Variations in psychological attributes

VARIATIONS IN PSYCHOLOGICAL
ATTRIBUTES
Chapter – 1
Class XII
CBSEPSYCHOLOGYHELPER

INDIVIDUAL DIFFERENCES IN HUMAN
FUNCTIONING
 Variability
 Based on Physical and Psychological characteristics
Physical Psychological
height, weight, strength, hair color intelligent or dull, dominant or
submissive, creative or not so
creative, outgoing or withdrawn,

INDIVIDUAL DIFFERENCES
The Person
• skills & abilities
• personality
• perception
• attribution
• attitudes
• values
• ethics
Individual differences
refer to
distinctiveness and
variations among
people’s characteristics
and behaviour patterns.

States that situations
and circumstances in
which one is placed
influence one’s
behaviour
The
Environment
• organization
• work group
• job
• personal life
The situationist perspective views human behaviour as resulting
from interaction of external and internal factors.

 Assessment is the first step in
understanding a psychological attribute.
 Assessment refers to the measurement of
psychological attributes of individuals and
their evaluation, often using multiple
methods in terms of certain standards of
comparison.
 Psychological assessment uses systematic
testing procedures to evaluate abilities,
behaviors, and personal qualities of
individuals

TYPES OF ASSESSMENT
Formal assessment
 It is objective, standardised, and organised.
Psychologists are trained in making formal
assessment of psychological attributes.
Informal assessment
 It varies from case to case and from one assessor
to another and, therefore, is open to subjective
interpretations. Usually done by parents, peers or
teachers.

SIGNIFICANCE OF ASSESSMENT
Predict future behaviour
Intervene a change if behaviour is
undesirable
Evaluation of strengths and
weaknesses of an individual
assessing personality characteristics
recruitment and selection process

SOME DOMAINS OF PSYCHOLOGICAL
ATTRIBUTES
not linear or uni-dimensional.
expressed in terms of dimensions
multi-dimensional.
For complete assessment we need to
assess how an individual functions in
various domains such as cognitive,
emotional, social, etc.

Domain Definition How Assessment helps
Intelligence is the global capacity to
understand the world, think
rationally, and use available
resources effectively when
faced with challenges.
•provide a global measure
of a person’s general
cognitive competence
including the ability to
profit from schooling.
Aptitude refers to an individual’s
underlying potential for
acquiring skills with training.
•Helps in assessing potential
•Predict strengths and
weaknesses
Interest is an individual’s
preference for engaging in
one or more specific
activities relative to
others.
•help to decide on courses
they
•Helps in making choices that
promote life satisfaction and
performance on jobs.

Domain Definition How Assessment helps
Personality refers to relatively enduring
characteristics of a person
that make her or him distinct
from others.
•assess an
individual’s unique
characteristics
•helps us to explain an
individual’s behaviour and
predict how she/he will
behave in future.
Values are enduring beliefs about an
ideal mode of behaviour.
•determine the dominant
values of a person

ASSESSMENT METHODS
 Psychological Test
 Interview
 Case Study
 Observation
 Self-Report

PSYCHOLOGICAL TEST
 It is an objective and standardized measure of
an individual’s mental and/or behavioral
characteristics.
 Objective tests have been developed to measure
all the dimensions of psychological attributes
(e.g., intelligence, aptitude, etc.).
 These tests are widely used for the purposes of
clinical diagnosis, guidance, personnel
selection, placement, and training.

INTERVIEW
 Involves seeking information from a person on a one-to-
one basis.
 Follows a basic question and answer format.
 Interviewing is more formal than most other
conversations because it has a preset purpose and uses a
focused structure.
 Counsellor interacts with a client, a salesperson makes a
door-to-door survey regarding the usefulness of a
particular product, employment interview etc.

CASE STUDY
 is an in-depth study of the individual in terms of her/his
psychological attributes, psychological history in the
context of her/his psychosocial and physical
environment.
 Used by clinical psychologists.
 Case studies are based on data generated by different
methods, e.g. interview, observation, questionnaire,
psychological tests, etc.

