15

akgencc: Concept, Theories and Measurement

INTRODUCTION
contrast
lo
animals man is considered to be endowed with certain
agnitiveabilities, which make him a rational being. He can reason,
n
Jscriminate, understand, adjust and face a new situation. Definitely he is
superiorto animals in all such aspects of behaviour. But human beings
henselves are not all alike. There arc wide individual differences. A
tacher easily discovers these differences
among his pupils. Some learn
There are some
while others remain lingering too long.
vith agood speed dermonstration for handling the tools properly while for
o need only one
brings no fruitful result.
whers even the repeated individual guidancemore effective in his response to
What is that causes one individual to be
situation than another. No doubt, interest, attitude, desired
aparticular this achievement. But still there is
nowledge and skill, etc. count towards
contributes significantly towards these varying differences.
something that 'Intelligence'. In ancient India our great
Rishis
Io Psychology it is termed
NAmed it 'Viveka'.
CONCEPT OF INTELLIGENCE

attempts have been made to have understanding

OICe time immemorial Let us be acquainted with the concept and
theconcept of intelligence. aspects:
by throwing lightonthe following
Teaning of intelligence
Intelligence.
A. Meaning and Definition of Intelligence.
D Some established facts about
Misconception about Intelligence.
A and Definitions of
Intelligence individualis saidto be
Meani
As ng
discussed proportion as heintelligence
earlier, in a day
conversationan life
to day successful in meeting general this
is contributes towards
Mel igent What is there in been attempted by psychologists in
that

Vcatuceasti,ons. ways resulting

some
is question which has definitions. Below we give
d varied
if erheserte important definitions.
in so many
 teligence: Concept,
Theories and
260
Learning and Teaching Intelligence consists of Measurement 261
abilities which help himan
Woodworth and Marquis. "Intelligence
means intellect put to
for a use. It is leading a happy and well in indisolvvidinualg 'shisthoseactual mental or cognitive
the use of intellectual(1948. p. 33) handling
abilities
accomplishing any task "
situation Some Established Facts about
contented life. life-problems and
capacity of an individual
Stern. "Intelligence is a generalnew requirements. It is
consciousmently al intel igencepart withIntof elnature
igenceand
B
adjust his thinking
adaptability
to general p. m3) to
to new problems and conditions of life." (1914,
1.The relation
of
attempts on the
(00
many
nurture: There have been
Terman. An individual is intelligent in
on abstract thinking." (1921)
proportion as he is able
to carry inportance of nature and
nurture. psychologists to weigh
intelligence is the product of conclusion of their the relative
The
that
heredity and studies reveals
Wagnon. "Intelligence is the capacity
conditions. "
to learn and adjust to
(1937, p. 40)
necessary
relatively considered intellectual
for the
growth
more nccessary than the of an
indivenvi
id ronment
ual, . Bothcan beare
new and changing
David Wechsler: "Intelligence is the aggregate or global capacity of Distribution of other. neither
individual to act purposefully, to think rationally and to deal
intelligence: Therein are individual differences with
regardto the istribution of
governed intelligencc nature
effectively with his environment." (1944, p. 3) This distribution is by a definite principlelike wealth, health,
the people are at the average, a few very bright and athat is "the
etc.
Analysis of these Defnitions 3. Growth of intelligence: As the child
majority
few very dull" of
Above we have given some definitions, more of such definitions can fudk. intelligence as shown by grows in age, so does the
be cited. All these definitions when taken separately, give an incomplee what age does this intelligcnce
tests. Now
increasc ccase? The age of the question arises - at
picture because they partly emphasize that varics from individual to individual. cessation of mental growth
(a) intelligence is the ability to learn.
However,
intelligence reaches its maximum, somewhat at the in majority of cases,
individual. After that the vertical age of 16 or 20 in
(b) it is the ability to deal with abstraction, growth of intelligence ceases. But the
(c) it is the ability to make adjustment or to adapt to new situations. korizontal growth-accumulation of knowledge and acquisition of skills the
The definition given by Wechsler seems to combine all three view points continues throughout the life span of an -
individual.
presented above but this definition too has come under criticism due to 4, Intelligence and Sex differences: Various
studies have been conducted
difference of opinion among Psychologists. Several attempts have ben to find out whether women are less intelligent than men and vice-versa. The
made to reach some general agreement but all have been in vain. However, result of these researches hangs in one way or the
other. In some of the
the British psychologists are said to have reached some measures of cases, no significant difference has been found. Therefore, it is proper to
agreement regarding a suitable definition of intelligence. think that difference in sex does not contribute towards difference in
To them intelligence consists of the ability: intelligence.
(a) to see relevant relationships between objects or ideas and 5. Intelligence and racial or cultural difference: Whether a particular
(b) to apply these relationships to novel situations. Tace, caste or cultural group is superior to other in intelligence the
It makesus conclude that intelligent behaviour is divided into two Dypothesis h¡s been examined by so many research workers. In U.S.A. it
categories theoretical and practical, abstract and concrete. The t23 been a burning problem for centuries. The results of earlier studies
theoretical operations make an individual capable to face and solve the Wich take the whites to be a superior race in comparison to the Negroes
actyal life-problems and make adjustment to the environmental situations. li lae been questioned. Now it has been established that intelligence is not
we try to analyse the factor which determines the success of an individual's the birth right of a particular race or group. The 'bright' and the dull' can
activities we can by all means say that cognitive or mental abilities have a be found in any race, caste or cultural group and the differences which are
dominant role to play in the success or failure. "Intelligence," as kex a found can be explained in terms of environmental influences.
Margaret Knight have put it "is the factor that is common to all me
abilities" (1952, p. 124) and therefore, the judgement about intelligence v . Misconception about
ever be taken with the evaluation of the task one performs, how he reacts
and responds to a situation. In this way if we try to come tothe practical There are a number of Intelligence
misconceptions prevalent about the nature and
clearthat what is not
ground, can define intelligence as follows:
we ctieantOnceptbyofintelligence.
intelligence. For the clarification let us be
 sllgene Concept. Theories and Me as
way, Monarchic
urement 263
Learning and Teaching (athis cannot assume and Anarchic theories
262
good hold the two
1. Intelligence is not knowledge,
though acquisition of of
human life, we
cannot intel 1 gence, a
also say with of success ext
guarantee in rall
emes.the
on intelligence and vice-versa.
agreat extent,
to is knnowledge ts
tics one will be entirely
areas.successful in a certain
particular areaspecific
and type of
depends,
Intelligence not memory. Avery intelligent person may have a ATEsfulin the other
2 Actually as Gardner Murphy putscompl
it, etcly
another relationship
pasitve
dull memory and vice-yersa.
against abnormal and so On bewcen brigluness in one ficld"There
3. Intelligence no guarantce
behaviour,
backwardnessisand delinquency inspite of the fact that it is one of the lusion that there should be a (1968, p. 358). This
brings us to the
conmmon factor running through
and
failureto cxplain such
major factor contributing towards achievement, adjustment anà jman's(wofactor theory.phenomena gave hirth to another
The all tasks.
character formation. theory namcd
iSrcarman's Two Factor
THEORIES OF INTELLIGENCE
Theory
With the help of definitions of intelligcnce, we can be able to undersiand Thstheory was advocated by Spearman.
how intelligence operates, what type of bchaviour of an individual makes siellectual activity involves a gencral factor According to him every
'g' which is shared different
unintelligent person. But thesc do not tcll about the stellectual activiticssand a specific factor 's' which it with all
him intelligent or components or sharcs witlh nonc.
structure of intelligence or in other words, the different
elements involved in one's intelligence. The theorics of intelligence
propagated by psychologists from timc to time have tricd to answer this
question. These thcorics can be groupcd under two hcads, namely,. factor
theories and cognitive theories. Howvever, in this text we will limit our
discussion to factor theories.

