Ch 7 - INTELLIGENCE – MEANING, CONCEPT, THEORIES & MEASUREMENT

Chapter 7: INTELLIGENCE – MEANING, CONCEPT, THEORIES AND MEASUREMENT

7.0 INTRODUCTION

• As a primary school teacher, you will notice that children learn at different speeds and in different ways. Some grasp math quickly, some tell creative stories, while others are good at solving puzzles or helping friends.
• This difference in ability is often called intelligence. But intelligence is not just about book-smarts or memorization.
• Key Idea: Intelligence is the ability to think, learn from experience, solve problems, and adapt to new situations.
• For a Teacher: It is crucial to understand that every child is intelligent in their own way. Your job is to recognize and nurture these diverse intelligences, not just focus on rote learning.

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7.1 MEANING AND DEFINITIONS OF INTELLIGENCE

7.1.1 What is Intelligence?

• Intelligence is not a single thing you either have or don't have. It is a combination of many mental abilities.
• Simple Definition: Intelligence is the mental capacity to:
1. Learn from experience.
2. Understand complex ideas.
3. Solve problems and make decisions.
4. Adapt to new and changing environments.

7.1.2 Definitions by Psychologists

Different experts have defined it in ways that are useful for teachers:

• Binet & Simon: "Intelligence is the ability to judge, understand, reason, and adapt."
• Wechsler (Most Popular): "Intelligence is the global capacity to think rationally, act purposefully, and deal effectively with the environment."
• Gardner: "Intelligence is the ability to solve problems or create products that are valued in a culture." (This leads to the theory of Multiple Intelligences).

For a Teacher: Think of intelligence as a toolkit. Different children have different tools (abilities) in their kit. Some have a great "word tool," others a "number tool," or a "people skills tool." All are valuable.

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7.2 CHARACTERISTICS OF INTELLIGENCE

1. Innate but Developable: Every child is born with a certain potential (from genes), but it can be developed greatly through a good environment, education, and experiences.
2. Helps in Adaptation: Intelligent behaviour helps a child adjust to new classmates, a new teacher, or a new lesson.
3. Involves Abstract Thinking: It includes the ability to think about things not physically present—like imagining a story, understanding a math concept, or planning a project.
4. Related to Learning: An intelligent child learns faster and more efficiently, making connections between old and new knowledge.
5. Shows Individual Differences: No two children have the same level or type of intelligence. This is why differentiated instruction is key.
6. Not Gender-Specific: Boys and girls, on average, have equal intellectual potential. Any differences in performance are due to socialization, not innate ability.

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7.3 KINDS OF INTELLIGENCE (Thorndike's Classification)

Psychologist E.L. Thorndike said we show intelligence in three main areas:

1. Abstract (Verbal) Intelligence:
• Ability to understand and use words, numbers, and symbols.
• Example: Excelling in languages, math, debates, and logic puzzles.
• Classroom Example: A child who writes a beautiful poem, solves a complex word problem, or explains a science concept clearly.
2. Concrete (Mechanical) Intelligence:
• Ability to understand and work with tools, machines, and physical objects.
• Example: Fixing a bicycle, building a model, excelling in sports or dance.
• Classroom Example: A child who is great at craft work, assembling project models, or has excellent handwriting and drawing skills.
3. Social Intelligence:
• Ability to understand and interact effectively with people.
• Example: Making friends easily, resolving conflicts, showing leadership and empathy.
• Classroom Example: A child who is a natural group leader, comforts a crying friend, or negotiates turn-taking during a game.

Teacher's Insight: A child may be strong in one area and average in another. A "weak" student in math might be a brilliant artist or a peacemaker on the playground. Value all three.

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7.4 THEORIES OF INTELLIGENCE

7.4.1 Two-Factor Theory (Charles Spearman)

• Spearman said intelligence has two parts:
1. 'g' Factor (General Intelligence): A general mental energy used in all intellectual tasks. It influences overall performance.
2. 's' Factor (Specific Abilities): Specific skills for specific tasks (e.g., skill in math, music, or language).
• Teacher's Takeaway: While children have a general learning capacity ('g'), they shine in specific areas ('s'). Identify and nurture those specific strengths.

7.4.2 Multiple Intelligences Theory (Howard Gardner) – MOST IMPORTANT FOR TEACHERS

• Gardner revolutionized education by saying there are at least 8 different, independent intelligences. A person can be strong in some and weak in others.
• This theory respects diversity in the classroom.

Type of Intelligence	Core Ability	May Excel in	Classroom Activity Ideas
1. Linguistic	Using words and language	Writing, storytelling, debating	Essay writing, poetry, group discussions
2. Logical-Mathematical	Logical thinking, numbers, patterns	Math, science, reasoning	Puzzles, experiments, data analysis
3. Spatial	Visualizing and manipulating space	Drawing, geometry, reading maps	Art projects, diagrams, 3D models
4. Bodily-Kinesthetic	Using the body skillfully	Sports, dance, acting, crafting	Role-play, hands-on experiments, physical education
5. Musical	Sensitivity to rhythm, pitch, sound	Singing, playing instruments, composing	Songs for learning, creating raps, identifying patterns in sound
6. Interpersonal	Understanding others	Leading, communicating, empathy	Group projects, peer teaching, conflict resolution
7. Intrapersonal	Understanding oneself	Self-reflection, goal-setting	Journal writing, personal projects, self-assessment
8. Naturalistic	Recognizing patterns in nature	Gardening, classifying plants/animals	Nature walks, science projects about environment

Why this matters for you: Your classroom has future poets, engineers, artists, athletes, musicians, leaders, philosophers, and scientists. Teaching only through lectures and textbooks (favouring only Linguistic and Logical intelligence) does injustice to others. Plan lessons that engage multiple intelligences.

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7.5 INTELLIGENCE QUOTIENT (I.Q.)

• I.Q. is a score from a standardized test designed to measure intelligence.
• Formula (Originally): I.Q. = (Mental Age ÷ Chronological Age) x 100
• Mental Age (MA): The age level of tasks a child can perform.
• Chronological Age (CA): Actual age in years.
• I.Q. of 100 is considered average.
• Limitations: I.Q. tests mainly measure linguistic, logical, and mathematical intelligence. They often miss other talents. Do not label a child based solely on an I.Q. score.

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7.6 MEASUREMENT OF INTELLIGENCE

7.6.1 Types of Tests

1. Individual Tests: Given one-on-one by a trained psychologist (e.g., Stanford-Binet, Wechsler Intelligence Scale for Children - WISC).
• Use: For detailed assessment, identifying learning disabilities.
2. Group Tests: Given to many students at once, often paper-pencil.
• Use: For general screening in schools.
3. Verbal Tests: Use words and language.
• Example: "What is the meaning of 'courage'?"
4. Non-Verbal Tests: Use pictures, patterns, and designs.
• Example: Completing a pattern or arranging blocks.
• Advantage: Less biased for children with language barriers.

7.6.2 Intelligence Tests Used in India

• Indian psychologists have adapted tests for our context:
• Verbal: Jalota’s Group Test of Intelligence, Prayag Mehta's Test.
• Non-Verbal: Raven's Progressive Matrices, Bhatia's Battery of Performance Tests.
• Cultural Fairness: A major challenge is creating tests that are fair to children from all linguistic, regional, and socio-economic backgrounds. A test heavy on urban experiences may not fairly assess a rural child's intelligence.

7.6.3 Uses & Misuses for Teachers

• Proper Uses:
• To identify broad learning potential.
• To screen for special needs (gifted or needing support).
• To help in educational guidance (choosing subjects).
• Dangers & Misuses:
• NEVER use it as the only measure of a child's worth.
• NEVER create fixed "streams" based on I.Q. at a young age.
• NEVER let a low score lower your expectations for a child.

A Teacher's Final Wisdom:
Intelligence is dynamic, not static. A stimulating, encouraging, and creative classroom environment can significantly enhance a child's intellectual development. See your role as a gardener who provides the right soil, water, and sunlight for many different types of flowers to bloom.

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EXERCISE – ANSWERS

1. What is the nature of Intelligence? Explain in detail the characteristics of Intelligence.

Introduction:
Intelligence is a complex and multifaceted concept central to understanding human potential. For teachers, grasping its nature is essential to nurture the diverse capabilities of every child in the classroom.

Nature of Intelligence:
Intelligence is not a single, fixed entity but a dynamic combination of abilities. Its nature is characterized by being:

1. Multidimensional: It consists of various types (logical, social, artistic, etc.).
2. Developable: While influenced by heredity, it is profoundly shaped by environment, experiences, and education.
3. Adaptive: Its primary function is to enable individuals to learn, solve problems, and adjust to life's challenges.
4. Expressed through Behavior: We infer intelligence from a person's actions, decisions, and how they handle situations.

Characteristics of Intelligence:

1. Ability to Learn and Profit from Experience: An intelligent person grasps new concepts quickly and applies past lessons to new situations.
2. Capacity for Abstract Thinking: It involves understanding symbols, ideas, and principles that are not physically present (e.g., justice, mathematical rules).
3. Problem-Solving Skill: Intelligence is directed towards overcoming obstacles and finding effective solutions.
4. Adaptability: It enables adjustment to novel, changing, or complex environments.
5. Goal-Directed Behavior: Intelligent actions are purposeful and aimed at achieving desired outcomes.
6. Individual Differences: People vary widely in their level and pattern of intelligences.
7. Influenced by Both Heredity and Environment: Genetic potential sets a range, but its realization depends on nutrition, stimulation, schooling, and love.

Conclusion:
For a teacher, this means recognizing that intelligence is not merely academic brilliance. It is a growing, adaptable capacity present in all children. Our pedagogy must be designed to stimulate, challenge, and develop this capacity in its many forms.

2. What are the types of Intelligence? Describe some definitions of Intelligence.

Introduction:
Intelligence manifests in different domains of life. Psychologists have categorized these manifestations into types to better understand and nurture human potential.

Types of Intelligence (Thorndike's Classification):

1. Abstract Intelligence: The ability to understand and manipulate verbal and mathematical symbols. It is crucial for academic success in subjects like languages and mathematics. Example: A philosopher debating an idea or a scientist formulating a theory.
2. Concrete (Mechanical) Intelligence: The ability to understand, manipulate, and work effectively with objects and tools. Example: An engineer fixing a machine, a sculptor shaping clay, or a child excelling in handicrafts.
3. Social Intelligence: The ability to understand and interact effectively with others. It involves empathy, communication, and leadership skills. Example: A teacher managing a classroom, a counselor helping a student, or a child resolving a playground dispute.

Important Definitions of Intelligence:

1. Binet & Simon: "Intelligence is the ability to judge well, to understand well, to reason well, and to adapt to circumstances."
2. Wechsler: "Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment." (This is a widely accepted definition).
3. Gardner: "Intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings." (This broad definition underpins his theory of Multiple Intelligences).

Conclusion:
These definitions and types move us beyond a narrow view of intelligence as mere bookish knowledge. They highlight that a child good with friends (social), another with tools (concrete), and another with books (abstract) are all displaying valid and valuable forms of intelligence.

3. What are the principles of Intelligence? Write a note on Group Factor Theory.

Introduction:
Theories of intelligence are based on certain principles that attempt to explain its structure. The Group Factor Theory offers a middle-path view between seeing intelligence as one single thing or as countless separate skills.

Principles of Intelligence:

1. Intelligence is Multi-factorial: It is composed of several interrelated abilities, not just one.
2. It Involves Both General and Specific Abilities: There is a general mental efficiency that affects all tasks, along with specific talents for particular areas.
3. Abilities are Correlated: Good performance in one area often (but not always) coincides with good performance in another, suggesting an underlying common factor.
4. It is Measurable, though Imperfectly: Intelligence can be assessed through performance on standardized tasks, though no test can capture its full complexity.

Group Factor Theory (Thurstone):

• Psychologist L.L. Thurstone proposed this theory as an alternative to Spearman's Two-Factor theory.
• Main Idea: Intelligence is not a single 'g' factor, but a collection of several primary mental abilities that operate in groups. These abilities are relatively independent but can work together.
• Primary Mental Abilities Identified by Thurstone:
1. Verbal Comprehension (V): Understanding the meaning of words and ideas.
2. Word Fluency (W): Producing words rapidly (e.g., in writing or rhyming).
3. Numerical Ability (N): Speed and accuracy in arithmetic calculations.
4. Satial Ability (S): Visualizing and manipulating objects in space.
5. Associative Memory (M): Rote memory for facts and information.
6. Perceptual Speed (P): Quickly seeing details and similarities/differences.
7. Reasoning (R): Discovering rules and solving logical problems.

Conclusion:
The Group Factor Theory is highly relevant for education. It suggests that a child might have strong Numerical and Reasoning abilities (excelling in math and science) but average Verbal Comprehension (struggling with languages). This calls for a subject-specific and nuanced approach to teaching and support, rather than a blanket label of "smart" or "weak."

4. What elements of Intelligence did Gardner describe in his multiple intelligence theory? Describe in detail.

Introduction:
Howard Gardner's Theory of Multiple Intelligences (MI) has been transformative for education. It challenges the traditional, narrow view of intelligence and proposes a pluralistic model that recognizes diverse human talents.

Elements of Intelligence in Gardner's Theory:
Gardner defined intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products of value. He initially described seven intelligences, later adding an eighth.

Detailed Description of the Eight Intelligences:

1. Linguistic Intelligence: Sensitivity to the sounds, rhythms, and meanings of words. Capacity to use language effectively.
• Potential Careers: Poet, journalist, lawyer, teacher.
• School Activity: Storytelling, debates, essay writing.
2. Logical-Mathematical Intelligence: Capacity for logical analysis, scientific reasoning, and mathematical operations. Ability to detect patterns and think conceptually.
• Potential Careers: Scientist, mathematician, computer programmer, engineer.
• School Activity: Solving puzzles, conducting experiments, coding.
3. Spatial Intelligence: Ability to perceive the visual-spatial world accurately and to perform transformations on those perceptions. Involves imagination and artistic skill.
• Potential Careers: Architect, painter, sculptor, pilot, surgeon.
• School Activity: Drawing, mind-mapping, 3D modelling, reading maps.
4. Bodily-Kinesthetic Intelligence: Expertise in using one’s whole body or parts of the body to solve problems or create products. Involves a strong sense of timing and coordination.
• Potential Careers: Dancer, athlete, surgeon, craftsperson, actor.
• School Activity: Sports, dance, drama, hands-on lab work, crafts.
5. Musical Intelligence: Ability to produce, appreciate, and think in terms of rhythm, pitch, and timbre. Sensitivity to musical patterns.
• Potential Careers: Musician, composer, singer, sound engineer.
• School Activity: Singing, composing songs, identifying patterns in sound.
6. Interpersonal Intelligence: Capacity to understand the intentions, motivations, and desires of other people. Skill in interacting and working effectively with others.
• Potential Careers: Teacher, counselor, politician, salesperson, leader.
• School Activity: Group work, peer teaching, conflict resolution, team sports.
7. Intrapersonal Intelligence: Capacity to understand oneself—one’s own feelings, fears, and motivations. Leads to self-discipline and self-knowledge.
• Potential Careers: Philosopher, writer, therapist, spiritual leader.
• School Activity: Journal writing, independent projects, self-reflection exercises.
8. Naturalistic Intelligence: Ability to recognize, categorize, and draw upon features of the natural environment. Sensitivity to flora, fauna, and natural phenomena.
• Potential Careers: Biologist, farmer, gardener, environmentalist, chef.
• School Activity: Nature studies, gardening, classifying specimens, environmental projects.

Conclusion for Teachers:
Gardner’s theory argues that schools typically focus only on Linguistic and Logical-Mathematical Intelligence, marginalizing students strong in other areas. An MI-based classroom uses varied teaching methods (stories, art, music, collaboration, introspection, nature links) to reach every child and allow their unique intelligence profile to shine and develop.

5. What are the types of Intelligence tests? Distinguish between Verbal and Non-verbal tests.

Introduction:
Intelligence tests are tools designed to measure mental capacity. They come in different formats, each with specific purposes, strengths, and limitations. Understanding these is crucial for their appropriate use in school settings.

