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SPRINGDALES SCHOOL/DHAULA KUAN

CHAPTER:1
VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES

1. Explain the following terms:

What is Variability?

1) Variability is a fact of nature, and individuals are no exception to this.

2) They vary in terms of physical characteristics, such as height, weight
3) They also vary along psychological dimensions. They may be intelligent or dull

What are Individual differences?

➢ Individual differences refer to distinctiveness and variations among people’s

characteristics and behaviour patterns.

What is Situationism?

1) Situationism, which states that situations and circumstances in which one is placed influence
one’s behaviour.
2) A person, who is generally aggressive, may behave in a submissive manner in the presence of
her/his top boss.
3) Sometimes, the situational influences are so powerful that individuals with differing
personality traits respond to them in almost the same ways.

Explain Situationist perspective

1) The situationist perspective views human behaviour as resulting from influence of

external factors.
2) Example: Your beh. Is different infront of boss and with your family

2. Differentiate between formal & informal assessment.

1) Formal assessment is objective, standardised, and organised.

2) Eg:Psychologists are trained in making formal assessment of psychological attributes.
1) Informal assessment varies from case to case and from one assessor to another and,
therefore, is open to subjective interpretations.
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2) Eg: When friends evaluate you.

3. What is psychological assessment?

1) Psychological assessment uses systematic testing procedures to evaluate abilities,

behaviours, and personal qualities of individuals.
2) Eg: Testing, Interview

4. What are Psychological attributes? Define each attribute (intelligence, Aptitude,

Interest, Personality, Values)

Aptitude
1) refers to an individual’s underlying potential for acquiring skills.
2) Predict what an individual will be able to do if given proper environment and
training.
3) A person with high mechanical aptitude- engineer.

Interest
1) Refers to an individual’s preference for engaging in one or more specific activities
relative to others.
2) Assessment of interests of students may help to
a. decide what subjects or courses they can pursue comfortably and with pleasure.
b. making choices that promote life satisfaction and performance on jobs.

Values
1) are enduring beliefs about an ideal mode of behaviour.
2) A person having a value sets a standard for guiding her/his actions in life and also
for judging others.
3) Can determine the dominant values of a person (e.g., political, religious, social or
economic)

5. What are different assessment methods. Discuss each. (Psychological test, interview,
Case study, Observation & Self report)
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Several methods are used for psychological assessment.

• Psychological Test
1) Is an objective and standardized measure of an individual’s mental and/or behavioral
characteristics.
2) Objective tests have been developed to measure all the dimensions of psychological
attributes (e.g., intelligence, aptitude, etc.).
3) These tests are widely used for the purposes of clinical diagnosis, guidance, personnel
selection, placement, and training. Besides objective tests, psychologists have also
developed certain projective tests, especially for the assessment of personality.

• Interview
1) Involves seeking information from a person on a one-to-one basis.

•Case Study
1) Is an in-depth study of the individual in terms of her/his psychological attributes,
psychological history in the context of her/his psychosocial and physical environment
2) Case studies are based on data generated by different methods, e.g. interview, observation,
questionnaire, psychological tests, etc.

• Observation
1) involves employing systematic, organized, and objective procedures to record behavioral
phenomena occurring naturally in real time.
2) Certain phenomena such as mother-child interactions can be easily studied through
observation.
3) The major problems with observational methods are that the observer has little control
over the situation and the reports may suffer from subjective interpretations of the
observer.

• Self-Report
1) Is a method in which a person provides factual information about herself/himself and/or
opinions, beliefs, etc. that s/he holds.
2) Such information may be obtained by using an interview schedule or a questionnaire, a
psychological test, or a personal diary.

6. Define Intelligence according to – Alfred and Wechsler and Gardner

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1. Alfred Binet was one of the first psychologists who worked on intelligence. He defined
intelligence as the ability to judge well, understand well, and reason well.

2. Wechsler, intelligence in terms of its functionality,

i.e. its value for adaptation to environment. He defined it as the global and aggregate
capacity of an individual to think rationally, act purposefully, and to deal effectively
with her/his environment.

