Chapter 1 – Variations in Psychological attributes

Grade XII (2024-25)

Q.1) Explain the domains of psychological attributes. (4M)

Ans. Introduction - Psychological attributes are complex and expressed in terms of
dimensions. They are usually multidimensional. These attributes are categorized on
different areas.
These areas are—
1. Intelligence- Intelligence is the global capacity to understand the world, think
rationally, and useavailable resources effectively when faced with challenges.
2. Aptitude – Aptitude refers to an individual’s underlying potential for acquiring skills.
3. Interest- Interest is an individual’s preference for engaging in one or more specific
activities relative to others.
4. Personality- Personality refers to relatively enduring characteristics of a person that
make her or himdistinct from others.
5. Values-Values are enduring beliefs about an ideal mode of behavior.
Conclusion—Thus psychological attributes are not linear and are based on a variety of
tests used in psychological literature.

Q.2) What is Psychometric approach? Explain its theories. (6m/4m)

Ans. Introduction—Psychometric approach considers intelligence as an aggregate of
abilities. It expresses the individual’s performance in terms of a single index of cognitive
abilities.
It consists of 5 theories:
1. One factor theory or Uni factor theory of intelligence by Alfred Binet.
Alfred Binet was the first psychologist who tried to formalize the concept of
intelligence in terms of mental operations. He conceptualized intelligence as
consisting of one similar set of abilities which can be used for solving any or
every problem in an individual’s environment.
2. Two factor theory of intelligence by Charles Spearman.
Charles Spearman used a statistical method called factor analysis. He
showed that intelligence consisted of a general factor (g-factor) and some
specific factor (s-factor). The g-factor includes mental operations which are
primary and common to all performances. The s-factor includes many
specific abilities such asexcellent singers, dancers etc. have specific abilities
which allow them to excel intheir respective domains.

3. Theory of Primary Mental Abilities by Louis Thurstone.

This theory states that intelligence consists of seven primary abilities, each
of which is relatively independent of the others. The primary abilities are-
Verbal Comprehension, Numerical Abilities, Spatial Relations, Perceptual
Speed, WordFluency, Memory, and Inductive Reasoning.

4. Hierarchical Model of intelligence by Arthur Jensen.

According to this theory, intelligence consists of abilities operating at two

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 levels:
Level I is the associative learning in which output is more or less similar to
the input (eg rote learning and memory) .
Level II is called cognitive competence which involves higher-order skills as
they transform the input to produce an effective output.

5. Structure-of-intellect model by J.P.Guilford.

It classifies intellectual traits among three dimensions. Operations, Contents
andProducts.
Operations are what the respondent does which includes cognition, memory
recording, memory retention, divergent production, convergent production
and evaluation.
Contents refers to the nature of materials or information on which
intellectual operations are performed which include visual, auditory,
symbolic, semantic and behavioral.
Products refers to the form in which information is processed by the
respondent. Products are classified into units, classes, relations, systems
transformations and implications. This model is also called 180 cells.
Conclusion: Thus, psychometric approaches to intelligence lay emphasis on
studying intelligence as a constellation of abilities expressed in quantitative
terms such as IQ.

Q.3) How does the triarchic theory help us to understand intelligence? (4/6M)
Ans. According to Sternberg, intelligence is “the ability to adapt, to shape and
select environment to accomplish one’s goals and those of one’s society and
culture”.
According to this theory, there are three basic types of intelligence:
1) Componential Intelligence-
Componential or analytical intelligence is the analysis of information to solve
problems. Persons high on this ability think analytically and critically and succeed
in schools.
This intelligence has three components:
a) The knowledge acquisition component, which is responsible for learning and
acquisition of the ways of doing things.
b) The second is the meta or a higher order component, which involves planning
concerning what to do and how to do.
c) The third is the performance component, which involves doing things.