OBSERVATION
 Involves employing
systematic, organized, and
objective procedures to record
behavioral phenomena
occurring naturally.
 Certain phenomena such as
mother-child interactions can
be easily studied through
observation.
 The major problems with
observational methods are that
the observer has little control
over the situation and the
reports may suffer from
subjective interpretations of
the observer.

SELF-REPORT
 is a method in which a person provides factual
information about herself/himself and/or opinions,
beliefs etc.
 For e.g. a psychological test, or a personal diary.

INTELLIGENCE

DEFINITIONS OF INTELLIGENCE
 Oxford Dictionary explains intelligence as the power of
perceiving, learning, understanding, and knowing.
 Alfred Binet defined intelligence as the ability to judge
well, understand well, and reason well.
 Wechsler defined it as the global and aggregate capacity
of an individual to think rationally, act purposefully, and
to deal effectively with her/his environment.
 Howard Gardner defined it as "a biopsychological
potential to process information that can be activated in a
cultural setting to solve problems or create products that
are of value in a culture.

THEORIES OF INTELLIGENCE
 Considers intelligence
as an aggregate of
abilities.
 It expresses the
individual’s
performance in terms
of a single index of
cognitive abilities.
 describes the processes
people use in intellectual
reasoning and problem
solving.
 The major focus of this
approach is on how an
intelligent person acts i.e.
cognitive functions
underlying intelligent
 behaviour.
psychometric approach
Information processing
approach

THEORIES OF INTELLIGENCE
 Uni or one factor theory of
intelligence by Alfred
Binet
 Charles Spearman`s two-
factor theory
 Louis Thurstone’s theory
of primary mental abilities.
 Arthur Jensen`s
hierarchical model of
intelligence
 J.P. Guilford proposed the
structure-of- intellect model
 Howard Gardner
proposed the theory of
multiple intelligences.
 Robert Sternberg
proposed the triarchic
theory of intelligence.
 Planning, Attention-
arousal, and
Simultaneous-successive
(PASS) Model of
Intelligence by J.P. Das,
Jack Naglieri, and Kirby
psychometric approach
Information processing
approach

UNI-FACTOR THEORY
 Consist of one similar set of
abilities which can be used for
solving any or every problem in
an individual’s environment.
 Binet was one of the first
psychologists who worked on
intelligence.
 The French Ministry of
Education asked Binet to find a
way to identify children who
were slow learners so they could
be given remedial work.

TWO-FACTOR THEORY
 This as a very popular theory. According to
Spearman intelligence is the ability to think
constructively. Spearman (1927) proposes that
intelligence consists of two abilities, viz. ‘G’-
general factor and ‘S’- special factor.
 General factor works in conjunction with special
ability. In all intellectual activities of the human
being along with general ability, there will also
be a special ability which is related to such
action.

THEORY OF PRIMARY MENTAL ABILITIES

This theory suggests that the human
intelligence is constituted
by seven independent primary mental
abilities. These are the following:

HIERARCHICAL MODEL OF INTELLIGENCE
 Arthur Jensen
 Abilities operating at two levels, called Level I and
Level II.
 Level I is the associative learning in which output
is more or less similar to the input (e.g., rote
learning and memory).
 Level II, called cognitive competence, involves
higher-order skills as they transform the input to
produce an effective output.

STRUCTURE – OF - INTELLECT MODEL
 Building upon the views of L. Thurstone, Joy Paul
Guilford rejected Charles Spearman's view that
intelligence could be characterized by a single
numerical parameter ("general intelligence factor"
or g). He argued that intelligence consists of
numerous intellectual abilities. He first proposed a
model with 120, then 150, and finally 180
independently operating factors in intelligence.

 Content – Broad areas of information to
which the human intellect applies the six
operations. Nature of materials on which
intellectual operations are performed.
 Product – form in which information is
processed by the respondent.
 Operations – what the brain does with and
to these types of information.

