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INTELLIGENCE BY Kashif Salman Made by kashif salman
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Page 1: Intelligence

INTELLIGENCE

BY Kashif Salman

Made by kashif salman

Page 2: Intelligence

INTELLIGENCE Psychologists hold divergent views on what

intelligence is, how it develops, its relevance with human life achievement and how best to measure it.

Binet & Simon(1905):considered the essence of intelligence as; to judge well, to comprehend well and to reason well.

Terman(1916):described intelligence as” the ability to carry out abstract thinking”

Haggerty :believed intelligence is the ability to deal with novelty.

Garret :thought of intelligence as capacity to utilize symbols.

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INTELLIGENCE Def. Thurstone(1938): viewed intelligence as consisting of

seven primary mental abilities; verbal comprehension, verbal fluency, number, spatial visualization, memory, reasoning and perceptual speed.

To coordinate all the views, one may rely on the definition given by DAVID WECHSLER(1977);

The global capacity to think rationally, act purposefully, and deal effectively with the environment. Its mean for Wechsler intelligence is an effective, rational & goal directed behavior.

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FACTOR ANALYSIS THEORIES OF INTELLIGENCE

One important issue is whether intelligence is a single factor or made up of particular components.

1)spearman G-Factor theory(1904):Intelligence is a general ability.

British psychologist Charles Spearman believed that a common factor or general mental capacity is at the core of different mental abilities.

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FACTOR ANALYSIS THEORIES Cont.

Spearman also noted most people are best in one or two particular areas and so he included specific factor “S” that allow a person to excel on particular task.

For example student who has trouble in math's may excel in Bio.

The combination of “G” and “S” factors provides the specific intelligence level of an individual.

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FACTOR ANALYSIS THEORIES Cont.

2)Thurstone’s group factor theory(1937):Intelligence is a cluster of abilities.

He disagreed with Spearman’s notion and proposed that there are seven primary mental abilities each a relatively independent element of intelligence.

The primary mental abilities are; verbal comprehension, verbal fluency, number, spatial visualization, memory, reasoning and perceptual speed.

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FACTOR ANALYSIS THEORIES Cont 3)G.P Guilford(1967)’ three dimensional theory: It is

also an example of group factor theory. His 3d model provides 120 factors of intelligence.

Each factor is represented by a cell in the cube and combination of three dimensions;

1)Operations (cognition, memory, convergent products, divergent products, evaluation,)

2)contents (figural, symbolic, semantic, behavioral.) 3)products (units, classes, relations, transformations,

systems, implications.)

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FACTOR ANALYSIS THEORIES Cont 4)cattel’s theory of fluid & crystallized

intelligence(1967-87):He said there are two different kinds of intelligence.

Fluid intelligence is the ability to deal with new problems and encounters, e.g. remember a set of numbers.

Crystallized intelligence is the store of information, skills and strategies that people have acquired through their use of fluid intelligence.

Fluid intelligence is a general perceiving capacity- socialization & education.

Crystallized is cultural exposure, and formal education.

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FACTOR ANALYSIS THEORIES Cont 5)Gardner theory of multiple intelligences(1993):He

expanded the Thurstone basic notion of different mental abilities.

He proposed following independent intelligences; Linguistic intelligence; use of language. Logical mathematical intelligence; Musical intelligence; Spatial intelligence; e.g. painter. Bodily kinesthetic; athletes. Personal intelligence; politicians, psychologists, sales.

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INFORMATION PROCESSING INTELLIGENCE THEORIES Rather than focusing on the structure

of intelligence, these theories concern with the form of its sub components.

These theories assume that people store material in memory and use the material to solve tasks.

It is the most recent contributions to understand intelligence.

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INFORMATION PROCESSING INTELLIGENCE THEORIES cont.

1)jean Piaget’s cognitive theory(1970):His theory is called stage theory. He said intelligence is an adaptive process that involves an interplay of biological maturation and interaction with the environment .

He views intellectual development as an evolution of cognitive process, such as understanding laws of nature, perceiving mathematical rules and grammer.

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INFORMATION PROCESSING INTELLIGENCE THEORIES cont Piaget’s stages of development: Sensorimotor stage_ Birth- 2years_

development of object permanence& motor skills, capacity for symbolic representation.

Preoperational stage_2-7yrs_ development of language& thinking.

Concrete operational stage_7-12yrs_development of conversation.

Formal operational stage_12yrs-adulthood_development of logical and abstract thinking.

