Intelligence

Meaning and Concept of Intelligence, nature and functions of Intelligence, Guilford structure of intellect Model, Howard Gardner theory of Multiple Intelligence.

1. Intelligence Dr. Manju N. D Assistant Professor SVK National College of Education Shivamogga-577201

2. What is intelligence? The ability to think abstractly Plan Gather information Understand complex ideas Solve problems Reason Adapt effectively to the environment Overcome obstacles Learn from experience Adapt to a novel situation

3. Concept of Intelligence Intelligence is a very wide concept which not only means the intellectual activities but also includes the capabilities for solving practical problems of life as well. We use the word ‘intelligence’ in everyday life. Dictionary has defined it as “the capacity to acquire and apply knowledge” in our day today life. It is intelligence that makes man differ from the animal. Endowed with certain cognitive abilities man is able to reason, think, discriminate, understand, adjust and face new situations. Therefore, man is superior to animals in all such aspects of behavior. Besides these, attitude, interest, knowledge, skill etc. all are associated with the concept of intelligence. 

4. Definitions of Intelligence Binet   (1905): “Intelligence is the ability of an individual to direct his behaviour towards a goal”. Buckingham  (1921) “Intelligence is the learning ability.” Superman  (1927) “Intelligence may be though of interns of two abilities i.e. “g” or general and ‘s’ or specific.”

5. L. M. Termon   (1921): “An individual is intelligent in proportion as he is able to carry on abstract thinking.” P. E. Vernon  (1927): “Intelligence is an allround thinking capacity or mental deficiency.” According to Sternberg and Sternberg ( 2012 ): intelligence is the capacity to learn from experience, using meta-cognitive processes to enhance learning, and the ability to adapt to the surrounding environment.

6. NATURE OF INTELLIGENCE The nature of intelligence was first though of by a brilliant English Scientist  Sir Francis Galton . His general conclusion that intelligence is a hereditary trait is reflected by the title of his book “ Hereditary Genius. ” Intelligence is inherited. Intelligence is influenced by environment factors. Intelligence has no sex differences. Intelligence has no racial or cultural differences. Intelligence can be recognized in three broad areas

7. Functions of Intelligence: Intelligence directs one’s behavior towards a goal. It helps one to adjust to a new situations. It helps an individual to adopt to physical and social environment. It helps to learn new things and to solve new problems. It directs the individual to think rationally and act purposefully.

8. Characteristics of Intelligence. Intelligence is the power or capacity of human being. Intelligence means all-round mental efficiency. Intelligence is a power of good responses from the point of truth. Intelligence is the ability of adaptation and adjusting to a new situation. Intelligence is the ability for abstract thinking as well as the capacity to learn from the past experience .

9. Intelligence is not knowledge though acquisition of knowledge depends to a great extent on intelligence and vice-versa. Intelligence is not a guarantee against abnormal behaviour, backwardness and delinquency in spite of the fact that it is one of the factors contributing towards achievement, adjustment and character formation of a person. 

10.   J. P Guilford (1961) developed the structure of intellect model on the basis of the factor analysis, He suggested every mental process or intellectual activity can be described in terms of three basic dimensions or parameters. Such as  Operation, Content, Production He argued that intelligence consisted 150 different and independent skills. Each of these intellectual abilities or structures is interlinked. Therefore, he thinks 5x5x6=150intellectual abilities, which are presented below:

11. Guilford’s Structure of Intellect (SI) theory

12. Intellectual abilities are placed under three broad categories 1.        Operation Cognition:  Individual is able to recognize thing. Memory:  Ability to recall or retrieve learned information Divergent production:  we think in different directions searching and seeking for some variety and novelty. It closely associated with creativity. General to Specific Convergent Production:  it is generation of information conventionally accepted and it determines the response. Evaluation:  reaching decision making or judgments

13. 2.        Contents Visual :  it is a concrete material, which has been perceived through the eyes. Auditory :  it consists of the matters or information perceived through ears. Symbolic:  it is composed of letters, digits and other conventional signs. Semantic:  it is the form of  clear-cut verbal meaning or ideas for which no examples are necessary Behavioural :  Social intelligence which enables one to understand human communications.

14. 3   Products Unit:  To grasp sensory perception in to their uniqueness. Classes:  The ability to categorize ideas. Relations:  The ability to understand, the relations between or among existing things. Systems:    the ability group ideas or problems into space or the ability to structure problems for solutions. Transformation :  the ability to produce the future shape of a certain object situation under a certain circumstances. Implications:  The ability to understand the implied meanings.

