Insights into Theories and Definitions of Intelligence
Theories
of
Intelligence and
Tests
of
intelligence
Dr
Defining
intelligence
Binet (1916)
defined
it as the
capacity
to
judge well,
to
reason
well,
and
to
comprehend
well.
Terman
(1916)
defined
it as
the capacity
to
form
concepts
and
grasp
their
significance.
Pintner (1921)
defined
it
as the
ability of
an individual
to
adapt
well
to
new
situations
in
life
Thorndike
(1921)
defined
it as the
power
of
good
responses
from
the
point
of
view of
truth
or
fact
Thurstone
(1921)
defined
it as the
capacity
to
inhibit instinctive response,
imagine a
different
response,
and
realize
the
response
modification
into
behavior
Spearman (1923)
defined
it
as a
general
ability
involving
mainly
the
ability
to
see
relations
and
correlates
Defining
intelligence
Piaget
(1972)
defined
it as
referring
to
the
superior
forms
of
organization
or
equilibrium
of
cognitive
structuring used
for
adaptation
to
the
to
the
physical
and social
environment
Sternberg
(1985)
defined
it
as the
mental
capacity
to
automatize
information processing
and
to
emit
contextually
appropriate behavior
in
response
to
novelty
Gardner (1986)
defined
it
as
the ability
to
solve problems
or
fashion products
valued
within some
setting
Wechlser
(1939)
defined
“it
as
the
aggregate
or
global capacity
of
an
individual
to
act
purposefully,
think
rationally,
and deal
effectively
with the
environment”
Definit
i
on
Aggregate
and
Global
implies it is revealed
by
an
individual behaviour as a
whole.
Purposeful
implies
that
intelligent
behaviour
is goal
directed which
is based
on
drives
and
incentives.
•
Charles
Spearman’
Two
factor
theory
His
hypothesis
is all
intellectual
tasks must
entail
the
exercise
of
a
factor
known
as
general
intelligence(g
factor)
In
examining
correlation
of
various subsets
of
intelligence,
he
found
that
certain
subsets
tend
to
correlate
higher
than
others
Each
individual
type
of
item
requiring
"specific
factor"
called
"S"
factor
.
•
Two
Factor
Theory
An
individual
has
overall
supply
of
mental
energy
and
the
"S"
factor
is
invoked
for
specific
purpose
as
neurological
engine.
He
thought
that
it
can
be
represented
by
a
single
number.
•
LouisThrustone
He
contributed
that
Spearman’s
g
factor
consists
of
seven
sub
factors
(
Primary
mental
abilities)
Verbal
comprehension
word
fluency
Numerical
ability
spatial
Visualization
associative
memory
perceptual
speed
Inductive
reasoning
•
Cattell
&
Horne
Fluid
Intelligence
characterized by
Biological
factors
capacity
to
learn
new
ways
of
solving
problems
and
performing
activities
Decreases
with
age
Crystallized
Intelligence
More characterized by
environment
accumulated knowledge
of the
world
we
have
acquired
throughout
our
lives
increases
with
age
A
n
a
l
y
t
i
c
a
l
i
n
t
e
l
l
i
g
e
n
c
e
B
a
s
i
c
i
n
f
o
r
m
a
t
i
o
n
p
r
o
c
e
s
s
i
n
g
s
k
i
l
l
s
C
r
e
a
t
i
v
e
i
n
t
e
l
l
i
g
e
n
c
e
A
b
i
l
i
t
y
t
o
d
e
a
l
w
i
t
h
n
o
v
e
l
v
e
r
s
u
s
r
o
u
t
i
n
e
p
r
o
b
l
e
m
s
P
r
a
c
t
i
c
a
l
i
n
t
e
l
l
i
g
e
n
c
e
A
b
i
l
i
t
y
t
o
a
d
a
p
t
t
o
d
i
f
f
e
r
e
n
t
c
o
n
t
e
x
t
s
,
a
n
d
t
o
s
e
l
e
c
t
a
n
d
s
h
a
p
e
c
o
n
t
e
x
t
s
Robert
Sternberg's
Triarchic
Theory
Howard
Gardner’s
Theory
of
Multiple
Intelligences
Gardner
(1983,
1999)
supports
Thurstone’s
idea
that
intelligence
comes
in
multiple
forms.
