INTELLIGENCE

DEFINITION:
• In psychology, intelligence is typically defined as the ability to acquire
and apply knowledge and skills. It involves the capacity for reasoning,
problem-solving, understanding complex ideas, learning from
experience, adapting to new situations, and using language
effectively.
• Intelligence is a multifaceted concept that can be measured and
assessed in various ways, including through standardized tests like IQ
tests. However, there are also other theories of intelligence that
emphasize different aspects, such as emotional intelligence, social
intelligence, and practical intelligence.
• Intelligence is the global capacity to :
i- understand the world
ii- think rationally
iii- face challenges

• Intelligence is a key construct employed to know how individuals differ from one
another.
• It also provides an understanding of how people adapt their behavior according to
the environment they live in.
• Psychological notion of intelligence is quite different from the common sensual
notion of intelligence.
• If you watch an intelligent person, you are likely to see in her/him attributes
like mental alertness, ready wit, quickness in learning and ability to
understand relationships.
• The oxford dictionary explains intelligence as the power of perceiving
learning, understanding, and knowing.
• Early intelligence theories also used these attributes in defining
intelligence.
• Alfred Binet was one of the first psychologists who worked on intelligence.
• He defined intelligence as the ability to judge well, understand well, and
reason well.
THE ORIGIN OF INTELLIGENCE
TESTING :
• Intelligence testing in psychology has its origins in the late 19th and
early 20th centuries.
• One of the earliest pioneers in this field was Sir Francis Galton’s, a
cousin of Charles Darwin, who conducted research on the heritability
of intelligence tests in the late 1800s.
• Galton’s work laid the foundation for the concept of mental testing
and contributed to the development of subsequent intelligence tests.
• Following on from Galton’s research in the 1890s, the psychologist
James McKeen Cattell developed a series of mental tests to measure
a person’s intelligence.
• Later in 1904, the most famous early example in IQ test history was
created by Alfed Binet.
Alfred Binet developed the world’s first official IQ test.
• His original test has played an important role in how intelligence is
measured, as well as the future development of additional tests that
are still in use today.
ASSESSMENT OF INTELLIGENCE :
• IQ Test:
• An IQ test, or intelligence quotient test, is a standardized assessment tool designed to
measure a person’s cognitive abilities relative to their peers.
• IQ tests typically assess various aspects of intelligence, including verbal comprehension,
perceptual reasoning, working memory, and processing speed.
• The concept of IQ originated from the work of Alfred Binet and Theodore Simon, who
developed the Binet-Simon Scale in the early 20th century to identify students who might
need extra help in school.
• The IQ score is calculated based on the performance of an individual on the test relative
to the performance of others in the same age group. The average IQ score is set at 100,
with scores above or below indicating above-average or below –average intelligence,
respectively.
• IQ=MA/CA x 100 (mental age/ chronological age x 100)
 Types of IQ tests
• There are several type of IQ test, with the most well-known being the
Stanford- Binet Intelligence Scales and the Wechsler Intelligence Scales.
• These tests typically consist of a series of tasks or questions that assess
different cognitive abilities, such as vocabulary, reasoning, and problem-
solving skills.
• The tasks may include verbal questions, visual puzzles, and mathematical
problems, among others.
• IQ tests are used in various settings, including schools, clinics, and
research studies, to assess cognitive abilities and inform decision-
making.
• However, it’s important to note that IQ tests have limitations and may
not capture the full range of human intelligence or accurately predict
an individual’s potential for success in life.
• Additionally, factors such as cultural background, education, and
socioeconomic status can influence IQ test performance.
 Theories of intelligence
• Psychologists have proposed several theories of intelligence.
• Theories can be broadly classified as either representing a
psychometric/ structural approach or an information processing
approach.
• The psychometric approach considers intelligence as an aggregate of
abilities.
• It expresses the individual’s performance in terms of a single index of
cognitive abilities.
 THEORIES OF
INTELLIGENCE

Information Processing Approach:

Psychometric/Structural Approach: 1. Studying cognitive function
Aggregate of cognitive skills underlying cognitive behavior
2. How an intelligence person works?
• On the other hand the information-processing approach describes
the processes people use in intellectual reasoning and problem
solving.
• The major factors of this approach is on how an intelligent person
act.
• Rather than focusing on structure of intelligence or its underlying
dimensions, information-processing approaches emphasis studying
cognitive functions underlying intelligent behavior.
• We will discuss some representative theories of these approaches.
• We mentioned above that Alfred Binet was the first psychologist who tried
to formalize the concept of intelligence in terms of mental operations.
• Prior to him, we find the notion of intelligence described in general ways in
various philosophical treatises available in different cultural traditions.
• Binet’s theory of intelligence was rather simple as it arose from his interest
in differentiating more intelligent from less intelligent individuals.
• He, therefore, conceptualized intelligence as consisting of one similar set of
abilities which can be used for solving any every problem in an individual’s
environment.
• His theory of intelligence is called Uni or One factor theory of intelligence.
UNI-FACTOR THEORY
Set of abilities

ALFRED BINET
Intelligent (yes or
no?)

