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NOTE:
This meaning leaves out many other capabilities which we might also consider
intelligent.
To have intelligence means having the ability to think. All forms of thinking (excluding,
perhaps extremely insane forms of thinking) results in some kind of intelligent action,
even if it may seem very low intelligence to us.
EXAMPLE:
For example an artist who creates an abstract painting does not
necessarily need to acquire knowledge nor even apply it through reason, yet we label
many artists as intelligent or genius.
EXPLAINATION:
A key to understanding intelligence requires the understanding
of its basic mechanism for obtaining it: thinking. Again, most people confuse thinking
with consciousness and awareness, probably due to the fact that most people believe
that only humans have the capacity to think.
A man may be learned and he may have a good deal of knowledge, but it is not necessary
that he should be intelligent also similarly, Intelligent may not acquire knowledge.
Generally intelligence is determined and fixed. It cannot he increased by practice. On
the other hand, it is possible to develop and increase the knowledge. Knowledge of many
things is called “Learning”. In other words, knowledge is nothing but knowing about
many things. It is the intelligence help the application of all this knowledge in the
practical life of man.
INTELLIGENCE AND LEARNING:-
FACTORS OF INTELLIGENCE:-
GENERAL FACTOR:
Spearman proposed that intelligence consisted of two factors. The general underlying
factor is referred to as the G factor and represents our capacity to develop more specific
skills.
FOR EXAMPLE:-
A person with an IQ of 80 may be able to tune an engine while a
person with an IQ of 130may not. Therefore, people have multiple intelligence.
CONVERGENT THINKING:-
Which applies when an individual reaches a
conclusion by working within a given framework, where he/she starts from a wide
range of facts and narrow them down converges.
DIVERGENT THINKING:-
Where an individual starts form one or several
ideas and works out wards, often involving the generation of many new ideas this is
also sometimes referred to as lateral thinking.
KINDS OF INTELLIGENCE:-
2 Crystallized intelligence.
FLUID INTELLIGENCE:
EXAMPLE:
CRYSTALLIZED INTELLIGENCE:-
Crystallized intelligence is the accumulation of information, skills, and strategies that
people have learned through experience and that they can apply in problem-solving
situations.
EXAMPLE:
We would be likely to rely on crystallized intelligence, for instance, if we
were asked to participate in a discussion about a solution to the causes of poverty, a task
that allows us to draw on our own past experiences and knowledge of the world.
In contrast to fluid intelligence, which reflects a more general kind of intelligence,
crystallized intelligence is more a reflection of the culture in which a person is raised.
It skills in using the whole body or various portions of it in the solution of problems or in
the construction of products or displays, exemplified by dancers, athletes, actors, and
surgeons.
3- LOGICAL-MATHEMATICAL INTELLIGENCE
(Number/Reasoning Smart):-
Logical-mathematical intelligence is the ability to calculate, quantify, consider
propositions and hypotheses, and carry out complete mathematical operations. It
enables s to perceive relationships and connections and deductive thinking
patterns. Logical intelligence is usually well developed in mathematicians,
scientists, and detectives. Young adults with lots of logical intelligence are
interested in patterns, categories, and relationships. They are drawn to arithmetic
problems, strategy games and experiments.
4- LINGUISTIC INTELLIGENCE:-
5- SPATIAL INTELLIGENCE:-
Skills involving spatial configurations, such as those used by artist and architects.
7- INTERPERSONAL INTELLIGENCE:-
Interpersonal intelligence is the ability to understand and interact effectively with
others. It involves effective verbal and non-verbal communication, the ability to note
distinctions among others, sensitivity to the moods and temperaments of others, and the
ability to entertain multiple perspectives.
Teachers, social workers, actors, and
politicians all exhibit interpersonal intelligence. Young adults with this kind of
intelligence are leaders among their peers, are good at communicating and seem to
understand others’ feelings and motives.
8- INTRAPERSONAL INTELLIGENCE:-
Knowledge of the internal aspects of oneself; access to one’s own feelings and
emotions.
BIOLOGICAL INTELLIGENCE:-
Evidence suggests that genetic variation has a significant impact on IQ, accounting for
three fourths in adults. Despite the high heritability of IQ, few genes have been found to
have a substantial effect on IQ, suggesting that IQ is the product of interaction between
multiple genes.
Other biological factors correlating with IQ include ratio of brain weight to body weight
and the volume and location of gray matter tissue in the brain.
Because intelligence appears to be at least partly dependent on brain structure and the
genes shaping brain development, it has been proposed that genetic engineering could
be used to enhance the intelligence of animals, a process sometimes called biological
uplift in science fiction. Experiments on mice have demonstrated superior ability in
learning and memory in various behavioral tasks.
EMOTIONAL INTELLIGENCE:-
“Emotional intelligence is once ability to detect and to manage emotional cues and
information”
People who know their own emotions are good at reading others. Emotions may be
more effective in their jobs. That in essence is theme underlying recent (EI) research.
Impulses.
failures.
