CHAPTER 6
THINKING , INTELLIGENCE
AND APTITUDE
CHAPTER OBJECTIVES
After studying this unit, student will be able to:
CHAPTER OUTLINE
THINKING
| INTELLIGENCE
| APTITUDE
of aptitude
|
THINKING
involves the use of symbols. concepts and images
CHARACTERISTICS (NATURE) OF THINKING
Thinking is a cognitive activity
Thinking is the form of information processing
Thinking is a problem solving behaviour
Thinking is goal directed
Process of mental exploration
Process of mental exploration
TYPES OF THINKING
PERCEPTUAL OR CONCRETE THINKING
.
CONCEPTUAL OR ABSTRACT THINKING
CREATIVE THINKING
REFLECTIVE THINKING OR LOGICAL THINKING
PROBLEM SOLVING
DIRECTED
AND NON-
DIRECTED THINKING
CONVERGENT AND DIVERGENT THINKING
STAGES OF CRITICAL THINKING
STAGE 1 PREPARATION
STAGE 2 INCUBATION
STAGE 3
INSPIRATION OR ILLUMINATION
STAGE 4 EVALUATION
STAGE 5 VERIFICATION
OR REVISION
LOGICAL THINKING/REASONING
PROBLEM SOLVING STRATEGIES
TOOLS OR ELEMENTS OF THINKING
IMAGES
CONCEPTS
SIGNS &
SYMBOLS
LANGUAGE
THINKING PROCESS
UNDERSTANDING
FORMATION
OPINION
FORMATION
CONCLUSION
WITHDRAWAL
LEVEL OF THINKING
Bloom’s taxonomy classifies thinking according to six cognitive levels of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation.
BLOOM’S LEVEL OF THINKING
INTELLIGENCE
The word intelligence is derived from the Latin verb ‘intellegere’ which means understanding. In simple words, intelligence is the ability to adapt to and to learn from life’s everyday experiences.
DEFINITION
with situations. —Thorndike
surroundings. —Jean Piaget
CHARACTERISTICS
Intelligence is an innate natural endowment of a person.
It enables the person in maximum learning in minimum period of time.
The person is able to foresee the future and plan accordingly.
The person is able to take advantage of his previous experiences.
Develops ability to differentiate between right or wrong with intelligence.
The developmental period of intelligence is from birth to adolescence.
There is a minor difference in the development of intelligence between boys and girls.
TYPES OF INTELLIGENCE
THEORIES OF INTELLIGENCE
THEORIES OF INTELLIGENCE
Faculty Theory
According to this theory, mind is made up of different faculties like reasoning, memory, discrimination, imagination etc. These faculties are independent of each other and can be developed by vigorous training.
Spearman’s Two-Factor Theory (‘G’ and ‘S’ Factor)
Charles Spearman, who proposed that intellectual abilities were comprised of two factors: one general ability or common ability known as ‘G’ factor and the other a group of specific abilities known as ‘S’ factor. ‘G’ factor is universal inborn ability. Greater ‘G’ in an individual leads to greater success in life. ‘S’ factor is acquired from the environment. It varies from activity to activity in the same individual.
Thorndike’s Multifactor Theory
Thurstone’s Theory—Primary Mental Abilities/Group Factor Theory
Guilford’s Model of Structure of Intellect
According to Guilford, every intellectual task can
be classified according to:
The fluid aspect of this theory says that intelligence is a basic capacity due to genetic potentiality.
Cattell’s Fluid and Crystallized Theory
Sternberg’s Triarchic Theory
Psychologist Robert Sternberg (1985) has constructed a three—pronged or triarchic theory of intelligence. The three types are:
1. Analytical intelligence
2. Creative intelligence
3. Practical intelligence
Gardener’s Theory of Multiple Intelligence
The Theory of Multiple Intelligences” (1983), puts forth a new and different views of human intellectual competencies. He argues boldly and cogently that we are all born with potential to
develop a multiplicity of intelligence, most of which have been overlooked in our testing society, and all of which can be drawn upon to make us competent individuals.Gardner argues,‘‘the multiple forms of intelligence that we must add to the conventional and typical tested logical and lingustic skills long called I.Q.”
Eysenck’s Structural Theory
Eysenck discovered the neurological correlates of intelligence. He identified three correlates of intelligence, i.e., reaction time, inspection time and average evoked potential. First two are observed behavior. Third behavior, is description of mental waves.
Ceci’s Biological Theory
Ceci (1990) proposes that there are multiple cognitive potentials. These multiple intelligence’s are biologically based and place limits on mental processes.
EMOTIONAL INTELLIGENCE
Being able to motivate oneself and persist in the face of frustrations, to control impulse and delay gratification, to regulate one’s moods and keep distress from swamping the ability to think, to emphasize and to hope.
BRANCHES OF EMOTIONAL INTELLIGENCE
Perceiving emotions
Using emotion to facilitate thought
Understanding emotions
Managing emotions
INTELLIGENCE QUOTIENT
𝐼𝑄 =
𝑀𝑒𝑛𝑡𝑎𝑙 𝐴𝑔𝑒
𝐶ℎ𝑟𝑜𝑛𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝐴𝑔𝑒
× 100
Normal distribution of individuals according to
their IQ score (ICD-10)
MEASUREMENT OF INTELLIGENCE
VERBAL
Require the use of language, applicable to literate person.
e.g. Stanford Binet,WAIS, WISSC
NON VERBAL
Emphasize material like pictures, figures etc.
Bhatia performance test:
PERFORMANCE
Require the examinee
to perform a task rather than answer some questions.
e.g. Assemble a puzzle, place pictures in correct sequence
CLINICAL IMPLICATIONS OF INTELLIGENCE TESTING
EDUCATIONAL
CLINICAL
DAILY LIFE
INDUSTRIAL
RESEARCH
APTITUDE
Aptitude usually means potential for achievement. It imbibes that persons performance will increase markedly with extra training if he/ she has an aptitude for a certain matter.
DEFINITION
A condition or set of characteristics regarded, as symptomatic of an individual’s ability to acquire with training some (usually specified) knowledge, skill or set of responses, such as the ability to speak a language, to produce music, etc. —HC Warren, 1934
CHARACTERISTICS OF APTITUDE
CLASSIFICATION OF APTITUDE TESTS
INDEPENDENT (SPECIFIC) APTITUDE TESTS
MULTIPLE (GENERALIZED) APTITUDE TESTS
MEASUREMENT OF APTITUDE
DAT
USES OF APTITUDE TESTING
INDIVIDUAL DIFFERENCES AND VARIABILITY
The concept of aptitude carries within it three basic assumptions which are justified by observation,and studies.
1. Individual differences
2. Trait differences
3. Many of these differences are relatively stable
CHAPTER SUMMARY
ASSESS YOURSELF