3. Gardner and Sternberg have suggested that an intelligent individual not only adapts to
the environment, but also actively modifies or shapes it.

7. What is the difference between Psychometric approach and Information processing

approach?
Psychometric approach Information-processing approach

1. Considers intelligence as an aggregate 1. Describes the processes people use in

of abilities. It expresses the individual’s intellectual reasoning and problem
performance in terms of a single index solving. The major focus of this
of cognitive abilities. approach is on how an intelligent
person acts.
2. Focus on structure of intelligence or its
underlying dimensions, 2. Emphasis is on studying cognitive
functions underlying intelligent
3. Theories
• One factor theory, 3. Theories
• two factor theory, • Theory of multiple intelligence,
• theory of primary mental abilities, • Triarchic theory of intelligence
• level I and level, • Pass model
• structure of intellect model

8. Explain One factor theory.

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1) Alfred Binet
2) one similar set of abilities
3) used for solving any or every problem in an individual’s environment.
4) Also called Uni or one factor theory of intelligence.

9. Explain Two factor theory.

1) In 1927, Charles Spearman

2) employing a statistical method called factor analysis.
3) intelligence consisted of a general factor (g-factor) and some specific factors (s-factors).
4) The g-factor example: mental operations which are primary and common to all
performances.
5) The s-factor - example: Excellent singers, architects, scientists, and athletes may be high
on g-factor, but in addition to this, they have specific abilities which allow them to excel
in their respective domains.

10. Explain Theory of primary mental abilities.

1) Louis Thurstone’s theory.

2) It states that intelligence consists of seven primary abilities
3) each of which is relatively independent of the others.
➢ These primary abilities are:
1. Verbal Comprehension (grasping meaning of words, concepts, and ideas),
2. Numerical Abilities (speed and accuracy in numerical and computational skills),
3. Spatial Relations (visualising patterns and forms),
4. Perceptual Speed (speed in perceiving details),
5. Word Fluency (using words fluently and flexibly),
6. Memory (accuracy in recalling information), and
7. Inductive Reasoning (deriving general rules from presented facts).

11.Explain Level I and Level II theory.

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1) Arthur Jensen
2) Level I - is the associative learning in which output is more or less similar to the input
(e.g., rote learning and memory).
3) Level II - called cognitive competence, involves higher-order skills as they transform the
input to produce an effective output.

12.Explain Structure of intellect model.

1) J.P. Guilford
2) three dimensions: operations, contents, and products.
3) Operations - are what the respondent does. These include cognition, memory recording,
memory retention, divergent production, convergent production, and evaluation.
4) Contents - refer to the nature of materials or information on which intellectual operations
are performed. These include visual, auditory, symbolic (e.g., letters, numbers), semantic
(e.g., words) and behavioural (e.g., information about people’s behaviour, attitudes, needs,
etc.).
5) Products - refer to the form in which information is processed by the respondent. Products
are classified into units, classes, relations, systems, transformations, and implications.

The above mentioned theories are representations of psychometric approach to understand

intelligent behaviour.

13. Explain Theory of Multiple intelligence

1) Howard Gardner.
2) According to him, intelligence is not a single entity; rather distinct types of intelligences
exist.
3) Each of these intelligences are independent of each other. This means that, if a person
exhibits one type of intelligence, it does not necessarily indicate being high or low on
other types of intelligences.
4) different types of intelligences interact and work together to find a solution to a problem.
5) Gardner studied extremely talented persons, who had shown exceptional abilities in their
respective areas, and described eight types of intelligence.
6) These are as follows:

1) Linguistic (skills involved in the production and use of language) :

▪ It is the capacity to use language fluently and flexibly to express one’s thinking and
understand others.
▪ 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.
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▪ Poets and writers are very strong in this component of intelligence.

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

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

3) Spatial (skills in forming visual images and patterns) :

▪ It refers to the abilities involved in forming, using, and transforming mental images.
▪ 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 likely to
have highly developed spatial intelligence.

