Intelligence Assigned by Ms. Tahira Hameed Group members : • • • • • • • Shoaib Safdar Zain Ul Abdin Shuje Hassan Noraiz Rao Hamza Umer Md. Salman Abu Huraira Table of content • • • • • Intelligence Theories of intelligence Assessing intelligence Variations in intellectual ability Group differences in intelligence Shoaib Safdar Presenting Intelligence What is intelligence? The ability to derive information, learn from experience, adapt to the environment, understand, and correctly utilize thought and reason. Despite substantial interest in the subject, there still isn't a conse nsus among experts about the components of intelligence or wh ether accurate measurements of intelligence are even possible. Although contemporary definitions of intelligence vary considera bly, experts generally agree that intelligence involves mental abili ties such as logic, reasoning, problem-solving, and planning. Sp ecifically, current definitions tend to suggest that intelligence is th e ability to: What is intelligence? (1/2) • Learn from experience: The acquisition, retention, and use o f knowledge is an important component of intelligence. • Recognize problems: To use knowledge, people first must id entify the problems it might address. • Solve problems: People must then use what they have learn ed to come up with solutions to problems. Research on intelligence plays a significant role in many areas i ncluding educational program funding, job applicant screening, a nd testing to identify children who need additional academic help . Zain Ul Abdin Presenting Theories of Intelligence Theories of intelligence Given the intense interest in the concept of intelligence, some of the field's greatest minds have explored it from numerous angle. Following are some of the major theories of intelligence that hav e emerged in the last 100 years. 1. 2. 3. 4. General intelligence Primary mental abilities Multiple intelligences The triarchic approach to intelligence General Intelligence (1) British psychologist Charles Spearman (1863–1945) described t he concept of general intelligence, or the "g factor." After using fa ctor analysis to examine mental aptitude tests, Spearman conclu ded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perfo rm well on other tests, while those who scored badly on one test tended to score badly on others. He concluded that intelligence i s a general cognitive ability that researchers can measure and e xpress numerically. Primary Mental Abilities (2) • Psychologist Louis L. Thurstone(1887–1955) focused on seve n primary mental abilities rather than a single, general ability. These include: • Associative memory: The ability to memorize and recall • Numerical ability: The ability to solve mathematical problems • Perceptual speed: The ability to see differences and similariti es among objects • Reasoning: The ability to find rules • Spatial visualization: The ability to visualize relationships • Verbal comprehension: The ability to define and understand words • Word fluency: The ability to produce words rapidly Multiple Intelligences (3) • Among more recent ideas about intelligence is Howard Gardner's t heory of multiple intelligences. He proposed that traditional IQ testi ng does not fully and accurately depict a person's abilities. He pro posed eight different intelligences based on skills and abilities that are valued in various cultures:4 • Bodily-kinesthetic intelligence: The ability to control body move ments and handle objects skillfully • Interpersonal intelligence: The capacity to detect and respond a ppropriately to the moods, motivations, and desires of others • Verbal-linguistic intelligence: Well-developed verbal skills and s ensitivity to the sounds, meanings, and rhythms of words • Visual-spatial intelligence: The capacity to think in images and vi sualize accurately and abstractly • Intrapersonal intelligence: The capacity to be self-aware and i n tune with inner feelings, values, beliefs, and thinking processe s • Logical-mathematical intelligence: The ability to think concep tually and abstractly, and to discern logical or numerical pattern s • Musical intelligence: The ability to produce and appreciate rhy thm, pitch, and timbre • Naturalistic intelligence: The ability to recognize and categori ze animals, plants, and other objects in nature • Verbal-linguistic intelligence: Well-developed verbal skills an d sensitivity to the sounds, meanings, and rhythms of words • Visual-spatial intelligence: The capacity to think in images an d visualize accurately and abstractly The Triarchic Approach to Intelligence (4) • Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive adaptation to, selection, an d shaping of real-world environments relevant to one's life." • Although he agreed with Gardner that intelligence is much bro ader than a single, general ability, he suggested that some of Gardner's types of intelligence are better viewed as individual talents. Sternberg proposed the concept of "successful intellig ence," which involves three factors: • Analytical intelligence: The ability to evaluate information an d solve problems • Creative intelligence: The ability to come up with new ideas • Practical intelligence: The ability to adapt to a changing envi ronment Shuje Hassan Presenting Assessing Intelligence & IQ test Assessing intelligence In psychology, there’re several methods present for analyzation of the intelligence of the human being. These methods involve di fferent characteristics of the person to test or analyze the level of their intelligence. Some of these methods used to assess intelligence are defined: • IQ Test • The Wechsler Scales • Group Tests of Intelligence • Individual Tests of Intelligence: Measuring the Extremes IQ Tests : Originally, the letters IQ stood for intelligence quotient, and a “quoti ent” is precisely what the scores