Unit7 Intell

INTELLIGENCE
Definition of Intelligence:
David Wechsler’s
“ The global capacity of the individual

to think rationally, act purposefully, and
to deal effectively with his/her
environment”.
2
Spearman ‘g’ Factor Theory
 Spearman (1904) provided a solution by
applying a mathematical technique called
factor analysis to testing mental ability
 Results showed a single common factor in the

analysis called g for general intelligence
 George Spearman reported findings supporting the
idea that performance on any test of mental ability
was based on a single general ability factor that he
termed “g”
 Spearman also believed that performance on any test

of mental ability required the use of a specific ability
factor that he termed “s”
s
Logical
s Mechanical g Spatial s
Arithmetical
s
Conflicting theories have led
many psychometric theorists to
propose hierarchical theories of
intelligence that include both
general and specific components
James’ McKeen Cattell’s View of
Intelligence – Intelligence as a Few Basic Abilities
1. Fluid Intelligence
Intelligence that reflects information-processing
capabilities, reasoning, and memory.
› The ability to think on the spot and solve novel problems

› The ability to perceive relationships
› The ability to gain new types of knowledge
E.g. road trip from your home town to other place.

2. Crystallized Intelligence
The accumulation of information, skills, and
strategies that are learned through experience and
can be applied in problem-solving situations.
› Factual knowledge about the world

› The skills already learned and practiced
 Examples
 Arithmetic facts, calculating mathematical problems
 Knowledge of the meaning of words
 State capitals
 writing a novel
How is Intelligence
Measured?
The first Intelligence test was
created by Binet and Simon using
simple tasks to distinguish children
who would do well in school from
those who wouldn’t
Binet and Simon used Mental age to

distinguish “bright” from “dull” children
 First mental test was devised to differentiate b/w
‘educable’ and ‘trainable’
 1905, the first Binet-Simon Scale was made (30

problems- judgment, comprehension & reasoning)
 1908, number of test increased
 1911, minor revisions (year of Binet’s death)
 1916, Stanford-Binet Intelligence Scale

i. Stanford-Binet Intelligence Scale
 L. M. Terman revised Simon and Binet’s test
and published a version known as the
Stanford-Binet Test in 1916.
 Performance was described as an intelligence

quotient (IQ) (for the first time) which was
imply the ratio of mental age to chronological
age multiplied by 100:
IQ=MA/CA x 100
 This test measures things that are necessary for school success
 Binet’s test is a set of age-graded items
 Adaptive Testing
› Determine the age level of the most advanced items that a

child could consistently answer correctly
› Children whose mental age equal their actual or chronological
age were considered to be of “regular” intelligence
Measuring Intelligence
 At any age, children who are average will have

an IQ of 100 because their mental age equals
their chronological age.
ii. Wechsler Intelligence Scale
 Wechsler Intelligence Scale for Children-Third

Edition (WISC-III)
 Used with children 6 to 16 ½ years
 Wechsler Adult Intelligence Scale-revised Edition
(WAIS-R)
 Used with people 16 and older
 Wechsler Preschool and Primary Scale of
Intelligence (WPPSI)
 Used with children of ages 4-6 ½ years
WISC-III
 Provides a profile of someone’s strengths and weaknesses
 Each test is made of 12 parts

› Each part begins with the simplest questions and
progresses to increasingly difficult ones
› Performance Scale (5 subscales)

 Spatial and perceptual abilities
 Measures fluid intelligence
› Verbal Scale (6 subscales)

 General knowledge of the world and skill in using
language
 Measures crystallized intelligence
ii. Similarities
Measures a child's ability to categorize
 Example: In what way are wool and cotton alike?

 In what way are a lion and a tiger alike?
iii. Arithmetic
Measures the ability to solve computational math
problems
 Example: If I buy 6 cents worth of candy and

give the clerk 25 cents, I would get _________
back in change?
iv. Digit Span
Measures short-term auditory memory
v. Vocabulary
Measures the ability to define words
 Example: What does “telephone” mean?
vi. Comprehension
Measures the ability to answer common sense questions
 Example: Why do people buy fire insurance?

 What should you do if you see someone forget his
book when he leaves a restaurant?
 What is the advantage of keeping money in a bank?
Performance IQ is based on:
vii. Coding
Copying marks from a code; visual rote learning
viii. Picture Completion

Telling what's missing in various pictures
 Example: Children are shown a picture, such as a car with no
wheels, and are asked: What part of the picture is missing?
ix. Picture Arrangement

Arranging pictures to tell a story
x. Block Design
Arranging multi-colored blocks to match printed
design
 Example: Using the nine blocks, make one just
like this
xi. Object Assembly
 Putting puzzles together - measures nonverbal fluid
reasoning
 Example: If these pieces are put together correctly,
they will make something. Go ahead and put them
together as quickly as you can.
Measuring Intelligence-Benefits
 Intelligence tests have proved to be of great
benefit in identifying students in need of
special attention
› in school,
› diagnosing cognitive difficulties,
› helping people make optimal educational
and vocational choices.
The Intellectually Gifted
 Accounting for 2%–4% of the population,
 the intellectually gifted have IQ scores greater
than 130.
 The intellectually gifted are most often:
› outgoing,
› well-adjusted,
› healthy,
› popular
› people who are able to do most things better than
the average person can
1. Gardner’s Multiple Intelligence
 He expanded the conception of intelligence
with his theory of multiple intelligence
 Gardner utilized case study method in

studying intelligence and identified
Eight kinds of intelligence:

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INTELLIGENCE

“ The global capacity of the individual

 Results showed a single common factor in the

 Spearman also believed that performance on any test

› The ability to think on the spot and solve novel problems

E.g. road trip from your home town to other place.

› Factual knowledge about the world

Binet and Simon used Mental age to

 1905, the first Binet-Simon Scale was made (30

 1908, number of test increased

 1911, minor revisions (year of Binet’s death)

 1916, Stanford-Binet Intelligence Scale

 Performance was described as an intelligence

 Binet’s test is a set of age-graded items

› Determine the age level of the most advanced items that a

 At any age, children who are average will have

 Wechsler Intelligence Scale for Children-Third

 Each test is made of 12 parts

› Performance Scale (5 subscales)

› Verbal Scale (6 subscales)

 Example: In what way are wool and cotton alike?

 Example: If I buy 6 cents worth of candy and

 Example: Why do people buy fire insurance?

viii. Picture Completion

ix. Picture Arrangement

 Gardner utilized case study method in

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