THE CONTENT DIMENSION
 Figural - Information that is non-verbal or pictorial.
Later divided into
 Auditory - Information perceived through hearing.
 Visual - Information perceived through seeing.
 Symbolic - Information perceived as symbols or
signs that have no meaning by themselves; for
example, Arabic numerals or the letters of an
alphabet.
 Semantic - Information perceived in words or
sentences, whether oral, written, or silently in one's
mind.
 Behavioral - Information perceived as acts of an
individual or individuals.

EXAMPLE - CONTENT
 An artist might excel at processing visual
information, but be poor at processing
words, numbers and other symbolic content.
 A researcher who excels at processing
symbolic content as words and numbers
and semantic meaning, might be very poor
at processing behavioural data and thus
related poorly with people.

THE PRODUCT DIMENSION
 Unit - Represents a single item of information.
 Class - A set of items that share some attributes.
 Relation - Represents a connection between items
or variables; may be linked as opposites or in
associations, sequences, or analogies.
 System - An organization of items or networks with
interacting parts.
 Transformation - Changes perspectives,
conversions, or mutations to knowledge; such as
reversing the order of letters in a word.
 Implication - Predictions, inferences,
consequences, or anticipations of knowledge.

THE OPERATION DIMENSION
 Cognition - The ability to understand, comprehend,
discover, and become aware. – Eg. Ability to perceive
changes in the expressions of an individual.
 Memory - The ability to encode information and recall
information. Later divided into
 Memory Recording - The ability to encode information.
 Memory Retention - The ability to recall information.
 Divergent Production - The process of generating
multiple solutions to a problem
 Convergent Production - The process of deducing a
single solution to a problem.
 Evaluation - The process of judging whether an answer
is accurate, consistent, or valid.

GARDENER’S THEORY OF MULTIPLE
INTELLIGENCE
 Howard Gardener proposed a
theory of multiple intelligences, in
which he identified 8 distinct
types of intelligence.
 Later he added existential and
moral intelligences too to that list.
"It is not how smart you are; it is
how you are smart..."

FEATURES
1. Intelligence is not a single entity; rather distinct
types of intelligences exist.
2. Each of these intelligences are independent of
each 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
intelligences.
3. Gardner also put forth that different types of
intelligences interact and work together to find a
solution to a problem.

TYPES
 Linguistics - sensitivity to the meanings and
sounds of words, mastery of syntax, appreciation of
the ways language can be used
 Logical-Mathematical - Understanding of objects
and symbols and of actions that be performed on
them and of the relations between these actions,
ability to identify problems and seek explanations
 Spatial - capacity to perceive the visual world
accurately, to perform transformations upon
perceptions and to re-create aspects of visual
experience in the absence of physical stimuli

TYPES
 Musical - Sensitivity to individual tones and
phrases of music, an understanding of ways to
combine tones and phrases into larger musical
rhythms and structures, awareness of emotional
aspects of music
 Bodily-Kinesthetic - Use of one’s body in highly
skilled ways for expressive or goal-directed
purposes, capacity to handle objects skillfully
 Interpersonal - Ability to notice and make
distinctions among the moods, temperaments,
motivations, and intentions of other people and
potentially to act on this knowledge

TYPES
 Intrapersonal - access to one’s own feelings, ability to
draw on one’s emotions to guide and understand one’s
behavior, recognition of personal strengths and
weaknesses
 Naturalistic - sensitivity and understanding of plants,
animals, and other aspects of nature

 Gardner used case
studies of famously
talented individuals in
different fields as
evidence to support his
theory.
 He also used the
example of autistic
savants, such as Kim
Peek as individuals with
amazing talents in
certain specific fields
who lacked basic
abilities in other areas.

