INTELLIGENCE.pptx. .

Psychology.

1. INTELLIGENCE

2. OBJECTIVES By the end of this lesson, we should be able to: Describe and explain intelligence and Intelligence Quotient ( IQ ). Explain Sternberg tribrachi theory of intelligence. Explain Gardner multiple intelligence theory. Explain two factors of intelligence theory. Explain Raymond Cattell Intelligence theory. Describe the concept of emotional intelligence.

3. INRODUCTION The concept of intelligence has been a widely debated topic by different psychologist for decade and has therefore been defined in different ways. Psychologist Robert Sternberg (1997), defines intelligence as “mental activity directed towards purposive adaptation to selection and shaping of real world environments relevant to one’s life”. He viewed intelligence as how well an individual deals with environmental changes through out their lifespan.

4. INTRODUCTION Feldman defines intelligence as, “The capacity to understand the world, think rationally and use resources effectively when faced with challenges. Intelligence is simply the ability to recognize problems, solve problems and learn from experience Learn from experience : the acquisition, retention and use of knowledge is an important component of intelligence.

5. INTRODUCTION Recognize problems : to put knowledge to use, people must be able to identify possible problems in the environment that needs to be addressed. Solve problems : People must then be able to take what they have learned to come up with a useful solutions to a problem they have noticed in the world around them.

6. INTELLIGENCE QUOTIENT Intelligence Quotient : is a measure of your ability to reason and solve problems. It essentially reflects how well you did on a specific test as compared to other people of your age group. While tests may vary, the average IQ on many tests is 100, and 68 percent of scores lie somewhere between 85 and 115.1. A person’s intelligence quotient is a score derived from standardized tests that were designed to measure human intelligence and intelligence quotient.

7. INTELLIGENCE QUOTIENT Intelligence is just a broad term whereas IQ is used to describe the calculated value of a person’s mind. There are various tests done to know the intelligence of a person and then the IQ score is calculated. This was introduced by William Stern from Germany. The factors which influence the IQ of a person is mortality and morbidity, parental IQ, social status of parents and substantial degree.

8. INTELLIGENCE QUOTIENT The difference between intelligence and intelligence Quotient Intelligence is a broad term used to describe the mind of a person . It’s a person’s capability to think ,to solve problems, to reason out things, to study, to understand and to use language. While intelligence quotient (IQ) is just a broad term whereas IQ is used to describe the calculated value of a person’s mind.

9. Sternberg tribrachi theory of intelligence Robert .j. Sternberg was in 1949 and is an American psychologist and psychometrician. He conducted research to determine mental functions, different ways of thinking and how to modify cognition. Based on his studies, he proposed the triarchic theory of human intelligence and divided intelligence into three abilities; Analytical, creative and practical.

10. Sternberg tribrachi theory of intelligence Psychologist Robert Sternberg defined intelligence as mental activity divided towards purposive adaption to selection and shaping of real-world environment relevant to ones life. Sternberg (1985) describes the results of various analogy experiment that support triarchic theory, for example, in a study that involved adults and children solving simple analogies, he found that the youngest children solved the problems differently and theorized that this was because they had not yet developed the ability to discern higher older relations .

11. Sternberg tribrachi theory of intelligence Sternberg has used the theory to explain exceptional intelligence (gifted and retardation ) in children and also in antique existing intelligence tests. According to Sternberg’s own words , “you need creative skills to come up with ideas, you need analytical abilities to whether they are good ideas to evaluate the ideas and you need practical abilities to make your ideas work and to persuade other people that your ideas are worth listening to” to be successfully intelligent.

12. Sternberg tribrachi theory of intelligence He criticized IQ test, saying they are convenient partial operationalization of the construct of intelligence. They do not provide the kind of measurements of intelligence that tape measures provider of height(2005). The triarchic theory is composed of three sub theories, each of which is relates to the specific type of intelligence.

13. Sternberg tribrachi theory of intelligence The contextual sub tittle which corresponds to practical intelligence or the ability to successfully function in ones environment; the experienced sub theory, which correspond to practical intelligence or the ability to deal with novel situations or issues, the componential sub theory which corresponds to analytical intelligence or the ability to solve problems. He proposed his theory in 1985 is an alternative to the idea of general intelligence factor. The general intelligence factor also known as g is what intelligence test typically measure. It refers to academic intelligence.