2) Experiential Intelligence:
Experiential or creative intelligence is involved in using past experiences creatively
to solve novel problems. It is reflected in creative performance. Persons high on
this aspectintegrate different experiences in an original way to make new
discoveries and inventions.They quickly find out which information is crucial in a
given situation.
3) Contextual Intelligence:
Contextual or practical intelligence involves the ability to deal with environmental
demands encountered on a daily basis. It may be called ‘street smartness’ or
‘business sense’. Persons high on this aspect easily adapt to their present
environment or select amore favorable environment than the existing one or

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 modify the environment to fit their needs. Therefore, they turn out to be successful
in life.
(Draw the diagram given on pg. 8 of the textbook, fig. 1.1)
Thus, this theory attempts to understand the cognitive processes involved in
solving problems.

Q.4) What is IQ? How do psychologists classify people on the basis of

their IQ scores? (4M)

Introduction: All persons do not have the same intellectual capacity; some are
exceptionally bright, and some are below average.

Ans. 1) Intelligence Quotient (IQ) is derived as mental age divided by chronological

age and multiplied by 100. The Concept of IQ was given by William stern.
The formula to calculate IQ is MA/CA x 100

2) Alfred Binet and Theodore Simon made the first successful attempt to formally
measure intelligence. They gave the concept of Mental Age (MA) and
Chronological age(CA). Mental age (MA) is a measure of a person’s intellectual
development relative to people of her/his age group. Chronological Age (CA) is
the biological age from birth.

3) IQ scores are distributed in the population in such a way that the scores of most
peopletend to fall in the middle range of the distribution. Only a few people have
either very highor very low scores. The frequency distribution for the IQ scores
tends to approximate a bell- shaped curve, called the normal curve.

4) The mean IQ score in a population is 100. People with IQ scores in the range of
90– 110 have normal intelligence. Those with IQ below 70 are suspected to have
intellectual disability’, while persons with IQ above 130 are termed as ‘Intellectually
gifted’.
(Draw fig. 1.2: Normal curve pattern showing Distribution of IQ Scores in the
population)
Conclusion: One of the most practical uses of intelligence test is to identify
persons at the extremes of intellectual functioning.

Q.5 a) Find out IQ of a 14-year-old child with a mental age of 16. (2M)
IQ = MA/CA x 100
16/14 x 100
8/7 x 100
= 114
IQ = 114

Q.5 b) Find out the Mental age of a twelve-year-old child with an IQ of 90. (2M)
IQ= 90, CA= 12
MA = IQ x CA/100
= 90 x 12 /100
= 1,080/100
= 10.8

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MA = 11 Years
Q.6) Explain the different methods used for psychological assessment. (4/6 M)
Ans. Introduction- Assessment refers to the measurement of psychological attributes of
individuals and their evaluation often using multiple methods in terms of certain standards
ofcomparison. Some important methods are as follows:
1. Psychological Test—Psychological test is an objective and standardized measure of
an individual’s mental or behavioral characteristics. Objective tests have been
developed to measure all the dimensions pf psychological attributes. Eg..Intelligence
test ,aptitude test etc.
2. Interview—Interview involves seeking information from a person on a one-to-one
basis.Eg-a salesperson makes a door-to-door survey regarding the usefulness of a
particular product or a counsellor interacts with her/his clients.
3. Case Study—Case study is an in-depth study of the individual in terms of his/her
psychologicalattributes. Case studies are widely used by clinical psychologists. It
is based on data generated by different methods like interview, questionnaire
etc.
4. Observation— Observation involves employing systematic, organized, and
objective procedures torecord behavioral phenomena occurring naturally in real
time. Certain phenomena suchas mother-child interactions can be easily studied
through observation.
5. Self-Report— Self-report is a method in which a person provides information about
herself/himself.Such information may be obtained by using an interview schedule or
a questionnaire or personal diary.
Conclusion—Thus, the psychological methods are the major tools to assess the psychological
attributes of a person.

