MENTAL ABILITIES

INTELLIGENCE

Refers to the cognitive ability of an

individual to learn from experience, to
reason well, to remember important
information and to agree with the
demands of daily life

THEORIES OF INTELLIGENCE
1.

a.
b.

Spearmans Two Factor Theory

Intelligence consists of general ability
that works in conjunction of special
abilities
2 factor theory
General intelligence
Specific abilities

2. PIAGETS THEORY OF
INTELLIGENCE
a.

b.

Intelligence is the process of

adaptation to the envt
Every child goes through an invariant
series of stage in intellectual
development

3. THURSTONES WEIGHTED GROUP FACTOR THEORY

1.

2.

3.

4.

Verbal meaning understanding ideas

and word meaning
Number speed and accuracy in
performing arithmetical computations
Space ability to visualize form
relationships in 3 dimensions
Perceptual speed ability to quickly
distinguish visual details, similarities and
differences bet objects

5. Word fluency speed inthinking of

words
6. Memory ability to memorize words
and numbers
7. Inductive reasoning ability to derive
a rule from given information

3. JENSENS TEO LEVEL THEORY

Intellectual functioning consist of

associative and cognitive abilities; both
heriditary

KINDS OF TEST
Intelligence test
Intends to measure the students
achievement or teaching outcomes in
a particular subject or group of
subjects
2. Aptitude test
Test designed to find out about an
individuals talent or capacity for
particular lines or work
1.

EXAMPLE

Question 1.Which of the following is least like the

others?
A.cube
B.sphere
C.pyramid
D.circle

Anwser:
D (because the circle is the only two-dimensional
figure)

Question 2.Consider the following series:

3, 4, 6, 9, 13, ____ What comes next?
A. 15
B.16
C.17
D.18
E.19

Answer:
D (3+1=4; 4+2=6; 6+3=9; 9+4=13;
13+5=18)

Question 4.Susan can type 10 pages in 5 minutes. Mary

can type 5 pages in 10 minutes. Working together, how
many pages can they type in 30 minutes?
A.15
B.20
C.25
D.65
E.75

Answer:
E (30/5=6; 6*10=60; Susan will type 60 pages in 30 min.
30/10=3; 5*3=15; Mary will type 15 pages in 30 min.
60+15=75)

3. ACHIEVEMENT TEST
Test constructed to assess the extend of an individuals
knowledge about subjects taught in school
4. Vocational Aptitude test
Test which measures ability to perform the special task
required in specific job
5. Personality test
It attempts to measure all the many traits that make up a
personality and to distinguish between normal and
neurotic patterns
6. Interest test
Measures how much individual likes or dislikes various
activities

6. Interest test
> Measures how much individual likes or
dislikes various activities

CONCEPT OF MENTAL AGE AND INTELLIGENCE

QUOTIENT

Mental age
Refers to the level of mental
development expressed in units of
chronological age for which the mental
development is judged normal

Chronological age
- Actual age of a person

Example:
A child whose CA is 8 is given a test for
8 y/o. if he passes the test, he is given
another test for the 9 y/0. If he passes,
he is given a test for 10 y/o. if he
cannot pass then his MA is 9 y/o.

INTELLIGENCE QUOTIENT (IQ)

Numerical value of intelligence derived
from the results of an intelligence test
Lewis M. Terman
IQ=MA x 100

CA

LEVELS OF INTELLIGENCE
IQ

VERBAL

180 AND UP

GENIUS

140-179

VERY SUPERIOR

130-139

SUPERIOR

110-129

BRIGHT

90-109

AVERAGE

80-89

DULL

70-79

INFERIOR

BELOW 70

MR

TYPES OF MR
IQ

CLASSIFICATION

52-69

MILD/moron

EDUCABLE

36-51

MODERATE/imbecile

TRAINABLE

20-35

SEVERE/idiot

NEEDS CLOSE
SUPERVISION

BELOW 20

PROFOUND

NEEDS COSTUDIAL
CARE

VARIATIONS IN INTELLIGENCE
Mental retardation
> Subaverage intellectual ability
equivalent to or less than IQ of 70
accompanied by significant deficits in
abilities necessary for ADL
A.

