NIOS Class 12 Psychology Chapter 18 Intelligence

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NIOS Class 12 Psychology Chapter 18 Intelligence

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Intelligence

Chapter: 18

PART – II

Module – 4: Individual Differences

INTEXT QUESTIONS 18.1

1. Intelligence is the ability to evaluate, judge and adapt to the environment to function effectively. (True/False)

Ans: True.

2. Intelligence is the product of both nature and nurture. (True/ False)

Ans: True.

3. There are four subcategories of mental retardation; they are mild, moderate, ________ and __________.

Ans: Severe and profound.

4. The highly talented people are sometimes called _______.

Ans: Prodigies.

INTEXT QUESTIONS 18.2

1. Triarchic theory of intelligence includes three components: componential, ________, and contextual intelligence.

Ans: Experiential.

2. Which one is not the part of Gardner’s theory of multiple intelligence:

(a) Interpersonal.

(b) Structural.

(c) Naturalistic.

(d) Intrapersonal.

Ans: (b) Structural.

3. Theory of intelligence given by Spearman is called:

(a) Uni-factor theory.

(b) multi-factor.

(c) Primary mental abilities.

(d) Two-factor.

Ans: (d) Two-factor.

INTEXT QUESTIONS 18.3

1. Binet and _______ were the first to initiate the formal measurement of intelligence.

Ans: Simon.

2. The concept of Intelligence quotient (IQ) was given by _________.

Ans: William Stern.

3. Shabnam is 12 years old and her mental age is 15 years. What would be her IQ based on the provided information?

(a) 120      

(b) 80       

(c) 125     

(d) 100

ANs: (c) 125.

4. Koh’s’ Block Design Test is an example of ________ type of test.

Ans: Performance test.

TERMINAL EXERCISES

1. What is Intelligence? Discuss different theories of Intelligence.

Ans: Intelligence is defined as the global capacity to think rationally, understand the world, and use available resources effectively when faced with challenges. Alfred Binet defined it as the ability to judge well, understand well, and reason well. David Wechsler defined it as the global and aggregate capacity of an individual to think rationally, act purposefully, and deal effectively with her/his environment.

Key Theories of Intelligence:

Uni-factor Theory (Alfred Binet): Binet formalized intelligence as a single, general set of mental abilities that an individual uses to solve any problem in their environment.

Two-factor Theory (Charles Spearman, 1927): Spearman proposed that intelligence consists of a general factor (g-factor), representing primary mental operations common to all performances, and specific factors (s-factors), representing specific abilities that help individuals excel in specific domains.

Theory of Primary Mental Abilities (Louis Thurstone): Thurstone stated that intelligence comprises seven independent primary mental abilities: Verbal Comprehension, Numerical Abilities, Spatial Relations, Perceptual Speed, Word Fluency, Memory, and Inductive Reasoning.

Theory of Multiple Intelligences (Howard Gardner, 1983): Gardner proposed eight autonomous types of intelligence: Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalistic.

Triarchic Theory of Intelligence (Robert Sternberg, 1985): Views intelligence as the ability to adapt, shape, and select environments. It categorizes intelligence into three basic types: Componential (analytical), Experiential (creative), and Contextual (practical).

2. What do you mean by assessment of intelligence? Describe different types of intelligence tests.

Ans: Assessment of intelligence refers to the formal measurement and evaluation of an individual’s cognitive abilities and general intellectual functioning using standardized psychological tests. Formal measurement began in 1905 with Alfred Binet and Theodore Simon.

Types of Intelligence Tests:

Individual vs. Group Tests: Individual tests are administered to one person at a time and allow rapport building and oral/manipulative responses (e.g., Bhatia’s Battery). Group tests are administered to multiple individuals simultaneously, typically using written multiple-choice formats (e.g., Raven’s Progressive Matrices).

Verbal, Non-Verbal, or Performance Tests: Verbal tests require oral or written language responses and are suitable for literate individuals (e.g., Joshi’s Intelligence Test). Non-verbal tests use pictures or diagrams. Performance tests require subjects to manipulate physical objects or materials without requiring written language (e.g., Koh’s Block Design Test).

Culture-Fair vs. Culture-Biased Tests: Culture-biased tests reflect specific urban/western cultural perspectives. Culture-fair tests assess experiences common across all cultures or minimize language usage to avoid discriminating against individuals from diverse backgrounds.

