INTELLIGENCE AND ITS MEASURES

INTELLIGENCE

• May be defined as a multifaceted capacity that

manifests itself in different ways across the life span.
[Cohen. R. et al, (2018)]

• Cognitive rather than psychometric; Computational,

experiential, and practical. [Sternberg et al, (1981,
1982, 1986)]
PERSPECTIVE ON INTELLIGENCE
Francis Galton
Intelligence is dependent on sensory input

Alfred Binet
Practical Approach: IQ=Educable

David Welchsler
Intelligence = Aggregate of abilities

Jean Piaget
Intelligence = function of maturation
APPROACHES TO INTELLIGENCE
 GENERAL -FACTOR (G) THEORY
• Formalized by Charles Spearman when he pioneered
new techniques to measure intercorrelations between
tests.
• Also called as two-factor theory.
• General intelligence, also known as g factor, refers to
the existence of a broad mental capacity that influences
performance on cognitive ability measures.
• Those who hold this view believe that intelligence can
be measured and expressed by a single number, such as
an IQ score. The idea is that this underlying general
intelligence influences performance on all cognitive
tasks.
General intelligence can be compared to athleticism.
A person might be a very skilled runner, but this does
not necessarily mean that they will also be an
excellent figure skater. However, because this person
is athletic and fit, they will probably perform much
better on other physical tasks than an individual who
is less coordinated and more sedentary.
MULTIFACTOR THEORY

Thurston’s Multifactor Theory

This theory states that the human intelligence includes 7 primary mental abilities. Though these
abilities appear to be different, they are related to each other. They are:

Thurston has developed a test called Primary Mental Abilities test to assess these factors.
MULTIFACTOR THEORY
Thorndike’s Multifactor Theory
Intelligence is not a single factor like general intelligence
rather it is a combination of multiple factors.
These factors include:
(a) Abstract intelligence, (b) Concrete (technical) intelligence,
(c) Social intelligence, etc. Thorndike states, each factor is an
independent element and hence it is not possible to combine
all these elements.
INFORMATION-PROCESSING VIEW

Information processing theory discusses the mechanisms

through which learning occurs. Specifically, it focuses on
aspects of memory encoding and retrieval.
INFORMATION-PROCESSING VIEW
INFORMATION-PROCESSING VIEW

• Simultaneous/parallel processing- information is

integrated all at one time. processing may be
described as “synthesized.” Information is integrated
and synthesized at once and as a whole.
• Successive/sequential processing- each bit of
information is individually processed in sequence.
As its name implies, sequential processing is logical
and analytic in nature
FACTOR ANALYSIS

• Factor analysis helps in discovering the smallest

number of psychological dimensions (or factors)
that can account for the various behaviors,
symptoms, and test scores we observe.
• It allows researchers to investigate concepts that are
not easily measured directly by collapsing a large
number of variables into a few interpretable
underlying factors.
HOWARD GARDNER’S MULTIPLE INTELLIGENCES
MODEL

In order to capture the full range of abilities and talents that

people possess, Gardner theorizes that people do not have
just an intellectual capacity, but have many kinds of
intelligence, including musical, interpersonal, spatial-visual,
and linguistic intelligences.
VISUAL-SPATIAL INTELLIGENCE

Characteristics of visual-spatial intelligence include:

• Enjoys reading and writing
• Good at putting puzzles together
• Good at interpreting pictures, graphs, and charts
• Enjoys drawing, painting, and the visual arts
• Recognizes patterns easily
LINGUISTIC-VERBAL INTELLIGENCE

• Characteristics of linguistic-verbal intelligence include:

• Good at remembering written and spoken information
• Enjoys reading and writing
• Good at debating or giving persuasive speeches
• Able to explain things well
• Often uses humor when telling stories
LOGICAL-MATHEMATICAL INTELLIGENCE

Characteristics of logical-mathematical intelligence include:

• Excellent problem-solving skills
• Enjoys thinking about abstract ideas
• Likes conducting scientific experiments
• Good at solving complex computations
BODILY-KINESTHETIC INTELLIGENCE

Characteristics of bodily-kinesthetic intelligence include:

• Good at dancing and sports
• Enjoys creating things with his or her hands
• Excellent physical coordination
• Tends to remember by doing, rather than hearing or seeing
MUSICAL INTELLIGENCE

Characteristics of musical intelligence include:

• Enjoys singing and playing musical instruments
• Recognizes musical patterns and tones easily
• Good at remembering songs and melodies
• Rich understanding of musical structure, rhythm, and notes
INTERPERSONAL INTELLIGENCE

Characteristics of interpersonal intelligence include:

• Good at communicating verbally
• Skilled at nonverbal communication
• Sees situations from different perspectives
• Creates positive relationships with others
• Good at resolving conflict in groups
INTRAPERSONAL INTELLIGENCE

Characteristics of intrapersonal intelligence include:

• Good at analyzing his or her strengths and weaknesses
• Enjoys analyzing theories and ideas
• Excellent self-awareness
• Clearly understands the basis for his or her own motivations
and feelings
NATURALISTIC INTELLIGENCE

Characteristics of naturalistic intelligence include:

