CONCEPTS AND THEORIES OF INTELLIGENCE.pdf
- 1. CONCEPTS AND THEORY OF INTELLIGENCE SUBMITTED BY- SHAHEEN PARVEEN M.ARCH (AP) 2nd SEM SESSION : 2023-24
- 2. Intelligence refers to the ability to understand, learn, and apply knowledge effectively. It involves problem-solving, reasoning, and the capacity to adapt to new situations. According to Alfred Binet intelligence, it is defined as the ability to judge well, understand well and reason well. According to, Wechsler, Intelligence is understood in terms of its functionality, i.e. its value for adaptation to environment. He defined it as the global and aggregate capacity of an individual to think rationally, act purposefully, and to deal effectively with his/her environment. Thorndike understands intelligence as “one’s capacity to deal effectively with situations”. Jean Piaget, defines intelligence as- ‘intelligence is the ability to adapt to one’s surroundings’. The ability to solve problems and to create products, that are valued within one or more cultural settings (Howard Gardner, 1983) A person’s capacity for goal-directed adaptive behaviour (Robert Sternberg & William Salter, 1982) Importance of Intelligence Intelligence plays a crucial role in various aspects of life, including academic success, career achievements, and personal development. It influences how individuals perceive and interact with the world around them. WHAT IS INTELLIGENCE?
- 3. THEORIES OF INTELLIGENCE Psychologists have suggested various intelligence theories, which can be categorized as psychometric/structural or information-processing approaches. The Psychometric or Structural Approach- It views intelligence as a collection of abilities and measures an individual's performance through a single ability index. The Information Processing Approach It involves studying the cognitive functions that underlie intelligent behavior, with a focus on how intelligent individuals reason and solve problems. It seeks to describe the processes involved in such activities.
- 4. ALFRED BINET’S ONE/UNI FACTOR THEORY The single-factor theory, also known as the intelligence quotient (IQ) theory, was developed by Alfred Binet and Theodore Simon in the early 20th century. Binet proposed that intelligence could be measured as a single factor, which he called general mental ability. This theory suggests that people who excel in one area of intelligence, such as mathematics, will also tend to excel in other areas, such as verbal reasoning or spatial reasoning. Binet believed that intelligence was a fixed trait that was largely determined by genetics. He argued that individuals could not significantly improve their intelligence through education or other forms of training.
- 5. SPEARMAN’S TWO FACTOR THEORY OF INTELLIGENCE Spearman’s two-factor theory of intelligence, also known as the g-factor theory, was proposed by British psychologist Charles Spearman in the early 1900s. Spearman's Two-Factor Theory suggests that intelligence is a combination of both general and specific factors. The theory suggests that intelligence is comprised of two factors: a general ability factor (g) and specific ability factors (s). The general ability factor (g) represents a person’s overall level of cognitive ability, which is the underlying factor that influences performance on all mental tasks. According to Spearman, this factor is responsible for the positive correlations between various cognitive tests. On the other hand, specific ability factors (s) represent an individual’s unique abilities in specific areas, such as verbal comprehension, numerical reasoning, spatial ability, and so on.
- 6. These factors contribute to a person’s overall intelligence but are not as important as the general ability factor. Spearman argued that the general ability factor (g) is related to many aspects of cognitive functioning, including perception, attention, memory, and reasoning. He believed that this factor is largely inherited and is not influenced by environmental factors. However, the specific ability factors (s) can be influenced by education, training, and other environmental factors. The g-factor remains constant for an individual while s-factor varies with the intellectual activity. Characteristics of 'g' 1.'g' is universal and inborn ability. 2.'g' varies from person to person but in a person it is constant. 3.'g' is common in all life activities. 4.'g' is responsible for success in life. 5.Whenever we talk of testing intelligence, we actually mean to measure 'g' with the help of intelligence test. Characteristics of 'S' 1.'S' is learnt and acquired in the environment. 2.'S' is closely associated with the aptitude of person. 3.'S' varies from person to person.