1. MILD RETARDATION

Cope with their envt with some help

from family and friends
Requires some degree of supervision in
their work

2. MODERATE RETARDATION

Able to speak, write and interact with

friends but their motor
coordination,posture, and social skills
are clumsy.
Intellectual level = 5 y/o

3. SEVERE RETARDATION

Severe motor speech and intellectual

impairment and are dependent in ADL
Engaged in little verbal activity
Unable to perform personal hygiene
tasks and can perform simple tasks
only with training

4. PROFOUND RETARDATION

People who are unable to master even

simple tasks and require total
supervision and constant care in an
institution.
Both their motor and intellectual
development are minimal
With physical and other congenital
defects

CAUSES
Biological
3 types of organic event
a. Systhemic disease
Chromosomal aberrations
Ex. Down syndrome, PKU
b. Infectious diseases
Ex. Rubella, syphillis
1.

c. Physical trauma
Ex. Poison, hormonal deficiency, malnutrition
and hypoxia
2. Environmental
Individual in whom no physiological basis of
retardation can be identified and who
remain mental retarded are referred as
SOCIOCULTURALLY MENTALLY RETARDED
From lower socioeconomic classes and has
been raised in envt that do not provide
intellectual stimulation

B. MENTALLY GIFTED

People who score above 130

Those identified by professionally qualified
persons and who by virtue of their outstanding
abilities are capable of higher performance

Characteristics
have unique set of abilities
They may be superior in cognitive abilities,
leadership abilities or abilities in performing arts

THEORY OF MULTIPLE INTELLIGENCE

1983 book of Frames of Mind, Gardner

He believes that there are 7
independent types of intelligence that,
bec of heredity or training, develop
differently in different people

1, Linguistic intelligence
Involved reading, writing, listening and
talking
Demonstrated by writers

2. Logical Mathematical Intelligence

Involved scientific thinking, solving
logical puzzles, deriving proofs and
performing calculations
Philosophers and mathematicians
3. Spatial Intelligence
Involved moving from one location to
another or determining ones
orientation in space.
Architects and marine navigators

4. Musical Intelligence
singing, composing,conducting and
performing musical instrument
Musicians and composers
5. Body Kinesthetics Intelligence
Involved in using ones body or its
various parts to perform skillfull and
purposeful movements.
Dancers, athletes and surgeons

PERSONALITY

Refers to the sum total of the typical

ways of acting, thinking, and feeling
that makes each person unique

THEORIES OF PERSONALITY
A.

Psychoanalytic theory
Sigmund Freud
Emphasized on childhood experiences
as critically important in shaping adult
personality. It stresses the role of the
unconscious in motivating human
actions

3 LEVELS OF CONSCIOUSNESS
Conscious behavior
Refers to behavior of which a person is
aware
2. Pre conscious behavior
Mental activity of which people can
become aware only if they attend to it
closely
3. Unconscious behavior
Mental activity beyond a persons
normal awareness
1.

PRIMARY STRUCTURAL ELEMENTS OF PERSONALITY

ID
Persons instinctual energy
Pleasure principle
Demanding, unrealistic
2. EGO
Seeks to satisfy the individuals instinctual needs in
accordance with reality
Patient, reasonable, and works by the reality principle
3. SUPEREGO
>
Moral branches of personality
1.