Factor Theories of Intelligence

Let us try to discuss some of these theorics below:
1. Unitary Theory
This theory holds that intelligence consists of one factor: simply a fund of Fig.15.1: Spearman's Two Factor Theory
intellectual competency, which is universal for all the activities of the
individual. In this way, he suggested that there is something which might be called
A man who has vigour can move so much to East as to tlhe West in a goeral intelligence, a sort of general mental energy, running through all the
similar way if one has a fund of intelligence, he can utilize it to any area of ilerent tasks but in addition to this general factor there are specific abilties,
his life and can beas successful in one area as in the other depending upon which make an individual able to deal with particular kinds of problems. For
his fund of intelligence. But in actual lifesituations, the ideas propagated by nple, an individuals performance in Hindi is partly due to his general
this theory do not fit well. We fiud that the children who are bright n eligence and partlyto some kind of specitic abiliiy in languagebewIhich ne
performance will due to g
Mathematics may, despite serious interest and hard work, not be so good in night possess ie., g + S, or in Mathematics his
forth. The factor g
Civics. Astudent very good in conducting Science experimenis does not *; in drawing it will be due to g t s) and so on and soactivities. The total
a all specitic
find himsclf equally competentin leaming language. This makes U lesser
or greater degree) will enter in (symbolized as A), thus, will be
conclude that there is nothing like one single unitary factor in intelligence. lity or intelligence of such an schedule.
individual
Therefore, the unitary theory stands rejected. pressed by the following equation * A.
gts, t s) + 5; t... various
2. Anarchic Theory or Multi Factor Theory This two factor theory bcen criticized on
of Spearnan has
The main propagator of this theory was E.L. Thomdike, As the namne SOunds. given below:
The main reasons are expressing intelligence
suggests this theory considers intelligence a combination of numerous ability. a) )Spearnan said that there are onlytwo factors factors(3, S,,
separate clements or factors, each one being a minute element of an there bl 25 we are not only two but several
h,3,... ctc.have)
factor) and seen above there
So,there is no such things as general intelligence (a single different
are only many highly independent specific abilities which go into
tasks.
264 Concep, Theories and
Learning and Teachiny dimensions or Measuremen
of processing theparameters known as
(6) Accotding to Spearnan each job requires some specific busic

265
view was not proper as it implied that thecre was nothing ability.inThithes Way

inforimnvolativoed)n), contandeprntsoduct(hes te(herms in which

r

Jobs except a general factor and profession such as those of common Or

ig the
or
Hik the
type of
of
information
fruits athinking).
operation (the act of
compounders and doctors could not be put in a group. In fact
the nurser:y,
factors
with e
Luo
tofthese parameters
ideas
S2, S, ,s ....etc. are not mutually exclusive.
ihey overlap and give birth to ccrtain common factors.
This idea of overlapping and grouping has given origin to a
subdividedinto
some specific operations, contents
and
products. s As-- amay be
maYbe subdivided into 5 factors or
we

ca led Group Factor Theory. new theory Aions 6

Lato el
The interaction of specificement
factors, contents into Sresulandt
these
ts
results into the three
4. Thurstone's Group Factor Theory
For the factors not common to all of the intellectual abilities: 's
od
thus
5x5x6=
intelligence. In a figural form, these
parameteleersment, accors ording to
150 dfferent
150
but
human beingsofthealong with
represented through a modelthe basic
factors or factors
to certain activities comprising a group, the
term 'group factor'
suggested. Prominent among the propagators of this theory is LI
common
Wae
atorInttelligence (See figure i5.2). named asparGui
kionscan
be
a met e risndependent
and
Thurstone. While working on a test of primary mental abilities, he came to
the conclusion that certain mental operations GUILFORD'S
lford's Modeltheirof
have in common a primary MODEL OF
factor which gives them psychological and functional unity and
differentiates then from other mental operations. which
These mental operations
Oparations

Eyakyaign
Coqvergern
Producion
INTELLIGENCE
constitute group factor. So, there are a number of groups of mental
a
abilities each of which has its own primary factor.
associates have differentiated nine such factors. They are:Thurstone and his
Mernor

Cogtion
(a) Verbal factor (V): concerns with
words and ideas. comprehension of verbal relations, ransformatlong

(b) Spatial factor (S): involved in any task in Systemns

\Umpllcati
Produ
manipulates an object imaginatively in space. which the subject
RelatioFs
lasseg
(c) Numerical factor (N): ability to do Unit
and accurately. numerical calculations, rapidly
(d) Memory factor (M): involving the ability to
(e) Word Fluency Factor (W): involved whenever memorize quickly.
to think of the isolated words at a rapid rate.
(f) Inductive reasoning factor (RI): ability to
specific examples.
the subject is asked

generalize through
jans
(g) Deductive reasoning factor (RD): ability to make use of " 152: This model proposes that intelligence consists of 150 independent
result. generalized lles that result from the interaction of ive types of contents, ive types ot
(h) Perceptual factor (P): ability to perceive objects operations and six types of producis (after Guilford, 1982)
(i) Problem-solving ability factor (PS): ability accurately.
to solve problems implied by these contents, operations and products can be
independently. od through the following brief descripticn:
The weakest link in the group factor theory was that it
concept of common factor. It did not take Thurstone very longdiscarded the
to realise his
lhe Type of Information involved)
mistake and to reveal a general factor in addition to group factors. Figural (visual) The properties of stimuli we can exericnce
shape, texture and other
5. Guilford's Theory Involving a Model of Intellect trough the visual senses
Visual
eg. colour, size,
JP. Guilford and his associates have developed a
basis of the factor analysis of several tests employedmodel
for
of intellect on he
testing intelligenc
guralcharacteristics
Firough (Auditory)
the
of figure.
of stimuli we can
the properties and
voice scund.
experience

of the human beings. They have come to the auditory letters, symbols,
e.g.
senses