4) Musical (sensitivity to musical rhythms and patterns) :

▪ It is the capacity to produce, create and manipulate musical patterns.
▪ Persons high on this intelligence are very sensitive to sounds and vibrations, and in
creating new patterns of sounds.

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

creatively) :
▪ This consists of the use of the whole body or portions of it for display or construction of
products and problem solving.
▪ Athletes, dancers, actors, sportspersons, gymnasts, and surgeons are likely to have such
kind of intelligence.

6) Interpersonal (sensitivity to subtle aspects of others’ behaviours) :

▪ This is the skill of understanding the motives, feelings and behaviours of other people so
as to bond into a comfortable relationship with others.
▪ Psychologists, counsellors, politicians, socialworkers, and religious leaders are likely to
possess high interpersonal intelligence.

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

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

▪ This involves complete awareness of our relationship with the natural world.
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▪ It is useful in recognising the beauty of different species of flora and fauna, and making
subtle discriminations in the natural world.
▪ Hunters, farmers, tourists, botanists,

14.Explain Triarchic theory of intelligence.

1) Sternberg views intelligence as “the ability to adapt, to shape and select environment to
accomplish one’s goals and those of one’s society and culture”.
2) There are three basic types of intelligence: Componential, Experiential, and Contextual. The
elements of the triarchic theory of intelligence are shown in Figure 1.1….from book

Componential Intelligence :
1) Also called analytical intelligence
2) is the analysis of information to solve problems.
3) Persons high on this ability think analytically and critically and succeed in schools.
4) This intelligence has three components, each serving a different function.
• First is the knowledge acquisition component, which is responsible for learning
and acquisition of the ways of doing things.
• The second is the meta or a higher order component, which involves planning
concerning what to do and how to do.
• The third is the performance component, which involves actually doing things.
5) eg: Writing a research paper

Experiential Intelligence:
1) Creative intelligence
2) involved in using past experiences creatively to solve novel problems.
3) It is reflected in creative performance.
4) Persons high on this aspect integrate different experiences in an original way to make new
discoveries and inventions.
5) They quickly find out which information is crucial in a given situation.
6) Eg: Implementing a novel idea or stating a start up of your own

Contextual Intelligence :
1) Also called practical intelligence
2) involves the ability to deal with environmental demands encountered on a daily basis.
3) It may be called ‘street smartness’ or ‘business sense’.
4) Persons high on this aspect easily adapt to their present environment or select a more
favourable environment than the existing one, or modify the environment to fit their needs.
Therefore, they turn out to be successful in life.
5) Eg: Finding ways to recycle old stuff
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15.Explain PASS model.

Planning, Attention-arousal, and Simultaneous-successive (PASS) Model of Intelligence

➢ This model has been developed by J.P. Das, Jack Naglieri, and Kirby (1994).
➢ According to this model, intellectual activity involves the interdependent functioning of
three neurological systems, called the functional units of brain.
➢ These units are responsible for arousal/attention, coding or processing, and planning
respectively.

Arousal/Attention :
1) An optimal level of arousal focuses our attention to the relevant aspects of a problem.
2) Too much or too little arousal would interfere with attention.
3) For instance, when you are told by your teacher about a test which s/he plans to hold, it
would arouse you to attend to the specific chapters.
4) Arousal forces you to focus your attention on reading, learning and revising the contents
of the chapters.

Simultaneous and Successive Processing :

You can integrate the information into your knowledge system either simultaneously or
successively.

o
Simultaneous Processing Successive Processing

▪ takes place when you perceive the o takes place when you remember all the
relations among various concepts and information serially so that the recall of
integrate them into a meaningful pattern one leads to the recall of another.
for comprehension.
▪ It helps in grasping the meaning and o For example: Learning of digits,
relationship between the given abstract alphabets, multiplication tables, etc. are
figures. examples of successive processing.

▪ For example, in Raven’s Progressive

Matrices (RPM) Test,

Planning :
1) After the information is attended to and processed, planning is activated.
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2) It allows us to think of the possible courses of action, implement them to reach a target,
and evaluate their effectiveness.
3) If a plan does not work, it is modified to suit the requirements of the task or situation.
4) For example, to take the test scheduled by your teacher, you would have to set goals, plan
a time schedule of study, get clarifications in case of problems and if you are not able to
tackle the chapters assigned for the test, you may have to think of other ways (e.g., give
more time, study with a friend, etc.) to meet your goals.