14. Sternberg tribrachi theory of intelligence As proposed by Sternberg(1988), its sometimes compared “street smarts". Being practical means you find solutions that work in your everyday life by applying knowledge based on your experience .this type of intelligence appears to be separate from traditional understanding of IQ;I individuals who score high in practical intelligence may or may not have comparable scores in creative and analytical intelligence.

15. GARDNER’S THEORY OF MULTIPLE INTELLIGENCE. Howard Gardener(1983), an American psychologist, proposed the theory of multiple intelligences. In his book “frames of mind” he pointed out that he did not believe there was “ one form of recognition which cut across all human thinking. According to Gardner(1999), intelligence is much more than IQ as high IQ in the absence of productivity does not equate to intelligence. Gardner initially proposed eight types of intelligence, one type of intelligence highly valued in a particular society may be little significant in another

16. Gardner’s Theory of Multiple Intelligences

17. Linguistic Intelligence refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way. Individuals with high verbal/linguistic intelligence are very good in using words and language to express themselves, articulate things and create. They can use language fluently and flexibly and creatively. They can learn various languages easily . Logical-mathematical Intelligence is the ability to use logical reasoning and mathematical ability. Individuals high on this intelligence have good abstract reasoning, critical thinking, and good in dealing with numbers. This type of intelligence correlates well with the traditional notion of intelligence. Scientists, engineers, physicist, economists are people with high logical-mathematical intelligence. They are good in mathematics, calculations, numbers and computer programming. .

18. . Musical Intelligence is the ability to use rhythms, sounds and patterns to create, compose and perform music. It involves sensitivity to music, and the ability to recognize and manipulate musical patterns. People with high musical intelligence are likely to be singers, music composers, instrumentalists and musicians . Bodily-kinesthetic Intelligence is the ability to use and control one’s body movements and actions. Dancers and sports persons are usually high in such intelligence. Further, itis also required in surgery and crafts making as it involves skills and dexterity for fine motor movement.

19. Spatial Intelligence is the capacity to perceive, understand and use spatial and visual information effectively. Such people are good in spatial orientation, forming visual images and patterns. They can easily visualize the world with the mind’s eye, modify the surrounding based upon their perception and recreate aspects of their visual experiences

20. Interpersonal Intelligence refers to the ability to understand others and social interactions. They can understand the emotions and the perspectives of others and relate well to others. They are able to establish good interpersonal relationships with others. They have good and effective communication skills.. Intrapersonal Intelligence is the ability to understand oneself and know one’s thoughts, emotions, feelings, motives and desires, and how these influence their behavior. It includes awareness about one’s strengths, limitations, goals and ambitions in life.

21. Naturalistic Intelligence is the ability to recognize and understand the various patterns in nature. It includes sensitivity to the nature with all its features including flora, fauna and all the biodiversity. Gardner has added this eighth type of intelligence to his original seven intelligences . Existential Intelligence Gardner (1998) added existential intelligence as the ninth intelligence which refers to the sensitivity and capacity to tackle deep questions beyond sensory data and about human existence such as meaning of one’s life, why have welcome to this world, why do we die, where do we go after death etc. It concerns the 'big picture’ in life and the ultimate truth of life. Cosmologists and philosophers are high on this aspect of intelligence.

22. TWO FACTORS OF INTELLIGENCE THEORY This theory was done by Charles E. Spearman (1923). According to spearman every different intellectual activity involves a general factor ' g' which is shared with all the intellectual activity and a specific factor ' s' which it shares with none.

23. TWO FACTORS OF INTELLIGENCE THEORY Spearman stated that various mental traits are not independent of each other and there exists a common factor in all the intellectual and cognitive abilities of a person. He called this common factor a general factor of g factor. He proposed that the intelligence consist of two factors i.e. the “g” factor (general ability) and the “s” factor (specific ability)where “g” factor is involved in every intellectual task of the person and the “s” factor is responsible for only the specific intellectual abilities of the person.