SSeymmantbico- lic- Tthenumbmeaning

ers,
conclusion that any mentai designs.
process or intellectual activity of the human being can be described in terms
of words, ideas.
 Concep,
Theories and
Measurement
266 Learning and T
eligence:
theoriesexhibit wide
267
Behavioural the actions and expressions of people Considerimportant. The
variations in terms of the
Information)
hse
to 150
range of all such factorsnumbers
also
of factor that
Operations (The Way of Processingthe
y
iary
theory)
rstanding what goes on (Guilford'
inside Tnc's sIntcllect
Model).
varies from 1
Cognition recognizingand discovering.
the contents of thouot, viewby incorporating the intel igence we mustHowever, for
try to build
MemoryTetaining and recalling xclectic
Consequently, any essence of all the workable theories of
Divergent production--producing avariety of ideas or oligence. intellectual
involve the following three kinds of activity or mental task may be
problem. to suggested basic factors,
Comvergent production-producing a single best solution ,eras by Vermon or in the fornm of model(arranged in the
problem. Eillord).
'g'
suggested by
Evaluation decisions about the
taking information whether nature of the or Ba General Factor (Common to all task).
contents or gathered it is positive
intel ecSpecificFactors.S), S, etc.(Specific to the task).
Group Factor 'G' (Comnon to the task
good or, bad, etc. 3.
group).
belonging to aspecific
Products (The resulls oblained through Operations)
Units Individual pices of information limitcd in size egiitive
a Theories of lntelligence
number, letter or word. from the above mentioncd theories of intelligence grouped as factors
Classes-groups of units of information related to cach oher ogs of intelligence psychologists have also propagator number of
basis of some common characteristics involving a higher ories explainingthe mechanism of human intellect grouped as cognitive
concept (e.g. men + women pcople). ories of intelligence. Here at present we would like to discuss in this
Relations connection between concepts. Lotet afew of such important theories named as below:
Systemsan ordering or classification of relations. () Cattel and Horm's Theory of Intelligence
Transformationaltering or restructuring intellectual contents (i) Sternberg's Information Processing Theory
Implication making inferences from separate pices Gi) Howard Gardner's Theory of Multiple Intelligence.
information.
In this way according to Guilford's model of intellect, there are 1sutell and Horn's Theory of Intelligence
factors operating in one's intelligence. Each one of these factors hu nell (1965) and Horn (1978) proposed a theory of inteligence by
trigram symbol, ie. at least one factor from each category of trmsinguishing between two types of inteligence, ie. fuid intelligence and
parameters has to be present in any specific intelectual activity or measallized intelligence. Although viewed as interact
differenttoandproduce
distinct,overall
hese
task. o types of intelligence intermingle and
Let us illustrate this basic fact with an example. Suppose in case a cl eligence.
is asked to find out the day of the week on a particular date with the hehd Fluid intelligence is considered to be the mental capacity o an
acalendar. In the execution of this mental task he will need mead ividual, which is required for learming and problem solving 1s
operations like convergent thinking, memory and cognition. For carnipendent on neurological development and is relatively free trom he
out these operations, he has to make use of the contents. In this partic tiences of education and culture. In other words, it is derived more o
case, he will make use of semantics, Le. reading and understanding of Blogical and genetic factors and is less influenced byfacing rainng
new and
printed words and figures indicating days and dates of a particular month perience. This type of intelligence is put to use when problem
reasoning,
the calendar. By carrying out mental operation with the help of contentsge situations requiring adaptation, comprehension, development by the
will finally arrive at the products. The day ofthe week to whichthe dateing and relationships, etc. It reaches full
questions identifyings adolescence.
refers, represents the factor known as "relations". He may fiof an individual' is not afunction of
one's
transform and apply this knowledge to identify the days for contigu rystallized on the other hand,innate or unlearnedlike fluid
intelligence, therefore is not
dates or vice-versa.

Conclusion about the Factor 's Theory of Intelligence

Puological development
ligence. andRather., it is specially
and
learned and is,therefore,
of general
dependent on
aion involves one's acquired fund performing
Each of the seven theories of intelligence described above attempation culture. knowledge and skils essential
It for
provide a structure of intelligence in tem of its constituents or tac etent consisting of identifiedthrough one's
tasks in one's daay-to-daylife. Itcan be
268 Learning and T
Inielligence:Concep!,
Theories and Meusurenent
componentsnamely (1)
fund of vocabulary, general knowledge of the world affairs, the ky Teach knowledge
tiometn component
acquisicontrol, a-Component s(m)
performance components and
269

of customs, traditions and

rituals, manner of
tools, craftsmanship and
behaving in
art, computation
(üi).Meta-conponents
one's mind. monitorsof
andinteval
el iguence.
handling of machines and various other such tasks goingin They
the formprepare a ate
cognitive processing
keeping of accounts and requiring execution of a task in
ofanaly tsheoretical ground
si work for the
relatively hkingohwlet
stratcgies, monitoring of the of the
experience and practice.
Thus, while fluid intelligence is characterized I by a 1 feedback about performance etc. In possible solutions problem, selection
and of the
experience and training-free fact, as a interprprocesses,
etation
of the
perfoinrmt ealnigCeensdega higher order
of culture, education, exccutive
abstraction, thinking, reasoning and imagination, crystallized
carTy
out
functions
and
knowledge components what to do.dccide for the they
known for its evolution through experience, lraining and interacti "Iperformance and
one's environment over a number of years. That is
why it is enshrined on their shoulders. knowledge components contributperformance
Their
to carry out tne ion
helps
and
the
continue to increase throughout one's life span. found Performance components execute the responsibilities
of Intelligence the meta-components. They are the directions and strategies
Sternberg's lnformation Processing Theory by
actual mental processes used for the
action centers and thus provided
Robert Sternberg is distinctively known for his
information procesi execution or represent the
Triachic such as problem solving. completion of a cognitive
theory of intelligence popularly named as component enable one to encodeCognitive processes asscciated with this
act
Theory of
developed by him in as below.
A. Component or Analytical intelligence (analysis of
Inteligex stimuli, hold
memory, make calculations, perform mental information short-term
in

solve problems) different stimuli, retrieve information fromcalculates, mentally compare