➢ Das and Naglieri have also developed a battery of tests, known as the Cognitive
Assessment System (CAS).
➢ It consists of verbal as well as non-verbal tasks that measure basic cognitive functions
presumed to be independent of schooling. T
➢ he battery of tests is meant for individuals between 5 and 18 years of age.
➢ The results of assessment can be used to remedy cognitive deficits of children with
learning problems.

16.Intelligence is interplay of nature and nurture. Discuss.

• There is a general consensus among psychologists that intelligence is a product of

complex interaction of heredity (nature) and environment (nurture).
• Heredity can best be viewed as something that sets a range within which an individual’s
development is actually shaped by the support and opportunities of the environment.

Intelligence: Interplay of Nature and Nurture

A. Role of hereditary ……. twins and adopted children. .

Twin studies:
1) The intelligence of identical twins reared together correlate almost 0.90.
2) Twins separated early in childhood also show considerable similarity in their intellectual,
personality and behavioural characteristics.
3) The intelligence of identical twins reared in different environments correlate 0.72,
4) those of fraternal twins reared together correlate almost 0.60,
5) and those of brothers and sisters reared together correlate about 0.50,
6) while siblings reared apart correlate about 0.25.
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Studies of adopted children,

1) Which show that children’s intelligence is more similar to their biological rather than
adoptive parents.

B. Role of environment
1) Studies have reported that as children grow in age, their intelligence level tends to move
closer to that of their adoptive parents.
2) Children from disadvantaged homes adopted into families with higher socioeconomic
status exhibit a large increase in their intelligence scores.
3) There is evidence that environmental deprivation lowers intelligence while rich nutrition,
good family background, and quality schooling increases intelligence.

17.Write a note on assessment of intelligence? (Mental and Chronological age, concept

of Intelligences Quotient and Normal Curve with fig. )

Assessment of Intelligence

1) In 1905, Alfred Binet and Theodore Simon, made the first successful attempt to
formally measure intelligence.
2) In 1908- they gave the concept of Mental Age (MA),
3) MA----- is a measure of a person’s intellectual development relative to people of her/his
age group.
Example:A mental age of 5 means that a child’s performance on an intelligence test equals
the average performance level of a group of 5-year olds.
4) Chronological Age (CA) is the biological age from birth.
5) A bright child’s MA is more than her/his CA; for a dull child, MA is below the CA.
Retardation was defined by Binet and Simon as being two mental age years below the
chronological age.

6) In 1912, William Stern, a German psychologist, devised the concept of Intelligence

Quotient (IQ).
7) IQ refers to mental age divided by chronological age, and multiplied by 100.

Calculation
• The number 100 is used as a multiplier to avoid the decimal point.
• When the MA equals the CA, the IQ equals 100.
• If MA is more than the CA, IQ is more than 100.
• IQ becomes less than 100 when the MA is less than the CA.
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• For example, a 10-year-old child with a mental age of 12 would have an IQ of 120
(12/10 .. 100),

Normal curve distribution:

1) IQ scores are distributed in the population in such a way that the scores of most people
tend to fall in the middle range of the distribution.
2) Only a few people have either very high or very low scores.
3) The frequency distribution for the IQ scores tends to approximate a bell-shaped curve,
called the normal curve.
4) This type of distribution is symmetrical around the central value, called the mean.
5) The mean IQ score in a population is 100.
6) People with IQ scores in the range of 90–110 have normal intelligence.
7) Those with IQ below 70 are suspected to have ‘mental retardation’, while persons with IQ
above 130 are considered to have exceptional talents.
8) Fig.1.2 : Normal Curve Pattern Showing Distribution of IQ Scores in the Population
…from book….important

18. Write a note on Variations of intelligence. ( What is intellectual deficiency and

giftedness)

Intellectual Deficiency
1) Those children who show intellectual deficiency are termed as ‘mentally challenged’ or
‘mentally retarded’.
2) The American Association on Mental Deficiency (AAMD) views mental retardation as
“significantly sub-average general intellectual functioning existing concurrently with
deficits in adaptive behaviour and manifested during the developmental period”.