Q.7) Explain Intellectual deficiency / what according to AAMD is intellectual

deficiency?(4/6M)
Introduction: Children who show intellectual deficiency are termed as ‘intellectually
disabled’.As a group, there is wide variation among the intellectually disabled.

i) According to AAMD (American Association of Mental Deficiency), Mental retardation or

intellectual deficiency is viewed as significantly sub-average, general intellectual
functioning existing concurrently with deficits in adaptive behavior and manifested
during the developmental period.
ii)This definition points to three basic features. First, to be judged as intellectually disabled,
a person must show significantly sub-average intellectual functioning. The second relates
to deficits in adaptive behavior. The third feature is that the deficits must be observed
during thedevelopmental period, that is between 0 and 18 years of age.

iii) The different levels of intellectual disability are as follows:

Mild (IQs 55 to approximately 70),
Moderate (IQs 35–40 to approximately
50–55),
Severe (IQs 20–25 to approximately 35–

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 40), and
Profound (IQs below 20–25).

iv) Although the development of people with mild disabilities is typically slower than that
of their peers, they can function quite independently, hold jobs and families. The people
with moderate disability lag their peers in language and motor skills. They can be trained
in self-care skills, and simple social and communication skills. They need to have moderate
degree of supervision in everyday tasks. Individuals with profound and severe disability are
incapable of managing life and need constant care for their entire lives.
Conclusion: Thus, we can say that intellectual disability can cause a child to develop and learn
more slowly or differently than a typically developing child.

Q.8) Define Giftedness. State it’s features. (3/4M)

Ans. Introduction: Giftedness is defined as a superior ability in any worthwhile line of
humanendeavor including moral, social, intellectual aesthetic life of humanity.
Characteristics of Giftedness
1) Advanced logical thinking, questioning and problem-solving behavior.
2) High speed in processing information.
3) Superior generalization and discrimination ability.
4) Advanced level of original and creative thinking.
5) High level of intrinsic motivation and self-esteem with independent and
non-conformist thinking.
6) Independent and non-conformist thinking
7) Preference for solitary academic activities for long periods.
Conclusion: Gifted children show early signs of intellectual superiority. Even during infancy
and early childhood they show larger attention span, sensitivity to environmental changes
and early appearance of language skills.

Q.9) Explain technological intelligence. (3M)

Ans.) i) Technologically advanced societies adopt child rearing practices that foster
skills of generalization and abstraction, speed, minimal moves, and mental
manipulation among children.
ii) These societies promote a type of behavior, which can be called technological
intelligence.
iii) In these societies, persons are well-versed in skills of attention, observation,
analysis,performance, speed, and achievement orientation.

Q.10) Explain intelligence in Indian traditions. State its features. (4 M)

Introduction: Most of the non-western societies value self-reflection and
collectivistic orientation as opposed to personal achievement and individualistic
orientation.
i) Intelligence in Indian intelligence is termed as integral intelligence. Indian thinkers
view intelligence from a holistic perspective where equal attention is paid to cognitive
and non-cognitive processes as well as their integration.
ii)The Sanskrit word Buddhi is used to represent intelligence. Buddhi, according to J.P.
Das, includes such skills as mental effort, determined action, feelings, and opinions