Gardner
noted
that
brain
damage
may
diminish
one
type
of
ability
but
not
others
e.g.,
savants.
8
types
of
intelligence
speculates
about
a
9th
–
“existential intelligence"
=
ability
to
think
about
the
question
of
life,
death
and
existence.
Howard
Gardner’s
Theory
of
Multiple
Intelligences
I
n
t
e
l
l
i
g
e
n
c
e
D
e
s
c
r
i
p
t
i
o
n
L
i
n
g
u
i
stic
The
ability
to
speak and
write
well
Logico-mathematical
The
ability
to
use logic
and
mathematical skills
to
solve
problems
S
pa
ti
a
l
The
ability
to
think and reason
about
objects
in
three
dimensions
Mus
i
cal
The
ability
to
perform and enjoy
music
Kinesthetic
(body
The
ability
to
move
the
body in sports, dance, or
other
physical
activities
Interpersonal
The
ability
to
understand and interact effectively
with
others
Intrapersonal
The
ability
to
have insight into
the
self
Howard
Gardner’s
Theory of Multiple
Intelligences
1
8
Principles
of
Test
Construction
For
a
psychological test
to be
acceptable
it
must
fulfill
the
following
three
criteria
:
1.
Standardization
2.
Reliability
3.
Validity
1
9
Standardization
•
The
standardization
of a
test involves
giving
it
to
a large
number of people at
different
ages and
computing
the
average
score
on
the
test
at each age
level
.
•
important that intelligence
tests
be
standardized
on a
regular
basis
•
FLYNN
EFFECT -
In the
past
60
years,
intelligence
scores
have
risen
steadily
by an
average
of 27
points.
FLYNN
EFFECT
2
1
Normal
Curve
Standardized tests establish a
normal
distribution of
scores on a tested
population
in a
bell-shaped
pattern called the
normal
curve
.
2
2
Reliability
A
test
is
reliable
when it
yields
consistent
results.
To
establish
reliability
researchers establish
different
procedures:
1.
Split-half
Reliability:
Dividing
the test into
two
equal
halves
and
assessing
how
consistent the scores
are.
Test-Retest
Reliability:
Using the same test
on
two
occasions to
measure
consistency.
2.
2
3
Validity
•
Validity
of a
test
refers
to
what
the
test
is
supposed
to
measure
or
predict
•
that
they actually
measure intelligence
rather
than
something
else
H
i
s
t
o
r
y
o
f
I
n
t
e
l
l
i
g
e
n
c
e
T
e
s
t
i
n
g
1.
Head Circumference
(Francis
Galton
1880)
– first attempts to measure
intelligence
2.
Binet-Simon
(Alfred Binet 1909) –
first
“intelligence
test”
comissioned by French gov to
separate
children into vocational vs academic
schooling
did
not design test to measure
‘intelligence’
created concept of mental age
(MA)
30
items
of
increasing difficulty
-
1905
Revision
1908 –
age
specific
versions
These
were
developed
to
identify
children
who
needed
‘special’
education
-
Binet
believed
that
IQ
could
be
increased
by
education
3.
Lewis
Terman
(1916-72) first
U.S.
intelligence
test
Interested in gifted
children
translated
and modified
Binet’s
scale
Heavy reliance on
vocabulary/language
skills
incorporated old items from the
Binet
scale, plus some new
items
poorly standardized on 1000 children and
400 adults who were not selected with
care
Stanford-Binet
Intelligence
Scale
Developed Intelligence
Quotient
I
Q
=
(
M
A
/
C
A
)
*
1
0
0
MA= Mental Age;
CA
= Chronological
Age
1916
Stanford-Binet
Sample Items for 12 yr
olds
1
.
O
r
a
n
g
e
.
4
5
.
S
p
o
r
t
i
v
e
.
8
0
.
E
x
a
l
t
a
t
i
o
n
.
9
2
.