ANXIETY AND DEFENSE MECHANISM

Anxiety
Feeling of emotional discomfort
A state of tension characterized by fear
and uneasiness and often accompanied
by increased physiological arousal
freud believes that people avoid
anxiety by developing defense
mechanism

DEFENSE MECHANISM

A way of reducing anxiety by distorting

reality
It provides initial protection for
personality bec they help to reduce
anxiety, however the real problem that
caused the anxiety is not addressed
and solved and so the relief is only
temporary

Substitution
when the individual replaces a goal that he cannot
achieve for another that is more realistic
Replacing the desired unattainable goal with one that
is attainable
2. Compensation
When the individual makes up for a perceived lack in
one area by emphasizing capabilities in another to
maintain self respect and self esteem.
An attempt to overcome
3. Sublimation
When an individual transforms an unacceptable
impulse into a socially acceptable even productive
form.
1.

4. Compromise
refers to reciprocal give and take, nec in many relationships
5. Rationalization
When an individual unconsciously makes reasonable
explanations or excuses to justify unacceptable thoughts,
feelings or behaviors.
Justifying ones action which are based on other motives
6. Conversion
When an emotional conflict is unconsciously changed into a
physical symptoms that can be expressed openly and without
anxiety.
Emotional problems are converted into physical symptoms
7. Undoing
Unconsciously doing an act of atonement for some wrongful
actions done in the past.
An attempt to erase an act, thought, feeling or desire

8. Identification/Introjections
When an individual internalize the characteristics, values or opinions of another
person.
Conscious patterning of ones self from others
9. Denial
When emotional conflict is blocked from awareness and the individual refuses to
recognize its existence because it is too much for-the person to handle at the
moment.
10. Displacement
Redirecting emotions or impulse to a safer substitute or less threatening objects
11. Fantasy
Conscious distortion of unconscious wishes and needs to obtain gratification and
satisfaction.
12. Projection
Attributing to others ones unconscious wishes/fear
13. Reaction formation
Often the real desires are socially unacceptable and the (outward behavior is
socially acceptable.
Expression of feeling that is the direct opposite of ones real life

14. Regression
The person engages in behaviors appropriate at an earlier
stage of development when stress creates problems at the
present stage.
15. Repression
Threatening thoughts, feelings, ideas that are anxiety
provoking are involuntarily pushed into the unconscious, which
cannot be remembered at will.
Unconscious forgetting
16. Symbolization
Representing an idea or object by a substitute object or sign.
17. Suppression
When an individual consciously and voluntarily excludes from
awareness those ideas, feelings and situations that are causing
discomfort and anxiety.
Conscious forgetting, a deliberate process of thought blocking

FREUD'S PSYCHOSEXUAL STAGES OF PERSONALITY

DEVELOPMENT

1. Oral Stage (0-18 months)

Pleasure and gratification is achieved
through the mouth
Period of complete dependence
Task is to distinguish self from
mother
The child develops body image or
self concept from the response of
others_

2. Anal Stage (18 months-3 years)

Pleasure through elimination and
retention of feces
Behavior: control of holding on and
letting go
Develops concept of power,
punishment, ambivalence, concern with
cleanliness and being dirty
Breaks symbolic ties with mother; as
the ties are broken, the child learns
independence

3. Phallic Stage (3-6 years)

Pleasure through genitals
Girl: Elektra complex or attraction to father
Boy: Oedipal complex or attraction to
mother
Behavior: masturbation, touching of genitals
Because of desire to possess parent of opposite
sex, the child develops guilt feelings and fear of
punishment by parent of same sex (castration
complex)
To gain the affection of the parent of the opposite
sex, the child imitates the parent of the same sex,
this leads to the internalization of the traits of the
parent the child is identifying with.

4. Latency Stage (6-12 years)

Energy focused on gaining new skills
and knowledge
Behavior: sense of industry and
mastery
Learns control over aggressive and
destructive impulses as child
conforms to rules and restrictions
Acquires friends, is preoccupied with
peers of same sex

5. Genital Stage (12-20 years)

Sexual pleasure through genitals
Behavior: becomes independent of
parents, responsible for self
Develops sexual identity, ability to
love and work

ERIKSON'S PSYCHOSOCIAL MODEL

Eight Ages of Man

Erikson is a Freudian ego-psychologist.
According to him, personality development is
influenced by biologic, psychologic, environmental
and social factors throughout the life cycle.
Each stage has a developmental tasks to achieve and
he gave each stage two conflicting names. Successful
resolution of the conflict at each stage and
achievement of goal results in the development of a
virtue (a psychosocial strength) and growth that
prepares the person to the next developmental stage.

