2. د محمد الوصيفي تحت اشراف أد/هاله البرعي
INTELLIGENCE
د محمد الوصيفي
تحت اشراف أد/هاله البرعي

3. Definition: It is the global capacity of an individual to act purposefully, to think rationally and to deal effectively with his environment. Difference between Intelligence and Aptitude: Intelligence is the capacity or the potentiality that a person has Aptitude is a combination of characteristics indicative of an individual’s capacity to acquire some specific knowledge, or skill.

4. Theories of intelligence: Two Factor Theory
Charles Spearman: Individuals possess General intelligence factor (G): Universal inborn ability, and it is general mental energy. The amount of ‘G’ differs from individual- to-individual.
Specific abilities (S): Learned and acquired in the environment, it varies from activity-to-activity even in the same individual. One may be very good with numbers while the other possesses higher musical ability.

5. Multifactor Theories a
Multifactor Theories a. Thurstone intelligence could be broken down into 7 primary mental abilities. b. Guilford types of thinking: (a) convergent thinking—solving a problem that has a defined correct answer. (b) divergent thinking—arriving at many possible solutions to a problem. He had produced a three dimensional theory represented in a cubical model.

6. Primary mental abilities
Ability
Description
Verbal comprehension
Understanding meaning of words
Word fluency
Ability to think rapidly
Number
Perform calculations
Space
Visualise space form relationship
Memory
Recall verbal stimuli
Perceptual speed
Grasp of visual details
Reasoning
Logical thinking

7. Guilford’s model of intelligence

8. Process Oriented Theories These theorists prefer to use the term cognitive processes in place of intelligence. They are often more interested in how people solve problems and how many get the right solution. They have focussed on the development of cognitive abilities. Piaget’s work is a significant contribution in this area.

9. Information Processing Theories Robert Sternberg Distinguishes between information processing “components” and “metacomponents”. Components: Are the steps to solve a problem and Metacomponents: Are the basics of knowledge that one has to know to solve the problem.

10. Eysenck: Distinguishes between speed and power components of intelligence. Speed is measured by the time required to complete the task . Power is measured through test of reasoning.

11. Emotional intelligence Helps ‘to be angry with a right person, to the right degree, at the right time, for the right purpose and in the right way’. Domains of emotional intelligence: • Knowing one’s emotions. • Managing emotions. • Motivating oneself. • Recognising emotions in others. • Handling relationships.

12. Intelligence Quotient (IQ)
IQ is a commonly used term, which was first suggested by Stern and Kuplmann. On individuals, Intelligence quotient is expressed as a ratio of mental age (MA) to the chronological age (CA).
IQ = 𝑀𝐴 𝐶𝐴 × 100

13. Classification of IQ scores
Descriptive term
130+
Very superior
Superior
Bright normal
90-109
Normal
80-89
Low normal
70-79
Border line
50-69
Mild mental subnormal
35-49
Moderate mental subnormal
20-34
Sever mental subnormal
0-19
Profound

14. Growth of Intelligence Mental ability ↑ up to the age of 26, after which it levels off and remains unchanged till late 30s. There is a gradual ↓ in the intellectual ability after 40 with a sharp ↓ after 60.
Individuals engaged in active stimulating working environments with good physical health show little decrease in intellectual ability up to age 70. Physical disabilities as strokes or progressive ↓ of blood circulation to the brain usually result in a significant ↓in intellectual ability.

15. Determinants of Intelligence
Heredity Heritability estimates for intelligence have ranged from .40 to Environment The influence of the environment begins from the moment of conception.
The development of the foetus, may be affected by various physical factors including mother’s diet, smoking, disease such as rubella and certain drugs.

16. Subsequent environment especially during childhood, socioeconomic status, nutrition, health and educational influences of the family are very important determinants of IQ. Higher social classes, greater parental attention received by children of smaller families and the first-born may result in higher scores. The use of media and the educational toys provide the right environment for intellectual stimulation.

17. Extremes of Intelligence Mental Subnormality
Refers to subaverage general intellectual functioning, which originates in the developmental period and is associated with impairment in adaptive behaviour. A person is regarded as mentally subnormal if: (i) the IQ attained is below 70 on standard psychological tests of intelligence. (ii) their adaptive skills are inadequate to cope up with the daily routines.
Adaptation skills are those behaviours by which
an individual makes adjustments and independent
living in the society.

18. Clinical features: Mental subnormality may first be identified by delay in their motor milestones in the first few months of life. The child will be slow to obtain head control, sit unsupported. Large number of moderately retarded children however, shows normal motor development and present for the first time with language delay. The child may be thought to be deaf.

19. Management Should begin with an explanation to the parents of the diagnosis, its probable cause, the way in which the child can be helped, and the likely outcome. It is important to reassure parents that their behaviour has not produced the condition, though this does not mean that, in the future, there is not much they can do to help the child.

20. They need more structured teaching, provided at an appropriate level for the child. In the preschool period the main role for professionals such as clinical psychologist, special educators, speech therapists, etc. is in helping parents to find ways to stimulate their child’s development.

21. The Mentally Gifted These are the individuals with IQs of 140 or higher. About one out of every 100 children has an IQ of Clinical features: Misfit in his class because the level of teaching in a normal classroom is for an average child, whereas the gifted child is able to comprehend much faster.
They often indulge in behavioural irregularities.
They have been found to be gross under achievers
and extremely unhappy.

22. One problem seems to be that such extremely bright children find themselves intellectually misfit with children of their own age, and physically misfit with the older people who are their intellectual equals. But things improve by adulthood and they appear to be happier and better adjusted than most others of their age. These days there are separate schools for the gifted children.