Sarfraz Ahmad Lecturer KUST Kohat

1. INTELLIGENCE

2. How can we define intelligence?
 No single agreed upon definition
 Comprehension, invention, direction, criticism
____ intelligence is contained in these four
words (Alfred Binet)
 The ability to think in terms of abstract ideas.
(Terman)
 The capacity to learn or to profit by experience
(Dearborn)
 The ability to adjust to environment. (Colvin)
 Intellect put to use. (Woodworth)

3. What does intelligence mean?
 Intelligence is not a thing or object, it is a way of
acting in a situation
 Considerable controversy over its real meaning
(13 psychologist in 1921 and 24 in 1986)
 Both times about half experts mentioned higher
level thinking processes as its elements
 1986 added metacognition, and the cultural
context
 Both the times psychologists disagreed on its
structure

4. Is intelligence a one ability or many?
 Before Spearman there were three theories of
intelligence
 Monoarchic theory
 Intelligence is one faculty
 Oligarchic theory
 A number of big faculties like judgment, memory and
imagination
 Anarchic theory
 Many abilities independent of each other

5. Modern theories
 Spearman’s (1927) Two Factor Theory
 General intelligence : use to perform any function
 He termed it as g
 In addition each test requires some specific ability
 He termed this specific ability as s

6.  Raymond Cattel (1963) and John Horn’s(1998)
theory of Fluid and Crystallized Intelligence
 Fluid intelligence
 Mental efficiency
 Culture-free
 Non-verbal
 Increases and decreased with age
 Sensitive to injuries
 Crystallized Intelligence
 Ability to apply culturally approved problem-solving
methods e.g. vocabulary, facts, skills
 By applying fluid intelligence in problem solving,
we develop crystallized intelligence

7.  John Caroll (1997)
 One general ability
 A few broad abilities
 Fluid and crystallized abilities
 Learning and memory
 Visual and auditory perception
 Processing speed
 At least 70 specific abilities
 Language development
 Memory span
 Reaction time

8. What do you understand by the concept
of Multiple Intelligences?
 Gardner (1983, 1999) says
 There are eight separate intelligences
 Linguistic (Verbal)
 Musical
 Spatial
 Logic-mathematical
 Bodily-kinesthetic
 Interpersonal
 Intra-personal

9.  Gardner says there may be more; eight is not a magic
word
 He has recently speculated that there may be
spiritual and existential intelligences
 Based his theory on
 Brain damage affects particular ability
 An individual may excel in one with no remarkable
achievement in others

10. Multiple Intelligences and Schools
 Expands teachers’ thinking about abilities and
avenues for teaching
 No strong evidence that adopting MI approach
would increase learning
 Too broad to tell teachers how to teach
 E.g. the knowledge that basketball relies on bodily-
kinesthetic intelligence tells a coach nothing about the
skills his players need to learn.

11. Misuses of Multiple Intelligences
 Trying to teach all concepts or subjects using all
intelligences
 Assuming that it is just enough to apply a certain
intelligence, no matter how you use it
 Using an intelligence as a background for oither
activities
 E.g. listening music while solving math problems

12.  Mixing intelligence with other desirable qualities
 Interpersonal intelligence distorted as a license for
cooperative learning
 Intrapersonal intelligence distorted as a rationale for
self esteem
 Direct evaluation or even grading of
intelligences without regard to context

13. Uses of Multiple Intelligences
 The cultivation of desired capabilities
 The personalization of education
 Understanding individual differences

14. Q & A