This definition points to three basic features.

• First, in order to be judged as mentally retarded, a person must show significantly sub-
average intellectual functioning. Persons having IQs below 70 are judged to have sub-
average intelligence.
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• The second relates to deficits in adaptive behaviour. Adaptive behaviour refers to a
person’s capacity to be independent and deal effectively with one’s environment.
• The third feature is that the deficits must be observed during the developmental period,
that is between 0 and 18 years of age.

3) The different levels of retardation are:

• mild retardation (IQs 55–69),
• moderate retardation (IQs 40–54),
{The people with moderate retardation lag behind 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.}
• severe retardation (IQs 25–39), and
• profound retardation (IQs below 25).
{Individuals with profound and severe retardation are incapable of managing life and need
constant care for their entire lives}

Intellectual Giftedness

1) Intellectually gifted individuals show higher performance because of their outstanding

potentialities.
2) The study of gifted individuals began in 1925, when Lewis Terman followed the lives of
about 1500 children with IQs of 130 and above to examine how intelligence was related to
occupational success and life adjustment.
3) Giftedness is exceptional general ability shown in superior performance in a wide variety
of areas.
4) Talent is a narrower term and refers to remarkable ability in a specific field (e.g., spiritual,
social, aesthetic, etc.). The highly talented are sometimes called ‘prodigies’.
5) giftedness depends on a combination of high ability, high creativity, and high
commitment.
6) Gifted children show early signs of intellectual superiority.
7) Even during infancy and early childhood, they show larger attention span, good
recognition memory, preference for novelty, sensitivity to environmental changes, and
early appearance of language skills.
8) Each gifted student possesses different strengths, personalities and characteristics. Some
important characteristics of gifted children are :

• Advanced logical thinking, questioning and problem solving behaviour.

• High speed in processing information.
• Superior generalisation and discrimination ability.
• Advanced level of original and creative thinking.
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• High level of intrinsic motivation and self-esteem.
• Independent and non-conformist thinking.
• Preference for solitary academic activities for long periods.

19. Distinguish between Individual & Group test and Verbal test, Non- Verbal test,
Performance test, culture fair test, culture biased test.

Individual Tests Group Tests

1) Can be administered to one person at a 1) Can be administered to several persons

time simultaneously.
2) Individual tests require the test 2) do not allow an opportunity to be
administrator to establish a rapport with familiar with the subjects’ feelings.
the subject and be sensitive to her/his
feelings, moods and expressions during 3) Group tests generally seek written
the testing session. answers usually in a multiple-choice
3) Individual tests allow people to answer format.
orally or in a written form or manipulate
objects as per the tester’s instructions. 4) Eg: Multidimendional Aptitude Battery
4) Eg: Wechsler test ( WISC for Children) The Cognitive Abilities Test
Eg: Group Test of Intelligence by Pragya
Mehta

Verbal Test Non-Verbal Test Performance Test

1) The non-verbal tests use 1) Performance tests require
1) Verbal tests require pictures or illustrations subjects to manipulate
subjects to give verbal as test items. objects and other materials
responses either orally 2) Can be administered to to perform a task.
or in a written form. illiterate people 2) Written language is not
2) Verbal tests can be 3) Example: Raven’s necessary for answering the
administered only to Progressive Matrices items.
literate people. (RPM) 3) A major advantage of
3) Example: CIE Verbal performance tests is that
group test of they can be easily
intelligence by Uday administered to persons
Shankar from different cultures. And
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to illiterates.
4) For example, Kohs’ Block
Design Test
Or
Draw a man test by Pramila
Pathak

Culture-Biased test Culture-fair Tests

1) Many intelligence tests show a bias to 1) a test that can be applied equally
the culture in which they are developed. meaningfully in all cultures. i.e. one that
2) Tests developed in America and Europe does not discriminate against individuals
represent an urban and middle class belonging to different cultures.
cultural ethos. Hence, educated middle 2) In such tests, items are constructed in a
class white subjects generally perform manner that they assess experiences
well on those tests. common to all cultures or have questions
3) The items do not respect the cultural in which language usage is not required.
perspectives of Asia and Africa. 3) Example: Mostly Non verbal and
4) The norms for these tests are also drawn Performance test
from western cultural groups.
5) Example: Verbal Test

19.Write three misuses of intelligence test.