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 along with cognitive competence such as knowledge, discrimination, and
understanding.
iii) Features / Facets of Integral Intelligence:
1) Cognitive Capacity- Sensitivity to context, understanding, discrimination,
problemsolving and effective communication.
2) Social Competence- Respect for social order, commitment to elders, the young
and theneedy, concern about others and recognizing others perspective.
3) Emotional Competence-Self regulation and self-monitoring of emotions,
honesty,politeness, good conduct and self- evaluation.
4) Entrepreneurial Competence- Commitment, persistence, patience, hard work,
vigilance,and goal- directed behavior.
Conclusion: Thus, we see that a person’s intelligence is likely to be tuned by his/her
culturalparameters.
Q.11) What is emotional intelligence? State its characteristics. (4M)
Ans. Introduction: Emotional intelligence is a set of skills that underlie accurate
appraisal,expression, and regulation of emotions.
i) According to Salovey and Mayer emotional intelligence is defined as “the ability
tomonitor one’s own and others’ emotions, to discriminate among them, and to
use theinformation to guide ones thinking and actions”.
ii)Emotional Quotient is used to express emotional intelligence in the same way as
IQ is used to express intelligence.
iii) The characteristics of emotionally intelligent people are:
1) Perceiving and being sensitive to one’s feelings and emotions.
2) Perceiving and being sensitive to various types of emotion in others by noting
their body language, voice and tone and facial expressions.
3) To be able to relate emotions to one’s thoughts so that one can take them
into account while solving problems and taking decisions.
4) To be able to control and regulate one’s emotions and their expressions while
dealing with self and others to achieve and harmony and peace.
Conclusion: Thus, emotional intelligence refers to the ability to process
emotional information accurately and efficiently.

Q.12) State the features of Creativity Test (2M)

1. The creativity tests are open-ended.
2. They permit the person to think of different answers to the questions or problems in
terms ofhis/her experiences.
3. There are no specified answers to questions or problems in creativity tests.
4. Creativity test involve divergent thinking and asses such abilities as ability to
produce avariety of ideas.

Q.13) What is Cognitive Assessment System (CAS) (2M)

i) Das and Naglieri have developed a battery of tests, known as the Cognitive
AssessmentSystem (CAS).
ii)It consists of verbal as well as non-verbal tasks that measure basic cognitive functions
presumed to be independent of schooling. The battery of tests is meant for individuals

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between5 and 18 years of age.

Textbook Questions and Answer

Q.1) How do psychologists characterize and define intelligence? (3M)

Ans. If we watch an intelligent person, we are likely to see in him or her the
attributeslike –
*Mental Alertness
*Ready wit
*Quickness in learning
*Ability to understand relationships
Alfred Binet defined intelligence as “the ability to judge well understand well, and
reasonwell”.
Wechsler defined intelligence as “the global and aggregate capacity of an
individual tothink rationally, act purposefully, and to deal effectively wither/his
environment”.
Oxford Dictionary explains intelligence as “the power of perceiving,
learning,understanding and knowing”.

Q2. To what extent is our intelligence the result of heredity (nature) and
environment (nurture)? Discuss. (4M)

Ans. The evidence for hereditary influences on intelligence comes mainly from
studies ontwins and adopted children.

1. The intelligence of identical twins reared together correlate almost 0.90.

Twins separated early in childhood also show considerable similarity in their
intellectual,personality and behavioral characteristics.
2. The intelligence of identical twins reared in different environments correlate
0.72, those of fraternal twins reared together correlate almost 0.60, and those
of brothersand sisters reared together correlate 0.50, while siblings reared
apart correlate about 0.25.
3. Another line of evidence comes from the studies of adopted children, which
showsthat children’s intelligence is more similar to their biological rather than
adoptive parents.
4. With respect to the role of environment, studies have reported that as children
growin age, their intelligence level tends to move closer to that of their adoptive
parents.
5. Children from disadvantaged homes adopted into families with higher socio-
economic status exhibit in large increase in their intelligence scores.
6. There is evidence that environmental deprivation lowers intelligence while
rich nutrition, good family background and quality schooling increases
intelligence.
Thus, there is a general consensus among psychologists that intelligence is a
product ofcomplex interaction of heredity (nature) and environment (nurture).

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Q3. Explain briefly multiple intelligences identified by Gardner. (4/6 M)
Ans. According to Howard Gardner, intelligence is the ability or skill to solve the
problemsor to fashion the products which are valued within one or more cultural
settings.
The eight types of intelligence are:
1) Linguistic (skills involved in the production and use of language): a) It is the
capacity to use language fluently and flexibly to express one’s thinking and
understand others.
b) Persons high on this intelligence are ‘word-smart’, i.e. they are sensitive to
different shades of word meanings, are articulate, and can create linguistic images
in their mind. Poets and writers are very strong in this component of intelligence.