ASSIGNMENT FOR INTERNALS
Make a video on Multiple
Intelligences [group
activity]

TRIARCHIC THEORY OF INTELLIGENCE
 Formulated by Robert J. Sternberg, a prominent
figure in the research of human intelligence.
 He views intelligence as “the ability to adapt, to
shape and select environment to accomplish
one’s goals and those of one’s society and
culture”.
 His Triarchic theory includes three facets
or subtheories:
1. Componential (Analytical )
2. Experiential (Creative)
3. Contextual (Practical)

COMPONENTIAL INTELLIGENCE
• Analysis of information to solve problems
• Ability think analytically and critically and succeed
in schools.
1. knowledge acquisition component is responsible
for learning and acquisition of the ways of doing
things.
2. meta or a higher order component involves
planning concerning what and how to do.
3. Performance component involves actually doing
things.

EXPERIENTIAL INTELLIGENCE:
 This involves insights, synthesis and the ability
to react to novel situations and stimuli.
 Sternberg considers the Creative facet to
consist of the ability which allows people to
think creatively and that which allows people to
adjust creatively and effectively to new
situations.
 Experiential or creative intelligence is involved
in using past experiences creatively to solve
novel problems. It is reflected in creative
performance.

EXPERIENTIAL INTELLIGENCE:
 Persons high on this aspect integrate
different experiences in an original way to
make new discoveries and inventions. They
quickly find out which information is crucial
in a given situation.

CONTEXTUAL INTELLIGENCE :
 This involves the ability to grasp,
understand and deal with everyday tasks.
 ‘Street smartness’ or ‘business sense’.
 Persons high on this aspect easily adapt to
their present environment or select a more
favorable environment than the existing
one, or modify the environment to fit their
needs.

Elements of Triarchic Theory of
Intelligence

PLANNING, ATTENTION-AROUSAL, AND
SIMULTANEOUS-SUCCESSIVE (PASS) MODEL
OF INTELLIGENCE
J.P.Das
Jack Naglieri Dave Kirby

 Arousal/Attention: Arousal and attention enable a
person to process information. An optimal level of
arousal focuses our attention to the relevant aspects of a
problem.
 Simultaneous and Successive Processing:
Simultaneous processing takes place when you
perceive the relations among various concepts and
integrate them into a meaningful pattern for
comprehension. Successive processing takes place
when you remember all the information serially so that
the recall of one leads to the recall of another.
 Planning: After the information is attended to and
processed. It allows us to think of the possible courses of
action, implement them to reach a target, and evaluate
their effectiveness.

COGNITIVE ASSESSMENT SYSTEM
 The PASS theory provides the theoretical
framework for a measurement instrument called the
Das-Naglieri Cognitive Assessment System (CAS),
published in 1997.
I. consists of verbal as well as non-verbal tasks
measure basic cognitive functions presumed to
be independent of schooling.
II. 5 and 18 years of age
III. assessment can be used to remedy cognitive
deficits of children with learning problems.

INDIVIDUAL DIFFERENCES IN
INTELLIGENCE

INTERPLAY OF NATURE AND NURTURE
 Nature
I. Twin Studies
I. Studies of adopted
children
 Nurture
I. Role of environment
 adoptive parents
 environmental
deprivation

RESEARCH STUDIES SUPPORTING NATURE
Correlations Research findings
0.90 identical twins reared
together
0.72 identical
twins reared in different
environments
0.60 fraternal twins
reared together
0.50 brothers and sisters
reared
together
0.25 siblings reared apart

Factors Result
Children grow in age Intelligence level tends to
move
closer to that of their
adoptive parents
Children from disadvantaged
homes
adopted into families with
higher socioeconomic status
Intelligence scores increases
Environmental deprivation Lowers intelligence
Rich nutrition, good family
background, and quality
schooling
Increases intelligence.
RESEARCH STUDIES SUPPORTING NURTURE

CONCLUSION
 Heredity can best be viewed as something that sets
a range within which an individual’s development is
actually shaped by the support and opportunities of
the environment.

ASSESSMENT OF INTELLIGENCE
 In 1905, Alfred Binet and Theodore Simon, made the
first successful attempt to formally measure
intelligence. In 1908, when the scale was revised, they
gave the Concept of Mental Age = MA [measure of a
person’s intellectual development].
 Chronological Age = CA [biological age]
 In 1912, William Stern, gave the concept of
Intelligence Quotient (IQ).
 IQ refers to mental age divided by chronological age,
and multiplied by 100.