T
h
e
o
s
o
p
h
y
•
F
O
R
T
H
E
S
T
A
R
T
E
D
A
N
W
E
C
O
U
N
T
R
Y
E
A
R
L
Y
A
T
H
O
U
R
•
T
O
A
S
K
E
D
P
A
P
E
R
M
Y
T
E
A
C
H
E
R
C
O
R
R
E
C
T
I
M
Y
•
A
D
E
F
E
N
D
S
D
O
G
G
O
O
D
H
I
S
B
R
A
V
E
L
Y
M
A
S
T
E
R
V
o
c
a
b
u
l
a
r
y
G
r
a
m
m
a
r
•
S
n
a
k
e
,
c
o
w
,
s
p
a
r
r
o
w
•
B
o
o
k
,
t
e
a
c
h
e
r
,
n
e
w
s
p
a
p
e
r
•
W
o
o
l
,
c
o
t
t
o
n
,
l
e
a
t
h
e
r
S
i
m
i
l
a
r
i
t
i
e
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
P
r
a
c
t
i
c
a
l
P
r
o
b
l
e
m
S
o
l
v
i
n
g
Currently in its
5
th
edition
Assesses intelligence and cognitive abilities
in
children and adults aged
2-
23
yrs
Total
testing time 45-90
minutes
Hindi adaptation –Santhosh
Kumar
Kulshetertha
Binet Kamath Intelligence
Scale
Kamath undertook a revision of the Stanford Binet
Scales to suit Indian
conditions.
The test has subtests from Age III to
XXII.
For each item passed the child earns a credit of 2
months, 4 months or 6
months
depending
on
the
corresponding
age.
IQ
=
Mental
Age
×
100
Chronological
Age
The IQ thus obtained is
classified.
Weschler
Intelligence
Scale
(David
Weschler,
1939-81) – designed to
show
subtest
scores
Less reliant on language/vocabulary
skills
Contains
Verbal
and Performance
subtests
Performance compared to same age peers
–
raw score has
different
interpretation
depending on
age
Designed widely used test
for
adults
(WAIS),
children (WISC), and preschoolers
(WPPSI)
Indian adaptation
WAPIS
– Prabha
R
WAPIS-R
Testing
kit
Testing
Booklet
Story
Cards
Puzzle
Pieces
Block
Design
WAIS
measures overall intelligence and
11
related
aspects to assess clinical and
educational
problems.
WISC
This scale
includes 12
separate
sub-
tests.
Age 5+
to15+
It yields
Verbal
IQ,
Performance
IQ and Full
Scale
IQ.
Verbal
Tests
•
Information
•
General
Comprehensi
on
•
Arithmetic
•
Similarities
•
Vocabulary
•
Digit
Span
P
e
r
f
ormance
Subtests
•
Picture
Completion
•
Picture
Arrangeme
n
t
•
Block
Design
•
Object
As
s
embly
•
Coding
•
Mazes
Malin’s
Intelligence Scale for
Children
(MISIC)
This
IQ test
was developed by Dr
Arthur
Malin.
I
t
is
a
n
Indian
a
d
aptation
o
f
the
W
I
S
C
and
similar
to the WISC
subtests.
Covers
only
10
years.
Picture
Arrangement is
excluded
in
this
version.
Some
items
are adapted
to suit
Indian
culture.
Verbal
IQ,
Performance
IQ
and
Full Scale
IQ
are
obtained from this
test.
Seguin Form
Board
Ai
m
:
T
h
e
individ
u
al
ha
s
to
insert
g
eom
e
tri
c
a
l
shaped
blocks
into
c
orrespo
n
ding
recesses as quickly
as
possible.
Used particularly
for
young
children and supplemented
with other
tests.3-11
yrs
Advantages:
Spontaneous
arousal
in
children.
Amenable
&
brief.
Measuring psychomotor and visuoperceptual
abnormalities for children aged between 4 and
20
yrs.
Raven’s
Progressive
Matrices
It is a test
of
observation
and
clear
thinking.
Measures ability to
form
perceptual relations,
reason
by analogy independent of language and
formal
schooling.
It consists
of 5
sets
of 12
items
each.
Each
item contains
a figure with a
missing
piece.
Norms
are available for
age
6 –
16.