1. Poor performance on a test may attach a stigma to children and thereby
adversely affect their performance and self-respect
2. The test may invite discrimination practices from parents, teachers and elders
in the society
3. Administrating a test biased in favor of middle class and higher middle class
may underestimate the IQ of children coming from disadvantaged sections

20.Write a short note on Intelligence testing in India.

• S.M.Mohsin-1930s constructed Intelligence test in Hindi

• C.H.Rice-standardise Binet’s test in Urdu and Punjabi
• Long and Mehta prepared a mental measurement handbook
• NLEPT-documented indian test
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21.What is Culture?

1) Culture is a collective system of customs, beliefs, attitudes, and achievements in art and
literature.

2) Vygotsky, a Russian psychologist, has argued that culture provides a social context in
which people live, grow, and understand the world around them.

3) For example, in less technologically developed societies, social and emotional skills in
relating to people are valued, while in technologically advanced societies, personal
achievement founded on abilities of reasoning and judgment is considered to represent
intelligence.

22.Write a note on Culture and Intelligence or Distinguish between Technological

intelligence and Integral intelligence.

• Culture is a collective system of customs, beliefs, attitudes, and achievements in art and
literature.
• Vygotsky, a Russian psychologist, has argued that culture provides a social context in
which people live, grow, and understand the world around them.
• For example, in less technologically developed societies, social and emotional skills in
relating to people are valued, while in technologically advanced societies, personal
achievement founded on abilities of reasoning and judgment is considered to represent
intelligence.
• Sternberg’s notion of contextual or practical intelligence implies that intelligence is a
product of culture.

Technologically advanced societies

1. adopt child rearing practices that foster skills of
▪ generalisation and
▪ abstraction,
▪ speed,
▪ minimal moves, and
▪ mental manipulation among children.
2. These societies promote a type of behaviour, which can be called technological
intelligence.
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3. In these societies, persons are well-versed in skills of
o attention,
o observation,
o analysis,
o performance,
o speed, and
o achievement orientation.
4. Intelligence tests developed in western cultures look precisely for these skills in an
individual.

Some non-western societies value self-reflection and collectivistic orientation as opposed to

personal achievement and individualistic orientation.

Intelligence in the Indian Tradition

1. intelligence in the Indian tradition can be termed as integral intelligence,

2. gives emphasis on connectivity with the social and world environment.
3. holistic perspective where equal attention is paid to cognitive and non-cognitive
processes as well as their integration.
4. Buddhi, according to J.P.Das, includes such skills as mental effort, determined action,
feelings, and opinions along with cognitive competence such as knowledge,
discrimination, and understanding.
5. the notion of buddhi has affective and motivational components besides a strong
cognitive component.
6. The following competencies are identified as facets of intelligence in the Indian
tradition :
1) Cognitive capacity (sensitivity to context, understanding, discrimination, problem
solving, and effective communication).
2) Social competence (respect for social order, commitment to elders, the young and the
needy, concern about others, recognising others’ perspectives).
3) Emotional competence (selfregulation and self-monitoring of emotions, honesty,
politeness, good conduct, and self-evaluation).
4) Entrepreneurial competence (commitment, persistence, patience, hard work, vigilance,
and goal-directed behaviours).