ASSESSMENT OF INTELLIGENCE
 A bright child’s MA > CA
 A dull child`s MA < CA.
 Retardation was defined by Binet and
Simon as being two mental age years below
the CA.
 The number 100 is used as a multiplier to
avoid the decimal point. When the MA = CA,
the IQ equals 100. If MA > CA, IQ is more
than 100. IQ becomes less than 100 when
the MA <CA.

HOW TO MEASURE I.Q.

NORMAL CURVE
 IQ scores are distributed in the population in
such a way that the scores of most people
tend to fall in the middle range of the
distribution. Only a few people have either
very high or very low scores.
 The frequency distribution for the IQ scores
tends to approximate a bell-shaped curve,
called the normal curve.
 This type of distribution is symmetrical
around the central value, called the mean.

IQ SCORES DEPICTED ON A NORMAL CURVE

DESCRIPTIVE CLASSIFICATIONS OF
INTELLIGENCE QUOTIENTS
IQ Description % of Population
130+ Very superior 2.2%
120-129 Superior 6.7%
110-119 High Average 16.1%
90-109 Average 50%
80-89 Low average 16.1%
70-79 Borderline 6.7%
Below 70 Mental retardation 2.2%

GLEN WILSON AND DIANA GRYLLS OUTLINE
OCCUPATIONS TYPICAL OF VARIOUS IQ LEVELS:
 140 - Top Civil Servants; Professors and Research
Scientists.
 130 - Physicians and Surgeons; Lawyers; Engineers
 120 - School Teachers; Accountants; Nurses;
Managers.
 110 - Clerks; Telephone Operators; Salesmen;
Policemen; Electricians.
 100+ - Machine Operators; Shopkeepers; Butchers;
Sheet Metal Workers.
 100- - Carpenters; Cooks & Bakers; Small Farmers;
Truck Drivers.
 90 - Laborers; Gardeners; Miners; Factory Packers.

SOME MISUSES OF INTELLIGENCE TESTS
[PAGE NO.14]
 Poor performance on a test may attach a stigma to
children and thereby adversely affect their performance
and self-respect.
 The tests may invite discriminating practices from
parents, teachers and elders in the society.
 Administering a test biased in favour of the middle class
and higher class populations may underestimate the IQ
of children coming from disadvantaged sections of the
society.
 Intelligence tests do not capture creative potentialities
and practical side of intelligence, and they also do not
relate much to success in life. Intelligence can be a
potential factor for achievement in various spheres of
life.

ASSIGNMENT - ATKINS VS THE STATE OF
VIRGINIA
 Research the court case of 'Atkins vs the State of
Virginia'. This is a great example of how much faith
people place in the absolute validity of IQ tests to make
tiny discriminations (e.g. someone who scores 70 is
definitely 'more intelligent than someone who scores
69), which is not what IQ tests are designed for. In this
case, tiny changes in IQ score had huge implications for
the defendant!
1. Produce a summary of the case
2. Explain what you think this shows about IQ
testing
3. Do you agree with the law using psychometric
testing to determine whether someone is
considered fit for punishment or not? Explain your
answer.

VARIATIONS OF INTELLIGENCE
Intellectually Gifted and Intellectual Deficiency

 American Association
on Mental Deficiency
views mental
retardation as
“significantly sub-average
general
intellectual functioning
existing concurrently
with deficits in adaptive
behaviour and
manifested during the
developmental period”.
 It is exceptional general ability
shown in superior performance in a
wide variety of areas.
 From the teachers’ point of view
depends on a combination of high
ability, high creativity, and high
commitment
 Intellectually gifted individuals
show higher performance because
of their outstanding potentialities.
The study of gifted individuals
began in 1925, when Lewis
Terman followed the lives of about
1500 children with IQs of 130 and
above to examine how intelligence
was related to occupational
success and life adjustment.
MR Giftedness

DIAGNOSTIC CRITERIA FOR MENTAL
RETARDATION [DSM-IV TR]
A. Significantly sub-average intellectual functioning: an IQ
of approximately 70 or below on an individually
administered IQ test (for infants, a clinical judgment of
significantly sub-average intellectual functioning).
B. Concurrent deficits or impairments in present adaptive
functioning (i.e., the person's effectiveness in meeting
the standards expected for his or her age by his or her
cultural group) in at least two of the following areas:
communication, self-care, home living,
social/interpersonal skills, use of community resources,
self-direction, functional academic skills, work, leisure,
health, and safety.
C. The onset is before age 18 years.