- 8. THURSTONE GROUP FACTOR THEORY OF INTELLIGENCE • The Thurstone group factor theory of intelligence, also known as the multiple factor theory of intelligence, was proposed by Louis Leon Thurstone in the 1930s. • Thurstone believed that intelligence is not a single entity, but rather a combination of distinct primary mental abilities. • He identified seven primary mental abilities that he believed were the foundation of intelligence, each of which contributed to an individual’s overall cognitive ability in different ways. PRIMARY MENTAL ABILITIES NUMERICAL SPATIAL VERBAL MEMORY VERBAL FLUENCY INDUCTIVE REASONING PERPETUAL SPEED
- 9. The seven primary mental abilities proposed by Thurstone are: i. Verbal Comprehension (grasping the 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) vii. Inductive Reasoning (deriving general rules from presented facts) Thurstone believed that each of these primary mental abilities was relatively independent of the others, meaning that a person could be strong in one area but weak in another. However, he also recognized the existence of a general factor that accounted for some of the variation in scores across the primary abilities. This general factor, which Thurstone called “intelligence,” was thought to represent overall cognitive ability and was similar to the g-factor proposed by Spearman. Thurstone’s theory emphasized the importance of specific abilities and rejected the idea that intelligence was a single, unitary concept.
- 10. J.P. Guilford developed the idea of specific intelligence factors into a very detailed model beginning in the 1950s. Guilford(1967) conceives of intelligence as being a combination of three dimensions, shown in the below model: Guilford's Structure of Intellect (SOI) theory states that a person's success in general intelligence may be traced all the way back to fundamental mental talents or intellectual elements. He used up to 150 different mental capacities and arranged them into three categories in his SOI model: operations, content, and products. GUILFORD’S STRUCTURE OF THE INTELLECT
- 11. According to him, Intelligence depends on: •Mental operations (process of thinking) •Content (what we think about) •Product (result of our thinking) By Content he meant that different people seemed to pay more attention to and think more effectively about different kinds of information. There are 5 kinds of Contents Content dimension SI includes five broad areas of information to which the human intellect applies the six operations: •Visual—Information perceived through seeing. •Auditory—Information perceived through hearing. •Kinesthetic—Information perceived through one’s own physical actions. •Symbolic—Information perceived as symbols or signs that have no meaning by themselves; e.g., Arabic numerals or the letters of an alphabet. •Semantic – Which is concerned with verbal meaning and ideas. •Behavioral—Information perceived as acts of people. GUILFORD’S STRUCTURE OF THE INTELLECT
- 12. Operations dimension SI includes six operations or general intellectual processes: •Cognition—The ability to understand, comprehend, discover, and become aware of information. •Memory recording—The ability to encode information. •Memory retention—The ability to recall information. •Divergent production—The ability to generate multiple solutions to a problem; creativity. •Convergent production—The ability to deduce a single solution to a problem; rule-following or problem-solving. •Evaluation—The ability to judge whether or not information is accurate, consistent, or valid. Product dimension As the name suggests, this dimension contains results of applying particular operations to specific contents. The SI model includes six products, in increasing complexity: •Units—Single items of knowledge. •Classes—Sets of units sharing common attributes. •Relations—Units linked as opposites or in associations, sequences, or analogies. •Systems—Multiple relations interrelated to comprise structures or networks. •Transformations—Changes, perspectives, conversions, or mutations to knowledge. •Implications—Predictions, inferences, consequences, or anticipations of knowledge.
- 13. Psychologist Raymond Cattell. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence. Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem-solving strategies. Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding. CATTELL-HORN THEORY OF FLUID AND CRYSTALLIZED INTELLIGENCE (1963)
- 14. STERNBERG TRIARCHIC THEORY OF INTELLIGENCE The Sternberg Triarchic Theory of Intelligence is a theory proposed by psychologist Robert J. Sternberg in the 1980s that identifies three distinct aspects of intelligence: analytical, creative, and practical. Sternberg’s theory suggests that intelligence is a multifaceted construct that cannot be adequately captured by a single measure or definition.
