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Intelligence

A composite of general and specific abilities, characterizing an


individuals level of neurological functioning in the context of
his effectively applied experience and manifested in his
dynamic coping with the challenges for adjustment which he
makes day-to-day living.
The global ability of the individual to think clearly and to
function effectively in the environment, according to David
Wechesler.
o Note: the definition of intelligence is not based on
heredity and environment, the concept is a functional
one. It refers to what a person can do.
The three categories of the concept of intelligence:
1. Popular concepts- these are all forms of behavior observable in
individuals who function well intellectually. A person is
described as intelligent if he manifests any, some, or all of the
described behaviors at a successful level of application in
various life activities.
Ex. Earning excellent grades in school, being a self-
made successful professional, excelling in one kind of
scientific or technological field, achieving national or
international recognition for creative ideas, etc.
2. Scientific concepts- mechanical efficiency of his nervous
system and determined by both hereditary and environmental
factors. Determining factors are; parental linkages, child-
rearing practices and educational development.
3. Technical concepts- anything which exists can be measured,
Assessment of mental ability is the attempt to identify
constitutively the components of intelligence and assign
quantitative and qualitative values to these attributes as a
result of the sampling of the individuals behavioral responses
to critical stimulus items of experience related to the
components. The assessment instrument is called a
psychological test.
Intelligence is used in a special way; and as
technical term, it is described by the results of
intelligence tests.
What Shapes Intelligence?
1. Heredity versus Environment
One school holds that differences in intellectual ability among
human beings are determined genetically, i.e. by factors residing
in the inherited genes of the child.
Environmentalists, claim that nurture or child rearing and
development account for the observed differences. They hold that
the way a child is stimulated by significant adults (parents,
relatives, teachers, etc.) and peers (brothers, sisters, friends,
classmates, etc.) is more effective than heredity in developing
intellectuality.
2. Interaction between Heredity and Environment
Heredity potentials are acquired as a genetic
endowment, but such endowment is transformed into effective
and practical ability only by nurturance of a facilitating social
intellectual environment. Such as quality of home life, loving
parents, educational materials and toys provided for, exposure
to different places and good schools.
3. Individuals Personality
It is an organized set of physical-social-emotional and
adaptation processes which uniquely characterizes a person.
Personality pattern which facilitates intellectual development
includes: curiosity, a questioning attitude, venturesomeness,
verbal expressiveness, analytical thinking, problems solving,
innovativeness, optimism, and perseverance. In contrast, the
personality traits which constrict personality development are:
conformity, passivity, fear of the unknown, emotional
instability, easy discouragement, lack of perseverance, and
low motivation to learn new things.
Methods of Investigation
1. Longitudinal Studies- the use of formal observations of
children from infancy to adulthood and compare them with
other children of matched age, sex and home environments.
These studies are time consuming and often subjective.
2. Statistical or quantitative method employs a standard set of
behavior samples commonly held as related to the manifest
indicators of intelligence.

Some Well-Known Intelligence Tests
1. Standford Binet Intelligence Scales (SBIS) - an
individual test which is used primarily with children. This is
the first real intelligence test developed by Alfred Binet. His
tests followed from a simple premise: if performance on
certain tasks or test items improved with chronological, or
physical, age, performance could be used to distinguish more
intelligent people from less intelligent ones within a particular
age group. This test was designed to identify the dullest
students in Paris school system in order to provide them with
remedial aid.
2. Wechesler Adult Intelligence Scale (WAIS) - devised by
David Wechesler. It has two major parts: a verbal scale and a
performance (or nonverbal) scale. The WAIS III and WAIS IV
give a more precise picture of a persons specific abilities
compared with other IQ tests.

IQ- Intelligence Quotient score derived from a set of
standardized tests developed to measure a persons
cognitive abilities in relation to their age group.

IQ formula IQ= MA x 100 IQ- intelligence quotient
CA MA- mental age
CA- chronological age

IQ Classification
IQ Description
180- above genius
140- 179 Very superior
120-139 Superior
110- 119 High average
90-109 Average or normal
80-89 Low average/low normal
70-79 borderline
Below 70 Mentally retarded

Two Forms of Intelligence
1. Fluid Intelligence- refers to the ability to deal with new and
unusual problems. It involves the deliberate and controlled use
of mental operations and is the form intelligence you need
when you have no well-practiced routines you can bring it bear
on a problem.
2. Crystallized Intelligence refers to your acquired knowledge.
This includes your verbal knowledge and your broad repertoire
of skills that are useful for dealing with problems similar to
those already encountered.
The Building Blocks of Intelligence
What is it, inside a person that gives them more g (general
intelligence), o less?
Mental Speed- intelligent people may literally have brains that
operate more swiftly and more efficiently than the brains of
less intelligent people.
Working Memory and Attention- intelligent people are those
who have particularly good working memories, so that they
can hold onto the information they need for complex tasks.
They may also have especially good control of their attention-
so theyre able to coordinate their goals and priorities in an
appropriate way, first by focusing here and then there, without
getting lured off track by distraction.
Executive control- over ones own thought refers to the
processes people use to launch mental actions, redirect their
attention, or shift their strategies. It is needed for goal
maintenance- that mental activities that help us keep our goals
in view, so that we consistently direct our behavior toward that
goal.
Intelligence beyond the IQ test- people lack the sort of
analytical skill required for strong performance in the
classroom, but theyre sophisticated and astute in dealing with
the practical world.
Practical Intelligence- a skilled reasoning in the day-to-day
world.
Emotional Intelligence- the ability to understand ones own
emotions and others, and also the ability to control ones
emotions when appropriate.
Dont be a servant of your own emotion; learn to
muster your emotion. Emotions often undermine our
ability to think clearly and so work against our ability
to reason intelligent.
Emotion and cognition interact and enrich each other in
important ways.
The Theory of Multiple Intelligence
By Howard Gardner. His theory describes eight distinct
intelligences that are based on skills and abilities that are
valued within different cultures.
a. Visual-spatial intelligence-ability to visualize spatial.
Scenes as shown by pilots and ship navigators.
b. Verbal- linguistics intelligence- ability of writers and
poets
c. Bodily-kinesthetic intelligence- ability to control body
movements as shown by dancers and athletes
d. Logical- mathematical intelligence- ability possessed by
scientist; person can connect mathematical operations
to complex problem solving activities.
e. Interpersonal intelligence- ability to infer other
persons moods, intention, etc.
f. Musical intelligence ability displayed by musicians or
child prodigies.
g. Intra personal intelligence- ability to insight over ones
own feelings and emotions
h. Naturalistic intelligence- ability to work with plants
and animals.

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