2) Logical-Mathematical (skills in scientific thinking and problem solving): a)

Persons high on this type of intelligence can think logically and critically.
b) They engage in abstract reasoning and can manipulate symbols to solve
mathematicalproblems. Scientists and Nobel Prize winners are likely to be strong in
this component.

3) Spatial (skills in forming visual images and patterns): a) It refers to the

abilities involved in forming, using, and transforming mental images.
b) The person high on this intelligence can easily represent the spatial world in the
mind.Pilots, sailors, sculptors, painters, architects, interior decorators, and surgeons
are likelyto have highly developed spatial intelligence.

4) Musical (sensitivity to musical rhythms and patterns): a) It is the capacity to

produce, create and manipulate musical patterns.
b) Persons high on this intelligence are very sensitive to sounds and vibrations, and
in creating new patterns of sounds. Singers, musicians, music composers etc. are
likely to be strong in this component.

5) Bodily-Kinesthetic (using whole or portions of the body flexibly and

creatively):
a) This consists of the use of the whole body or portions of it for display or
construction of products and problem solving.

b) Athletes, dancers, actors, sportspersons, gymnasts, and surgeons are likely to

have such kind of intelligence.

6) Interpersonal (sensitivity to subtle aspects of others’ behaviors): a) This is

the skill of understanding the motives, feelings, and behaviors of other people so as
to bondinto a comfortable relationship with others.
b) Psychologists, counsellors, politicians, social workers, and religious leaders are
likelyto possess high interpersonal intelligence.

7) Intrapersonal (awareness of one’s own feelings, motives, and desires): a)

This refers to the knowledge of one’s internal strengths and limitations and using
that knowledge to effectively relate to others.
b) Persons high on this ability have finer sensibilities regarding their identity, human

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existence, and meaning of life. Philosophers and spiritual leaders present examples
of this type of intelligence.

8) Naturalistic (sensitivity to the features of the natural world): a) This involves

complete awareness of our relationship with the natural world. It is useful in
recognizing the beauty of different species of flora and fauna and making subtle
discriminations in the natural world.
b) Hunters, farmers, tourists, botanists, zoologists, and bird watchers possess more
of naturalistic intelligence.

Thus, according to Gardner, intelligence is not a single entity; rather distinct types
of intelligences exist. Each of these intelligences are independent of each other. The
different types of intelligences interact and work together to find a solution to a
problem.

Q4. How does the triarchic theory help us to understand intelligence? (4/6M)
Ans. Answer written in the notebook.

Q5. “Any intellectual activity involves the independent functioning of three

neurological systems”. Explain with reference to PASS model. (6M)
Ans. According to PASS model of intelligence which was developed by J.P. Das,
Jack Naglieri, and Kirby, intellectual activity involves the interdependent functioning
of 3 neurological systems called the functional units of brain. These units are
responsible for the followings:
a) Arousal/Attention: State of arousal is basic to any behavior as it helps us in
attendingto stimuli. Arousal and attention enable a person to process information.
For instance, when we are told by our teacher about a test which s/he plans to hold,
it would arouse us to attend to the specific chapters.
b) Simultaneous and Successive Processing: We can integrate the information
into our knowledge system either simultaneously or successively.
Simultaneous processing takes place when we perceive the relations among various
concepts and integrate them into a meaningful pattern for comprehension. For
example,in Raven’s Progressive Matrices (RPM) Test, a design is presented from
which a part hasbeen removed. We are required to choose one of the six options that
best completes thedesign.
Successive processing takes place when we remember all the information serially so
that the recall of one leads to the recall of another. Learning of digits, alphabets,
multiplicationtables, etc. are examples of successive processing.
c) Planning: Planning is an essential feature of intelligence. After the information is
attended to and processed, planning is activated. It allows us to think of the possible
courses of action, implement them to reach a target, and evaluate their effectiveness.
Forexample, to take the test scheduled by our teacher, we would have to set goals,
plan a time schedule of study, get clarifications in case of problems and if we are not
able to tackle the chapters assigned for the test, we may have to think of other ways
(e.g., give more time, study with a friend, etc.) to meet our goals.

