Slide 2: Why all the interest in Intelligence The educational opportunities depend on ones type of testing or other it is used as a predictive tool for performances in the job situations Many a times we miss Einsteins, Gandhis, Balamuralikrishnas and brand them as dunces. In fact human potential is not identified as we are not able to understand it

Slide 3: What is Human Potential? We all go through various tests such as - SAT,CAT,MAT,GMAT, IIT Entrance Examinations, IAS etc.

Do they measure the potential of a human being to perform future tasks or tests what we know already?
What it measures?
How it measures?
Is it more focussed on the tool than on what it is supposed to measure?

Slide 4: What is Intelligence ? It is the single It can be measured s s general capacity that by standardized every Humanbeing verbal instruments, possess to a greater such as short or lesser extent answers, paper and pencil tests

Slide 5: Who is true genius? A mind of large general powers , accidentally s determined to some particular directions- S.Johnson What is large general powers? The mind has potential to deal with many s different content, does it mean that persons ability with one kind has an effect on other content? No scientific proof is available to prove the s state ment of Samuel Johnson

Slide 6: How Intelligence is expressed? Think and write five sentences on your idea of intelligence. Keep it until we go the slide on - How it is expressed.

Slide 9: Intelligence Earlier views Joseph Gall has observed a relationship s between certain mental characteristics of his schoolmates and shapes of their heads

Slide 10: Phrenological Characteristics Gall’s Hypothesis

Slide 12: Charles Spearman’ Two factor theory In examining correlation of various s subsets of intelligence, he found that certain subsets tend to correlate higher than others s His hypothesis is all intellectual tasks must entail the exercise of a factor known as general intelligence(g factor) s Each individual type of item requiring specific factor called S factor.

Slide 13: Two Factor Theory An individual has s overall supply of mental energy and the S factor is invoked for specific purpose as neurological engine. He thought that it s can be represented by a single number

Slide 14: LouisThrustone He contributed that s Spearman’s g factor consists of seven sub factors Verbal s word fluency s Number facility s spatial Visualization s associative memory s perceptual speed s Inductive reasoning s

Slide 15: Cattell Fluid Intelligence s s characterized by Biological factors s Crystallized Intelligence s More characterized by environment

Slide 16: Historical Continuum of Phases of Intelligence Measurement Lay theories s s Standard Psychometric Approach s Pluralization s Hierarchization s Contextualization s Distribution

Slide 17: Lay Theories For most of the part of history there s was no scientific definition of intelligence. s Out standing men and women are labeled as ‘Clever’ s Nobody challenged each other on what is intelligence.

Slide 18: The standard Psychometric Approach A century ago, psychologists made the s first efforts to define intelligence technically and to devise test that measure intelligence. s However, there is no scientific advance in psychometric community that really helped to improve upon the system

Slide 19: Pluralization and Hierachization Charles Spearman-Lewis Terman s tended to believe that intelligence was best conceptualized as a single general capacity for conceptualization and problem solving. s They sought to demonstrate that a group of scores on tests reflected a single underlying factor of ‘General Intelligence’.

Slide 20: Pluralizaton and Hierarchization Thurstone-Guilford argued for existence s of a number of factors, or components of intelligence. In broader sense Howard Gardner agrees with this tradition but he relies on different source of evidence. It is not on group of test but on neurological ,evolutionary and cross cultured evidence.

Slide 21: Contextualization Is it possible for us to ignore critical s differences among contexts within which human beings live and develop. Do you thing the person living in the same era as ours is same as in Neolithic and Homeric era.Part of intelligence can be attributed to cultures and their attributes rather than differences among individuals.

Slide 22: Distribution Distribution goes a step further it talks s about relation of person with things and objects in the immediate environment rather than on structures and values in larger context of culture.

Slide 23: Distribution... Traditional View is that intelligence is s carried within one’s head.i.e. it can be measured in isolation. s However it does not stop with one’s skin, It encompasses tools, (paper,pencil,computer etc) and notional memory such as colleagues, office files, library etc. We can say that the Cognition is distributed.

Slide 24: It is not the end of the story Arthur Jensen-Eyseneck-Bouchard s s They provided evidence on high heritability of psychometric intelligence.The examples of twins reared apart. They felt that there is no need to pay attention to cultures,contexts and distribution of intelligence.

Slide 25: Anderson’s Electrophysiological View - They said that intelligence is reflected of a basic property of the nervous system and can be assessed electrophysiologically without going through the paper and pencil tests. Anderson has evidence to suggest that indices of intelligence is found in infants.

Slide 26: Are we in a collision course? Cultural and Genetic and s s distribution nature Neurological basis of of intelligence, now intelligence how do we account Speed and flexibility s for the intelligence of nervous expressed outside conduction is largely the paper and pencil inborn. And we go by tests? We call it a tough minded tender side of approach to intelligence.

Slide 27: Expression of Intelligence Specific tasks, Domains, and Disciplines. There is no pure spatial intelligence, it is expressed in puzzle-solutions, block building or in passing basket ball for children

Slide 28: What about adults? How do we assess their intelligence? They exhibit as chess players, artists or geometricians. We have to assess the intelligence by watching people who are familiar with and have skills in these pursuits or we can introduce people to the domain and observe how well one can move beyond the novice stage, with or without specific support.

Slide 29: What are Intelligence, domains and fields At the level of individual we are s speaking about one or more of human intelligences. They are part of our birth. s We are born in cultures that house a large number of domains - diciplines, crafts and other pursuits in which one can become encultured and then can be assessed in terms of level of competence one has attained.

Slide 30: Let us go further in this path Individual practitioners s Persons who elect to enter a professional s realm, secure training, and pursue their own personal and professional goals

Slide 31: Individual practitioners Important points s Knowledge was evenly distributed among s prehistoric era , in a tribe if a person happens to know about medicine, he continued to be hunter but his knowledge is used by community. It took thousands of years for the s society to develop the specialized profession.

Slide 32: Domain Knowledge , skill, practices, rules and values captured in various codes. A culture consists of numerous domains and domains have ethical dimensions.

Slide 33: Domain... When sufficient knowledge is s accumulated it is codified for smooth transmission to new practitioners. Culture has many domains which can be subdivided into further sub domains s Mathematics can be subdivided into Calculus, Algebra etc.

Slide 34: Domain... Domain has both ideas and symbolic codes. The symbols used by a particular set of people in a domain has a specific system that helps them to communicate with each other and to profession.

Slide 35: Field The role that individuals practice when s working with symbols of the domain; field also include institutions. A society consists of numerous fields. There major roles: elite gatekeepers, expert practitioners, apprentices and students.

Slide 36: What is the relation between Intelligence-Domain-Field? Think and give your comments.

Slide 37: Let us imagine that we do not know about Intelligence What are the roles or end states that are s prized by cultures? Hunters s Fishermen s Religious leaders , athletes, artists, Musicians, Poets.

Slide 38: Let us consider three examples Pulawat Sailor Koranic student Parisian composer Using computer

Slide 39: If we want to encompass the realm of Human cognition what we have to do?

Slide 40: We have to include wider Universal set of Competencies If you closely observe the competencies s required by the end states we said, they do not lend themselves to measurement by standard verbal methods

Slide 41: How do you identify the best? We need better methods Can we think of them together?

Slide 42: Thank you very much and this presentation is dedicated to Dr. Howard Gardner

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