23. What is Emotional intelligence?

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1. Emotional intelligence is a set of skills that underlie accurate appraisal, expression,
and regulation of emotions.
2. It is the feeling side of intelligence.
3. This concept was first introduced by Salovey and Mayer who considered emotional
intelligence as “the ability to monitor one’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)
5. Emotional intelligence refers to the ability to process emotional information accurately
and efficiently.
6. Characteristics of Emotionally Intelligent Persons
1) Perceive and be sensitive to your feelings and emotions.
2) Perceive and be sensitive to various types of emotions in others by noting their body
language, voice and tone, and facial expressions.
3) Relate your emotions to your thoughts so that you take them into account while solving
4) problems and taking decisions.
5) Understand the powerful influence of the nature and intensity of your emotions.
6) Control and regulate your emotions and their expressions while dealing with self and
others to achieve harmony and peace.

24.How is Aptitude different from intelligence and interest? How is it measured?

SPECIAL ABILITIES

Intelligence Aptitude Interest

➢ Intelligence tests assess ➢ Aptitude refers to
a general mental ability. special abilities in a ➢ Interest is a preference
particular field of for a particular activity;
activity.
➢ aptitude is the
potentiality to perform
that activity.
➢ It is a combination of
characteristics that
indicates an individual’s
capacity to acquire
some specific
knowledge or skill after
training.
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Aptitude : Nature and Measurement

➢ The knowledge of aptitude can help us to predict an individual’s future performance.

➢ EG. When you have a problem in mathematics, you may turn to Aman for help, and with
similar difficulties in literature you may consult Avinash. These specific skills and abilities
are called aptitudes.
➢ With proper training these abilities can be considerably enhanced.

➢ Aptitude tests are available in two forms: independent (specialised) aptitude tests and
multiple (generalised) aptitude tests.
➢ Differential Aptitude Tests (DAT), the General Aptitude Tests Battery (GATB),
and the Armed Services Vocational Aptitude Battery (ASVAB) are well-known aptitude
test batteries.
➢ J.M. Ojha has developed an Indian adaptation of DAT.

25.How is Creativity linked with intelligence? Differentiate between :Divergent thinking

& Convergent thinking

1. Manifestations of creativity - in a novel solution to a problem, an invention,

composition of a poem, painting, new chemical process etc.
2. There is the production of something new and unique.
3. Terman, in the 1920s, found that persons with high IQ were not necessarily creative.
4. At the same time, creative ideas could come from persons who did not have a very high
IQ.
5. Intelligence, therefore, by itself does not ensure creativity.
6. Researchers have found that the relationship between creativity and intelligence is
positive.
7. All creative acts require some minimum ability to acquire knowledge and capacity to
comprehend, retain, and retrieve.
8. Creative writers, for example, need facility in dealing with language.
9. The artist must understand the effect that will be produced by a particular technique of
painting, a scientist must be able to reason and so on.
10.Hence, a certain level of intelligence is required for creativity but beyond that
intelligence does not correlate well with creativity.
11. A few investigators have also developed tests of creativity in different areas such as
literary creativity, scientific creativity, mathematical creativity, etc.
12.Some of the famous psychologists who have developed creativity tests are Guilford,
Torrance.
How do we explain variations in the potential for creativity?
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13.There is no disagreement that creativity is determined by both heredity and
environment. Limits of the creative potential are set by heredity, environmental factors
stimulate the development of creativity. How much of the creative potential can be
realised, when and in what specific form and direction is largely determined by
environmental factors such as motivation, commitment, family support, peer
influences, training opportunities, etc.

Divergent thinking Convergent thinking.

1. The test of creativity involve Divergent 1. The tests of intelligence which mostly
thinking involve Convergent thinking
2. They are open-ended. 2. In tests of intelligence, the person has to
3. They permit the person to think of think of the right solution to the problem
different answers to the questions or and the focus is on assessing abilities
problems in terms of her/his such as memory, logical reasoning,
experiences, whatever these may have accuracy, perceptual ability, and clear
been. thinking.
4. Therefore, there is freedom to use one’s 3. There is little scope for the expression
imagination and express it in original of spontaneity, originality, and
ways. imagination.
5. They assess following abilities:

• ability to produce a variety of ideas, i.e.

ideas which are off-the-beaten track,
• ability to see new relationships between
seemingly unrelated things,
• ability to guess causes and
consequences,
• ability to put things in a new context,
etc.
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