information
Performance components go beyond long-term memory etc.
B. Experiential or Creative intelligence (using prior
information in problem solving and creating new ideas) knowledge
the function also of meta-components
wcighing the merit and or consequences
in that they perform
of actions in
C. Contextual or Practical intelligence (using intelligence to aay comparison toother options rather than simply identifying options.
environmental demands or practically using cognition in doing Knowledge-acquisition components represent the
in gaining and storing new knowledge, i.e., the mental processes used
to day work). abMity to learm new
He also added that cach component is a basic unit of informati inforrmation in order to solve a potential problem or doing a cognitive act.
processing and the task of information processing the following major sto This type is much more abstract and mayor may not be directly related to a
Encoding (identifying the relevant available information in current problem-solving task (Driscoll, 2001). The strategies you use to
mind) help memorize things exemplitfy the processes that fall into this category.
Inferring (drawing the necessary inference) B. Experiential or Creative intelligence (using prior knowledge as
Mapping (establishing the relationship between a previous situai information ia problem solving and creating new ideas).
and the present one) This component of intelligence focuses experience. It is involved in
Application (applying the inferred relationship) using the past experience creatively to solve new problems. Thus,
Justification (justifying the analyzed solution of the problem) experiential intelligence is reflected in creative performance. Persons who
Response (providing the best possible solution) are high in this component quickly find what information is crucial in a
Let us now know what he has theorized about all the ti given situation, and how the information is to be used to reach the target.
components/types of intelligence. This is the kind of intelligence shown by many scientificJ. genius and
A. Component or Analytical Intelligence (analysis of informatioa lhventors such as Einstein. Newton. Freud, C.V. Raman and C. Bose or
solve problems) aists and cartoonists like Michael Angel and R.K. Laxnan.
This type of intelligence demonstrated by an individual reflects how C. Contextual or Practical Intelligence
individual relates to his intermal world. It is demonstrable throug? This Component of intelligence is associated with the contextual aspect or
capacity of an individual to analyz the available information for sotin reflects how one relates to the
away of solving a problem or performing a given cognitive act. Peo practical application of one's intelligence itsandbasic contextual or
such inteligence perform excellently on the standard intelligence externai world about him or her. In involvesoperation the ability to grasp,
in displaying rational behaviour. Sternberg believes that componentid pratical component of one's intelligence management of day-t0-day life
analytical Intelligence is based on the joint operations of thre tyd terstand and deal with the practical
 mlelligence: Concept, Theories and
Learning and Teaching Measurement 271
270 explanationofhuman intelligence.
trouble, how to face the such
proposed. a cognitive theory of Howard Gardner of
Harvard University
affairs, i.e., how to get rid of
how to get along with the society. Sternberg envi(1985)
ronmental intelligence
MultipleIntelligence". His theory first
in the name
appeared his of "Theory of
in
demands,
termed it asand mental activity dirccted toward purposive adaptation to, and has Mind:
TheTheory of Multiple Intelligences". Where1983he book "Frames
environments relevant
of people have different
kinds of suggested that
in his theory Gardner tried to"intel igences". Through his views
world to one's life "
selection and shaping of, real
In seeking purpose or goals of his life, thus onc has to make use of his all
expressed
the challenge the
and functioning of traditional views and
questionedthecomposition
contextual intelligence working in a real way in that particular context or notions regarding
situation. Forthis purpose his practical intelligence may persuade him for validity of the human intelligence.
(a) adaptation to present environment (b) selection of arelatively favourable
Gardner functioning of one's intelligence as a
composite unit capable of performing all cognitive
environment instead of the existing one, and (c) modifying the present the degree of intelligence possessed and
measured
functions aaccording to
jntelligence test. He asserted that there is
throughcomposite
environment to fit to one's skills,needs, and value. no
Contextual or practical Intelligence can be said to be intelligence that like 'g' oper ting or running in the functioningunitary or single
of human intelligence
minds but there
this kind of nra are several or multiple intelligences functioning in their own ways for
operates in the real world. Stcrnberg believes that
intelligence is the tacit knowledge or street smartness. t consists of all o directing and operating the human cognitive functioning and it is why some
may be found to excel in one or the other areas of their cognitive
the important information about practical reality of the world about which
one is taught neither in schools nor in colleges. According to him. taci functioning i.e. learning the language, mathematics, music, dance, painting
knowledge is more important for success than the obvious "bookish" r maintaining intra-personal or inter-personal relationships. He raised his
voice regarding the use of the so called composite inteligence tests for
knowledge. The standard IQ tests are unable to tap contextual or practical
intelligence. In measuring this facet, not only mental skills but attitudes and of human being. He asked how an individual's
testing the intelligence
emotional factors that can influence intelligence are also measured. iotellectual capacities could be captured in asingle measure of inteligence
while it has been properly seen that people do not have just a intellectual
Conclusion and Signiicance capacity, but have many different intelligences very much associated with
In this way, the concept, and structure of intelligence proposed by Robert different areas or fields of their cognitive functioning. Believing beings,in the
Sternberg through his information processing theory of intelligence thus natural phenomenon of individual differences found in the human
went beyond the concept of 1Q measurement and traditional cognitive he strongly asserted that people in general possess different kinds of minds
processes as itgave greater freedom and power to an individual to solve his perform and function in the
and intellectual capacities to learn, remember,
day to day problems and to become the master of his destiny. Therefore, it is quite absurd to assume a
different types of life situations.
Moreover, Sternberg's theory is also credited in brining into limelight single type of intelligence or intellectual current flowing in the minds of the
of varying intelligences
the impact of social interaction on one's cognitive development. In fact, one human beings. Rather, there are multiple sets hereditary and environmental
of the three parts of his theory is based on the context in which learning OWned by the people depending upon
their
takes place; this subpart of the theory specifies that intelligent behaviour is composition. Every one of us possesses a unique set of multiple
defined by the socio-cultural context in which it takes place and involves ntelligences that distinguishes us from one another.
adaptation to the environment, selection of better environments, and
shaping of the present environment. The addition of social context as a What are Multiple Intelligences? intelligence and
