1. Theories of Intelligence and Tests of intelligence
Dr Salman Kareem Chairperson - Miss Sherry A A ( Clinical Psychologist)
2. Defining intelligence
Binet (1916) defined it as the capacity to
judge well, to reason well, and to
comprehend well.
Terman (1916) defined it as the capacity to
form concepts and grasp their significance.
Pintner (1921) defined
it as the ability of an individual to adapt
well to new situations in life
3. Thorndike (1921) defined
it as the power of good responses from the point of
view of truth or fact
Thurstone (1921) defined
it as the capacity to inhibit instinctive response,
imagine a different response, and realize the response
modification into behavior
Spearman (1923) defined it
as a general ability involving mainly the ability
to see relations and correlates
4. Defining intelligence
Piaget (1972) defined
it as referring to the superior forms of
organization or equilibrium of cognitive
structuring used for adaptation to the to the
physical and social environment
Sternberg (1985) defined it
as the mental capacity to automatize
information processing and to emit contextually
appropriate behavior in response to novelty
Gardner (1986) defined it as
the ability to solve problems or fashion products
valued within some setting
5. Wechlser (1939) defined
“it as the aggregate or global capacity of an
individual to act purposefully, think rationally,
and deal effectively with the environment”
6. Definition
Aggregate and Global implies it is revealed
by an individual behaviour as a whole.
Purposeful implies that intelligent behaviour
is goal directed which is based on drives and
incentives.
7.
8. •Charles Spearman’ Two factor theory
His hypothesis is all intellectual tasks must
entail the exercise of a factor known as
general intelligence(g factor)
In examining correlation of various subsets of
intelligence, he found that certain subsets
tend to correlate higher than others
Each individual type of item requiring
"specific factor" called "S" factor.
9. •Two Factor Theory
An individual has
overall supply of
mental energy and the
"S" factor is invoked
for specific purpose as
neurological engine.
He thought that it can
be represented by a
single number.
10. •LouisThrustone
He contributed that
Spearman’s g factor consists
of seven sub factors (
Primary mental abilities)
Verbal comprehension
word fluency
Numerical ability
spatial Visualization
associative memory
perceptual speed
Inductive reasoning
11. •Cattell & Horne
Fluid Intelligence
characterized by Biological factors
capacity to learn new ways of solving problems
and performing activities
Decreases with age
Crystallized Intelligence
More characterized by environment
accumulated knowledge of the world we have
acquired throughout our lives
increases with age
12. Robert Sternberg's Triarchic Theory
Analytical intelligence
Basic information processing skills
Creative intelligence
Ability to deal with novel versus routine
problems
Practical intelligence
Ability to adapt to different contexts, and
to select and shape contexts
13. Howard Gardner’s
Theory of Multiple Intelligences
Gardner (1983,
1999) supports
Thurstone’s idea that
intelligence comes in
multiple forms.
Gardner noted that
brain damage may
diminish one type of
ability but not others
e.g., savants.
14. Howard Gardner’s
Theory of Multiple Intelligences
8 types of intelligence
speculates about a 9th –
“existential intelligence" = ability to think about the
question of life, death and existence.
15. Intelligence Description
Linguistic The ability to speak and write well
Logico-mathematical The ability to use logic and mathematical skills to solve
problems
Spatial The ability to think and reason about objects in three
dimensions
Musical The ability to perform and enjoy music
Kinesthetic (body The ability to move the body in sports, dance, or other
physical activities
Interpersonal The ability to understand and interact effectively with others
Intrapersonal The ability to have insight into the self
18. 18
Principles of Test Construction
For a psychological test to be acceptable it must fulfill
the following three criteria:
1. Standardization
2. Reliability
3. Validity
19. 19
Standardization
•The standardization of a test involves giving it to a large
number of people at different ages and computing the
average score on the test at each age level.
•important that intelligence tests be standardized on a
regular basis
•FLYNN EFFECT - In the past 60 years, intelligence
scores have risen steadily by an average of 27
points.
21. 21
Normal Curve
Standardized tests establish a normal distribution
of scores on a tested population in a bell-shaped
pattern called the normal curve.
22. 22
Reliability
A test is reliable when it yields consistent results. To
establish reliability researchers establish different
procedures:
1. Split-half Reliability: Dividing the test into two equal halves and
assessing how consistent the scores are.
2. Test-Retest Reliability: Using the same test on two occasions to
measure consistency.
23. 23
Validity
•Validity of a test refers to what the test is supposed to
measure or predict
•that they actually measure intelligence rather than
something else
24. History of Intelligence Testing
1. Head Circumference (Francis Galton
1880) – first attempts to measure
intelligence
2. Binet-Simon (Alfred Binet 1909) – first
“intelligence test”
comissioned by French gov to separate
children into vocational vs academic
schooling
did not design test to measure ‘intelligence’
created concept of mental age (MA)
