of 5-year olds.

d) CA- Chronological Age / Biological Age from birth.

e) If MA > CA Superior Intelligence
f) If MA <CA Below average Intelligence

8. What is a Normal Curve? How is it helpful to understand intelligence? (2+4)

a) IQ scores are distributed in the population in such a way that the scores of most people tend to fall in the middle range
of the distribution. Only a few people have either very high or very low scores.

b) The frequency distribution for the IQ scores tends to approximate a bell-shaped curve called the normal curve.

c) This type of distribution is symmetrical around the central value, called the mean.

d) The normal curve helps us to understand the percentage of people with superior intelligence, average intelligence or
intellectual deficit.

e) 50% of the population falls in the average range. 2.2% are intellectually disabled and 2.2 %have very superior
intelligence.

> Important Note: Please refer to page Ilfor the diagram on normal curve and table I.I for
different IQ ranges.
Draw the normal curve to enhance your answer.
9. What are the characteristics of people with Intellectually Deficiency Intelligence? (4)

a) IQ scores are below 70.

b) The American Association on Mental Deficiency (AAMD) views intellectual deficiency as "significantly sub-average
general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the
developmental period."
c) This definition points to three basic features. First, persons having IQs below 70 are judged to have sub-average
intelligence. The second relates to deficits in adaptive behaviour. Adaptive behaviour refers to a person's capacity to
be independent and deal effectively with one's environment. The third feature is that the deficits must be observed
during the developmental period that is between 0 and 18 years of age.

6|CHAP TER-I: VARIA TIONS IN PS YCHOLOGICAL ATTRIBUTES

 d) There can be categories of Intellectual Deficit- Mild (IQ's 55-70), Moderate (IQ's 35-40), Severe (IQ's20-25)and
Profound (IQ's below 20-25).

e) The following areas get affected;

Self-help skills ( feeding, dressing)

Speech and communication

Academics

Social skills ( having friends and learning to adjust quickly )

Vocational /occupational adjustment

Adult living (getting married/having children)

I0. What are the characteristics of people with Intellectual Giftedness/ Superior
Intelligence? (0.5x6=3)

a) IQ scores are 130 or above.

b) Advanced logical thinking, questioning and problem solving behaviour.

c) High speed in processing information.

d) Superior generalization and discrimination ability.

e) Advanced level of original and creative thinking.

f) High level of intrinsic motivation and self-esteem.

g) Independent and non-conformist thinking.

h) Preference for solitary academic activities for long periods.

II. What is the difference between giftedness and talent? (2)

Terms 'talent' and 'giftedness' are often used inter- changeably, they mean different things.

7|CHAPTER-I: VARIATIONS IN PS YCHOLOGIcAL ATTRIBUTES

 TALENT GIFTEDNESS

Talent is a narrower term and refers to Giftedness is exceptional general ability shown
remarkable ability in a specific field (e.g., in superior performance in a wide variety of
spiritual, social, aesthetic, etc.). The areas.

highly talented are sometimes called

'prodigies.

12. What are the different types of Intelligence Tests? (6)

a) VERBAL- Verbal tests require participants to give verbal responses either orally or in a written form. Therefore,
reading and writing is essential. The participant needs to be literate. Example: Wechsler Intelligence Scale for
Children (WISC), Wechsler Adult Intelligence Scale. (WAIS).

b) NON VERBAL- Non-verbal tests use pictures or illustrations as test items. Reading and writing is not essential. The
participants need not be literate. Example: Raven's Progressive Matrices.

c) PERFORMANCE-Respondents are required to manipulate objects &other materials to perform a task. Picture
coding, block design, symbol search are few activities that a respondent may have to do. Example-Kohs' Block
Design Test and WAIS &WISC. The major advantage is that they can be easily administered to persons from
different cultures.

d) CULTURE BIASED TEST-The test developed in a particular country/region may have norms
that can only be used for that particular country. If a culture biased intelligence test is used for a
different population it may yield biased results. Example- WAIS with USA norms if administered
on Indian population.

e) CULTURE FAIR TEST- Tests that do not discriminate against individuals belonging to different
culture. Although it's very difficult to design a test that can be applied equally meaningfully to all
the cultures. In such tests items are constructed in a manner that they assess experiences
common to all cutures or have questions in which language usage is not required. They help
reduce culture bias.

f) INDIVIDUAL TESTS- Individual tests can be administered to one person at a time. Rapport
formation is essential. WAIS and WISC can be administered individually.

8|CHAP TER- I: VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES

 ) GROUP TESTS- Group tests can be administered to more than one person at the same time. It
is not that critical to form a rapport with the test takers. For example- Raven's Standard
Progressive Matrices.