factor in cognitive development links Sternberg to the interactional theories quite broad base to the concept of that human
Gardner tried to give a
multiple frame. He suggested
of development given by Bruner (1977, 1986) and Vygotsky (1978). Thse Its measurement by providing a can be better
describcd as a set of an
theories, and others of this type, are premised on the assumption that intelligence or cognitiv competence skills relatedto a multiple
learning does notoccur in a vacuum. Therefore, one must discuss the soCal talents and nental setting.
and culturalcontexts of learning and as a result the curriculum and teaching
individuals multiple of knowledge in a particular hecultural
abilities,
concluded that
number of domains further,
ofintelligence, that grow and develop
learning experiences given to the children must be essentially linked witn view
the essential social interaction and socio-cultural influences. Elaborating his pluralistic intelligence
types ofdepending upon their hereditary
there are seven independent people, different types of
Howard Gardner's Theory of Multiple Intelligence diferently in different
environimental
characteristicsnamed as
or
experiences. These
intelligences by Gardner
were outlined as
Howard Gardner's theory of multiple intelligence represents a fainily of t multiple
cognitive theories of intelligence (other than the factorial theories). They
theories provide a workable cognitive base for the understanding
and intel igence
below.
 Intelligence: Concept, Theories
and
272
Learning and Teaching chessplayers who are found to
Measurement 273
oWn way. The students rely upon the
1. Linguistic-Verbal Intelligence possessthefollowing having this type of
spatial intel igence in their
2. Logical-Mathematical Intelligence
characteristics
in a
Enjoys reading and writing good amount intel igence. have been found to
3. Spatial Intelligence Good at putting puzzles together
4. Musical Intelligence
5. Bodily-Kinaesthetic Intelligence Good at interpreting pictures,
Enjoys drawing, graphs and
and the visual artscharts
6. Intrapersonal Intelligence painting
Recognizes patterns easily
7. Interpersonal Intelligence
Let us know about these intelligences one by one. 4. Musical
talents and
intelligence: This type of intelligence
skills covers the abilities,
demonstrated throughpertaining
1. Linguistic-verbal intelligence: This type of human intelligenea : to the field of
music.
responsible for all kinds of linguistic competence-abilities, talente
skills, available in human beings. It can be best broken down in
one's capacity for pitch discriminatiIton,may be wellto
rhythm, texture and timbre, ability
components like syntax, semantics and pragmatics as well as more integrated forms, the
to hear themes in
music; andsensitivity
in its most
oriented skills such as written or oral expression and understanding. schoo|
Thi
. composition. It is visibleproduction of
in a quite largemusic through performance or
type of intelligence is most visible in professionals like lawyers, lecturere musicians and proportion in professionals like
av be seen to composers.
writers and lyricists, and a number of other The students possessing this type of
professionals exploitinp demonstrate the features like
below in a good amount. intelligence
linguistic intelligence. Enjoy singing and playing musical instruments
The students loaded with this type of
demonstrate the features like below. intelligence may be seen to Recognizes musical patterns and tones easily
Good at remembering songs and melodies
Good at remembering written and spoken information Rich
Enjoys reading and writing understanding of musical structure, rhythm and notes
Good at debating or giving persuasive speeches 5. Bodily kinesthetic intelligence: This type of intelligence is
Able to explain things well concermed
with the set of abilities, talents and skills involved in using one's body or its
Often uses humour when telling stories various parts to perform skillful and purposeful movements. Achild may be
2. Logical-mathematical intelligence: This seen to demonstrate such intelligence in moving expressively in response to
responsible for all types of abilities, talents and type of intelligence is different musical and verbal stimuli or bending different body parts in
logic and skills in areas related
to organised sports. Among professionals,dancers, athletes and surgeons may
mathematics. It can be broken down into components like be seen to demonstrate a high degree of bodily-kinesthetic intelligence in
deductive reasoning, inductive'reasoning, scientific
solving of logical puzzles, thinking including their respective fields. The students possessing this type of intelligence may
carrying out calculations and the like.
Professionals like
to exhibit this typemathematicians, philosophers,
be found to imbibe with the following features in agood amount.
in abundance. physicists,
of etc. are found Good at dancing and sports
this intelligence may beintelligence The students
seen to demonstrate the features like possessing Enjoy creating things with their hands
good amount. below in a Excellent physical coordination
Excellent problem-solving skills Tends to remember by doing, rather than hearing or seeing
Enjoys thinking about abstract ideas counterpart of intrapersonal
Likes O. Interpersonal intelligence: The is interpersonal intelligence. It
Good atconducting scientific experiments
solving complex computations teiligence in one's cognitive structure individuals other than one's self and
3. vOnsists of the abilities tounderstand ability to act
Visual-spatial
the abilities, talents intelligence: This of intelligence is concerned wi
and skills involvingtype One's relations to others. In
addition. it includes the knowledge
of others. The and
of spatial the representation and productively, based on the understanding is needed for social interactions in
this kind ofconfiguration and relationship. Many manipulatio of otherssisthe quality thatthis most
intelligence in the sphere of our of us as adults make use understanding type of intelligence
One's day-to-day life. In practical life, sales people, politicians and
is
may be seen to
demonstrate spatial intelligencework. For example, paine
visible among psychotherapists, teachers, intelligence may befound
when applying pigments to a canvas. This is alsothrough their use of spave students having this typing
land surveyors, architects, true of religious leaders. The
engineers, mechanics, nayigators,professionals lik
sculptures ai to possess the following features in agood
amount.
 Concepl, Iheories
and
ggrans
(curricular and Measuretoment
the co-their
curriccogni
ular)tive meet the needs and 277
leamers in view of
possessedby
igence
Gardner'stheory of in
muldi
tipv li
edual le arner). st ructure (set of potentials
atpes
or
oftests and
intellectual assessment igence foradvocates to make mulusetiplofe
intelofdevices
intelligences funct io nin g
oment
of
ypes
instead of the studentsassessi
withng the cognitive
one's
level of intellectualI making a single regard to all the
multiple fuinncttelioigniences
ng. composite
cNg
Gardner'sconcept of test for
opportunities to the
learners for their has provided agreat relief
plishments despite their
Imathematical skills. weaknesses in theadequate learning and
geand
related
oiherskills to six other learning and use of
interpersonalinteandl igences
e
bodily kinesthetic,
ia, namely visual-spatial,
icanceand importance for the intrapersonal carry essential
Therefore, the students should accomplishment and success in
never be one's
Sdopportunityto learn and
progress by gettingdisengaged
couraged,in neglected or
tlhe activities
karming areas not dominated by verbal or
nthisway,thc path shown by Gardner's thcory of
mathematical abilities.
provea big guiding factor and
helping hand in
multiple intelligences
ng experiences for the lcarners characterisedarranging
or
with wide organizing
individual
rences, variations, styles and learning needs.

