Unit 7- Intelligence.ppt, presentation- intelligence
- 1. Unit 7- Intelligence Mridusmita Bagchi Guest Faculty (Psychology)
- 2. • Intelligence: Intelligence came from Latin word intelligere "to understand”. • “Intelligence is the aggregate or global capacity of the individual to think rationally, to act purposefully and to deal effectively with the environment” (Wechsler-1994) “Intelligence is the ability to master the knowledge and skills needed to succeed with in a particular culture” Definitions-
- 3. • It is an innate mental ability which grows and is influenced by the environment. • It shows the capacity to adapt to new or changed situations quickly and correctly. • It is the ability to carry on higher mental processes such as reasoning, criticism, rational and judgment. • It shows the capacity to observe the relationship and absurdities. • It implies the capacity to learn and solve difficult tasks and problems Nature of Intelligence:
- 4. Intelligence is divided into three kinds. 1. Concrete intelligence- This type of intelligence is applicable for using machines, tools and instruments. Ex. Mechanics, engineers are concrete intelligent. 2. Social or emotional intelligence- It is the ability to understand social situations and act wisely in human relationship. Socially intelligent people know the art of winning friends and influence them. Ex. Leaders, ministers, salesmen, and diplomats are socially intelligent. 3. Abstract or general intelligence- It is the ability to respond to words, numbers and letters etc. This type of intelligence is required from study of books literature. Ex. Teachers, lawyers, doctors and philosophers Types of intelligence:
- 5. • According to Howard Gardner there are eight types of intelligence. • The theory of multiple intelligences differentiates human intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability. • Howard Gardner proposed this model in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. • Gardner’s Multiple Intelligences: (a) Visual / Spatial (b)Verbal / Linguistic (c) Logical / Mathematical (d) Bodily / Kinesthetic (e) Musical / Rhythmic (f) Interpersonal (g) Intrapersonal (h)Natural Multiple intelligence-
- 6. There are two main theories regarding intelligence. Every approach comes up with his own perception and assumptions. 1. Factor theories of intelligence a. Two factor theory or G-factor theory b. Group factor or multifactor theory 2. Process oriented theories of intelligence – a. Piaget Cognitive Theory of Development b. Brunner’s Theory c. Sternberg’s Triacharic theory. Theories of Intelligence-
- 7. Factory theory only focuses on Intelligence of a person. (1) Factory theory-
- 8. • Two factor theory was developed by Charles Spearman (father of factor analysis) in 1927. • Intellectual abilities were comprised of two factors: one general ability or common ability known as ‘G’ – factor and the other a group of specific abilities known as ‘S’ factor. • ‘G’ factor is universal inborn ability. Greater ‘G’ in an individual leads to greater success in life. • ‘‘S’ factor is acquired from the environment. It varies from activity to activity in the same individual Two factor Theory-
- 9. • ‘‘S” factor is acquired from the environment. It varies from activity to activity in the same individual. • These specific abilities may be represented as : S1, S2, S3 etc • According to this theory: An individual’s total intelligence (A) is the sum of the general factor (G) and all his specific abilities (S). This can be expressed as: A = G+S1+S2+S3…
- 10. • This theory was advocated by LL Thurstone in 1938. • This theory rejected General Intelligence. • This theory considers intelligence a combination of numerous separate factors. • Instead of viewing intelligence as a single , general ability , Thurstone's theory focused on seven primary mental abilities. 1(b) Group factor or Multifactor theory-
- 11. • Thurstone 7 factors- i. The Verbal Factor (V)—Found in tests involving Verbal Comprehension. ii. The Spatial Factor (S)—ability to imagine an object in space. iii. The Number Factor (N)—Ability to do Numerical Calculations rapidly and accurately. iv. Memory Factor (M)—Involving ability to memorize quickly. iv. Memory Factor (M)—Involving ability to memorize quickly v. The Reasoning Factor (R)—Found in tasks that require a subject to discover a rule or principle involved in a series or groups of letters. vi. The Perceptual Factor (P)- ability to perceive objects accurately. vii. The Problem solving Factor (PS)- ability to solve problems independently. Based on these factors Thurstone constructed a new test of intelligence known as: ‘‘Test of Primary Mental Abilities (PMA).
- 12. • The process-oriented theorists tend to focus on the development of intellectual processes that how the processes change as individual matures. • Focused on cognitive development rather than intelligence. (2) The process-oriented theory -
- 13. Piaget’s theory of cognitive development: • According to Piaget, intelligence is an adaptive process. Piaget viewed intellectual development as an evolution of cognitive processes such as understanding the laws of nature , the principles of grammar & mathematical rules. He focused on schemas, assimilation and accommodation 2 (a) Piaget’s theory of cognitive development-
- 14. This growing abilities are influenced by the environment especially the rewards and punishments people receives for particular intellectual skill. In contrast to Piaget; Bruner argued that any subject can be taught effectively to any child at any stage of development. For example, it would not be appropriate to teach a three year old complex physics, however, Bruner contented that they could be taught some principles of physics (e.g., force, mass, momentum, friction) in enactive form and later repeated in iconic, then symbolic form . 2(b) Brunner’s theory:
- 15. Sternberg broke his theory down into the following three parts- a.Contextual subtheory: The contextual subtheory says that intelligence is intertwined with the individual’s environment. Thus, intelligence is based on the way one functions in their everyday circumstances, including one’s ability to – a) adapt to one’s environment, b) select the best environment for oneself, or c) shape the environment to better fit one’s needs and desires. Experiential subtheory: The experiential subtheory proposes that, an individual is confronted with an unfamiliar task or situation and must come up with a way to deal with it. At the automation end of the spectrum, one has become familiar with a given task or situation and can now handle it with minimal thought. Sternberg’s Triacharic theory
- 16. Componential subtheory: The componential theory outlines the various mechanisms that result in intelligence. According to Sternberg, this subtheory is comprised of three kinds of mental processes or components: a. Metacomponents enable us to monitor, control, and evaluate our mental processing, so that we can make decisions, solve problems, and create plans. b. Performance components are what enable us to take action on the plans and decisions arrived at by the metacomponents. c. Knowledge-acquisition components enable us to learn new information that will help us carry out our plans.