24. TWO FACTORS OF INTELLIGENCE THEORY It is to be noted that although the name of this theory is two factor there more than just two factors. One is general factor, and others are the s factors depending upon the number of specific abilities in each test. This means there are two different kinds of factors i.e. a general factor and specific factor.

25. TWO FACTORS OF INTELLIGENCE THEORY Spearman noticed that children’s grades across all school subjects tended to be high correlated. They generally also did well in another subjects and vice versa. What did they say about the nature of intelligence? He advised factor analysis to measure the relationship between seemingly varied cognitive abilities and account for the correlations he saw between scores on different tests. The result was spearman’s two factor theory which attempted to show that all cognitive performance can be explained by two variables: one general ability (g) and the main specific abilities (s) it gives rise too.

26. TWO FACTORS OF INTELLIGENCE THEORY The “g” factor is shared with every other cognitive or intellectual activity of the person, but the “s” factor is not shared with different intellectual activities, us understand it with an example, consider two tests i.e. ‘numerical and verbal’, which have the specific factor ‘S1 and S2’, respectively and common factor “g” and the other tests two tests to be ‘spatial’ and ‘mechanical’ having specific factors ‘S3’ and ‘S4’ respectively and common factor “g”. Here “g” represent the general ability, and “S” represents the specific abilities of the person. This can be understood from the figure given below, which shows that the “g” factor is common in all the specific factors.

27. RAYMOND CATTELL INTELLIGENCE THEORY Raymond Cattell held a hereditarian view of intelligence, arguing that the weight of the statistical evidence supports the idea that intelligence is largely determined by genetics. He also noted that individuals with higher IQs tend to have fewer children than individuals with lower IQs.

28. RAYMOND CATTELL INTELLIGENCE THEORY The theory of fluid v. crystallized intelligence was first postulated as a psychometrically based theory by psychologist Raymond B. Cattell. Fluid intelligence is the capacity to think speedily and reason flexibly in order to solve new problems without relying on past experience and accumulated knowledge.

29. RAYMOND CATTELL INTELLIGENCE THEORY Fluid intelligence allows us to perceive and draw inferences about relationships among variables, and to conceptualize abstract information, which aids problem-solving. It is correlated with essential skills such as comprehension and learning.

30. RAYMOND CATTELL INTELLIGENCE THEORY Crystallized Intelligence refers to the ability to utilize skills and knowledge acquired via prior learning. The use of crystallized intelligence involves the recalling of pre-existing information as well as skills. Examples of the use of Crystallized Intelligence, on the other hand, include recalling historical events and dates, remembering geographical locations, building one’s vocabulary, and reciting poetic texts.

31. EMOTION INTELLIGENCE The ability to understand and manage our emotions in a positive way to relieve stress and communication effectively and empathize with others to overcome challenges. It helps us with our social complexities in certain environment and motivates us with the help of the five key elements. Self awareness : the ability to control our emotions and from our changing past emotional experiences helping us to understand in order to us to be comfortable and move on better people.

32. EMOTIONAL INTELLIGENCE Self-regulation : is how we keep our emotions intact in scenario of receiving bad information helping us make rational decisions that respond correctly. Social skills : is how we recognize how other people are feeling so we empathize with them to understand their emotions helping us develop and effective, respectful and good relationship.

33. EMOTIONAL INTELLIGENCE Motivation : is a psychological process that drives to achieve what they want for their own satisfaction or happiness rather than external rewards or marital benefit. Empath : this is the way of understanding people are feeling and recognize how we would feel if we were in their situation.

34. INTELLIGENCE DISORDERS However, intelligence has drawbacks too. For example, studies have found that higher IQ is associated with mental illness, include: DEPRESSION ANXIETY BIPOLAR DISORDER

35. references Feldman (2012) Understanding Psychology (7 th ed). London: McGraw Hill Gardner H (2011). Frames of Mind, The Theory of Multiple Intelligences . Basic Books. Sternberg RJ (1985). Beyond IQ, A Triarchic Theory of Human Intelligence . CUP Archive. Thurstone LL (1939). Primary Mental Abilities . Chicago: University of Chicago Press.