15. Educational implications of Guilford’s Structure Theory of Intelligence.  Helpful for constructing various type of Intelligence test suitable to different age group Study individual difference in society Discovered many mental ability which were not known before

16. When some students with adequate intelligence fails to learn, corrective learning (also known as cognitive therapy) in that case first requires an accurate measure of his abilities, and some concrete steps for utilising his strengths and developing him where he is weak. Mere knowledge of IQ here is of little use. Only assessment made by SI model tests can provide here an academically acceptable method of dealing with the problems. This can be a great diagnostic use of this theory.

17. In the present world, knowledge is expanding very fast, forcing specialization even at the earlier stages of the educative process. Special aspects of intellectual activity are involved in the different specialization processes both academic and professional. It is therefore needed "a prior" knowledge about the specific ability of each student to place him in the right line of specialization. SI model and analysis of the individual under its guidance can just pinpoint the individual's abilities and provide ones a secure base on which his future learning is to be based

18. Multiple Intelligence

19. Multiple Intelligences The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

20. Multiple intelligence is based on three principles: Intelligence is not a single entity; rather, there exit multiple intelligences, each distinct from others. These intelligences are independent of each other. For Ex: if a person is good in one type of intelligence, it does not give any indication about how good or bad the person may be on other types of intelligence. Different types of intelligences interact. That is, different intelligences work together to provide a solution of a problem.

21. Gardner has proposed eight intelligences. However, all the individuals do not possess them in equal proportion. The particular situation or the context decides the prominence of one type of intelligence over the others. The eight intelligences are as follows:

22. Visual-Spatial Intelligence Strengths:  Visual and spatial judgment People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures. Characteristics 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 Potential Career Choices If you're strong in visual-spatial intelligence, good career choices for you are:  Architect, Artist, Engineer

23. Linguistic-Verbal Intelligence Strengths:  Words, language, and writing People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading. Characteristics 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 Potential Career Choices If you're strong in linguistic-verbal intelligence, good career choices for you are: Writer/journalist, Lawyer, Teacher

24. Logical-Mathematical Intelligence Strengths:  Analyzing problems and mathematical operations People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns. Characteristics : Characteristics of logical-mathematical intelligence include: Excellent Problem solving skills. Enjoys thinking about abstract ideas Likes conducting scientific experiments Good at solving complex computations Potential Career Choices: If you're strong in logical-mathematical intelligence, good career choices for you are: Scientist, Mathematician, Computer programmer , Engineer, Accountant.

25. Bodily-Kinesthetic Intelligence Strengths:  Physical movement, motor control Those who have high bodily- Kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity. Characteristics: 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 Potential Career Choices: If you're strong in bodily-kinesthetic intelligence, good career choices for you are: Dancer, Builder, Sculptor, Actor

26. Musical Intelligence Strengths:  Rhythm and music People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance. Characteristics: 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. Potential Career Choices: If you're strong in musical intelligence, good career choices for you are: Musician, Composer, Singer, Music teacher, Conductor.

27. Interpersonal Intelligence Strengths:  Understanding and relating to other people. Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them. Characteristics: 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 Potential Career Choices: If you're strong in interpersonal intelligence, good career choices for you are: Psychologist, Philosopher, Counselor, Salesperson, Politician

28. Intrapersonal Intelligence Strengths:  Introspection and self-reflection Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths. Characteristics: 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. Potential Career Choices: If you're strong in intrapersonal intelligence, good career choices for you are: Philosopher, Writer, Theorist, Scientist

29. Naturalistic Intelligence Strengths:  Finding patterns and relationships to nature. Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments. Characteristics: 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 Potential Career Choices: If you're strong in naturalistic intelligence, good career choices for you are: Biologist, Conservationist, Gardener, Farmer

30. Educational Implications According to Gardner , the implication of the theory is that learning/teaching should focus on the particular intelligences of each person. For example, if an individual has strong spatial or musical intelligences, they should be encouraged to develop these abilities. Gardner points out that the different intelligences represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical.

31. The provision of flexible learning will require a teacher commitment towards student responsibility in learning. This, of course, may be beneficial in promoting intrinsic student motivation towards the learning task. Gardner himself states that the key imperative Multiple Intelligences is for individually configured education.