- 15. Different type of Intelligence according to him: Analytical intelligence: This aspect of intelligence involves the ability to analyze, evaluate, and solve problems using logical reasoning and critical thinking. It includes the ability to analyze information, break down complex problems into their component parts, and evaluate the pros and cons of different solutions. Analytical intelligence is typically measured by standardized tests that assess skills such as verbal and mathematical reasoning. Creative intelligence: This aspect of intelligence involves the ability to generate novel ideas, think outside the box, and solve problems in new and innovative ways. It includes the ability to approach problems from different angles, make connections between seemingly unrelated concepts, and generate new and original solutions. Creative intelligence is often associated with artistic and scientific creativity and is not typically measured by standardized tests.
- 16. 3. Practical intelligence: This aspect of intelligence involves the ability to adapt to and navigate real-world situations, including social situations. It includes the ability to use common sense, practical knowledge, and interpersonal skills to solve problems and achieve goals. Practical intelligence is often referred to as “street smarts” and is important for success in everyday life, such as in the workplace or in social situations. Sternberg’s theory emphasizes the importance of contextual factors in determining intelligence. He argues that intelligence is not simply a fixed trait, but rather a dynamic and malleable set of abilities that can be improved over time through experience and practice. Sternberg also suggests that intelligence is not domain-specific, meaning that individuals can possess high levels of intelligence in one aspect (e.g., creative intelligence) but not in another (e.g., analytical intelligence). STERNBERG TRIARCHIC THEORY OF INTELLIGENCE
- 17. HOWARD GARDNER’S THEORY ON MULTIPLE INTELLIGENCES Multiple intelligences is a theory first posited by Harvard developmental psychologist Howard Gardner in 1983. The human ability to solve problems or to make something that is valued in one or more cultures. The theory of multiple intelligence is Howard Gardner’s theory that proposes: •That people are not born with all of the intelligence they will ever have. •It says that intelligence can be learned throughout life. •Claims that everyone is intelligent in at least nine different ways and can develop each aspect of intelligence to an average level of competency. •Intelligence, as defined by Gardner, is the ability to solve problems or fashion products that are valuable in one or more cultural settings. This theory suggests human intelligence can be differentiated into the following modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic.
- 20. Principles of Multiple Intelligence Theory: 1.Intelligence is not singular: intelligences are multiple. 2.Every person is a unique blend of dynamic intelligences. 3.Intelligences vary in development, both within and among individuals. 4.All intelligences are dynamic. 5.Multiple intelligences can be identified and described. 6.Every person deserves opportunities to recognize and develop the multiplicity of intelligences. 7.The use of one of the intelligences can be used to enhance intelligence. 8.Personal background density and dispersion are critical to knowledge, beliefs, and skills in all intelligences.
- 21. PASS MODEL OF INTELLIGENCE The PASS (Planning, Attention-arousal, and Simultaneous-successive )THEORY of intelligence has been developed by J.P Das, Jack Naglieri, and Kirby (1994). They proposed that three functional units of brain determine the intellectual activity of an individual. These three units are responsible for planning, arousal/attention and simultaneous /Successive processing . These PASS processes are interactive in nature yet each has its own distinctive functions.
- 22. 1.Planning: Planning refers to the ability to formulate and execute a strategy to solve a problem or achieve a goal. It involves setting goals, developing a plan of action, and monitoring progress towards the goal. 2.Attention: Attention refers to the ability to focus and sustain attention on a task or stimuli in the environment. It involves the selective filtering of irrelevant information and the allocation of mental resources to relevant stimuli. 3.Simultaneous: Simultaneous processing refers to the ability to perceive and process multiple pieces of information at the same time. It involves integrating information from different sources, recognizing patterns, and identifying relationships between different pieces of information. 4.Successive: Successive processing refers to the ability to process information in a sequential and ordered manner. It involves analyzing information in a step-by-step manner, recognizing the order of events, and using logical reasoning to solve problems. The PASS model suggests that intelligent behavior involves a combination of these four cognitive processes, and that different individuals may have different strengths and weaknesses in each of these areas. PASS MODEL OF INTELLIGENCE
- 23. Emotional Intelligence Understanding and Managing Emotions Emotional intelligence refers to the ability to recognize, understand, and manage our own emotions as well as the emotions of others. It plays a crucial role in our personal and professional lives. Emotional intelligence is important because it allows us to navigate social interactions, make better decisions, and build stronger relationships. By developing our emotional intelligence, we can improve our overall well-being and success in various areas of life.
