Intelligence Quotient (IQ)

- is a total score derived from several standardized tests designed to assess human intelligence.
Human intelligence- is the intellectual prowess of humans, which is marked by
high cognition, motivation, and self-awareness.
IQ scores are used for educational placement, assessment of intellectual disability, and evaluating
job applicants.
Flynn effect- is the substantial and long-sustained increase in both fluid and crystallized intelligence
test scores measured in many parts of the world from roughly 1930 to the present day.
Precursors to IQ testing
Francis Galton-(English statistician) made the first attempt at creating a standardized test for rating
a person's intelligence.
- A pioneer of psychometrics and the application of statistical methods to the study of human
diversity and the study of inheritance of human traits.
- believed that intelligence was largely a product of heredity (by which he did not mean genes,
although he did develop several pre-Mendelian theories of particulate inheritance)
- hypothesized that there should exist a correlation between intelligence and other observable traits
such as reflexes, muscle grip, and head size.
- He set up the first mental testing centre in the world in 1882 and he published "Inquiries into
Human Faculty and Its Development" in 1883, in which he set out his theories.
Alfred Binet, Victor Henri and Thodore Simon(1905)
- they published the Binet-Simon test, which focused on verbal abilities.
- It was intended to identify mental retardation in school children, but in specific contradistinction to
claims made by psychiatrists that these children were "sick" (not "slow") and should therefore be
removed from school and cared for in asylums.
-Binet thought that intelligence was multifaceted, but came under the control of practical judgement.
Lewis Terman (American psychologist)- revised the Binet-Simon scale, which resulted in
the Stanford-Binet Intelligence Scales (1916).
- It became the most popular test in the United States for decades.
General factor (g)
Charles Spearman (1904)- made the first formal factor analysis of correlations between the tests.
-He observed that children's school grades across seemingly unrelated school subjects were
positively correlated, and reasoned that these correlations reflected the influence of an underlying
general mental ability that entered into performance on all kinds of mental tests.He suggested that
all mental performance could be conceptualized in terms of a single general ability factor and a large
number of narrow task-specific ability factors.Spearman named it g for "general factor" and labeled
the specific factors or abilities for specific tasks s.Spearman and others have regarded g as closely
related to the essence of human intelligence.
CattellHornCarroll theory
Raymond Cattell (1941)-proposed two types of cognitive abilities in a revision of Spearman's
concept of general intelligence.
Fluid intelligence (Gf)-was hypothesized as the ability to solve novel problems by using reasoning.
-Was hypothesized to decline with age
Crystallized intelligence (Gc)-was hypothesized as a knowledge-based ability that was very
dependent on education and experience.Was largely resistant to the effects of aging.
John L. Horn (1966)- argued Gf and Gc were only two among several factors, and who eventually
identified nine or ten broad abilities.
John B. Carroll (1993)- proposed the three stratum theory, which is a hierarchical model with three
levels.The bottom stratum consists of narrow abilities that are highly specialized (e.g., induction,
spelling ability).The second stratum consists of broad abilities.
-Carroll identified eight second-stratum abilities.Carroll accepted Spearman's concept of general
intelligence, for the most part, as a representation of the uppermost, third stratum.
 Fluid intelligence (Gf) includes the broad ability to reason, form concepts, and solve problems
using unfamiliar information or novel procedures.
Crystallized intelligence (Gc) includes the breadth and depth of a person's acquired knowledge,
the ability to communicate one's knowledge, and the ability to reason using previously learned
experiences or procedures.
Quantitative reasoning (Gq) is the ability to comprehend quantitative concepts and relationships
and to manipulate numerical symbols.
Reading and writing ability (Grw) includes basic reading and writing skills.
Short-term memory (Gsm) is the ability to apprehend and hold information in immediate
awareness, and then use it within a few seconds.
Long-term storage and retrieval (Glr) is the ability to store information and fluently retrieve it later
in the process of thinking.
Visual processing (Gv) is the ability to perceive, analyze, synthesize, and think with visual
patterns, including the ability to store and recall visual representations.
Auditory processing (Ga) is the ability to analyze, synthesize, and discriminate auditory stimuli,
including the ability to process and discriminate speech sounds that may be presented under
distorted conditions.
Processing speed (Gs) is the ability to perform automatic cognitive tasks, particularly when
measured under pressure to maintain focused attention.
Decision/reaction time/speed (Gt) reflects the immediacy with which an individual can react to
stimuli or a task (typically measured in seconds or fractions of seconds; it is not to be confused
with Gs, which typically is measured in intervals of 23 minutes).
Other theories
J.P. Guilford's Structure of Intellect (1967)- model used three dimensions which when
combined yielded a total of 120 types of intelligence.
- It was popular in the 1970s and early 1980s, but faded owing to both practical problems
and theoretical criticisms.[22]
Alexander Luria's- earlier work on neuropsychological processes led to the PASS theory (1997).
-It argued that only looking at one general factor was inadequate for researchers and clinicians
who worked with learning disabilities, attention disorders, intellectual disability, and interventions
for such disabilities.
- The PASS model covers four kinds of processes (planning process, attention/arousal process,
simultaneous processing, and successive processing).
Current Test
IQ tests that measure intelligence also include:

1. StanfordBinet Intelligence Scales

2. WoodcockJohnson Tests of Cognitive Abilities
3. Raven's Progressive Matrices
4. Wechsler Adult Intelligence Scale
5. Cattell Culture Fair III
6. Reynolds Intellectual Assessment Scales
7. Thurstone's Primary Mental Abilities [37][38]
8. Differential Ability Scales
9. Kaufman Brief Intelligence Test[39]
10. Multidimensional Aptitude Battery II
11. DasNaglieri cognitive assessment system
Theory of multiple intelligences
Howard Gardner- proposed this model in his 1983 book Frames of Mind: The Theory of Multiple
Intelligences. According to Gardner, an intelligence must fulfill eight criteria: potential for brain
isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility
to encoding (symbolic expression), a distinct developmental progression, the existence of savants,
prodigies and other exceptional people, and support from experimental psychology
and psychometric findings.
Gardner chose eight abilities that he held to meet these criteria: musical-rhythmic, visual-
spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and
naturalistic. He later suggested that existential and moral intelligence may also be worthy of
inclusion.

Intelligence modalities
Musical-rhythmic and harmonic
Main article: Musicality
This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical
intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play
musical instruments, and compose music. They have sensitivity to rhythm, pitch, meter, tone,
melody or timbre.

Visual-spatial[edit]
Main article: Spatial intelligence (psychology)
This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is
one of the three factors beneath g in the hierarchical model of intelligence.

Verbal-linguistic
Main article: Linguistic intelligence

People with high verbal-linguistic intelligence display a facility with words and languages. They are
typically good at reading, writing, telling stories and memorizing words along with dates. Verbal
ability is one of the most g-loaded abilities. This type of intelligence is measured with the Verbal IQ in
WAIS-IV.

Logical-mathematical
Further information: Reason
This area has to do with logic, abstractions, reasoning, numbers and critical thinking. This also has
to do with having the capacity to understand the underlying principles of some kind of causal system.
Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).

Bodily-kinesthetic
Further information: Gross motor skill and Fine motor skill
The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the
capacity to handle objects skilfully. Gardner elaborates to say that this also includes a sense of
timing, a clear sense of the goal of a physical action, along with the ability to train responses.
Gardner believes that careers that suit those with high bodily-kinesthetic intelligence
include: athletes, dancers, musicians, actors, builders, police officers, and soldiers.
Interpersonal
Main article: Social skills
In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to
others' moods, feelings, temperaments, motivations, and their ability to cooperate in order to work as
part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the
Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or
liking other people...'' Those with high interpersonal intelligence communicate effectively and
empathize easily with others, and may be either leaders or followers. They often enjoy discussion
and debate." Gardner has equated this with emotional intelligence of Goleman.
Gardner believes that careers that suit those with high interpersonal intelligence include sales
persons, politicians, managers, teachers, lecturers, counselors and social workers.

Intrapersonal
Further information: Introspection
This area has to do with introspective and self-reflective capacities. This refers to having a deep
understanding of the self; what one's strengths or weaknesses are, what makes one unique, being
able to predict one's own reactions or emotions.

Naturalistic
Not part of Gardner's original seven, naturalistic intelligence was proposed by him in 1995. "If I were
to rewrite Frames of Mind today, I would probably add an eighth intelligence - the intelligence of the
naturalist. It seems to me that the individual who is readily able to recognize flora and fauna, to make
other consequential distinctions in the natural world, and to use this ability productively (in hunting, in
farming, in biological science) is exercising an important intelligence and one that is not adequately
encompassed in the current list. This area has to do with nurturing and relating information to one's
natural surroundings. Examples include classifying natural forms such as animal and plant species
and rocks and mountain types. This ability was clearly of value in our evolutionary past as hunters,
gatherers, and farmers; it continues to be central in such roles as botanist or chef.
This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical,
and holistic understanding" of the world and its complexities including the role of humanity within
the greater ecosphere.

Existential[edit]
Main article: Spiritual intelligence
Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential"
intelligence may be a useful construct, also proposed after the original 7 in his 1999 book. The
hypothesis of an existential intelligence has been further explored by educational researchers.

Additional intelligences
On January 13, 2016, Gardner mentioned in an interview with BigThink that he is considering adding
the teaching-pedagogical intelligence "which allows us to be able to teach successfully to other
people".In the same interview, he explicitly refused some other suggested intelligences like humour,
cooking and sexual intelligence.
 Social Science 1
(General Psychology)

SUBMITTED BY:
Jeralyn L. Dalaguete