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INFORMATION PROCESSING INTELLIGENCE THEORIES cont 2)The triarchic theory of intelligence(1988):Robert

Sternberg gave three types of intelligence. Componential intelligence(academic ability); ability to

solve problems, compare and contrast, judge, evaluate and criticize.

Experiential intelligence(creative&insight); abilities to invent, discover, suppose or theorize.

Practical intelligence(street smart); abilities to adapt to the demands of one’s environment, apply knowledge to practical situations.

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THE MEASUREMENT OF INTELLIGENCE

Individual tests:a) Binet & Simon Scale, Revised(1911);They arranged the items according to

the age of children. The score of child is termed as” mental age”.

b) William Stern(1912);I.Q:He described I.Q as a rate between mental age and chronological age.

I.Q=M,A/C.A * 100

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MEASUREMENT OF INTELLIGENCE Cont.

C) Stanford – Binet intelligence Scale(1916):The test originated by Alfred Binet in France and developed by Louis Terman at Stanford university.

It includes a series of age graded questions.

The SBIS derives an I.Q score.

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MEASUREMENT Cont. d)Wechsler Scale of intelligence: The

Wechsler scales use deviation IQs, which are derived by comparing a person’s performance with that of age mates. The Wechsler scale contains verbal and performance subtests that measure general information, comprehension, similarities, vocabulary, mathematics, block design and object assembly.

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MEASUREMENT Cont. Wechsler Scales are following; 1)Wechsler Believe Scale(1939); For adults and most

comprehensive. 2)Wechsler Adult intelligence scale(1958)WAIS;moves

from easy to difficult, it is power test and speed test, includes a VERBAL SCALE & PERFORMANCE SCALE. It revised in 1980.

3)Wechsler intelligence scale for children (W.I.S.C) 1949;It is revised in 1980,includes verbal & performance tests, each contain six items.

4)Wechsler pre school & primary school of intelligence (W.P.P.I)1967; for the children b/w 4-6 years, measures deviation of IQ.

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MEASUREMENT Cont. Group tests: Importance of these tests realized in the days

of WW1 when large number of soldiers were to be recruited. 1)ARMY ALPHA; it is a verbal test, power and speed test, for

educated people. 2)ARMY BETA; it is a non verbal & performance test, it is for

illiterate people. 3)ARMY GENERAL CLASSIFICATION TEST; it is used during

WW2 and still use. 4)OHIS QUICK SCORING INTELLIGENCE TEST; Ohis a student

of Terman, developed one test for high school and one for university, 40 items in 10 minutes.

5)SCHOLISTIC APTITUDE TEST(SAT); used for admission test. 6)COLLEGE ABILITY TEST(GAT);

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MENTAL RETARDATION It is defined by American association on mental

deficiency-1973 as; Significantly sub average general intellectual

functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period. Mental retards are distinguished by three qualities;

1)Perform below average on mental tests. 2)Don’t adopt to the demands their lives. 3)Problems appear at their early age of life. 1-3 % of population meets this criteria.

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MENTAL RETARDATION cont.

Levels of Retardation: Mild – IQ:53-69 Moderate –IQ:36-51 Severe- IQ:20-35 Profound-IQ: less than 20

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CHARACTERISTICS OF RETARDATION MILD: at birth not viewed as retarded, slower to walk,

special education can guide to social conformity, 21+can achieve social and vocational skills.

MODERATE: noticeable delays in motor development, can learn simple communication, can’ progress in functional reading.

SEVERE: marked delay in motor development, little or no communication skills, 21+ can conform to daily routines.

PROFOUND: gross retardation, minimal capacity for functioning in Sensorimotor areas, obvious delays in all areas of development, 21+ need nursing care.

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MTHODS OF STUDYING MR’s

1)Taking a familial & developmental history.

2)Administering measures of intelligence.

3)Assessing social competence. 4)Identifying particular personality. 5)Evaluating performance & learning

abilities.

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ETIOLOGY OF RETARDATION A) Organic causes: 1)Chromosomal abnormalities; Down’s syndrome(47 chr.). Klinefelter’s syndrome(xxy,xxxy). Turner’s syndrome(ox female). 2)Genetic defects. 3)Trauma-deficiency or injury during birth. B) socio- cultural causes; socio economic

status.

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PREVENTION & MANAGEMENT

1) Therapeutic abortion. 2)Blood test after birth. 3)Incubator for premature. 4)Parent education. 5)poverty alleviation.

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