TRUST VS. MISTRUST:

SENSORY ORAL (0-18 MONTHS)

Virtues: drive and hope

Trust develop when needs are met
consistently by mother or primary
caregiver
Unmet mistrust;hostility and
suspiciousness
fears affection and becomes
withdrawn later in life

AUTONOMY VS SHAME AND DOUBT;

MUSCULAR ANAL (18 MOS 3 YEARS)
Virtues: self control and will power
Met:If mother is supportive and encourages the child to explore the
environment, the child will develop a sense of autonomy or
independence
This sense of autonomy leads to the development of self esteem, self
control, will power, pride, confidence in expressing self,
cooperativeness and ability to delay gratification of needs
Unmet: If mother rejects the child's attempt to explore the environment,
the parents' lack of confidence over the child's abilities will cause the
child to develop doubt in himself. The child feels insecure and learns to
become ashamed of himself.
A little shame and doubt is also necessary because without them, the
child could become impulsive, has poor self-control, and reckless
Positive balance of autonomy and shame and doubt, will develop the
virtue of willpower or determination.

INITIATIVE VS. GUILT: LOCOMOTOR-GENITAL OR EARLY

CHILDHOOD (3-5 YEARS)
Basic Virtues or Quality: Direction and purpose
Met:A child develops initiative and self directed actions when parents
encourages the child to develop his potentials, to try to do something
he hasn't done before, to form new friendships and not be afraid to
try out his ideas and voice out his mind.
But if children can imagine the future, if they can plan, then they can
be responsible as well, and guilty. This is the age when the child
develops the capacity for moral judgment, knowing what is right from
wrong.
too much initiative and too little guilt means a maladaptive tendency
Erikson calls ruthlessness.
The ruthless person takes the initiative alright; they have their plans,
whether its a matter of school or romance or politics or career. It's
just that they don't care who they step on to achieve their goals.

INDUSTRY VS. INFERIORITY: LATENCY OR MIDDLE CHILDHOOD (6-12 YEARS)

Basic Virtues or Quality: Method and Competence

the initiative stage is learning how to do things, industry stage is learning
how to do things well
the child must dedicate themselves to education and to learning the social
skills their society requires of them
Met: sense of duty, scholastic and social competencies, displays
perseverance and is not easily discouraged by obstacles in their life goals.
sense of success and pride is experienced
Unmet: If not, the child is allowed too little success or not supported by the
significant adults in his quest for achievement and success, he will feel
that he is incapable of doing things and develops inferiority, lack of
motivation and becomes unreliable
A happier thing is to develop the right balance of industry and inferiority -that is, mostly industry with just a touch of inferiority to keep one sensibly
humble. Then comes the virtue called competency.

IDENTITY VS ROLE CONFUSION: PUBERTY AND ADOLESCENCE (12-20 YEARS)

Basic Virtues or Quality: Devotion and Fidelity

the child decides who he is and what kind of
person he will be, thus, this is also the time when
the child begins to make career choices, accept
and adjust changes in body image
Identity will develop if parents allow the adolescent
to make their own decisions but be accountable for
them
Met: Fidelity means loyalty, the ability to live by
societies standards despite their imperfections and
incompleteness and inconsistencies

Role diffusion occurs when the adolescent is not

allowed to make decisions and not made
responsible for their actions. This causes the
adolescent not be able to actualize his potentials
and loses the chance for developing a selfmotivated sense of direction and value in life
Unmet: repudiation.. adolescents allow themselves
to "fuse" with a group, especially the kind of group
that is particularly eager to provide the details of
their identity; they are people who involved in
religious cults, militaristic organizations, groups
founded on hatred, groups that have divorced
themselves from the painful demands of
mainstream society. They may become involved in
destructive activities, drugs, or alcohol,