MR
Categories IQ Range
Mild Mental Retardation 55-69
Moderate Mental Retardation 40-54
Severe Mental Retardation 25–39
Profound Mental Retardation below 25

IQ OF SOME FAMOUS PEOPLE
Quentin Tarantino: 160
Albert Einstein: 160
Charles Darwin: 165
Garry Kasparov: 190
Stephen Hawking: 160
The highly talented are sometimes
called ‘prodigies’.

Identify?

12-YEAR-OLD GIRL BEATS STEPHEN
HAWKING IN IQ TEST
162 on a Mensa IQ test

CHARACTERISTICS OF INTELLECTUAL
GIFTEDNESS
 Advanced logical thinking, questioning and problem
solving behaviour.
 High speed in processing information.
 Superior generalization and discrimination ability.
 Advanced level of original and creative thinking.
 High level of intrinsic motivation and self-esteem.
 Independent and non-conformist thinking.
 Preference for solitary academic activities for long
periods.
Talent refers to remarkable ability in a specific field

INTELLECTUAL ASSESSMENT OF GIFTEDNESS
teachers’ judgment
 school achievement record
parents’ interviews
peer and self ratings

TYPES OF INTELLIGENCE TESTS
 On the basis of their administration
procedure,
individual or group tests
 on the basis of the nature of items used
verbal or performance tests
 On the basis of extent to which an
intelligence test favors one culture over
another,
culture fair or culture-biased

ON THE BASIS OF THEIR ADMINISTRATION
PROCEDURE
 Administered to one
person at a time.
 Require the test
administrator to establish
a rapport with the subject
during the testing
session.
 Allow people to answer
orally or in a written form
or manipulate objects as
per the tester’s
instructions.
 Administered to several
persons
simultaneously.
 Do not allow an
opportunity to be
familiar with the
subjects’ feelings.
 Group tests generally
seek written answers
usually in a multiple-
choice format
Individual Tests Group Tests

ON THE BASIS OF THE NATURE OF ITEMS
USED
Verbal tests
• Require subjects to give verbal responses either orally or in a
written form. Therefore,
• verbal tests can be administered only to literate people.
• Example: Group Test of Intelligence by Prayag Mehta and The
Bihar Test of Intelligence by S.M. Mohsin
Non-verbal tests
• pictures or illustrations as test items
• Example: RSPM
Performance Tests
• require subjects to manipulate objects and other materials to
• perform a task. Written language is not necessary for
answering the items.
• Example: Bhatia’s Battery of Performance Tests and Kohs’
Block Design Test

DEPENDING UPON THE EXTENT TO WHICH AN
INTELLIGENCE TEST FAVORS ONE CULTURE OVER
ANOTHER
 Psychologists have tried to develop
tests that are culture-fair i.e. one that
does not discriminate against
individuals belonging to different
cultures.
 In such tests, items are constructed in
a manner that they assess experiences
common to all cultures or have
questions in which language usage is
not required.
 Non-verbal and performance tests help
reduce the cultural bias usually
associated with verbal 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.
Culture-Fair Tests Culture-Biased Tests

INTELLIGENCE TESTING IN INDIA
 C.H. Rice attempted to standardize Binet’s test in
Urdu and Punjabi.
 Long and Mehta prepared a Mental Measurement
Handbook listing out 103 tests of intelligence in
India that were available in various languages.
 S.M. Mohsin made a pioneering attempt in
constructing an intelligence test in Hindi in 1930`s
 Mahalanobis attempted to standardise Binet’s test
in Bengali.