I3. Write a short note on Intelligence testing in India. (3)

OR
Name some Indians who contributed to Intelligence testing in India. (3)
a) S.M. Mohsin made a pioneering attempt in constructing an intelligence test in Hindi in the 1930's.
b) C.H. Rice attempted to standardise the Binet's test in Urdu and Punjabi.
c) Mahalanobis attempted to standardise Binet's test in Bengali.
d) Attempts were also made by Indian Researchers to develop Indian norms for some western tests including RPM,
WAIS, Cube Construction and Kohs' Block Design.
e) Examples of Verbal tests developed in India are- CIE Verbal Group Test of Intelligence by Uday Shankar, Test of
General Mental Ability (Hindi) by M.C. Joshi, The Bihar Test of Intelligence by S.M. Mohsin etc.
) Examples of Performance tests developed in India are-Bhatia's Battery of Performance Tests, Draw-a-Man Test
by Pramila Pathak, CIE Non-Verbal Group Test of Intelligence, etc.
> This question can come as fill in the blanks also.
14. What is the role of culture on intelligence? (6)
Culture is a collective system of customs, beliefs, attitudes, and achievements in art and
literature.

According to Vygotsky, while elementary (basic) mental functions are universal, the manner
in which higher mental functions such as problem solving and thinking operate are largely
culture-produced.
Sternbers notion of contextual or practical intelligence implies that intelligence is a product
of culture.

It's important to note the difference between Technological and Integral Intelligence to
understand the relationship between culture and intelligence.
Technological Intelligence
o Technologically advanced societies adopt child rearing practices that promote skills of
generalization and abstraction, speed, minimal moves and mental manipulation.
o In advanced societies, persons are well-versed in the skills of attention, observation, analysis,
performance, speed and achievement orientation.
o Intelligence tests developed in western cultures look precisely for these skills in individuals.

9|CHAP TER-I: VARIA TIONS IN PS YCHOLOGICAL ATTRIBUTES

 Integral Intelligence
o Intelligence in Indian tradition can be termed as Integral Intelligence.
o It gives emphasis on connectivity with the social and world environment.
o Non-western cultures view intelligence from a holistic perspective where equal attention is
given to cognitive and non-cognitive processes.
> Add the concept of buddhi &four competencies identified as facets of intelligence in the Indian
tradicion. (see Q14)
I5. How is intelligence conceptualized in Indian tradition? (4)

a) Indian thinkers view intelligence from a holistic perspective where equal attention is paid to
cognitive &non-cognitive processes.
b) The Sanskrit word, 'Buddhi comprises of mental effort, feelings, knowledge and
understanding. Buddhi is the knowledge of one's own self based on conscience, will and desire.
Thus the notion of Buddhi has affective and motivational components, besides a strong
cognitive component.

) Indian tradition of intelligence recognizes four important components:

i. Cognitive competence- sensitivity to context, understanding, etc.

ii. Social competence- respect for social order, commitment to elders, the young and the
needy.
iii Emotional competence- self regulation and self-monitoring of emotions.

iv Entrepreneurial competence- commitment, patience, persistence, hard work, etc.

Include the concept of integral intelligence in this question.

I6. What is emotional intelligence? Who gave the concept of emnotional intelligence? (2+|=3)
a) It is a set of skills that underlie accurate appraisal, expression and regulation of emotions.
b) It is the feeling side of intelligence.
) According to Salovey and Mayer, Emotional Intelligence, is the 'ability to monitor one's own and other's emotions,
to discriminate among them and to use the information to guide one's thinking and actions'.
d) Emotional Quotient is used to express Emotional Intelligence.

I7. What is more important for success life high intelligence or high emotional
quotient? (6)

10|CHAP TER-I: VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES

 a) Both EQ &IQ are equally important for success in life.

b) According to Wechsler, intelligence is the global and aggregate capacity of an individual to think
rationally, act purposefully and to deal effectively with his /her environment.

c) Emotional intelligence is a set of skills that underlie accurate appraisal, expression and regulation
of emotions.

d) The concept of Emotional Quotient was given by Salovey and Mayer.

Characteristics of emotionaly intelligent persons are:

a) Sensitive to your own feelings.

b) Sensitive to the emotions of others by noting their body language tone, facial expression.

c) Managing one's emotions of anger, sadness or irritation and taking wise decisions.

d) Regulating one's emotion to live in harmony with others.

e) Relate your emotions to your thoughts so that you take them in account while solving problems
and taking decisions.

Conclusion

I. Only good/high IQ is not important for academic success. A person with high IQ but low EQ
may struggle at work place or family.