• Interested in subjects such as botany, biology, and zoology
• Good at categorizing and cataloging information easily
• May enjoy camping, gardening, hiking, and exploring the
outdoors
• Doesn’t enjoy learning unfamiliar topics that have no
connection to nature
CATTEL’S INTELLIGENCE

• Cattell, the theory postulated the existence of two major types of cognitive abilities:
crystallized intelligence and fluid intelligence
• crystallized intelligence (Gc)= include acquired skills and knowledge that are dependent on
exposure to a particular culture as well as on formal and informal education (vocabulary, for
example).
• fluid intelligence= nonverbal, relatively culture-free, and independent of specific instruction
(such as memory for digits).
Horn proposed the addition of several factors:
• visual processing (Gv)
• auditory processing(Ga)
• quantitative processing (Gq)
• speed of processing (Gs), facility with reading and
• writing (Grw), short-term memory (Gsm)
• long-term storage and retrieval (Glr).
Horn categorized these factors in to 2:

• maintained abilities- they tend not to decline with

age and may return to preinjury levels following
brain damage.
• vulnerable abilities in that they decline with age
and tend not to return to preinjury levels following
brain damage
THREE-STRATUM THEORY OF COGNITIVE ABILITIES

• is a hierarchical model, meaning that all of the abilities listed in a stratum are subsumed by
or incorporated in the strata.
• The top stratum or level is g, or general intelligence.
• The second stratum is composed of eight abilities and processes. These abilities include
Cattel’s fluid and crystallized intelligence and Horn’s six additional abilities.
THREE-STRATUM THEORY OF COGNITIVE ABILITIES
MEASURING INTELLIGENCE
SOME TESTS USED TO MEASURE INTELLIGENCE

• As evidenced by reference volumes such as Tests in Print, many different intelligence tests
exist. 3 From the test user’s standpoint, several considerations figure into a test’s appeal:
■ The theory (if any) on which the test is based
■ The ease with which the test can be administered
■ The ease with which the test can be scored
■ The ease with which results can be interpreted for a particular purpose
■ The adequacy and appropriateness of the norms
■ The acceptability of the published reliability and validity indices
■ The test’s utility in terms of costs versus benefits
• In infancy (the period from birth through 18 months)- ), intellectual assessment consists
primarily of measuring sensorimotor development.
• The focus in evaluation of the older child shifts to verbal and performance abilities.
• According to Wechsler (1958), adult intelligence scales should tap abilities such as retention
of general information, quantitative reasoning, expressive language and memory, and social
judgment. The types of tasks used to reach these measurement objectives on the Wechsler
• Scale for adults are the same as many of the tasks used on the Wechsler scales for children,
although the content of specific items may vary.
WECHSLER’S MEASUREMENT OF INTELLIGENCE

• Wechsler Intelligence Scale for Children (WISC)

• Wechsler Adult Intelligence Scale (WAIS)
• Wechsler Pre-School & Primary Scale of Intelligence (WPPSI)
• Wechsler Memory Scale®--Third edition- (WMS---III®)(Wechsler, 1945/1997)
• Wechsler Abbreviated Scale of Intelligence (WASI)(Wechsler, 1999)
• Wechsler Nonverbal Scale of Ability (WNV) (Naglieri & Wechsler, 2006)
WECHSLER INTELLIGENCE SCALE FOR CHILDREN
(WISC)
WECHSLER ADULT INTELLIGENCE SCALE (WAIS)
WECHSLER PRE-SCHOOL & PRIMARY SCALE OF
INTELLIGENCE (WPPSI)
SIMON-BINET TEST

• In the period from 1905 to 1908 the French psychologists Alfred Binet and Théodore Simon
devised a series of tests whereby the intellectual capacity of the subject is estimated by
comparison with that of normal children and adolescents of various ages. The mental age
divided by the chronological age gives the so-called IQ, or intelligence quotient. Their
formula stated that children under nine whose development is retarded by two years are
probably mentally deficient and that children of nine or more who are retarded by three
years are definitely deficient.
STANDFORD-BINET IQ TEST

• After becoming a professor at Stanford, Lewis Terman worked on revising the original Binet-
Simon scales for use with American populations.
• Lewis Terman’s updated version of the test became known as the Stanford-Binet and went on
to become the most widely used IQ test. In addition to revising the original test, he also
began using a formula that involved taking mental age, dividing it by chronological age, and
multiplying it by 100 to come up with what is known as the intelligence quotient or IQ.
STANDFORD-BINET IQ TEST

• The first wide-scale use of Terman's test occurred during the First World War, where the test
was adapted and combined with other assessments to form the Army alpha (text-based) and
Alpha beta (picture-based) tests. Millions of soldiers were given these assessments, and
those who received an "A" score were promoted to officer training while those who received
a "D" or "E" were not given such training.
STANFORD-BINET IQ TEST

• The Stanford-Binet test is a examination meant to gauge intelligence through five factors of
cognitive ability. These five factors include fluid reasoning, knowledge, quantitative
reasoning, visual-spatial processing and working memory. Both verbal and nonverbal
responses are measured. Each of the five factors is given a weight and the combined score is
often reduced to a ratio known commonly as the intelligence quotient, or IQ.
SOURCES:

• Psychological Testing and Assessment: An Introduction to Tests and Measurement. Cohen, R. and Swerdilik, M. 2018

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