ASSIGNMENT
(a) Explain, in your own words, what is
meant by the term ‘psychometric test’.
(b) Describe one type of psychometric
test used in education.
(c) Give one strength and one
implication of psychometric tests.

CULTURE AND INTELLIGENCE
 Vygotsky, has argued that culture provides a social
context in which people live, grow, and understand
the world around them.
 In less technologically developed societies, social
and emotional skills in relating to people are valued,
while in technologically advanced societies,
personal achievement founded on abilities of
reasoning and judgment is considered
to represent intelligence.
 Culture is a collective system of customs,
beliefs, attitudes, and achievements in art and
literature.

VIEWS ON CULTURE AND INTELLIGENCE
 contextual or practical
intelligence implies that
intelligence is a product
of culture.
 He believed that cultures, like
individuals, have a life of their own;
they grow and change, and in the
process specify what will be the end-
product of successful intellectual
development.
 According to him, while elementary
mental functions (e.g., crying,
attending to mother’s voice,
sensitivity to smells, walking, and
running) are universal, the manner in
which higher mental functions such
as problem solving and thinking
operate are largely culture-produced.
Sternberg’s notion Vygotsky`s notion

TECHNOLOGICAL INTELLIGENCE
 Adopt child rearing practices that foster skills of
generalization and abstraction, speed, minimal moves,
and mental manipulation among children.
 In these societies, persons are well-versed in skills of
attention, observation, analysis, performance, speed,
and achievement orientation.
 Technological intelligence is not so valued in many
Asian and African societies.
 In addition to cognitive competence that is very specific
to the individual, the nonwestern cultures look for skills
to relate to others in the society. Some non-western
societies value self-reflection and collectivistic
orientation as opposed to personal achievement and
individualistic orientation.

INTELLIGENCE IN THE INDIAN TRADITION
[HOLISTIC APPROACH]
 Also termed as integral intelligence, which gives
emphasis on connectivity with the social and world
environment.
Focuses on both cognitive and non-cognitive aspects

• Includes such skills as mental effort, determined
action, feelings, and opinions along with cognitive
competence such as knowledge, discrimination, and
understanding, Buddhi is the knowledge of one’s
own self based on conscience, will and desire.
• Given by J.P.Das
• Has affective and motivational components besides a
strong cognitive component.

COMPETENCIES ARE IDENTIFIED AS FACETS OF
INTELLIGENCE IN INDIAN TRADITION
 Cognitive capacity (sensitivity to context,
understanding, discrimination, problem solving, and
effective communication).
 Social competence (respect for social order,
commitment to elders, the young and the needy,
concern about others, recognizing others’
perspectives).
 Emotional competence (self-regulation and self-
monitoring of emotions, honesty, politeness, good
conduct, and self-evaluation).
 Entrepreneurial competence (commitment,
persistence, patience, hard work, vigilance, and
goal-directed behaviors).

ASSIGNMENT
Find out how Intelligence is
viewed in other
countries/cultures.
Make a list of at least 5 countries
and how they vary from Indian
notion of intelligence.

EMOTIONAL INTELLIGENCE
"The ability to perceive emotions, to access and
generate emotions so as to assist thought, to
understand emotions and emotional knowledge,
and to reflectively regulate emotions so as to
promote emotional and intellectual growth." Mayer
& Salovey (1997)
 Emotional intelligence is a set of skills that
underlie accurate appraisal, expression, and
regulation of emotions.

THE FIVE COMPONENTS OF EMOTIONAL
INTELLIGENCE:
1. Self-awareness – the ability to know one's emotions,
strengths, weaknesses, drives, values and goals and
recognize their impact on others while using gut
feelings to guide decisions.
2. Self-management – involves controlling or
redirecting one's disruptive emotions and impulses and
adapting to changing circumstances.
3. Social skill/relationship management – managing
relationships to move people in the desired direction
4. Empathy/social awareness - considering other
people's feelings especially when making decisions
5. Motivation - being driven to achieve for the sake of
achievement.

