Unit-V: INTELLIGENCE AND CREATIVITY

1. Meaning and Nature of Intelligence

Meaning of Intelligence

Intelligence is one of the most debated concepts in psychology. It is not just "book smarts."

David Wechsler: "Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment."

In simple terms, intelligence is the ability to:

• Learn from experience.
• Solve problems.
• Adapt to new situations.

Nature of Intelligence

• It is an abstract concept; you cannot see or hold it, only infer it from behavior.
• It is a global capacity (aggregate), meaning it is made up of many different, related abilities.
• It is influenced by both Heredity (Nature) and Environment (Nurture).
• It is culture-dependent (what is "smart" in one culture may be different in another).

2. Factors influencing growth and development of intelligence

This is the classic "Nature vs. Nurture" debate.

1. Heredity (Nature)

• Heredity sets the genetic potential or the upper limit of an individual's intelligence.
• This is supported by:
  • Twin Studies: Identical (monozygotic) twins raised in different homes still show a very high correlation in their IQ scores.
  • Adoption Studies: A child's IQ is often more similar to their biological parents than their adoptive parents.

2. Environment (Nurture)

• Environment determines how much of that genetic potential is actually achieved.
• Key environmental factors include:
  • Nutrition: Severe malnutrition in early childhood can stunt brain development.
  • Family/Home Environment: A stimulating home with books, conversation, and responsive parents is crucial.
  • Education: Formal schooling has a strong positive effect on intelligence.
  • Socio-Economic Status (SES): Higher SES is linked to better nutrition, healthcare, and educational opportunities.

3. Theories of Intelligence

Spearman's Two-Factor Theory

• Theorist: Charles Spearman.
• Core Idea: Intelligence is made of two factors:
  1. 'g' factor (General Intelligence):
     • This is a common, underlying mental energy or power that is present in *all* intellectual tasks.
     • It is innate (hereditary).
     • A person with a high 'g' will tend to do well in all areas (e.g., math, language, music).
  2. 's' factors (Specific Intelligences):
     • These are specific abilities required for *particular* tasks (e.g., 's1' for math, 's2' for art, 's3' for vocabulary).
     • These are learned from the environment.
• In short: Your performance on any task = 'g' + 's' (for that task).

Thurstone's Theory of Primary Mental Abilities (PMA)

• Theorist: L. L. Thurstone.
• Core Idea: Thurstone rejected Spearman's 'g' factor. He argued that intelligence is not a single factor but a cluster of seven independent "Primary Mental Abilities."
• The 7 PMAs:
  1. V - Verbal Comprehension (vocabulary, understanding)
  2. W - Word Fluency (thinking of words quickly)
  3. N - Number Facility (speedy, accurate calculation)
  4. S - Spatial Visualization (visualizing space and shapes)
  5. M - Associative Memory (rote memorization)
  6. P - Perceptual Speed (seeing details and differences quickly)
  7. R - Reasoning (logical thinking)
• Mnemonic: Very Wise Narwhals Swim Majestically Past Reefs.

Guilford's Structure of Intellect (SOI) Model

• Theorist: J. P. Guilford.
• Core Idea: A complex, three-dimensional model of intelligence, like a "Rubik's Cube." He argued there are many, many factors, not just one or seven.
• The 3 Dimensions:
  1. Operations (What you do - 5 types): The mental processes (e.g., Cognition, Memory, Divergent Production, Convergent Production).
  2. Contents (What you think about - 4 types): The type of information (e.g., Figural, Symbolic, Semantic, Behavioral).
  3. Products (The results - 6 types): The form the information takes (e.g., Units, Classes, Relations, Systems).
• Total Abilities: Originally 5 x 4 x 6 = 120 abilities. (This model was later expanded to 150+).

4. Creativity

Meaning and Characteristics of Creativity

Creativity is the ability to produce ideas or products that are both novel (new/original) and useful (appropriate/adaptive).

Characteristics of a Creative Person:

• Fluency: Can produce a large number of ideas.
• Flexibility: Can think from different perspectives and switch approaches.
• Originality: Can produce ideas that are unique and uncommon.
• Elaboration: Can add details to an idea to make it complete.
• Divergent Thinking: (A key concept from Guilford) The ability to think in many different directions and generate multiple solutions to an open-ended problem. This is often contrasted with Convergent Thinking (finding the single correct answer, as in an IQ test).
• Other traits: High curiosity, independence, non-conformity, high intrinsic motivation.

Factors and Educational Implication

• Factors: Both heredity and environment play a role. A stimulating, open, and encouraging environment is key.
• Educational Implication: The teacher's job is to foster creativity.

Development, Identification, and Fostering Creativity

• Identification:
  • Use tests of divergent thinking (e.g., "How many uses can you think of for a brick?").
  • Observe students: Who is always curious? Who asks unusual questions? Who tries non-standard solutions?
• Fostering Creativity (How to teach it):
  • Brainstorming: Encourage all ideas, no matter how wild. Defer judgment.
  • Open-Ended Questions: Ask "What if...?" or "How could we...?" instead of "What is...?"
  • Value Originality: Reward creative ideas, not just the "right answer."
  • Provide a Safe Atmosphere: Students must feel safe to take risks and make mistakes without being ridiculed.
  • Encourage Hobbies: Promote creative arts, music, and writing.

5. Intelligence Quotient (IQ)

Meaning and Calculation of IQ

IQ, or Intelligence Quotient, is a score derived from a standardized test, intended to measure a person's intelligence relative to their age group.

Calculation (The Ratio IQ formula):

This formula was developed by William Stern and used in the Stanford-Binet test.

• Mental Age (MA): The level of intellectual performance for a typical child of a certain age. (e.g., A 6-year-old who can solve problems that most 8-year-olds can solve has an MA of 8).
• Chronological Age (CA): The person's actual, biological age.
• Example: A child who is 10 years old (CA) but has a Mental Age of 12:
  IQ = (12 / 10) x 100 = 120

IQ Classification

This is the standard classification table based on the normal (bell) curve.

IQ Score Classification

IQ Score Range	Classification
130+	Very Superior (Gifted)
120 - 129	Superior
110 - 119	High Average (Bright)
90 - 109	Average
80 - 89	Low Average (Dull)
70 - 79	Borderline
Below 70	Intellectually Disabled

Individual and Group Test of Intelligence

	Individual Tests	Group Tests
Definition	Administered to one person at a time.	Administered to a large group at the same time.
Examiner	Requires a highly trained examiner.	Can be administered by a teacher or person with minimal training.
Rapport	Allows for building rapport. The examiner can observe the person's behavior (e.g., anxiety, attention).	No rapport. Examiner has little insight into individual test-takers.
Types	Can be verbal or non-verbal (performance).	Usually paper-and-pencil, relies heavily on reading.
Time/Cost	Very time-consuming and expensive.	Time-saving and cheap.
Examples	- Stanford-Binet Intelligence Scales - Wechsler Scales (WAIS, WISC)	- Army Alpha and Beta Tests - Raven's Progressive Matrices