First to give theory of

intelligence
• This theory came to be disputed when psychologists started analyzing data of
individuals, which was collected using Binet’s test.
• In 1927, Charles Spearman proposed a two-factor theory of intelligence
employing a statistical method called factor analysis.
• He showed that intelligence consisted of a general factor (g- factor) and
some specific factors (s-factors).
• The g- factor includes mental operations which are primary and common to
all performances.
• In addition to the g-factor, he said that there are also many specific abilities.
• These are contained in what he called the s-factor.
• Excellent singers, architects, scientists, and athletes may be high on g-factor,
but in addition to this, they have specific abilities which allow them to excel in
their respective domains.
• Spearman’s theory was followed by Louis Thurstone’s theory.
• He proposed the theory of primary mental abilities.
• It states that intelligence consists of seven primary abilities, each of which is
relatively independent of the others.
• These primary abilities are:
• (i) Verbal Comprehension (grasping meaning of words, concepts, and ideas).
• (ii) Numerical Abilities (speed and accuracy in numerical and computational
skills).
• (iii) Spatial Relations (visualizing patterns and forms).
• (iv) Perceptual Speed (speed in perceiving details).
• (v) Word fluency (using words fluently and flexibly).
• (vi) Memory (accuracy in recalling information), and
• (vii) Inductive Reasoning (deriving general rules from presented
facts).
 Verbal

THEORY OF PRIMARY MENTAL ABILITIES

Comprehension
Numerical
Abilities

Louis Thurstone
Spatial Relations

Perceptual Speed

Word fluency

Memory

Inductive
Reasoning
• Arthur Jensen proposed a Hierarchical Model of intelligence
consisting of abilities operating at two levels, called level I and level II.
• Level I is the associative learning in which output is more or less
similar to the input (e.g., rote learning and memory).
• Level II: Called cognitive competence, involves higher-order skills as
they transform the input to produce an effective output.
 HIERACHIAL MODEL OF INTELLIGENCE
Arthur Jensen

LEVEL 2
LEVEL 1
Output > Input
Output = Input
(HOTS – Higher Order Thinking Skills)
(Rote learning)
Cognitive competence
Associative learning
 Assessment of intelligence
• Assessment of intelligence in psychology refers to the process of
measuring an individual’s cognitive abilities, problem-solving skills,
memory, reasoning, and other intellectual capacities.
• Intelligence assessments aim to provide insights into an individual’s
intellectual functioning, strengths, weaknesses, and potential for
learning and achievement.
• Standardized Intelligence Tests:
• Standardized intelligence tests, such as the Wechsler Adult
Intelligence Scale (WAIS) or the Stanford-Binet Intelligence Scales, are
widely used tools for assessing intelligence.
• These tests consist of a series of tasks or items that measure various
aspects of intelligence, including verbal comprehension, perceptual
reasoning, working memory, and processing speed.
• Non- verbal Intelligence Tests:
• Non- verbal intelligence tests, such as the Raven’s Progressive
Matrices or the Culture Fair Intelligence Test, assess cognitive abilities
without relying heavily on language.
• These tests typically include tasks that measure spatial reasoning,
visual-spatial skills, and abstract problem-solving ability.
• Observational Assessments:
• Observational assessments involve observing an individual’s behavior, interactions,
and problem-solving approaches in real-world or simulated situation.
• Psychologists may use structured or unstructured observations to assess intelligence
in children, adolescents, or adults.
• Performance- Based Assessments:
• Performance-based assessments require individuals to demonstrate their cognitive
abilities through hands-on tasks or activities.
• These assessments may include tasks such as building blocks, assembling puzzles, or
completing complex projects that require planning, organization, and problem-
solving.
• Cognitive Interviews:
• Cognitive interviews involve engaging individuals in structured or semi-
structured conversations to assess their thought processes, reasoning
abilities, and problem-solving strategies.
• Psychologists may use cognitive interviews to explore how individuals
approach and solve problems, their decision-making processes, and their
ability to think critically and analytically.

Overall, intelligence assessment encompasses a variety of methods and

techniques aimed at evaluating an individual’s cognitive abilities, problem-
solving skills, and intellectual potential.
These assessments provide valuable information for understanding an
individual’s strengths and weaknesses, guiding educational planning,
and informing interventions to support cognitive development.