CHARACTERISTICS OF EMOTIONALLY
INTELLIGENT PERSONS
 Perceive and be sensitive to your feelings and
emotions.
 Perceive and be sensitive to various types of
emotions in others by noting their body language,
voice and tone, and facial expressions.
 Relate your emotions to your thoughts so that you
take them into account while solving problems and
taking decisions.
 Understand the powerful influence of the nature
and intensity of your emotions.
 Control and regulate your emotions

EMOTIONAL QUOTIENT SELF-SCORE
QUESTIONNAIRE

THE SPEECH THAT MADE OBAMA PRESIDENT

SPECIAL ABILITIES
Aptitude and Interest

APTITUDE TESTS
1. Independent (Specialised)
 Clerical Aptitude
 Mechanical Aptitude
 Numerical Aptitude
 Typing Aptitude
2. Multiple (Generalised) Aptitude
 Differential Aptitude Tests (DAT),
 General Aptitude Tests Battery (GATB),
 Armed Services Vocational Aptitude Battery
(ASVAB)
Usually in the form of battery

DIFFERENTIAL APTITUDE TESTS (DAT)
Used in educational set-up

CREATIVITY

IMPORTANT POINTS
 An ordinary individual who is engaged in simple
occupations like pottery, carpentry, cooking, etc.
can also be creative.
 Individuals vary in terms of the level and the areas
in which they exhibit creativity
 Opportunities need to be provided before they can
manifest their hidden potential for creativity
 Terman, in the 1920s, found that persons with high
IQ were not necessarily creative.
 Researchers have also found that both high and
low level of creativity can be found in highly
intelligent children and also children of average
intelligence.

IMPORTANT POINTS
 Researchers have found that the relationship
between creativity and intelligence is positive.
 minimum ability to acquire knowledge and capacity
to comprehend, retain, and retrieve.
 Some may have more of intellectual attributes,
others may have more of attributes associated with
creativity.

CREATIVITY
J. P. Guilford and the Development of ‘Creativity’
During World War II, psychologist J.P. Guilford
developed tests that selected certain individuals to enter
a pilot’s training program. His interests on isolating
different types of thinking for different tasks continued
after the war as he sought to understand human
intelligence and talent.
His work led him into researching IQ tests, and he soon
hypothesized that these tests did not measure creativity
– an unpopular belief during the middle of the last
century. In fact, for most of the 20th century,
psychologists believed that IQ and creativity were
linked: a high IQ meant high creativity, and conversely, a
lower IQ meant lower creativity.

ALTERNATIVE USES TEST BY J.P.GUILFORD
Think of as many uses as possible for the following
objects:
 Paper clip
 Coffee
 Mug
 Brick
 Chair

THE CANDLE PROBLEM
 The Candle Problem is a classic
test of creative problem solving
developed by psychologist Karl
Duncker in 1945. Subjects are
given a candle, a box of
thumbtacks, and a book of
matches, and asked to affix the
lit candle to the wall so that it will
not drip wax onto the table
below. The test challenges
functional fixedness, a cognitive
bias that makes it difficult to use
familiar objects in abnormal
ways.

CREATIVITY TESTS
1. open-ended
2. divergent thinking

DIFFERENCE BETWEEN INTELLIGENCE TESTS
AND CREATIVITY TESTS
intelligence tests creativity tests
1. Involves convergent thinking 1. Involves divergent thinking
2. Focus is on assessing abilities
such as memory, logical
reasoning, accuracy, perceptual
ability,
2. ability to see new relationships
between seemingly unrelated
things, ability to guess causes and
consequences, ability to put things
in a new context
3. Scope for logical thinking and
problem solving abilities
3. Scope for the expression of
spontaneity, originality, and
imagination.

CREATIVE TESTS DEVELOPED BY:
 Guilford,
 Torrance,
 Khatena,
 Wallach and Kogan,
 Paramesh,
 Baqer Mehdi,
 Passi.

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