- 25. VARIATIONS OF INTELLIGENCE 1. Intellectual Deficiency- The definition of intellectual disability is having significantly below average intellectual functioning along with deficits in adaptive behavior, which is evident during the developmental period. This definition covers three main features: • Below average intellectual functioning, resulting in slower comprehension compared to peers of the same age. • Difficulties with adaptability and effectively coping with the environment, which may hinder the ability to hold a job or manage a family independently. • Manifestation during the developmental period. The severity of intellectual disability varies based on the level of IQ deficiency: Mild: IQ 55-70 Moderate: IQ 35-55 Severe: IQ 20-35 Profound: IQ < 20 Individuals with mild to moderate intellectual disability can often benefit from special education and training, whereas those with severe to profound intellectual disability may require more long-term support and assistance throughout their lives.
- 26. 2. Intellectual Giftedness Exceptional performance resulting from exceptional potential with an IQ score of more than 130 can be identified through the concepts of talent and giftedness. While these terms are often used interchangeably, they have distinct meanings. Giftedness refers to exceptional overall ability and superior performance in diverse areas, while talent pertains to exceptional ability in a particular domain such as social, spiritual or aesthetic. Highly talented individuals are sometimes called prodigies. Talent is a combination of high ability, high creativity, and high commitment. Important characteristics of gifted children: • Advanced logical thinking, questioning and problem solving. • High speed in processing information. • Superior generalization and discrimination ability • Advance original and creative thinking • High level intrinsic motivation, self esteem. • Independent and non-conformist thinking • Preference for solitary academic activities. VARIATIONS OF INTELLIGENCE
- 27. The concept of measurement of intelligence started when educators in France attempted to identify children who were unable to learn as quickly or as well as others in school. Alfred Binet and his colleague, Theodore Simon designed a test of intelligence that distinguished fast learners and slow learners as well as between children of different age groups (Binet & Simon, 1916). They gave the concept of mental age (MA). Mental age is a measure of person’s intellectual development relative to people of his/ her age group. A mental age of 8 means that a child’s performance on an intelligence test equals the average performance level of a group of 8 year olds. If a person's MA is higher than their CA, they are considered bright and more intelligent.• If their MA equals their CA, they are considered to have average intelligence.• If their MA is lower than their CA, according to Binet and Simon, the person is called "retarded". MEASUREMENT OF INTELLIGENCE
- 28. PURPOSE OF MEASUREMENT OF INTELLIGENCE
- 58. TYPES OF INTELLIGENCE TESTS Culture-Fair or Culture-Biased Tests • Culture-fair or culturally appropriate tests are designed to avoid discrimination against individuals from different cultures. These tests evaluate experiences that are common across all cultures or do not require the use of language. • Non-verbal and performance tests are helpful in reducing the cultural bias that is often present in verbal tests. • In contrast, culture-biased tests are intended for a particular population and produce results that are biased towards a specific group, culture, or population due to cultural factors. Intelligence Tests in India • If a child performs poorly on an intelligence test, it could result in feelings of shame, which can have a negative impact on their performance and self-esteem. • Moreover, the test results could lead to discriminatory treatment by parents, teachers, and other members of society. Intelligence tests do not measure creative abilities or practical intelligence, and they may not be strongly associated with success in life. • Additionally, administering a test that favors high or middle-class populations could underestimate the intelligence quotient of children from disadvantaged backgrounds
- 59. THANK YOU