Raven’s
Progressive
Matrices
Bhatias performance
test
of
intelligence
C
M
Bhatia
1955
5 subtests
–
block design
test
Alexander Pass along
test
Pattern drawing
test
Immediate
memory
Picture construction
test
11
yrs and
above
Not used on mentally retarded
persons
Vineland
Social
MaturityScale
Edgar A Doll ,
1935
Assess
the social competence / maturity
of
individuals from birth to 25 yrs and
above.
A J Malin – Indian version , Nagpur
Child
Guidance
Centre
birth – 15 yrs
8 domains , 89
items
Gives information on social age from
which
social quotient could be
calculated.
Semi structured informal
atmosphere
Having mother along with
the
child.
+ - if a particular behaviour has
emerged
- if it has not
emerged.
8
domains
Communication
skills
General self help
ability
Locomotion
skills
Occupation
skills
Self
direction
Self help
eating
Self help
dressing
Socialization
skills
Distinguishing
Features
ICD 10
Classification
IQ
50
-69
Mild Mental
Retardation.
IQ
35-49
Mental
Moderate
Retardation.
IQ
20-34
Severe Mental
Retardation.
IQ
Below20
Profound
Retardation.
Mental
Wechsler’s
IQ
Classification
IQ
90
–
109
Average
Intelligence.
IQ
110-119
Above
Average
Intelligence.
IQ
120-129
Superior
Intelligence.
IQ
130 and
above
Very
Superior
Intelligence.
What
Next?
In
the
case of
students
with an
IQ
of
<85 it
is
preferable that
a
revised
curriculum is
followed with the help of a resource
person.
In the
case of
students with
90
and
above
IQ
points and still showing a
discrepancy
between capability and
achievement scores
further investigations
need
to
be
done.
Further
Investigations
This
c
ould
be
foll
o
w
ed
Psychologist.
u
p
with
a
Possible
rea
s
ons
f
or
po
o
r
sc
h
ool
performance:
1.
Specific Learning
Disability.
2.
English as a
Second
Language issues
(ESL).
3.
ADHD/ ADD
issues.
4.
Emotional
Disturbance.
Conclu
s
ions
IQ
tests
are used as
screening
measures
to
understand the capability of the
individual.
In
order
to
get authentic results it is
advisable
that the test
must be
conducted
by a
trained
psychologist.
Principal,
teachers, parents
and
the student
need
to
understand the
purpose
of
undergoing an
evaluation.
Thank
you
Various psychologists throughout history have defined intelligence in different ways, highlighting aspects such as judgment, reasoning, adaptation, problem-solving, and overall mental capacity. From Binet to Gardner, each perspective sheds light on the diverse facets of intelligence, emphasizing the ability to adapt, solve problems, and act purposefully in different environments. Charles Spearman's Two-factor theory delves into the concept of general intelligence (g-factor) and specific intelligence (s-factor), showcasing the complexity of intellectual tasks. Understanding these diverse viewpoints provides a comprehensive insight into the multidimensional nature of intelligence.
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Presentation Transcript
Defining intelligence Binet (1916) defined it as the capacity to judge well, to reason well, and to comprehend well. Terman (1916) defined it as the capacity to form concepts and grasp their significance. Pintner (1921) defined it as the ability of an individual toadapt well to new situations in life
Thorndike (1921)defined it as the power of good responses from the point of view of truth or fact Thurstone (1921) defined it as the capacity to inhibit instinctive response, imagine a different response, and realize the response modification into behavior Spearman (1923) defined it as a general ability involving mainly the ability to see relations and correlates
Defining intelligence Piaget (1972) defined it as referring to the superior forms of organization or equilibrium of cognitive structuring used for adaptation to the to the physical and social environment Sternberg (1985) defined it as the mental capacity to automatize information processing and to emit contextually appropriate behavior in response to novelty Gardner (1986) defined it as the ability to solve problems or fashion products valued within some setting
Wechlser (1939)defined it as the aggregate or global capacity of an individual to act purposefully, think rationally, and deal effectively with the environment
Definition Aggregate and Global implies it is revealed by an individual behaviour as a whole. Purposeful implies that intelligent behaviour is goal directed which is based on drives and incentives.