Thus, these PASS processes operate on a knowledge base developed either formally
(by reading or writing) or informally from the environment. These processes are
interactive and dynamic in nature.

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 Q6. Are there cultural differences in the conceptualization of intelligence?
(4M) Ans. culture is a collective system of customs, beliefs, attitudes, and
achievements in artand literature. A person’s intelligence is likely to be tuned by
these cultural parameters.
1) Robert Sternberg’s notion of contextual or practical intelligence implies that
intelligence is a product of culture.

2) Vygotsky also believed that cultures, like individuals, have a life of their own;
they grow and change, and in the process specify what will be the end-product of
successful intellectual development. According to him, while elementary mental
functions (e.g., crying, attending to mother’s voice, sensitivity to smells, walking, and
running) are universal, the way higher mental functions such as problem solving and
thinking operateare largely culture-produced.

3) Technologically advanced societies promote a type of behavior, which can be called

technological intelligence. In these societies, persons are well-versed in skills of
attention, observation, analysis, performance, speed, and achievement orientation.

4) Non-western societies value self-reflection and collectivistic orientation as opposed

to personal achievement and individualistic orientation.

5) Contrary to technological intelligence, intelligence in the Indian tradition can be

termed as integral intelligence, which gives emphasis on connectivity with the social
and world environment.

Thus, we can say that the cultural environment provides a context for intelligence to
develop.

Q.7) What is IQ? How do Psychologists classify people on the basis of their IQ
Scores?
(4/6 M)
Ans. Answer written in the notebook.

Q8. How can you differentiate between verbal and performance tests of
intelligence/ What are the different types of Intelligence tests? (6M)
Ans. Introduction: Intelligence tests are of several types. We can choose a test
depending upon the purpose of our use.
1. Individual and Group tests:
i) An individual intelligence test is one which can be administered to one person at a
time. A group intelligence test can be administered to several persons
simultaneously.
ii) Individual tests require the test administrator to establish a rapport with the subject
and be sensitive to her/his feelings, moods and expressions during the testing
session. Grouptests, however, do not allow an opportunity to be familiar with the
subjects’ feelings.
iii) Individual tests allow people to answer orally or in a written form or manipulate

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objectsas per the tester’s instructions. Group tests generally seek written answers
usually in a multiple-choice format.

2. Verbal, Non-Verbal, or Performance Tests:

i) Verbal tests require subjects to give verbal responses either orally or in a written
form.Therefore, verbal tests can be administered only to literate people.
ii) The non-verbal tests use pictures or illustrations as test items. Raven’s
Progressive Matrices (RPM) Test is an example of a non-verbal test.
iii) Performance tests require subjects to manipulate objects and other materials to
perform a task. Written language is not necessary for answering the items. Kohs’
Block Design Test is an example of Performance test.

3. Cultural-Fair or Cultural-Biased Tests:

i) Culture-fair tests can be used universally, irrespective of their culture.
ii) Culture-fair tests do not discriminate against individuals belonging to different
cultures. In such tests, items are constructed in a manner that they assess
experiences common to all cultures or have questions in which language usage is
not required. Non-verbal andperformance tests are considered culturally fair.
iii) Many intelligence tests show a bias to the culture in which they are developed.
Tests developed in America and Europe represent an urban and middle-class
cultural ethos. Hence, educated middle class white subjects generally perform well
on those tests. The items do not respect the cultural perspectives of Asia and Africa.
Conclusion: Thus, we can say that intelligence tests serve many useful purposes suchas
selection, counselling, guidance, self-analysis, and diagnosis.