ARTIFICIAL INTELLIGENCE:-
Artificial intelligence (AI) is the intelligence of machines and the branch of computer
science which aims to create it.
Major AI textbooks define the field as “The study and design of agents, “where an
intelligent agent is a system that perceives its environment and takes actions which
maximize its chances of success”.
John McCarthy, who coined the term in 1956, defines it as "The science and engineering
of making intelligent machines."
EXISTENTIAL INTELLIGENCE:-
Sensitivity and capacity to tackle deep questions about human existence, such as the
meaning of life, Why do we die? And how did we get here?
SOCIAL INTELLIGENCE:-
Social intelligence according to the original definition of Edward Thorndike, is "The
ability to understand and manage men and women, boys and girls, to act wisely in
human relations" .It is equivalent to interpersonal intelligence
USES:
1: USE IN SELECTION:
Result of intelligence can be properly used for selection of suitable candidates for
educational and professional activities.
EXAMPLE:-
2: USE IN CLASSIFICATION:-
The result of intelligence along with the achievement can be successfully used for
promotion of student to the next higher grades of classes.
ABUSES OF INTELLIGENCE:
Intelligence has sufficient scope for being misused leads to unhealthy effects on the
welfare of individuals and society. These effects can be briefly summarized as follows;
1: ILL-EFFECT ON STUDENTS:-
The subjects whose intelligence is tested through intelligence test may be adversely
affected by the knowledge of their I.Q findings may color not only their interests and
attitudes towards learning and work but also personality in dealing with their
environment.
The I.Q tables tagged to the children are very carefully remembered and misutilized by
their teachers and parents. They try to see them in the light of their I.Q.
3: MISUSE BY SOCIETY:-
Not only students and teachers but society in general has tried to misinterpret and
misutilized the results of intelligence testing for maintain the theory resulting in
segregation, sectarianism and racial discrination in many societies include the most
developed societies of the west.
I.Q:-
UNDERSTANDING IQ:-
Binet develop the concept of the I.Q (Intelligence Quotient).The I.Q is mental age
divided by chronological age and express as a percentage.
What is a good IQ score? What is a high IQ score? What is a low IQ score? These are
common questions, particularly after someone finds out their score from an IQ test.
Lewis Terman (1916) developed the original notion of IQ and proposed this scale for
classifying IQ scores:
5% of people have an IQ under 70 and this is generally considered as the benchmark for
"mental retardation", a condition of limited mental ability in that it produces difficulty
in adapting to the demands of life.
Genius IQ is generally considered to begin around 140 to 145, representing ~.25% of the
population (1 in 400). Here's a rough guide:
1: INDIVIDUAL TEST:-
In which only one individual is tested at a time.
2: GROUP TEST:-
“Test involving the use of language in which the instructions are given in words written,
oral or both are administered to one individual at a time”
The test content is loaded with verbal material which may include varieties of items
listed below:
1: VOCABULARY TEST:-
EXAMPLE:
2: MEMORY TEST:-
These are designed to test the subject’s immediate and long-term memory, and include
recall and recognition type of items.
EXAMPLE:
He may be called upon to tell the full names of teachers who teach him different subject,
his phone number , the date of birth of his siblings and so on.
3: COMPREHENSION TESTS:-
By means of these, the subject is tested for the ability to grasp, understand and react to a
given situation.
EXAMPLE:
The questions may be like: Why do big ships float in the sea while a small needle would
sink in it?
4: INFORMATION TESTS:-
The subject is tested on his knowledge about the things around him by means of these
tests.
EXAMPLE:
5: REASONING TESTS:-
In these tests the subject is asked to provide answers which demonstrate his ability to
reason, logically, analytically, synthetically.
EXAMPLE:
6: ASSOCIATION TESTS:-
Through these tests items the subject is tested for his ability to point out the similarities
or dissimilarities between two or more concepts or objects.
EXAMPLE:
“These tests involve activities in which the use of language is not necessary except for
giving directions”
PERFORMANCE TESTS are typical example of such tests. They are may be in the form
of material objects or through oral or instructions and signs.
Generally the activities on which the performance of an individual is tested are of
different types.
Here is a JIGSAW, in a jigsaw the task is to arrange the given picture with the help of
given pieces cut out from that picture.
The completion of the picture gave us good estimate of INTELLIGENCE of the subject
without language.
“The test which necessitate the use of language and are applied to a group of individuals
at a time”
A student must see the patterns forms by the shapes organized into groups then choose
the answer that completes the picture. In this example the child has to understand 3
shapes form a pattern through 3 by 3 matrix, once the child understand that the circle
form diagonal line and triangle and square form their alternating pattern then he can
choose the correct option no#2.
BY ALL THESE WE CAN TEST THE INTELLIGENCE OF A PERSON.
*************
References:
*Elementary Psychology (KARAMAT HUSSAIN).
*Advance Educational Psychology (S.K. MANGAL).
*I.Q TEST BOOK.
*Google Search.
*Fred Lutkams (organization behavior)