Definition of Intelligence

• Intelligence came from Latin word

intelligencee "to understand
"Intelligence is the aggregate or global capacity
of the individual to think rationally, to act
purposefully and to deal effectively with the
environment” (Wechsler-1994) “Intelligence is
the ability to master the knowledge and skills
needed to succeed with in a particular
culture”
• Nature of Intelligence: • It is an innate mental
ability which grows and is influenced by the
environment. • It shows the capacity to adapt to
new or changed situations quickly and correctly. •
It is the ability to carry on higher mental
processes such as reasoning, criticism, rational
and judgment. • It shows the capacity to observe
the relationship and absurdities. • It implies the
capacity to learn and solve difficult tasks and
problems.
 Types of intelligence
Intelligence is divided into three kinds.
1. Concrete intelligence
2. Social or emotional intelligence
3. Abstract or general intelligence
 Types cont..
• 1. Concrete intelligence: • This type of intelligence
is applicable for using machines, tools and
instruments. Ex. Mechanics, engineers are concrete
intelligent.
• 2. Social intelligence: • It is the ability to
understand social situations and act wisely in
human relationship. • Socially intelligent people
know the art of winning friends and influence
them. Ex. Leaders, ministers, salesmen, and
diplomats are socially intelligent.
 Cont..
• 3. Abstract and general intelligence
• It is the ability to respond to words, numbers and letters etc
• This type of intelligence is required from study of books literature.
Ex. Teachers, lawyers, doctors and philosophers.

• 4. Emotional intelligence
• First called social intelligence.
• The ability to perceive, express, understand, and regulate emotions.
• Some studies show EQ to be a greater predictor for future success
than IQ.
• It is basis of the empathy for others, self awareness , and social
skills. e.g. eye contact, flexibility and cooperation
• It helps in building the therapeutic relationship with patient.
 Intelligence quotient (IQ
•The abbreviation "IQ" was coined by the
psychologist William Stern.
• The idea of intelligence quotient was utilized first in
1916 by Binnet and Simon test
. • Binnet and Simon used mental age to distinguish
“bright” from “dull” children.
• IQ is the ratio between the metal age and
chronological age. IQ = MA/CA x 100 Ex. A 6 years
old boy with the mental age of 4. IQ = 4/6 x 100 =
66.6
 Intelligence quotient (IQ
• The abbreviation "IQ" was coined by the
psychologist William Stern.
• The idea of intelligence quotient was utilized first in
1916 by Binnet and Simon test
. • Binnet and Simon used mental age to distinguish
“bright” from “dull” children.
• IQ is the ratio between the metal age and
chronological age. IQ = MA/CA x 100 Ex. A 6 years
old boy with the mental age of 4. IQ = 4/6 x 100 =
66.6
Classification of individual according to IQ
• Genius 140above
• Very superior 130-140
• Superior 120-130 Above average 110-120 Average 90-110
Dull average 80-90 Borderline 70-80 Mild mental
retardation 50-70 Moderate mental retardation 35-50
Severe mental retardation 20-35 Profound mental
retardation
• The children those perform more than average of their age
have IQ more than 100.
• And those perform less than average of their age have IQ
less than 100
 Multiple intelligence
• According to Howard Gardner there are eight
types of intelligence.
• The theory of multiple intelligences
differentiates human intelligence into specific
'modalities', rather than seeing intelligence as
dominated by a single general ability.
• Howard Gardner proposed this model in his
1983 book Frames of Mind: The Theory of
Multiple Intelligences.
 Gardner’s Multiple Intelligences
• Visual / Spatial
• Verbal / Linguistic
• Logical / Mathematical
• Bodily / Kinesthetic
• Musical / Rhythmic
• Interpersonal
• Intrapersonal
• Natural
• Process oriented theories of intelligence
• Sternberg’s Treachery theory 9 factor or G-
factor theory
Two factor theory was developed Charles
Spearman (father of factor analysis) in 1927
• Intellectual abilities were comprised of two
factors: one general ability or common ability
known as ‘G’ factor and the other a group of
specific abilities known as ‘S’ factor.
• ‘G’ factor is universal inborn ability
• Greater ‘G’ in an individual leads to greater success in
life. • ‘‘S’ factor is acquired from the environment. It
varies from activity to activity in the same individual.
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• G- factor theory : • ‘‘S” factor is acquired from the
environment. It varies from activity to activity in the
same individual. • These specific abilities may be
represented as : S1, S2, S3 etc. According to this theory:
An individual’s total intelligence (A) is the sum of the
general factor (G) and all his specific abilities (S). This
can be expressed as: A = G+S1+S2+S3 +…….
• G factor vs. S factor G factor S factor It is Universal inborn
ability Learned and acquired from environment. It is General
mental ability These are specific abilities. It is constant in one
individual. It varies from activity to activity in same individual.
G factor differs from individual to individual. Individuals
differs in the amount of S ability Used in every activity of life.
• Group factor or Multifactor theory
• This theory was advocated by LL Thurston in 1938.
• This theory rejected General Intelligence.
• This theory considers intelligence a combination of numerous
separate factors.
• Instead of viewing intelligence as a single , general ability
Thurston's theory focused on seven primary mental abilities
• Linguistic Intelligence What is linguistic intelligence? • The ability to
communicate thoughts and ideas well, speak and write language or new
languages. Careers most associated with linguistic intelligence include: -Writers -
Poets –Communications.