II. lt is important to note that even a person with average IQ can be successful if he/she has
reasonably good EQ.

I. A
person identified with intellectual deficit (mild/moderate or profound) may also show deficits
in emotional intelligence.

18. What is the difference between aptitude and interest? Explain with the help of an
example of assessment tools. (1.5+1.5=3)
APTITUDE INTEREST

||CHAPTER-I: VARIATIONS IN PSY CHOLOGIcAL ATTRIBUTES

 . Aptitude- Itis a combination of characteristics I. Interest is a preference for a particular activity.
that indicates an individual's capacity to acquire
specific knowledge or skill after training.

2. Assessment of Aptitude: David's Battery of 2. Assessment of interest -Comprehensive interest and

Differential Abilities: numerical ability, verbal schedule (CIS) by Dr. Sanjay Vohra helps students to
comprehension, mechanical, clerical, closure, make right vocational choices.
spatial, psychomotor, and reasoning.

19. What is the difference between independent and multiple aptitude tests? (2)

OR

What is the difference between generalized and specialized aptitude tests? (2)

Clerical, mechanical, numerical and typing aptitude tests are independent aptitude (Specialized) tests.
Multiple aptitude (generalized) tests exist in the form of test batteries which measure aptitude in
several separate but homogeneous areas. Differential aptitude tests, The General Aptitude Test
Batteries, The Armed Services Vocational Aptitude Battery are very well known aptitude test batteries.

20. How is creativity related to intelligence? (6)

Creativity is the ability to produce ideas, objects and problem solutions that are novel and
appropriate. According to Wechsler, intelligence is the global and aggregate capacity of an individual
to think rationally, act purposefully and to deal effectively with his /her environment.

Terman found that people with high lQ are not necessarily creative. Creative ideas could come
from those who are not having high IQ.

Researchers have found that both high and low level of creativity can be found in highly
intelligent children and also children of average intelligence. The same person thus can be
creative as well as intelligent, but it is not necessary that intelligent ones must be creative.
Intelligence thus does not ensure creativity.

Researchers have found that relationship between creativity and intelligence is positive. All
creative acts require some minimum ability to acquire knowledge and capacity to comprehend,

12|CHAPTER-I: VARIATIONS IN PSY CHOLOGICAL ATTRIBUTES

 retain and retrieve. An artist must understand the effect that will be produced by a particular
technique of painting.

Creativity tests permit the person to think of different answers to the questions or problems in
terms of his/her experience. Therefore, there is freedom to use one's imagination and express it
in original ways (Divergent Thinking). This is contrary to the tests of intelligence, the person has
to think of the right solution to the problem and focus is on assessing abilities such as memory,
logical reasoning, accuracy (Convergent Thinking).

Tests like Raven's progressive Matrices, VWechsler Adult Intelligence Test, Koh's Block Design
can be used to assess intelligence.

VI. There are many tests that are used to assess creativity; Torrence test of creative thinking, Baqer
Mehdi creativity test for children.

21. What is the difference between tests of creativityand tests of intelligence? Give
examples of each category. (2+1)
OR

What does the tests of creativity and intelligence measure? (3)

a Creativity tests permit the person to think of different answers to the questions or problems in

terms of his/her experience. Therefore, there is freedom to use one's imagination and express it in
original ways (Divergent Thinking). This is contrary to the tests of intelligence, the person has to
think of the right solution to the problem and focus is on assessing abilities such as memory, logical
reasoning, accuracy (Convergent Thinking).

Tests like Raven's progressive Matrices, Wechsler Adult Intelligence Test &Kohs' Block Design can
be used to assess intelligence.

c. There are many tests that are used to assess creativity: Torrence test of creative thinking, Baqer
Mehdi creativity test for children.

22. How do we explain variations in the potential of creativity? (2)

a. Variations can be attributed to the complex interaction of heredity and environment. Limits of the
creative potential are set heredity.
a. Environmental factors stimulate the development of creativity. Opportunities need to be provided

13|CHAPTER - VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES

 before individuals can manifest their hidden potential for creativity.
b. Important factors determined by the environment are motivation, commitment, family support,
peer influence and training opportunities etc.
23. How can creativity be expressed in earty childhood period? (3)
b. Research literature suggests that children begin to develop their imagination during the early years
of childhood but they express creativity mostly through physical activities and in non-verbal ways.
When language and intellectual functions are fully developed and store of knowledge is adequately
available, creativity is expressed through verbal modes too.
d. Those who are outstanding in their creativity may give an indication about the direction in which
their creativity lies through their self-chosen activities.
e. In some cases, however, opportunities need to be provided before they can manifest their hidden
potential for creativity.

14|CHAPTER - I: VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES