REFLECTIVE STRATEGIES

 

 

INTELLIGENCE MEASURES

INTELLIGENCE  MEASURES

Meaning and definition of Intelligence

The term Intelligence covers the abilities associated with all cognitive processes.It is the ability which helps an individual to understand the world ,learn from experience ,make adjustment with the environment and make abstract thinking.

David Wechsler who devised the adult Intelligence test , provided a comprehensive definition. According to him ,''intelligence is the aggregate or global capacity of the individual to act purposefully to think rationally and to deal effectively with his environment".

“Intelligence means to apply one’s knowledge to noble situation or adjustment to noble situations.” —Alfred Binet (1905)

NATURE OF INTELLIGENCE

• The distribution of Intelligence is not equal among all human beings.majority of the people are at the average ,a few very bright and a few very full.

• Intelligence varies from age to age and situation to situation.

• Different in sex does not contribute towards difference in intelligence

• Intelligence is an inborn personal quality of an individual.although it is transmitted genetically environment has tremendous influence on it.

• An intelligent person has the ability to cope with new situations and to solve complicated.

CHARACTERISTICS OF INTELLIGENCE

• The ability to solve problems and to adapt to and learn from life’s everyday experiences

• The ability to solve problems

• The capacity to adapt and learn from experiences

• Includes characteristics such as creativity and interpersonal skills

• The mental abilities that enable one to adapt to, shape, or select one’s environment

• The ability to judge, comprehend, and reason

• The ability to understand and deal with people, objects, and symbols

• The ability to act purposefully, think rationally, and deal effectively with the environment

Types of Intelligence

E.L Thorndike has classified intelligence into three

• Concrete intelligence :. This means intelligence in relation to concrete materials .It is the ability of an individual to comprehend actual situations and react to it adequately.

•    Abstract intelligence. : Ability to understand and manage ideas and symbols such as number ,words etc .Or it is the ability to understand and deal with verbal and mathematical symbols.

• Social intelligence.  : Ability to understand and deal with persons or it is the ability of an individual to react to social situations of daily life.

• Fluid Intelligence  : ability to solve new problems use logic in new situations.

• Crystalized intelligence. : Ability to use learned knowledge and experience .it is learning from past experience.

INTELLIGENCE

DESCRIPTION

Linguistic Logico-mathematical Spatial Musical Kinesthetic (body) Interpersonal Intrapersonal Naturalistic

The ability to speak and write well The ability to use logic and mathematical skills to solve problems. The ability to think and reason about objects in three dimensions. The ability to perform and enjoy music. The ability to move the body in sports, dance, or other physical activities. The ability to understand and interact effectively with others The ability to have insight into the self The ability to recognize, identify, and understand animals, plants, and other living things.

How to measure Intelligence

*The term assessment is preferred instead of measurement because intelligence is a concept or an abstraction and not a substance. 

*It cannot be measured in physical units like a length of cloth or temperature of the body. 

*Alfred Binet, a French psychologist, invented the intelligence test in 1905. Hence he is known as the father of intelligence testing. 

Binet's Mental Age Scale: 

• Concept of 'Mental Age' Binet devised a scale of units of "Mental Age". 

• Mental Age (MA) refers to "Mental Maturity" of a person. 

• It is determined by the performance of the child in the intelligence test irrespective of his Chronological Age (CA).

• If a person of C.A 7 years old is able to score satisfactorily on a test meant for a child of CA. 10. then the mental age of the former child is 10.

•  Mental age can be defined as an expression of the extent of development achieved by the Individual stated in terms of the performance that can be expected at any give age".

•  For a bright child his Mental Age (MA) will be above his Chronological Age (CA), whereas for a dull child his mental age will be less than his chronological age

Stanford Revision of Binet Scale: *Intelligence Quotient The test originally developed by Alfred Binet underwent several revisions. 

*The best known and widely used revision was made by L.M. Terman of Stanford University in 1916.

*This test was later revised by Terman and Merrill in 1960. W.Stern, a German psychologist, suggested the idea of introducing the term Intelligence Quotient (IQ). 

*Terman introduced the concept of Intelligence Quotient. 

*It expresses intelligence as a ratio of the mental age to the chronological age.

IQ = (mental age÷chronological age) ×100

(100 is used as a multiplier to remove the decimal and make the Average IQ=100 i.e., when MA-CA; IQ=100) 

    

Stanford-Binet scale 

*This test was developed to identify children who had serious intellectual difficulties  such that they would not succeed in the public school system and who should not be placed in the same classes with other students.

* This test measured things that were necessary for school success such as understanding and using language, computational skills, memory, and the ability to follow instructions.

Individual responses in four content areas 

• Verbal reasoning

• Quantitative reasoning

• Abstract/visual reasoning

• Short-term memory

Wechsler Scales

• Wechsler Adult Intelligence Scale-Third Edition (WAIS-III): Used with people 17 and older

• Wechsler Intelligence Scale for Children-Third Edition (WISC-III): Used with children 6 to 16

Classification of Intelligence tests 

On the basis of method-Intelligence test can be classified into two.

1.  Individual tests- these tests are administered to one individual at a time. E.g. Stanford Binet scale, Wechsler Bellevue Intelligence Scale (WAIS), Koh's Block Design Test etc. 

2. Group tests- these tests are administered upon a group of individuals at the same time. E.g. Army alpha test, Group test of intelligence prepared by Bureau of Psychology, Allahabad etc.

Individual Vs Group tests of intelligence

 

Sl.no	Individual tests	Group Tests
1	It is administered to one individual at a time.	It is administered to one individual at aIt is administered among a group at the same time.
2	It is costly in terms of administration.	Less costly in terms of administration
3	Time consuming	Demands less time as many students are tested simultaneously
4	A trained examiner is required to administer it	Group tests are easier to apply and demand less training for the examiner.
5	It is useful for children of every age as well as adults.	Not useful for children of lower age group
6	The behaviour of the individual can be studied as there is face to face interaction between the examiner and the individual.	No face to face interaction and so the behaviour of the individual cannot be studied
7	The result can be judged then and there.	Result cannot be judged then and there.

On the basis of the form or medium used- intelligence tests can be classified into two.

•  Verbal or Language tests: are those which require the use of language in which instructions are given in words, written, oral or both. The individuals being tested are required to use language, verbal or written for their responses. Cannot be used in the case of illiterates. E.g. Stanford Binet scale (individual), Army alpha test (group) etc. 

• Non verbal or non language tests: these do not require the use of language except for giving directions. Figures, pictures, blocks or even other objects are used. Performance tests are typical examples of such tests. E.g. Raven's Progressive Matrices test.

Difference between verbal and non verbal test

Sl.no	Verbal Test	Non verbal test
1	Make use of language	Make use of pictures and designs.
2	The abilities measured are verbal reasoning, memory and numerical reasoning	The abilities measured are spatial ability and speed
3	It cannot be used for testing individuals who lack language ability.	Individuals who lack language ability can also be tested
4	It is less expensive	More expensive
5	Standardization is easy	Standardization is difficult
6	Administration and scoring is casy	Administration is difficult.

PERFORMANCE TESTS OF INTELLIGENCE

* In these tests the contents and responses are in the form of performance and language Is used. 

*The responses are in the form of motor activities (block building, picture arrangement or not completion, fit block in holes etc).

* Healy and Fernald (1911) were the first to develop Performance tests to assess the intellectual ability of Juvenile Delinquents. The famous performance scales are:

1.  Goodenough's Draw a-Man Test.

2. Raven's Progressive matrices  Test(Power Test) .

3. Seguin Form Board .

4.  Bhatia's Battery of Performance tests.

5.  Wechsler Bellevue Intelligence Scale (WBIS)-it is an individual test consisting of 11 subtests. 

6. subtests-verbal scale and five performance scale. three different forms of this scale are:

• Wechsler Preschool and Primary school Scale of Intelligence(WPPSI) 

• Wechsler Intelligence Scale for Children(WISC) 

• Wechsler Adult Intelligence Scale (WAIS)

Advantages of Intelligence tests (Values of Intelligence testing) 

• Used for the selection of suitable candidates for educational and vocational activities .

• Helps in classifying the students into homogeneous groups to provide individualized instruction. Enrichment programmes for the gifted and remedial education for backward can be given. 

• Used for promotion of students to the next higher grades of classes. 

• Used in providing educational, vocational & personal guidance to students by the teachers and guidance personnel. 

• Helps the teachers to plan the teaching-learning activities. 

• It helps to diagnose the cause of problematic behaviour of the child and suggest remedial action. 

• Useful in conducting research in the fields of education, psychology and sociology.

Misuse and abuse of intelligence testing 

• Intelligence tests label some as gifted and some as backward which causes many psychological problems.

•  IQ labels tagged to the children are misused by their teachers and parents.

•  It fails to consider the environmental and educational factors, thus giving misleading results. 

• It fails to measure the emotional, ethical, social and aesthetic qualities which have an important part in the life of an individual.