Charles Spearman Two factor theory His hypothesis is all intellectual tasks must entail the exercise of a factor known as general intelligence(g factor) In examining correlation of various subsets of intelligence, he found that certain subsets tend to correlate higher than others Each individual type of item requiring "specific factor" called "S" factor.
Two Factor Theory An individual has overall supply of mental energy and the "S" factor is invoked for specific purpose as neurological engine. He thought that itcan be represented by a single number.
LouisThrustone He contributed that Spearman s g factor consists of seven sub factors ( Primary mentalabilities) Verbal comprehension word fluency Numerical ability spatial Visualization associative memory perceptual speed Inductive reasoning
Cattell & Horne Fluid Intelligence characterized by Biological factors capacity to learn new ways of solving problems and performing activities Decreases with age Crystallized Intelligence More characterized by environment accumulated knowledge of the world we have acquired throughout our lives increases with age
Robert Sternberg's Triarchic Theory Analyticalintelligence Basic information processingskills Creativeintelligence Ability to deal with novel versus routine problems Practicalintelligence Ability to adapt to different contexts, and to select and shapecontexts
Howard Gardners Theory of Multiple Intelligences Gardner (1983, 1999) supports Thurstone s idea that intelligence comes in multiple forms. Gardner noted that brain damage may diminish one type of ability but not others e.g.,savants.
Howard Gardners Theory of Multiple Intelligences 8 types ofintelligence speculates about a 9th existential intelligence" = ability to think about the question of life, death and existence.
Intelligence Description Linguistic The ability to speak and write well Logico-mathematical The ability to use logic and mathematical skills to solve problems Spatial The ability to think and reason about objects in three dimensions Musical The ability to perform and enjoy music Kinesthetic (body The ability to move the body in sports, dance, or other physical activities Interpersonal The ability to understand and interact effectively with others Intrapersonal The ability to have insight into the self
Howard Gardners Theory of Multiple Intelligences
Principles of Test Construction 18 For a psychological test to be acceptable it must fulfill the following three criteria: 1. 2. 3. Standardization Reliability Validity
Standardization 19 The standardization of a test involves giving it to a large number of people at different ages and computing the average score on the test at each age level. important that intelligence tests be standardized on a regular basis FLYNN EFFECT - In the past 60 years, intelligence scores have risen steadily by an average of 27 points.
NormalCurve 21 Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normalcurve.
Reliability 22 A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures: 1. Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scoresare. Test-Retest Reliability: Using the same test on two occasions to measure consistency. 2.
Validity 23 Validity of a test refers to what the test is supposed to measure or predict that they actually measure intelligence rather than something else
History of Intelligence Testing Head Circumference (Francis Galton 1880) first attempts to measure intelligence Binet-Simon (Alfred Binet 1909) first intelligence test comissioned by French gov to separate children into vocational vs academic schooling did not design test to measure intelligence created concept of mental age (MA) 1. 2.
30 items of increasing difficulty - 1905 Revision 1908 age specific versions These were developed to identify children who needed special education - Binet believed that IQ could be increased by education
Stanford-Binet Intelligence Scale Lewis Terman (1916-72) first U.S. intelligence test Interested in gifted children translated and modified Binet s scale Heavy reliance on vocabulary/language skills incorporated old items from the Binet scale, plus some new items poorly standardized on 1000 children and 400 adults who were not selected with care 3.
Developed Intelligence Quotient IQ = (MA/CA)*100 MA= Mental Age; CA = ChronologicalAge
1916 Stanford-Binet Sample Items for 12 yr olds Practical Problem Solving Vocabulary Grammar 1. 45. Sportive. 80. Exaltation. 92. Theosophy Orange. FOR THE STARTED AN WE COUNTRY EARLY ATHOUR TO ASKED PAPER MY TEACHER CORRECT I MY A DEFENDS DOGGOOD HIS BRAVELY MASTER Interpretation Similarities Memory Snake, cow, sparrow 3-1-8-7-9 Book, teacher, newspaper Wool, cotton, leather 6-9-4-8-2 5-2-9-6-1
Currently in its 5thedition Assesses intelligence and cognitive abilities in children and adults aged 2- 23 yrs Total testing time 45-90 minutes Hindi adaptation Santhosh Kumar Kulshetertha
Binet Kamath Intelligence Scale Kamath undertook a revision of the Stanford Binet Scales to suit Indian conditions. The test has subtests from Age III to XXII. For each item passed the child earns a credit of 2 months, 4 months or 6 months depending on the corresponding age. IQ = MentalAge 100 ChronologicalAge The IQ thus obtained is classified.