• Logical- Mathematical Intelligence Logical-Mathematical Intelligence is: The

ability to perform and solve complex mathematical problems. Also, the ability to
engage in logical arguments/conversations. Careers most associated with Logical-
Mathematical Intelligence include: -Mathematicians -Math teachers.

• Musical Intelligence Musical Intelligence is: The ability to learn how to read and
write music and play an instrument well. Careers most associated with Musical
Intelligence include: -Composer –Musician.

• Bodily-kinesthetic Intelligence: The ability to use the body to perform different

tasks in a fluid motion. The ability to run, jump, and dance fluently and with
rhythm. Careers most associated with bodily-kinesthetic intelligence include: -
Dancers -Athletes
• Interpersonal Intelligence: The ability to connect with others on an emotional
level. The ability to assess a situation and understand and sense how others are
feeling, as well as how to handle an emotional situation. Careers most associated
with interpersonal intelligence include -Teachers -Psychiatrist/Psychologist -
Counselors .

• Intrapersonal Intelligence: it is knowing yourself inside and out. This is the ability
to know your own strengths and weaknesses. Careers most associated with
intrapersonal intelligence include: -Entrepreneur

• Naturalistic Intelligence: The ability to work with biology and work with and
around natural settings. Careers most associated with naturalistic intelligence
include: -Naturalists –Biologists.

• Spatial Intelligence:The ability to visually perceive items such as reading a map or

arranging items to make them fit into a predetermined space. Careers most
associated with spatial intelligence include: -Navigator -Artist
 Thurstone's theory
• Thurstone's theory focused on seven primary mental abilities
• Thurstone 7 factors
• The Verbal Factor (V)—Found in tests involving Verbal Comprehension.
• The Spatial Factor (S)—ability to imagine an object in space.
• The Number Factor (N)—Ability to do Numerical Calculations rapidly and
accurately.
• Memory Factor (M)—Involving ability to memorize quickly.
• Thurstone 7 factors
• The Reasoning Factor (R)—Found in tasks that require a subject to discover a
rule or principle involved in a series or groups of letters
• The Perceptual Factor (P)- ability to perceive objects accurately.
• The Problem solving Factor (PS)- ability to solve problems independently.
Based on these factors Thurstone constructed a new test of intelligence
known as: ‘‘Test of Primary Mental Abilities (PMA
 Process Oriented Theories