INTIMACY VS ISOLATION:
YOUNG ADULTHOOD (18-30 YEARS)
Basic Virtues or Quality: Affiliation and Love
Intimacy is the ability to be close to others, as a lover,
a friend, and as a participant in society
The ability to form intimate relationship requires that
the person has achieved the sense of trust, a task in
the infancy period. The sense of trust provides the
base on which the person will feel safe and secure to
give affection and expect the same affection in return
for the ultimate purpose of establishing a permanent
intimate relationship
Met:mutual compassion, commitment and acceptance.

Unmet : Isolation occurs when adolescent is

unable to develop lasting relationship with
the opposite sex because due to lack of
emotional maturity, possessiveness and
suspiciousness.
maladaptive form promiscuity, referring
particularly to the tendency to become
intimate too freely, too easily, and without
any depth of intimacy and exclusion, which
refers to the tendency to isolate oneself from
love, friendship, and community, and to
develop a certain hatefulness in
compensation for one's loneliness.

GENERATIVITY VS. STAGNATION:

MIDDLE ADULTHOOD (25-60 YEARS)

Basic Virtues or Quality: Productivity and Ability to Care

for Others
Generativity is an extension of love into the future.
Generativity occurs when the adults has gained enough
self-sufficiency and maturity to be able to guide the next
generation primarily by satisfactorily performing parental
obligations (if raising a family) and societal responsibilities
Stagnation, is self-absorption, caring for no-one.
Stagnation occurs when the person is unable to develop
feelings of adequacy that he continues to be preoccupied
with his own needs by excessively working, having no time
for himself

Met: having and raising children, . Erikson considers

teaching, writing, invention, the arts and sciences, social
activism, and generally contributing to the welfare of future
generations
Unmet: This is the stage of the "midlife crisis." Sometimes
men and women take a look at their lives and ask that big,
bad question, "what am I doing for?" Notice the question
carefully: Because their focus is on themselves, they ask
what, rather then whom, they are doing it for. In their panic
at getting older and not having experienced or accomplished
what they imagined they would when they were younger,
they try to recapture their youth. Men are often the most
flamboyant examples: They leave their long-suffering wives,
quit their humdrum jobs, buy some "hip" new clothes, and
start hanging around singles bars. Of course, they seldom
find what they are looking for, because they are looking for
the wrong thing!

INTEGRITY VS. DESPAIR: LATE ADULTHOOD OR MATURITY (60 YEARS TO END OF

LIFE)

Basic Virtues or Quality: Renunciation or "letting

go" and wisdom
Ego Integrity means coming to terms with your
life and thereby coming to terms with the end
of life. It occurs when the adult can look back
and accept the course of events, the choices
made, feel proud and satisfied for what he has
accomplished in life, is able to forgive himself
for the mistakes that he made, and does not
feel shame or regret for his past failures

Despair occurs when the individual feels that his life

was wasted and he finds no meaning in it. Because
of feelings that he was not able to do what he was
supposed to or that his mission in life is not yet
accomplished, the person feels that he is not yet
ready to die and therefore, fears death.
maladaptive tendency of this stage eight is called
presumption. This is what happens when a person
presumes ego identity without actually facing the
difficulties of old age. They do not understand or
accept that their body can no longer do everything
it was once capable of. In response to this despair,
some older people become preoccupied with the
past. After all, thats where things were better.

Despair this makes the elderly

become preoccupied with their failures,
the bad decisions they made, and
regret that (unlike some in the previous
stage) they really dont have the time
or energy to reverse them. We find
some older people become depressed,
spiteful, paranoid, hypochondriacal, or
developing the patterns of senility with
or without physical bases.