Weschler Intelligence Scale (David Weschler, 1939-81) designed to show subtest scores Less reliant on language/vocabulary skills Contains Verbal and Performance subtests Performance compared to same age peers raw score has different interpretation depending on age Designed widely used test for adults (WAIS), children (WISC), and preschoolers (WPPSI) Indian adaptation WAPIS Prabha R
WAPIS-R Testing kit Testing Booklet Puzzle Pieces Story Cards Block Design
WAIS measures overall intelligence and 11 related aspects to assess clinical and educational problems.
WISC This scale includes 12 separate sub- tests. Performance Subtests Picture Completion Picture Arrangement Block Design Object Assembly Coding Mazes Verbal Tests Information General Comprehensi on Arithmetic Similarities Vocabulary Digit Span Age 5+ to15+ It yields Verbal IQ, Performance IQ and Full Scale IQ.
Malins Intelligence Scale for Children (MISIC) This IQ test was developed by Dr Arthur Malin. It is an Indian adaptation of the WISC and similar to the WISC subtests. Covers only 10 years. Picture Arrangement is excluded in this version. Some items are adapted to suit Indian culture. Verbal IQ, Performance IQ and Full Scale IQ are obtained from this test.
Seguin Form Board Aim: The insert blocks recesses possible. Used particularly for young children and supplemented with other tests.3-11 yrs Advantages: Spontaneous children. Amenable & brief. individual has to geometrical into corresponding as quickly shaped as arousal in
Measuring psychomotor and visuoperceptual abnormalities for children aged between 4 and 20 yrs.
Ravens Progressive Matrices It is a test of observation and clear thinking. Measures ability to form perceptual relations, reason by analogy independent of language and formal schooling. It consists of 5 sets of 12 items each. Each item contains a figure with a missing piece. Norms are available for age 6 16.
Bhatias performance test of intelligence C M Bhatia 1955 5 subtests block design test Alexander Pass along test Pattern drawing test Immediate memory Picture construction test 11 yrs and above Not used on mentally retarded persons
Vineland Social MaturityScale Edgar A Doll ,1935 Assess the social competence / maturity of individuals from birth to 25 yrs and above. A J Malin Indian version , NagpurChild Guidance Centre birth 15 yrs 8 domains , 89 items Gives information on social age from which social quotient could be calculated.
Semi structured informal atmosphere Having mother along with the child. + - if a particular behaviour has emerged - if it has not emerged.
8 domains Communication skills General self help ability Locomotion skills Occupation skills Self direction Self help eating Self help dressing Socialization skills
Distinguishing Features Tests WISC MISIC SFB RPM Verbal Component Yes Yes No No Performance Component Yes Yes Yes Yes
ICD 10 Classification IQ 50 -69 Mild Mental Retardation. IQ 35-49 Moderate Retardation. Mental IQ 20-34 Severe Mental Retardation. IQ Below20 Profound Retardation. Mental
Wechslers IQ Classification IQ 90 109 Average Intelligence. IQ 110-119 Above Average Intelligence. IQ 120-129 Superior Intelligence. IQ 130 and above Very Superior Intelligence.
What Next? In the case of students with an IQ of <85 it is preferable that a followed with the help of a resource person. revised curriculum is In the case of students with 90 and above IQ points and still showing between capability and achievement scores further investigations need to be done. a discrepancy
Further Investigations This Psychologist. could be followed up with a Possible performance: 1. Specific Learning Disability. 2. English as a Second Language issues (ESL). 3. ADHD/ ADD issues. 4. Emotional Disturbance. reasons for poor school