represented. To obtain an IQ scor e, an examiner divided a student’s mental age by his or her chrono logical age, then multiplied this number by 100. For this computati on, mental age was based on the number of items a person passe d correctly on the test: Test takers received two months’ credit of “ mental age” for each item passed. If an individual’s mental and chronological ages were equal, an IQ of 100 was obtained; this was considered to be an average score. IQs above 100 indicated that a person’s intellectual age was great er than her or his chronological age—in other words, that the indivi dual was more intelligent than typical students of the same age. In contrast, numbers below 100 indicated that the individual was less intelligent than her or his peers. Noraiz Rao Presenting Wechsler Scale The Wechsler Scales : • To overcome this and other problems, David Wechsler devised a set of tests for both children and adults that include nonverbal, or performance, items as well as verbal ones, and that yield separa te scores for these two components of intelligence. However, he developed these tests at a time when the multifaceted nature of i ntelligence was not yet well understood, and it is not clear that W echsler’s various subtests actually do measure different aspects of intelligence. • Despite such problems, the Wechsler tests are currently among t he most frequently used individual tests of intelligence. An overvi ew of the subtests that make up one of the Wechsler scales, the Weschsler Adult Intelligence Scale—Revised (WAIS—3 for short ) is presented Hamza Umer Presenting Group Tests of Intelligence & Indivi dual tests of Intelligence Group Tests of Intelligence: Both the Stanford—Binet and the Wechsler scales are individual test s of intelligence. They are designed for use with one person at a time . Obviously, it would be much more efficient if group tests could be ad ministered to large numbers of people at once. The need for such tes ts was driven home at the start of World War I, when the armed force s in the United States suddenly faced the task of screening several m illion recruits. • In response to this challenge, psychologists such as Arthur Otis de veloped two tests; Army Alpha for persons who could read and Ar my Beta for persons would could not read or who did not speak En glish. These early group tests proved highly useful. For example, t he tests were used to select candidates for officer training school, and they did accurately predict success in such training. Individual Tests of Intelligence: Measuring the Extr emes: Individual tests of intelligence such as the Stanford-Binet or WISC ar e costly. They must be administered one-on-one by a psychologist or other trained professional. Why, then, do these tests continue in wide spread use? The answer is that these tests have several practical us es and provide benefits that help to offset these costs. The most imp ortant of these uses involves identification of children at the extremes with respect to intelligence those who are mentally challenged (i.e., w ho suffer from some degree of mental retardation), and those who ar e intellectually gifted. Md. Salman Presenting Variations in intellectual ability Variations in intellectual ability • The levels of mental retardation include mild, moderate, severe , and profound retardation. • About one-third of the cases of retardation have a known biolo gical cause; fetal alcohol syndrome is the most common, Most cases, however, are classified as familial retardation, for which there is no known biological cause. • The intellectually gifted are people with IQ scores greater than 130. Intellectually gifted people tend to be healthier and more successful than are the non-gifted. • Advances in the treatment of people with mental retardation inc lude mainstreaming, or the integration of individuals with menta l retardation into regular education classrooms as much as pos sible (along with some participation in segregated special educ ation classes), and full inclusion, in which all students, even tho se with the most severe educational disabilities, are fully integr ated into regular classes (and separate classes are avoided). Abu Huraira Presenting Individual and Group Differences Individual and group differenc es Individual differences are primary; group differences are secondary. The individual is the biological and societal unit that develops, that le arns, that thinks, that wants, that feels, that acts. The group is a colle ction of individuals – sometimes just that, sometimes with a structure of its own. The individual members of any species, such as humans, have a gre at many characteristics in common; indeed, judged against the varie d forms of life on this earth one might deem them virtually indistingui shable. Yet from a viewpoint within the human species, we see them as differing in an array of biological and psychological characteristics , and these differences are often of intense social, personal, and eco nomic interest to us. On the basis of such individual variation, individ uals may be classified in numerous ways and for various purposes in to subgroups. A particular human may be placed simultaneously into groups a ccording to age, sex, occupation, ancestry, religious preference, marital status, home ownership, political party affiliation, sexual o rientation, television viewing habits, taste in soft drinks, and any number of other criteria. These classifications can be said to be secondary in the sense that they derive from already-existing ch aracteristics of the individual; that someone may choose to classi fy an individual into one or another category does not in itself ch ange that individual in any way whatsoever – although, of course , the individual's or others' reactions to this act of classification m ay have such an effect. THANK YOU!