• The process-oriented theorists tend to focus on the development

of intellectual processes that how the processes change as
individual matures.
• Focused on cognitive development rather than intelligence.
• Process oriented theories given by Jean Piaget and Brunner.
• I. Piaget’s theory of cognitive development:
• According to Piaget, intelligence is an adaptive process.
• Piaget viewed intellectual development as an evolution of
cognitive processes such as understanding the laws of nature , the
principles of grammar & mathematical rules.
• He focused on schemas, assimilation and accommodation.
 Brunner’s theory
• This growing abilities are influenced by the environment
especially the rewards and punishments people receives
for particular intellectual skill.
• In contrast to Piaget; Bruner argued that any subject can
be taught effectively to any child at any stage of
development.
• For example, it would not be appropriate to teach a three
year old complex physics, however, Bruner contented that
they could be taught some principles of physics (e.g.,
force, mass, momentum, friction) in enactive form and
later repeated in iconic, then symbolic form
 Sternberg’s Triacharic theory
• Three aspects of intelligence: Componential:
• Analytical thinking “book smart” Experiential thinking:
• Creative thinking and characterizes the person who can
separate elements of experience and combine them
insightfully. Contextual: “Street smart” one who know
how to play the game and can successfully manipulate
the environment. Binet assumed that children’s abilities
increase with age. Binet’s test is a set of age-graded
items This test measures things that are necessary for
school success. Characteristics of Stanford Binet test:
• The Stanford - Binet Intelligence Scales are
designed to measure five factors of cognitive
ability. These five factors include;
• 1. Fluid reasoning
• 2. Knowledge
• 3. Quantitative reasoning
• 4. Visual-spatial processing
• 5. Working memory Both verbal and nonverbal
responses are measured. Some other features
• Fluid reasoning
• Fluid reasoning is the ability to solve abstract
problems in which no prior knowledge is
required.
• Nonverbal fluid reasoning is tested with object
series matrices.
• Verbal absurdities are simply statements that
are silly or impossible. For example; – “an apple
is to fruit as celery is to __________.”
(vegetable). – what is wrong with a sentence like:
“I put ink on my hairbrush and cleaned my teeth.
• Knowledge • Knowledge is defined as someone’s
accumulated stock of general information that has
been committed to long-term memory.
• For example, a young test subject might be asked to
explain basic human needs, like eating, using gestures.
The verbal sub- test includes vocabulary questions,
which may be administered using toys or flash cards.
For example; – Explain differences (between a fish and
a horse) IQ Question
• Answer: D. 33
• Explanation: (7 x 6) + 3 = 45 | (8 x 8) + 1 = 65 | (9 x 8)
+ 3 = 75 (4 x 6) + 9 = 33
• Visual-spatial Processing
• Visual-spatial processing involves the recognition of
both patterns and spatial relationships.
• The nonverbal portion of this sub-test usually
includes assembling puzzles and patterns.
• The verbal portion includes questions about direction
and tests a subject’s ability to identify spatial
relationships in pictures. IQ question Answer: B
Explanations: The only one shape the outer and the
inner shape are the same, while the other are
different shapes (inner and outer). Which one of the
following is different from others?
• Working Memory
• Working memory is defined as the multiple
processes that capture, sort and transform
information in a person’s short- term memory.
• For example, like the game Concentration, a
test subject might be asked to recall a
previously presented picture.
• Block span simply involves tapping out a
sequence on a series of blocks and asking the
test subject to repeat the sequence.
• Race/Ethnicity Socioeconomic status of family
School Environment
• Family Environment Pre and postnatal diet
Gender
• Nurture: From immediate environment to
through out the life. Genetics Factors
Influencing Intelligence:
• Nature: how genetics and heredity affects our
intelligence
 Intelligence Factors

• Heredity and environment:

• Land and seed used to grow the crop.
• While the seed is heredity and the land is environment.
• If the land is infertile, even with the good seed, one can
not have a good crop.
• Similar with the fertile land if the poor quality seeds are
used the crop will not achieve the good results.
• As fertile land and good quality seeds are required for good
crops, similarly the heredity and stimulating environment
are necessary for higher intelligence.
• Gender: Boys and girls tend to be equivalent in most
aspects of intelligence
• The average IQ scores of boys and girls is virtually identical
• The extremes (both low and high ends) are over-
represented by boys 1. Girls as a group:
• Tend to be stronger in verbal fluency, in writing, in
perceptual speed (starting as early as the toddler years) 2.
Boys as a group
• Tend to be stronger in visual-spatial processing, in science,
and in mathematical problem solving (starting as early as
age
• Schooling: Attending school makes children smarter –
Children from families of low socioeconomic societies and
those from families of high socio economic societies make
comparable gains in school achievement during the school
year
• Poverty: The more years children spend in poverty, the
lower their IQs tend to be.
• Children from lower- and working-class homes average 10-
15 points below their middle-class age mates on IQ tests
• In many countries, children from wealthier homes score
better on IQ test than children from poorer homes
 Intelligence in Nursing
• Knowledge about intelligence and its measurement
is useful in understanding the nurse herself, her
colleagues as well as patients.
• Nurse’s guidance to the patient would be according
to the patient’s intellectual level.
• Knowledge about intelligence helps the nurse in
diagnosing the mental subnormal or very superior
intelligent patient.
• It helps in maintaining empathy but avoid emotional
attachment.
• With a higher level of emotional intelligence, nurses are
better able to adapt and understand the needs of their
patients.
• They can also better cope with the stress emotionally
and improve their social skills.
• Knowledge about abnormalities in new born and
development of their intelligence helps the nurse in
providing suitable care.
• In disease related to psychiatric disorders, epilepsy,
assessment of intelligence is of great importance in their
management.