Types of Intelligence Tests:

1. Based on Administration:
• Individual Tests: Administered to one person at a time by a trained examiner (e.g., Stanford-Binet, WISC). They allow for deep observation but are time-consuming.
• Group Tests: Administered to many individuals simultaneously (e.g., Army Alpha, Raven's Matrices). They are efficient for screening large groups.
2. Based on Content and Response Format:
• Verbal Tests: Require understanding and use of language. Items involve reading, writing, and speaking.
• Non-Verbal Tests: Use diagrams, pictures, patterns, or objects. Responses are manual (pointing, arranging).
• Performance Tests: A type of non-verbal test involving manipulating objects (e.g., block design, puzzle completion).

Distinction Between Verbal and Non-Verbal Tests:

Aspect	Verbal Intelligence Tests	Non-Verbal Intelligence Tests
Medium	Use language (words, sentences).	Use visual patterns, pictures, designs, objects.
Skills Measured	Language comprehension, vocabulary, verbal reasoning, general knowledge.	Abstract reasoning, pattern recognition, spatial visualization, logical thinking without words.
Dependence on Language	Highly dependent. Performance is influenced by reading/writing skill and vocabulary.	Minimally dependent. Designed to reduce language and cultural bias.
Suitability	Best for children with strong language skills in the test's language.	Better for: • Young children • Children with language barriers • Hearing/speech impaired • Assessing innate reasoning with less cultural bias
Examples	• Defining words. • Solving verbal analogies. • Answering comprehension questions.	• Completing a pattern (Raven's Matrices). • Arranging pictures to tell a story. • Assembling blocks to match a design.

Conclusion:
For a teacher in a diverse Indian classroom, non-verbal tests can be fairer assessment tools for initial screening, as they are less biased against children from different linguistic or less-literate backgrounds. However, a complete picture of a child's cognitive abilities often requires a combination of both verbal and non-verbal assessments.

6. What Intelligence tests are used in India? Explain them.

Introduction:
Direct translation of Western intelligence tests is often unfair to Indian children due to cultural and linguistic differences. Indian psychologists have thus developed and adapted several tests to suit the subcontinent's diverse context.

Intelligence Tests Used in India:

A. Individual Tests:

1. Bhatia's Battery of Performance Tests:
• A well-known non-verbal, individual test battery for ages 11-16.
• Includes 5 sub-tests: Koh's Block Design, Alexander's Pass-along, Pattern Drawing, Immediate Memory, and Picture Construction.
• Purpose: To measure general intelligence with minimal cultural and verbal bias.
2. Standard Progressive Matrices (Raven's):
• A popular non-verbal, group/individual test of abstract reasoning.
• The child selects the missing piece to complete a pattern.
• Widely used in Indian schools and research for its perceived cultural fairness.

B. Group Tests (More common in school settings):

1. Verbal Group Tests:
• Jalota's Group Test of Intelligence: A widely used verbal test for older children.
• Prayag Mehta's Group Intelligence Test: Another standardized verbal test for school-age children.
• Drawback: They are language-specific (Hindi, English, etc.) and may disadvantage children not fluent in that language.
2. Non-Verbal Group Tests:
• Raven's Progressive Matrices (used as a group test).
• Jalota-Tandon Non-Verbal Group Test: Specifically designed for Indian children.
• A.S. Nair’s Non-Verbal Group Test of Intelligence.

C. Culturally Adapted Versions:

• Indian psychologists have also created Indian adaptations of tests like the Stanford-Binet and Wechsler scales, translating and modifying items to be culturally relevant (e.g., replacing "snow" with "hot wind" in an analogy).

Key Considerations for Their Use in India:

1. Linguistic Diversity: A test in Hindi may not be valid for a Tamil or Punjabi-speaking child. The choice of test language is critical.
2. Urban vs. Rural Bias: Test items involving "traffic lights" or "metro trains" may be unfamiliar to rural children, skewing results.
3. Socio-Economic Bias: Tests assuming access to books, toys, or certain experiences can disadvantage children from deprived backgrounds.
4. Purpose: Tests should be used for identification and support (finding gifted children or those needing help), not for labeling or limiting opportunities.

Conclusion:
While useful tools, intelligence tests in India must be chosen and interpreted with extreme caution, keeping the child's background in mind. The ultimate "test" for a teacher is daily observation of a child's problem-solving, creativity, and adaptability in real-life classroom situations, which often reveals more than any standardized score.