MEASUREMENT OF INTELLIGENCE
e only faniliar with that intelligence of an individual which is
iested by him on an intelligence test or tests. Psychologists have
sd so many such tests for the measurement of intelligence.
sifcation of Intelligence Tests
As far as the administrative point of view is concerned the inteiigence
an be classified into two broad categories namely
Individual Test: Inwhich only one individual is tested at a time.
Group Test: In which a group of individuals is tested at a time.
the form
Anot her way of classifying the intelligence tests is based on
Clest. Accordingly there are twotypes of tests:
Verbal lor Language Tests: Here the instructions are given
in
These tests make use of language. Individuals are
words (either in written or oral forn1 or both). for giving the
well as paper and pencil
Tequired to use language as loaded with verbal material.
Tesponscs. TheandtestNon-Language
content is

GNon-Thesehecessary.
Vetestsrbal involveThe usesuchof languageis eliminated fromtest
Tests:
activities in which the use oflanguage
is
conter

nd directions. Performance
retypical
sponse examples
except in giving non-verbal tests are
of such
 aeligence.: Concept, Theories and
278 Leurning and Teachinp Measurement 279
Tests. The principal characteristics ofthese tesls arc given below: some performance tests in addition. The
the form of material
withPradesh has made a
Hindi Version of State Manovigyan Shala of
(a) Test contents of these tests are in
dividedintoseveral age-groups and named asStandford
Utar
objects.
(b) What an individual has to do is indicated by the tester either
other comimon Verbal
Binet test.
Budhi Pariksha This test is
through oral instructions or by pantomimc or signs. The Budhi IndividualThisIntelligence test (usedAnooshi
Pariksha (Pt. 1 and 2). in
lan.
(c) Individual's responses depends upon what he does or performs
Samanya
known test of test is an lndian India) isof
rather than by anything he says or writes. thewell William Stephenson. It has been adaptation
(d) Gencrally these tests are individual tests. As Dr. Filia Burcau,of Educational and Vocational prepared by State
Guidance, Gwalior(M.P.).
observes, These cannot be used as group tests, chiefly nividual Performance Tests
because it is necessary to supervise the individual testep earlier, the
said complete
intelligence for testing an individualnon-verbal
work and give hin necessary directicn. "(1972, p. 265). As or non-language tests of
at a time come into
If we try to have a final picture of alltypes of tests in intclligence we uäl In these the contents and responses are in the form of this classification.
performance and
have to keep in view both the ways of classifying thcm as mentioned above not used at all. In these tests the items which require
language is
All these types of intelligence tests can be represented - diagrammaticaly interms of motor activities are included. Generally the responses
activities, on which
as follows: the perfornmance of.
fan individual is tested, are of the
Intelligence Tesis following types:
a Block building or cube construclion: Where the subject is asked to
Individual Tests
Group Tests make a structure or design by means of blocks or cubes supplied to him.
The examples of the tests, involving such type of activities are Merril
Verbal Non-Verbal
Palimer Block Building, Koh's Block Design Test, Alexander's pass-along
Verbal Performance
Tests Tests Tests Test etc.
Tests
(a typical from (ia To fit the blocks in the holes: Test material of such types provides
of Non-Verbal Tests) numerous blocks and a board in which there are holes corresponding to
Now we willdiscuss these types one by onc.
these blocks. The subject has to fit the blocks in these corresponding holes
Form
(in the board). Examples are Seguin Form Board Test and Goddard
Individual Verbal Tests Board Test.
series of mazes of
The tests involving the use of language and administered to an individual at (i) Tracing a maze: Test material consists of a
separate shee. The subject is
a time belong to this category. As an example of such tests we can quote increasing difficulty, each printed on a entrance to exit. Porteus Maze
Binet-Simon test. required to trace with pencil, the path from
Stanford-Binet Scale. It is the revised form of the
activities.
Test is an example involving such type ofcompletion:
Actually, French Psychologist Alfred Binet is the father of intelligence test picture In picture arrangement
construction movement. He, along with Theodore Simon prepared a test as () Picture arrangement or the given pictures whereas in picture
early as in 1905, containing of 30 items (arranged in order of incrcasing lESt the task is to arrange in series to complete thepictures with the help
difficulty) graded for different levels. The test included such items as: CUmpletion test the subject is requiredThe Healy pictorial cormpletion test is a
picture.
At age 3-Point out to nose, eyes and mouth. gven pieces cut of each which provides a good
estimate of the
good example of such test
At age 7-Tell what is missing in the unfinished picture. use of language. or the othertypes
In 1931, the first American revision of this test was published by Terman nteligence of the subject without makingemphasize upon one
with the As seen above, these tests try to performance
at Stanford University and in 1937 another revision was carried on Stanora ortwo tests a group ofcomprehensive
help of Maud A. Merrill. This as well as 1960's revision is called of performance. Instead of using onebattery, are used for a
Binet Scale and widely used as an individual intelligence test. tests, organised either into a scale orability. Some of the popularly known
The tests in this scalc are grouped into age levcis, extending from age picture of an individual's mental
to 22 ycars. The tasks to be performed by the testees in these various les Scales are:
range from simple manipulation to abstract reasoning.
Binet Tests have been adopted in India too. The first such attemp (a) The Pinter Patterson Scale.
Bine (b) The Arthur Point Scale. Performance Tests.
made by Dr. C.H. Rice in 1922 when he published his *Hindustani test along (c) Alexander's Battery of
Performance Point Scale." This was an adaptation of the Binet
 280 igence: Concept, Theories and
Measurement
Learning and Teaching Group Test of 231
In India too the attempts for constructing such batteries have The
Yogyata Pariksha) General Mental Ability
Dr.
Chander Mohan Bhatia's work, in this regard, deserves
He has
been
special made.
developed battery of performance tests known as 'Bhatia mentio Group Test of const ructed by Dr. J.S.byJalota(Hindi).
intelligence,
(Samuhik Mansik
a
of Performance Tests.' 's Allahabad (Hindi). prepared Bureau of
It contains the following five sub-tests: Battery Prayag Mehta's Group
Intelligence
Test
Psychology,
(a)
Hindi). This test has been
published
by (SanmuhikBudhi Pariksha,
Koh'sBlock Design Test. General Mental Abilities Test Mansayan, Delhi.
(b)
(c)
Alexander's Pass-along Test. Punjab University (Punjabi). prepared by Dr. P. S. Hundal of
Pattern Drawing Test. Verbal
(d) Immediate memory test for digits (with an 6 Group intelligence test prepared by Dr. P. Gopala Pillai of
the Kerala University (Malayalam).
for illiterates). alternative form suitable
(e) Picture Construction Test. 1. Samuhik Budhi Pariksha (lHindi), prepared by Sh. P. L.
Vidya Bhavan G.S. Teacher College, Shrimali of
Last three tests in this battery have been , Samuhik Budhi Ki Jaanch (Hindi), Udaipur. by
constructed by Mr. Bhatia
himself while the former two have been borrowed. Educational and Vocational Guidanceprcpared Sli S.M, Mohsin.
Bureau, Bibar, Patna.
Wechsler Bellevue lntelligence Scale Group Non-Verbal Intelligence Tests
This scale is available in two forms. The one e tests do not necessitate the use of lang°bge and are applicable to the
and the other WAIS for adults. It is an form WISC is used for children up of individuals at a time.
individual test which has a unique
quality ofbeing named as verbal and performance The difference between performance test (used for an individual) and
The scale consists of eleven sub-tests. Six scale simultaneously. KO-verbal tests (used for a group) is of degree as far as their non-verbal
scale and five performance scale. These tests aresub-tests make up a verbal ture is concerned. The performance tests require the manipulation of
which they are administered. Verbal Scale: listed below in the order in
|ncrete objects or materials, supplied in the test, by the subject. Responses
1. Test of General
2. Test of General information. e purely motor in character and seldom require the use of paper and pencil
3 comprehension.
Test of Arithmetic
ytàe testee (except in a case like Maze test etc.). Where the test material in
4. reasoning.
Test of distinction between
2 non-verbal tests, used for group testing, is provided in booklet and
5. Test of Digit span. similarities. qres the use df pencil by the tests.
Qul in these tests material does not contain words or numerical figures.
6. Test of Vocabulary. contains diagrams and geometrical figures etc. printed in a
7. Digit symbol test.
8. Picture ooklet. The pictures, in some empty
subject issrequiredto do such activities as tooutfillsimilarities and
completion test.
9. Block Design test.
aces, to draw some simple figures, to point
he
similarities In this way although the subject usesWhatpaper-pencil
10. Object assembly test. toes not need etc.
to know words or numerical figures. he is to do is
The scores on these sub-tests are added to give an clear demonstrations so
intelligence. jdea of an individual's |arplained clearly by the examiner usually through
make the least possible use of language.
The Group Vertical The texamples of such type of tests are: U.S.A. for testing
Intelligence Tests . Beta Test. It was developedin World War I, in
The tests which
of individuals at necessitate
the use of
a time come under thislanguage and are applied to a grouP
eArmy were eitherilliterates
or were not used