3. Define Creativity. Discuss the relationship between creativity and intelligence.

Ans: Creativity is the capacity to produce novel, original ideas, solutions, or products, or to modify existing concepts by placing them in new perspectives or uses. It primarily relies on divergent thinking, which involves generating a variety of off-the-beaten-track ideas, guessing causes and consequences, and seeing alternative perspectives.

Relationship between Creativity and Intelligence:

High intelligence does not automatically guarantee high creativity; Lewis Terman found that individuals with high IQs were not necessarily creative.

The relationship between creativity and intelligence is positive up to a certain threshold. A minimum level of intelligence is necessary for creative work to comprehend, retain, and retrieve information.

Beyond this basic required level of intelligence, higher intelligence does not correlate strongly with higher creativity.

4. What is emotional intelligence? Explain its importance in a person’s life.

Ans: Emotional intelligence is a set of skills underlying the accurate appraisal, expression, and regulation of emotions. Salovey and Mayer defined it 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”. Daniel Goleman outlined 5 core aspects: knowing one’s own emotions, managing one’s emotions, motivating oneself, recognizing others’ emotions, and handling relationships.

Importance in Life: A high IQ and academic record alone do not ensure personal or professional success. Individuals with high academic talent often face difficulties in family life, the workplace, and interpersonal relationships due to a lack of emotional intelligence. Emotional intelligence enables individuals to manage personal feelings, navigate social interactions, deal with daily stressors, and maintain healthy interpersonal bonds.

5. What is the formulae for calculating IQ and what does it represent?

Ans: The formula for calculating the Intelligence Quotient (IQ) is:

IQ = MA/CA*100 

Where MA is Mental Age and CA is Chronological Age.What it Represents: Formulated by William Stern in 1912, IQ represents an individual’s level of intellectual development relative to peers in their age group.

An IQ of 100 represents average intelligence (when Mental Age equals Chronological Age).

An IQ above 100 indicates above-average intelligence (MA > CA).

An IQ below 100 indicates below-average intelligence (MA < CA).

6. What are the different levels of intellectual disability and how do they vary in terms of abilities and needs for support and care?

Ans: Intellectual disability is characterized by significantly sub-average general intellectual functioning (IQ below 70) existing concurrently with deficits in adaptive behavior during the developmental period (ages 0–18).

Levels of Intellectual Disability (AAMD Classification):

(i) Mild Intellectual Disability (IQ 50–70): Individuals are educable, develop somewhat slower than peers, but can function independently, hold jobs, and maintain family life.

(ii) Moderate Intellectual Disability (IQ 35–49): Individuals lag behind in language and motor skills; they are trainable in self-care, simple communication, and social skills but not educable. They require moderate supervision in everyday tasks.

(iii) Severe Intellectual Disability (IQ 20–34): Individuals are incapable of managing life independently, though they may perform simple tasks under supervision. They require constant care.

(iv) Profound Intellectual Disability (IQ below 20): Individuals require constant aid and supervision throughout their lives and are incapable of managing basic daily life.

7. How is intellectual giftedness measured and what educational programs are needed for gifted children to reach their full potential?

Ans: Measurement of Intellectual Giftedness: Intellectual giftedness is typically associated with an IQ score of 130 and above. However, performance on intelligence tests is not the sole measure. Identification requires combining intellectual assessments with multiple sources of information, including teacher judgments, school achievement records, parent interviews, and peer and self-ratings. Giftedness represents a combination of high ability, high creativity, and high commitment.

Educational Programs Needed: To reach their full potential, gifted children require specialized educational enrichment and life enrichment programs beyond the standard curricula provided to average students in regular classrooms.

8. What is the theory of multiple intelligence proposed by Howard Gardner and how does it differ from other theories of intelligence?

Ans: Howard Gardner’s Theory of Multiple Intelligences (1983) proposes that intelligence is not a single, unitary entity. Instead, it posits the existence of distinct, independent types of intelligences.

How it Differs from Other Theories: Traditional theories (such as Binet’s Uni-factor theory or Spearman’s Two-factor theory) conceptualize intelligence as a single dominant factor or general cognitive competence (g-factor). In contrast, Gardner’s theory argues that different intelligences are independent of one another; possessing high ability in one domain does not imply high or low ability in others. These distinct intelligences interact and work together when individuals solve complex real-world problems.