25. 30 items of increasing difficulty - 1905
Revision 1908 – age specific versions
These were developed to identify children who
needed ‘special’ education -
Binet believed that IQ could be increased by
education
26. Stanford-Binet Intelligence Scale
3. Lewis Terman (1916-72) first U.S.
intelligence test
Interested in gifted children
translated and modified Binet’s scale
Heavy reliance on vocabulary/language
skills
incorporated old items from the Binet
scale, plus some new items
poorly standardized on 1000 children and
400 adults who were not selected with care
28. 1916 Stanford-Binet
Sample Items for 12 yr olds
1. Orange.
45. Sportive.
80. Exaltation.
92. Theosophy
• FOR THE STARTED AN WE
COUNTRY EARLY AT HOUR
• TO ASKED PAPER MY
TEACHER CORRECT I MY
• A DEFENDS DOG GOOD
HIS BRAVELY MASTER
3-1-8-7-9
6-9-4-8-2
5-2-9-6-1
Vocabulary
Grammar
Similarities
• Snake, cow, sparrow Memory
• Book, teacher, newspaper
• Wool, cotton, leather
Interpretation
Practical Problem
Solving
29. Currently in its 5th edition
Assesses intelligence and cognitive abilities in
children and adults aged 2- 23 yrs
Total testing time 45-90 minutes
Hindi adaptation –Santhosh Kumar
Kulshetertha
30. Binet Kamath Intelligence Scale
Kamath undertook a revision of the Stanford Binet
Scales to suit Indian conditions.
The test has subtests from Age III to XXII.
For each item passed the child earns a credit of 2
months, 4 months or 6 months depending on the
corresponding age.
IQ = Mental Age × 100
Chronological Age
The IQ thus obtained is classified.
31. Weschler Intelligence Scale
(David Weschler, 1939-81) – designed to show
subtest scores
Less reliant on language/vocabulary skills
Contains Verbal and Performance subtests
Performance compared to same age peers –
raw score has different interpretation
depending on age
Designed widely used test for adults (WAIS),
children (WISC), and preschoolers (WPPSI)
Indian adaptation WAPIS – Prabha R
34. WAIS measures overall intelligence and 11 related
aspects to assess clinical and educational
problems.
35. WISC
This scale
includes 12
separate sub-tests.
Age 5+ to15+
It yields Verbal
IQ, Performance
IQ and Full
Scale IQ.
Verbal Tests
• Information
• General
Comprehensi
on
• Arithmetic
• Similarities
• Vocabulary
• Digit Span
Performance
Subtests
• Picture
Completion
• Picture
Arrangement
• Block Design
• Object
Assembly
• Coding
• Mazes
36. Malin’s Intelligence Scale for
Children (MISIC)
This IQ test was developed by Dr Arthur Malin.
It is an Indian adaptation of the WISC and
similar to the WISC subtests.
Covers only 10 years.
Picture Arrangement is excluded in this version.
Some items are adapted to suit Indian culture.
Verbal IQ, Performance IQ and Full Scale IQ are
obtained from this test.
37. Seguin Form Board
Aim: The individual has to
insert geometrical shaped
blocks into corresponding
recesses as quickly as
possible.
Used particularly for young
children and supplemented
with other tests.3-11 yrs
Advantages:
Spontaneous arousal in
children.
Amenable & brief.
38. Measuring psychomotor and visuoperceptual
abnormalities for children aged between 4 and 20
yrs.
39. Raven’s Progressive Matrices
It is a test of observation and clear thinking.
Measures ability to form perceptual relations,
reason by analogy independent of language and
formal schooling.
It consists of 5 sets of 12 items each.
Each item contains a figure with a missing piece.
Norms are available for age 6 – 16.
42. Bhatias performance test of
intelligence
C M Bhatia 1955
5 subtests –
block design test
Alexander Pass along test
Pattern drawing test
Immediate memory
Picture construction test
11 yrs and above
Not used on mentally retarded persons
43. Vineland Social MaturityScale
Edgar A Doll , 1935
Assess the social competence / maturity of
individuals from birth to 25 yrs and above.
A J Malin – Indian version , Nagpur Child
Guidance Centre
birth – 15 yrs
8 domains , 89 items
Gives information on social age from which
social quotient could be calculated.
44. Semi structured informal atmosphere
Having mother along with the child.
+ - if a particular behaviour has emerged
- if it has not emerged.
45. 8 domains
Communication skills
General self help ability
Locomotion skills
Occupation skills
Self direction
Self help eating
Self help dressing
Socialization skills
46. Distinguishing Features
Tests Verbal Component Performance Component
WISC Yes Yes
MISIC Yes Yes
SFB No Yes
RPM No Yes
47. ICD 10 Classification
IQ 50 -69
Mild Mental Retardation.
IQ 35-49
Moderate Mental
Retardation.
IQ 20-34
Severe Mental Retardation.
IQ Below20
Profound Mental
Retardation.
48. Wechsler’s IQ Classification
IQ 90 – 109
Average Intelligence.
IQ 110-119
Above Average Intelligence.
IQ 120-129
Superior Intelligence.
IQ 130 and above
Very Superior Intelligence.
49. What Next?
In the case of students with an IQ of <85 it is
preferable that a revised curriculum is
followed with the help of a resource person.
In the case of students with 90 and above IQ
points and still showing a discrepancy
between capability and achievement scores
further investigations need to be done.
50. Further Investigations
This could be followed up with a
Psychologist.
Possible reasons for poor school
performance:
1. Specific Learning Disability.
2. English as a Second Language issues (ESL).
3. ADHD/ ADD issues.
4. Emotional Disturbance.
51. Conclusions
IQ tests are used as screening measures to
understand the capability of the individual.
In order to get authentic results it is advisable
that the test must be conducted by a trained
psychologist.
Principal, teachers, parents and the student
need to understand the purpose of
undergoing an evaluation.