belonging to this category are: category. Some of the earlier tess D

2.
intel igenceof those soldiers
English language.
who

This non-verbal
test has bcen proved most
(a) Arny Alpha Test
(b) Army General (developed TestWorld War).
in
Classification (developed in World War I). 3.
Chicago childrenTest:
Non-verbal
SRÊul for the young aged 12 and I3 years. in U.K. It
was developed test has
Test: This testintelligence.
Today we have so many
been made to construct such group verbal tests. In India too, the attempts haye
tests. Some of the popular tests of this
Sa veryRaven' s Progressive Matrices
muchtopopular
en designed
non-verbal group test
evaluate the subjects' ability:
of
The

1. C.I.E. Verbal Group Test of nature are. figures or designs.

Prof. Uday Shankar. Intelligence (Hindi) constructed Dy (a) to see betwcengèometric
relationship
 ueligence Concept, Theories and Measurement
283
Learning and|
282

(b) to perceive the structure of

the design in order to
pattern.
Teaching
select the
and
of such
felt.
interpretationpersonnel is
so
trained easy that a need
seldom
appropriate part for completion of each TesI Vs Non-VerbalI
of lntelligence:
4. C.I.E. Non-verbal Group Test C.I.E. Originally and
J.W. Jenkins, the test is printed by for prepared
adaptation into Hindi
Vrbal
ledto the construction
Performance
of
schools. The test contains such terms as instructed
below: medium What
tests were there non-verbal and performance tests, wlhen
for testing the
verbal
Verbal tests as already said,intel igence, is arelevant
Item No. asked,
be were loaded with verbal gave emphasis on question to
They
materiwereal-words and linguistic ability.
perSons having linguistic superiority
comparisontothe persons always onnumerical. Hence, the
the side of
n non-verbal and having language weakness. To do advantage
away with
evils, performance tests
were put to use. In brief the
sdvantages of these tests over verbal tests are as under:
Performance tests are useful for thosc
1.
uetosome of the following reasons: who have language handicaps
Fig, 15.3: Anltem from C.L.E. Non-Verbal Group Test of Intclligence
(a) They may belong to the foreign language speaking groups.
Individual ws Group Tests They may be lliterates not knowing how to read and write.
Individual and group tests have their advantages as well as disadvantages ic They may have difficulties in reading, writing and listening due to
We can compare them on the following lines: defects in their sense organs (persons like deaf, dumb etc.),
() They may be younger chldren who are not yet able to read and
Individual Tests Group Tests write well.
1. With these tests only one individual 1. Thcse tests have two fold advantage. (e) They may be mentally retarded or mentally deficient chijdren and
is testcd at a timc. They cannot bc In addition to their applicability in therefore, are very slow in grasping and responding to the verbal
ad1ninistered lo a group and this tcsting a group of individuals at a items.
makes them costly in terms of time, ime, they can also be administered () They may belong to unprivileged class or strata of the society and
labour and moncy. to the individuals separatcly. Testing hence have got limited educational opportunities.
of so many individuais at a time
2. Verbal test belonging to one region contains the material which has
gives thcm the advanlages of saYing adirect relationship with the language or culture of
time, moncy and labour. that region or country.
2. Individual tests have the uniquc 2. Group tests
cannot be gVen to youee |Non-verbal and performance tests are more or less language and culure
and bence an be used for cross cultural and linguistic stuay ol
advantage of bcing uscd for children childrcn below 9 or 10 years of age.
as wellas adults. ntelligence.
3. As examiner has a close contact with 3. The cxaminer does not have a J. Ihey can be proved useful in the efforts to deter1nine aptitude and
the subject, he can take into account desirable contact wilh the subject. lie PoNise in shop work, mechanical job, etc.
all personal and cmotional factors cannot detect and rectify influence of
and like wise have all those such factors as ill health, mood, por nilalions of Non-Verbal and Performance Tesis
additional pieces of information social background or practice and 1. in schools as do
which may prove useful for the coaching that might have been given They may not be able to predict scholastic success is predomirantly
m
interpretation of an individual's test to a subjcct for boosting his scores. the verbal tests simply because school work itself
SCorcs. What the examiner gets at all is tne verbal. pose difficulty
2. costly and
numerical scorc and nothing o They, specially performance tests, are very
additional information as obtained in in carrying from one placctoanother.
3. practice-cllects and chance successes
4.
individual tests.
Individual tests are not as objcctive 4. Group tests are more objective
and
They are more susceptible to
are more frequent than inthe casc of verbal tests.
Therefore, they are
and standardized as group tests. Their standardized in comparison
administration, scoring and intcr Individual tests. The manuals an0 4
less reliable than verbal testS. functioningtested, such
These of mental
pretation require well trained and Instructions providcd with these tcsts tests are limited in arange to make abstractions
competent examiners. make tlheir administration. scorinb as they do not require much use ofthe ability
 puelligence: Concept, Theories und

284 Learning and Teaching CONCEPT OF MENTAL AGE AND

Measurement 235

and to deal with concepts. That is why they are not,

difterentiate among above-average individuals.
As
have
inteligencc
we
uscd
test
above the
worth-w hile
INTELLIGENCE
results, it is terim mental age and 1.Q. in QUOTIENT
the
In this way, we come across the merits and limitations of
these
comprehensive task and tests. In concept
Mentalage: The terin
can be
clarified
mental
through the
age
to know
was used for sonet
the h
by in g about interpretation
thern.
Binet. What is this
of
fact the testing of mental ability is a Supposethere is a test which hasfollowing example.
solely left either to the verbal or performance tests. For cannot
: taking a
a be, the majority of the 100 questions (like
view of a person's intellectual ability the following things should bereliabl subjects Jalota's
Suppose

