Chapter 18. Intelligence Textbook Solutions

NIOS Class 12 Psychology Chapter 18 Answers

INTEXT QUESTIONS 18.1

Note: Give your answer in the space given below and compare it with answers given at the end of this unit.

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

Give your answer in the space given below and compare it with the answers at the end of this unit.

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 theory

INTEXT QUESTIONS 18.3

Note: Write your answer in the space given below and compare it with the answers at the end of this unit.

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 QUESTIONS

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

Ans: Intelligence is the global capacity to think rationally, understand the world, and use available resources effectively when faced with challenges.

Theories of intelligence

Unifactor theory: Alfred Binet was the first psychologist to formalize the concept of intelligence in terms of mental operations. Binet’s theory of intelligence is conceptualized as consisting of one similar set of abilities which can be used for solving any or every problem in an individual’s environment.
Two-factor theory: Charles Spearman (1927) suggested that intelligence consisted of a general factor (g-factor) and some specific factors (s-factors). The g-factor includes mental operations which are primary and common to all performance factors, including all specific aspects of intelligence that help you excel in your field of interest. For example, Lata Mangeshkar in singing or Sachin Tendulkar in cricket.
Theory of primary mental abilities: Louis Thurstone proposed the theory of primary mental abilities. It states that intelligence consists of seven primary abilities, each of which is relatively independent of the others.
Theory of multiple intelligences: Howard Gardner (1983) proposed the theory of multiple intelligences, wherein intelligence is not considered a single entity; rather believes in the existence of distinct types of intelligence. Each of these intelligences is independent of the other. This means that if a person exhibits one type of intelligence, it does not necessarily indicate being high or low on other types of intelligence. Also, different types of intelligence interact and work together to solve a problem.

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

Ans: Assessment of intelligence is the method of measuring one’s intelligence through various tests. Different types of intelligence tests.

Individual or Group Tests:

An individual intelligence test can be administered to one person at a time. A group intelligence test can be administered to several people simultaneously.
Individual tests require the test administrator to establish a rapport with the subject and be sensitive to her/his feelings, moods and expressions during the testing session. Group tests, however, do not allow an opportunity to be familiar with the subjects’ feelings.
Individual tests allow people to answer orally or in a written form or manipulate objects as per the tester’s instructions. Group tests generally seek written answers, usually in a multiple-choice format. Bhatia’s Battery is an example of an Individual tes,t whereas Raven’s progressive matrices is a group test.

Verbal, Non-Verbal, or Performance Tests

Verbal tests require subjects to give verbal responses either orally or in written form. Therefore, verbal tests can be administered only to literate people.
The non-verbal tests use pictures or illustrations as test items.
Performance tests require subjects to manipulate objects and other materials to perform a task. Written language is not necessary for answering the items. A major advantage of performance tests is that they can be easily administered to persons from different cultures.

Culture-Fair or Culture-Biased Tests:

Many intelligence tests show a bias to the culture in which they are developed. Tests developed in America and Europe represent an urban and middle-class cultural ethos. Hence, educated middle-class white subjects generally perform well on those tests. The items do not respect the cultural perspectives of Asia and Africa. The norms for these tests are also drawn from Western cultural groups. Psychologists have tried to develop tests that are culture-fair or culturally appropriate, i.e., tests that do not discriminate against individuals belonging to different cultures.

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

Ans: Creativity is an individual’s ability to engage in simple occupations like pottery, carpentry, cooking, etc.

Terman found that persons with high IQs were not necessarily creative.
Both high and low levels of creativity can be found in highly intelligent children and also in children of average intelligence.
The same person, thus, can be creative as well as intelligent, but it is not necessary that intelligent ones, in the conventional sense, must be creative.
Intelligence, therefore, by itself does not ensure creativity.
The relationship between creativity and intelligence is positive.
All creative acts require some minimum ability to acquire knowledge and the capacity to comprehend, retain, and retrieve.
A certain level of intelligence is required for creativity, but beyond that, intelligence does not correlate well with creativity.

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

Ans: Emotional intelligence is a set of skills that underlie accurate appraisal, expression, and regulation of emotions. It is the feeling side of intelligence. A good IQ and scholastic record are not enough to be successful in life. You may find many people who are academically talented but are unsuccessful in their own lives. They experience problems in the family, workplace, and interpersonal relationships. They lack emotional intelligence that plays a huge role in their lives.

Goleman proposed 5 aspects of Emotional Intelligence. They are:

1. Knowing one’s own emotions
2. Managing one’s own emotions
3. Motivating oneself
4. Recognizing the emotions of others
5. Handling emotions

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

Ans:

IQ = (MA / CA) x 100

When MA is equal to CA, the IQ is said to be 100, which is the average score of intelligence.
When MA is greater than CA, the IQ is above 100, and the individual is said to be more intelligent than his/her peers.
When MA is less than CA, IQ is below 100, and then the individual is considered below average as compared to others of his/her age.

