2.  Most confusing question  Theoretical complexity and ambiguity  No unanimous agreement  Hypothetical construct  Different perspectives  Philosophical  Subjective  objective

3.  Ancient Greeks – innate and God given construct  A kind of reflection and contemplation  Thomas Acquinas (medieval times)– passive and active intelligence  Three perspectives in 17 th century  Rationalism – Descartes  Empiricism – Locke &Hume  Biological – Darwin, Galton

4.  Common sense and beliefs of layman  Greeks – oratory  Chinese – martial arts  Pacific – boating  African tribes - hunting

5.  Formulated by theorists  Using different methods  Result of Clinical studies

6.  Biological definitions – adaptation to the environment  Psychological definitions – Stress the measurement of intelligence  Operational definitions – as per the situation  Aggregate global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment - Wechsler

7.  Each intellectual activity involves a general factor ‘g’ and a specific factor ‘s’  ‘g’ is common to all mental operations  neogenesis  ‘s’ is specific to specific activities  ‘g’ reflects in three mental process  Apprehension of experiences – understand  Eduction of relations – Comparison  Eduction of Correlates – Logical relations

8.  Verbal factor  Spatial factor  Numerical factor  Memory factor  Word fluency factor  Inductive & Deductive reasoning factor  Perceptual factor

9.  Does not agree universal ‘g’  Only specific factors  Labelled as samples  Intermediate position between Spearman and Thurstone

10.  Against ‘g’  Only ‘s’  Elements  Specific and common factors

11.  Vernon(1950)  Four levels  ‘g’  Major – Verbal educational and Spatial Mechanical  Minor – Word, fluency, Numerical, Spatial, Mechanical, memory  Specific factors

12.  Burt (1955)  ‘g’  Relation level – relation finding, practical applying  Association level – memory, vocabulary, habit formation, imagery  Perception level – coordinated movements  Sensory motor level – simple movements

13.  Three dimensional  Mental Operations ▪ Cognition, associative memory, retentive memory, convergent thinking, divergent thinking, evaluation  Various type of contents ▪ Visual‘, auditory, symbolic, Semantic, behavioural  Products of mental operations ▪ Units, classes, relations, systems, transformations, implications  An ability is the combination of three  180 abilties

14.  Fluid  cristalised

15.  Creative  Practical  Analytical  STAT

16.  Brain damage studies  Exceptional Individuals  Developmental history  Evolutionary history  Psychometric findings  Psychological tasks  Core operations  Symbel system

17.  Naturalistic  Bodily kinesthetic  Musical  Interpersonal  Intrapersonal  Logical mathematical  Linguistic  Spatial  existentialistic

18.  Bioecological Perspective  Ceci(1990)  factors within the ecology and biology interact  Potentials, context, knowledge, elicitors  Socio cultural perspectives  Vygotsky, Boykin, Lave  Cultually derived abstraction  Social cognition  Development of cognition through socialisation

19.  Individual tests – one individual is tested at a time  Group tests – a group of individuals is tested at a time  Verbal or language tests – make use of language  Non verbal – involve activities – performance tests  IQ= MA/CA * 100

20.  Vocabulary tests  Memory tests  Comprehension tests  Information tests  Reasoning tests  Association tests  Binet & Simon test is an example

21.  Content in material forms  Oral instructions  What he does  Alexander’s performance test  Bhatia’s performance test

22.  Binet – 1905, Standford – Binet (1910), Terman & Merril (1937)  Stern – 1912  Army Alpha and Army Beta  WAIS(1944, 1958)  WISC(1960)  STAT (1985)

23.  There are many other abilities other than ‘g’  Test items has no practical use  Single basic score – a number  Intelligence as a fixed entity  Relies on factor analysis  Effect of prior experience  DIQ

24.  Carroll’s definition of aptitude  Given importance to time taken for learning  A model for school learning, 1963  With same instruction, different achievement  Normally distributed  Five factors  Time allowed, Perseverence,Quality of Instruction, Ablity to understand instruction, Aptitude( amount of time required)

25.  Novelty + value  Production of a totally or partially novel identity  Creativity is a process which results in novel work that is accepted as tenable to useful or satisfying to a group of people at some point in time

26.  Universal  Both inherited and acquired  Production of something new  Adventurous and open thinking  Carries ego involvement  Average intelligent may be creative  Not related with school achievement  Sociability and creativity is negatively correlated

27.  Preparation  Incubation  Inspiration/illumination  Verification or revision

28.  Freedom to respond  Opportunity for ego involvement  Encourage originality and flexibility  Removal of fear  Using the creative resources of the community  Proper organization of the curriculum  Reform in evaluation system  Use of special techniques  Brain storming  synetics