kepl'in
anSwer
successfully 48
questions, then anywhose age is 13 years 6test)montandhs,
chronological age, will individual
mind: regardless of his who
be said to have earns
as
(a) Performance test should be taken a supplement to verbal 48, a score of
vice-versa. tests and years6
months.
13Intelligence
a mcntal age of
(b) No single test or tests is suitable for
this purpose. There Quotient (l.9): This tern
atack from so many angles. should be an Psychologist William Stern and put into was initiated by the Gernan
wide practice by
appearedto Stern that if a child was 6ycars Terman. It
old
CAN INTELLIGENCE BE MEASURED LIKE APIECE OF CIOTMe do what an 8 years old normally does he M.A. (clronologically).
but could
Measurement of intelligence is not possible in the same way as we
C.A. -would be 8/6 or 133 as
measur e
apiece of cloth or temperature of our body. Why it is not possible can be bright asthe average. And in this way he made the
understood through the following discussion: of mental development of an individual. The ratioratio, measure of the rate
was given the name of
1. Nature of the thing we want to measure: Intelligence is not a
hing.Intelligence Quotient (.Q.). To do away with the decimal point the ratio
is only an idea, an abstraction. Therefore, its measurement is not noseikl. was again multiplied by 100 and thus the forimula to calculate 1.Q. was
Iike the measurement of a piece of cloth, wood or land, etc. known as
2. Nature of the instrument or the scale by which intelligence i Mental Age (M.A.)
measred: In measuring piece off cloth we use scales made up of absolute L.Q.= -x 100 (as used in Standford Binet Scales).
units. For measuring temperature of the body we use thermometers havino Chronological Age (C.A.)
degrees as units of measurement. In such measurement we use scales made
up of absolute units and the instruments give somewhat reliable and valid or I.Q. =
Attained or actual score
-x\00 (as used by Wechsler).
results. But in case of intelligence measurement we don't have such scales. Expected mean score for age
Here, as Griffith observes "ihe standard of measurement is agroup
performance". (1993, p. 138). CLASSIFICATION OF I.Q.
Therefore, when we measure intelligence of an individual witlh the help
By making use of the formula of 1.Q. given by Stern, Teman tried to
of an intelligence test we try to interpret the resulting score in the liglt of classity the individuals into certain specific categuries on the basis of the
norms established (group performance) by the author of the test. In this data collected through the administration of his intelligence tests for
way, one's intelligence is determined relaiively to the classified group to terming them average, below average and above average as given below:
which he belongs. So, where in the case of a piece of cloth absolute
measurement is possible, here in case of intelligence measurement we have Level of Ibuelligene
1.Q.
relative measurement. Gited or Genius
140 and above
With the differenccs in the nature of measuring instruments, we Call 120 -140 Very Superior
observe that whereas in case of a piece of clotlh and temperature of the body 110 -120 Superior
it is convenient touse the measuring instrument when and wherc we require 90 -110
Normal or Avcrage
its need, it is difficult to use intelligence test with the similar convenicnit 75 - 90 Border Line and Dull
and ease. The administration as well as interpretation of these tests requieo 50 -75 Morons
sufficient competency, skill and labour on the part of the examiner. Imbecile
25 -90
Idiot
In this way, we can see that the measurement of intelligence is no Below 25
simple, definite, reliable and valid task as the measurement of a piece u
cloth or the temperature of a body.
 Jmieligence: Concept,
Theories and
286 Learning and Teachinp USES AND Measurement 287

However, as far as, the classification

based on the intelligence teests
Intelligencetests have LIMITATIONS INTELLIGENCE TESTS
their advantages
OF
as well as
following byone.
suitable to the Indian conditions, is concerned the,
work well.
onc
presented themone drawbacks. Below we list
by professor Udai Shanker may fl Intelligence Tests
Level of lntelligence Usesof
L.. the pupose of
140 and abovc Genius
Very Superior
1. For
purpose of
fselection: Intel igence
making selection of the tests are often used for
120-140
Superior ) admission in a suitable candidates for activities like. the
110-120
particular course of
90-110 Average
Border Line and Dull (i) deciding the cases of scholarships. instruction.
75-90
Morons or Feeble minded (üi) choosing candidates for assigning
50-75 some specific
25-50
Below 25
Imbccilc
ldiots
(iv) selecting candidates for
activities etc. participation various
in responsico-curricular
bilities.
2. Forthe purpose of classification:
THE CONSTANCY OF I.Q. classifythe students as bright, dull orIntelligence tests helpthe teacher to
average and hence make possible
putting them into more
teaching-learning process.homogeneous groups order to bring efficiency in
As mentioned earlier, intelligence goes on growing upto l6 or 18 ycars of in
age, but L.Q. for most of the individuals remains constant. Primarily Io
provides a ratio for knowing how briglht an individual is as compared with Eor the purpose of promotion: Intelligence tests can
prove themselves
some of his own age. Actually, it is an index which is independent not onlw as one of the useful instruments in
promoting the individuals not only in
of the particular score which an individual makes on a particular scale but educational fields but in all other occupational and social
also of the particular age at which he happens to makeit. is thusS a situations where
one studies to go higher on the ladder.
mcasure which acquaints us with the relative brightness or intellectual 4 For knowing one 's potentiality: Intelligence tests help in revealing the
possibilities of an individual, more or less permanently. onlentialities of an individual and in this way make possible the predication
It is truc that an individual grows in intelligence but the whole group (the of one's success in a particular field. The knowledge of such potentiality
other individuals of his own agc) also grow at tlhe same rate as that helos the teacher in the following ways:
particular individual does. Thus 1.Q., a mcasure of defining relative (i) Giving guidance. Teacher or a guidance personnel can give
brightness or intellectual possibilities of an individual renmains practically guidance to the pupils in the selection of various courses of
constant. Under ordinary circunstances (accident or disease cxempted) an
individual's L.Q. is supposed to remain constant throughout life or at least instruction and occupations.
throughout the age limits covered by the scale. This property of I.Q. is (ii) Helps in learning process. Teacher can plan teaching-learning
referred to as constancy of I.Q. by psychologists. activities with the help of this knowledge. "Results of intelligence
tests," as Crow and Crow write, "can help a teacher to discover
15+ Normal what the child can learn and how quickly he can learn, as well as
Superior and the learning
the teaching methods that should be appliedlearner lo use his
14
13+ L.Q.=x 100 =120
10
12 content that should he utilized to guide the
p.484)
mental patentialities to their utmost." (1964,As Sawrey and Telford
11
10
of aspiration.
a6yeua 9
Inferior
() To establish a proper levelimportant ends served by intelligence
write, One of the most leve!
t.a. x100 126 of the individual to estabiish a
iQ=x
10 100 =80 testing is that or the assisting terms of intelicctual potcntial."
realistic in
of aspiration that is
backward
4x 100| (1964, p.484) childrenlike gifted,
5 5. For diagnostic purpose: Exceptional detected with the help of
and the mentally retarded children can betests help inthe diagnosis of
intelligence likewise suggest
tests. Moreover. the
0 1 2 3 4 5 67 8 9 10 11 1213 14 15 intelrootigencecauses
the problematic
of
behaviour of thechild and
Chronological Age lhe possible remedy.
Fig. 15.4: Hypothetical Growth Curves which give a Constant I.Q. from
H.E. Garrett's and M.R. Slhncck.