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:

The different levels of intellectual disability are:

Mild (IQs 55 to approximately 70): Although the development of people with mild disabilities is typically slower than that of their peers, they can function quite independently and hold jobs and families. As the level of disability increases, the difficulties are strongly marked.
Moderate (IQs 35-40 to approximately 50- 55): People with moderate disabilities lag behind their peers in language and motor skills. They can be trained in self-care skills and simple social and communication skills. They need to have a moderate degree of supervision in everyday tasks.
Severe (IQs 20-25 to approximately 35-40): Incapable of managing life and need constant
care for their entire lives. May perform simple tasks under supervision.
Profound (IQs below 20-25): Individuals with profound disabilities require constant aid and supervision. Incapable of managing life and needing constant care for their entire lives

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

Ans: Giftedness is exceptional general ability shown in superior performance in a wide variety of areas.

Giftedness from the teachers’ point of view depends on a combination of high ability, high creativity, and high commitment.
Performance on intelligence tests, teachers’ judgment, school achievement records, parents’ interviews, peer and self-ratings, etc., can be used in combination with intellectual assessment.
To reach their full potential, gifted children require different educational and life enrichment programmes beyond those provided to normal children 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 (1983) proposed the theory of multiple intelligences, wherein intelligence is not considered a single entity; rather believes in the existence of distinct types of intelligence. Each of these intelligences is independent of the other. This means that if a person exhibits one type of intelligence, it does not necessarily indicate being high or low on other types of intelligence. Also, different types of intelligence interact and work together to solve a problem.

While the other intelligence theories propose intelligence as a single, double or multiple factor, Gardner’s theory states that intelligence is not a single entity but exists as distinct independent factors.

9. What are the different types of intelligence explained by Howard Gardner? Explain any four briefly.

Ans: Gardner described eight types of intelligence; they are as follows:

Linguistic (skills involved in the production and use of language): It is the capacity to use the language fluently and flexibly, to express one’s thinking and also understand other people. People high on this intelligence are ‘word-smart’, i.e., they are sensitive to different word meanings, can articulate, and can create linguistic images in their minds. Poets and writers are very strong in this component of intelligence.
Logical-Mathematical (skills in scientific thinking and problem-solving): Persons high on this type of intelligence can think logically and critically. They engage in abstract reasoning and can manipulate symbols to solve mathematical problems.
Spatial (skills in forming visual images and patterns): It refers to the abilities involved in forming, using, and transforming mental images. A person high on this intelligence can easily represent the spatial world in the mind. Eg., Pilots, sailors, sculptors, painters, etc.
Musical (sensitivity to musical rhythms and patterns): It is the capacity to produce, create and manipulate musical patterns.
Bodily-Kin aesthetic (use whole or portions of the body flexibly and creatively): This consists of the use of the whole body or portions of it for the display or construction of products and problem-solving. Eg., athletes, dancers, actors, sportspersons, gymnasts, and surgeons.
Interpersonal (sensitivity to subtle aspects of others’ behaviours): It involves the skill of understanding the motives, feelings and behaviours of other people to form and bond into a comfortable relationship with others. Eg., Psychologists, counsellors, politicians, social workers, and religious leaders.
Intrapersonal (awareness of one’s own feelings, motives, and desires): This refers to the knowledge of one’s internal strengths and limitations and using that knowledge to effectively relate to others. People high on this ability have finer sensibilities regarding the purpose of their life and existence. Eg., Philosophers and spiritual leaders.
Naturalistic (sensitivity to the features of the natural world): This involves complete awareness of our relationship with the natural world. Eg., Hunters, farmers, tourists, zoologists, bird watchers, etc.

10. What are the three basic types of intelligence according to Robert Sternberg’s Triarchic theory of intelligence?

Ans:

Triarchic theory of intelligence: Robert Sternberg (1985) proposed the triarchic theory of intelligence, wherein intelligence is viewed as “the ability to adapt, to shape and select the environment to accomplish one’s goals and those of one’s society and culture. This theory conceptualizes intelligence into three basic types: Componential, Experiential, and Contextual.

Componential Intelligence: Componential, also known as analytical intelligence, is the analysis of information to solve problems. This intelligence has three components, each serving a different function.
- First is the knowledge acquisition component, which is responsible for learning and the acquisition of ways of doing things.
- The second is the meta, or a higher-order component, which involves planning concerning what to do and how to do it.
- The third is the performance component, which involves actually acting upon a planned course of action.
Experiential Intelligence: Experientia,l also known as creative intelligence, is involved in using past experiences creatively to solve novel or new problems. People high on this aspect originally integrate different experiences to make discoveries and inventions.
Contextual Intelligence: Also called practical intelligence, involves the ability to deal with environmental demands encountered daily. It may be called ‘street smarts’ or ‘business sense’.