Q9. All persons do not have the same intellectual capacity. How do individuals
varyin their intellectual ability? Explain. (3/4 marks)

1) IQ scores are distributed in the population in such a way that the scores of most
peopletend to fall in the middle range of the distribution. Only a few people have either
very highor very low scores. The frequency distribution for the IQ scores tends to
approximate a bell- shaped curve, called the normal curve.

2) The mean IQ score in a population is 100. People with IQ scores in the range of
90– 110 have normal intelligence. Those with IQ below 70 are suspected to have
intellectualdisability’, while persons with IQ above 130 are termed as ‘Intellectually
gifted’.

3) All persons do not have the same intellectual capacity; some are exceptionally
bright, and some are below average.

4) 2 per cent of the population have IQ above 130, and a similar percentage have
IQ below 70. The persons in the first group are called intellectually gifted; those in
the second group are termed intellectually disabled.

(Draw fig. 1.2: Normal curve pattern showing Distribution of IQ Scores in the
population and Table 1.1: Classification of people on the basis of IQ)
Q10. Which of the two, IQ or EQ, do you think would be more related to success

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inlife and why? (4M)

Ans. Introduction: Both EQ and IQ are needed for success in life.

1) Emotional intelligence is a set of skills that underlie accurate appraisal,

expression,and regulation of emotions. It is the feeling side of intelligence.
2) A good IQ and scholastic record are not enough to be successful in life. We
may find many people who are academically talented but are unsuccessful in
their own life. They experience problems in family, workplace, and
interpersonal relationships.
3) Salovey and Mayer considered emotional intelligence as “the ability to
monitorone’s own and other’s emotions, to discriminate among them, and to
use the information to guide one’s thinking and actions”.
4) Emotional Quotient (EQ) is used to express emotional intelligence in the
same way as IQ is used to express intelligence.
Conclusion: Emotional intelligence is receiving increasing attention of
educators fordealing with students who are affected by stresses and challenges
of the outside world.

Q11. How is ‘aptitude’ different from ‘interest’ and ‘intelligence’? How is

aptitude measured? (3M)

Ans. i) Aptitude refers to an individual’s underlying potential for acquiring skills.

Intelligence is the global capacity to understand the world, think rationally, and use
available resources effectively when faced with challenges. Interest is an
individual’s preference for engaging in one or more specific activities relative to
others.

ii) Aptitude tests are used to predict what an individual will be able to do if given
proper environment and training.
iii) Aptitude tests are available in two forms:
a) Independent (specialized) aptitude tests: Clerical Aptitude, Mechanical
Aptitude, Numerical Aptitude, and Typing Aptitude are independent aptitude tests.
b) Multiple (generalized) aptitude tests: Multiple Aptitude Tests exist in the form of
testbatteries, which measure aptitude in several separate but homogeneous areas.
Differential Aptitude Tests (DAT), the General Aptitude Tests Battery (GATB), and
the Armed Services Vocational Aptitude Battery (ASVAB) are well-known aptitude
testbatteries.

Q12. How is creativity related to intelligence? (4M)

Ans. Introduction- Creativity is the ability to produce ideas, objects or problem

solutions that are novel, appropriate and useful.

i) Lewis Terman, in the 1920s, found that persons with high IQ were not necessarily
creative. At the same time, creative ideas could come from persons who did not

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have a very high IQ.

ii) Other research have shown that not even one of those identified as gifted, followed
upthroughout their adult life, had become well-known for creativity in some field.

iii)Researchers have also found that both high and low level of creativity can be
found inhighly intelligent children and children of average intelligence.

iv) The same person, thus, can be creative as well as intelligent but it is not
necessary that intelligent ones, in the conventional sense, must be creative.

v) Intelligence, therefore, by itself does not ensure creativity.

Conclusion-Thus, relationship between creativity and intelligence is positive. All

creativeacts require some minimum ability to acquire knowledge and capacity to
comprehend, retain, and retrieve. Certain level of intelligence is necessary to be
creative but high levelof intelligence, however, does not ensure that a person would
certainly be creative.

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