- 17. Binet assumed that children’s abilities increase with age. The concept of IQ introduced 1937 . The Stanford–Binet is a modified version of the Binet- Simon Intelligence scale, created by the French psychologist Alfred Binet and his student Theodore Simon. It was a way to detect children who were retard. Binet’s test is a set of age-graded items. This test measures things that are necessary for school success. The Stanford - Binet Intelligence Test-
- 18. Characteristics of Stanford Binet test: The Stanford - Binet Intelligence Scales are designed to measure five factors of cognitive ability. These five factors include; a. Fluid reasoning b. Knowledge c. Quantitative reasoning d. Visual-spatial processing e. Working memory • Both verbal and nonverbal responses are measured
- 19. Fluid reasoning- Fluid reasoning is the ability to solve abstract problems in which no prior knowledge is required. • Nonverbal fluid reasoning is tested with object series matrices. • Verbal absurdities are simply statements that are silly or impossible. For example; – “an apple is to fruit as celery is to __________.” (vegetable). – what is wrong with a sentence like: “I put ink on my hairbrush and cleaned my teeth.” Knowledge- Knowledge is defined as someone’s accumulated stock of general information that has been committed to long- term memory. For example, a young test subject might be asked to explain basic human needs, like eating, using gestures. The verbal sub- test includes vocabulary questions, which may be administered using toys or flash cards. • For example; – Explain differences (between a fish and a horse)
- 20. Quantitative Reasoning - Quantitative reasoning measures a person’s numeracy. Questions in this section can include basic counting, addition and subtraction. • At higher levels, measurement, geometry and word problems are included. • Math concepts are presented in both verbal and nonverbal formats. Visual-spatial Processing- Visual-spatial processing involves the recognition of both patterns and spatial relationships. The nonverbal portion of this sub-test usually includes assembling puzzles and patterns. The verbal portion includes questions about direction and tests a subject’s ability to identify spatial relationships in pictures. Working Memory • Working memory is defined as the multiple processes that capture, sort and transform information in a person’s short- term memory. • For example, like the game Concentration, a test subject might be asked to recall a previously presented picture. • Block span simply involves tapping out a sequence on a series of blocks and asking the test subject to repeat the sequence.
- 21. Wechsler Scales Earlier version of the Standford-Binet had a number of disadvantages that lead David Wechsler 1989 to develop the Wechsler- Bellevue Intelligence Scales. This was a test designed for adults one that would offer items whose content was more appropriate for and more motivating to adults than the schools-oriented binet. The WAIS III A new version of the Wechsler- Bellevue, known as the Wechsler adult intelligence scale (WAIS-R) was published in 1981. The most recent version, the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) was introduced in 1997. One major change introduced in the WAIS-III is the inclusion of reversal items in several subtests, all examinees begin with the same to basal item. If a perfect score on it either basal item is not obtained, the preceding items are administered in reverse sequence until a perfect score is achieved for two consecutive items. Following are brief description of 14 WAIS-III subtests. The first seven constitute the verbal substest, the other seven are performance subtest. 1. Vocabulary 2. Similarities 3. Arithmetic 4. Digit Span 5. Information 6. Comprehension 7. Letter-Numbering Sequence. 8. Picture Completion 9. Digit Symbol-Coding 10.Block Design 11.Matrix Reasoning 12.Picture Arrangement 13.Symbol Search 14.Object Assembly Wechsler Scales of Intelligence-
- 22. Heredity and environment:- Land and seed used to grow the crop. While the seed is heredity and the land is environment. If the land is infertile, even with the good seed, one can not have a good crop. Similar with the fertile land if the poor quality seeds are used the crop will not achieve the good results. • As fertile land and good quality seeds are required for good crops, similarly the heredity and stimulating environment are necessary for higher intelligence. Gender: Boys and girls tend to be equivalent in most aspects of intelligence .The average IQ scores of boys and girls is virtually identical . The extremes (both low and high ends) are over- represented by boys 1. Girls as a group: Tend to be stronger in verbal fluency, in writing, in perceptual speed (starting as early as the toddler years) 2. Boys as a group- Tend to be stronger in visual-spatial processing, in science, and in mathematical problem solving (starting as early as age 3) Factors Influencing Intelligence
- 23. Schooling: Attending school makes children smarter – Children from families of low socioeconomic societies and those from families of high socio economic societies make comparable gains in school achievement during the school year. Poverty: The more years children spend in poverty, the lower their IQs tend to be. Children from lower- and working-class homes average 10-15 points below their middle-class age mates on IQ tests • In many countries, children from wealthier homes score better on IQ test than children from poorer home.
- 24. Intelligence differs from one person tpo another and can be classified in following ways- Distribution of Intelligence-
- 25. IQ stands for intelligence quotient. It is a value that can be calculated with the formula of- IQ = (MA/CA) x100 Here, MA= Mental age CA= Chronological Age or Actual age Formula of Intelligence-