1st term AY 24-25. HUMAN INTELLIGENCE

Intelligence is defined as the capacity to learn from experience.
It involves metacognitive processes to enhance learning and the ability to adapt to one’s environment.
Key cognitive processes affected by intelligence:
- Divided and selective attention
- Working memory
- Reasoning
- Problem solving
- Decision making
- Concept formation
Intelligence varies by context; a smart individual in one profession (e.g., salesperson) may demonstrate different intelligence than one in another field (neurosurgeon, athlete, etc.).

Refers to one’s ability to understand and control their own thinking processes.
Experts emphasize cultural roles in intelligence — what is considered intelligent may differ by culture.

Emotional Intelligence:
- Ability to perceive, express, and reason with emotions.
- Linked to successful adaptation in new environments and professional success.
Social Intelligence:
- Ability to understand and engage with others.
Cultural Intelligence (CQ):
- Ability to deal with diverse cultures.

Francis Galton (1822–1911):
- Proposed intelligence as a function of psychophysical abilities (e.g., weight discrimination, pitch sensitivity).
- Early psychophysical tests failed to predict academic success and fell out of favor.
Alfred Binet (1857–1911):
- Developed methods to differentiate normal learners from those with mental retardation.
- Introduced the concept of mental age.
Elements of intelligent thought according to Binet:
- Direction
- Adaptation
- Criticism

William Stern (1912):
- Suggested using IQ, a ratio of mental age (MA) to chronological age (CA): IQ = (MA/CA)(100).
Stanford–Binet Intelligence Scale:
- Derived from Binet's work; widely used standard for assessing intelligence.
Wechsler Scales:
- Include WAIS-IV, WISC-IV, and WPPSI-III.
- Yield verbal, performance, and combined scores.

Thurstone’s Primary Mental Abilities:
- Proposed seven distinct factors of intelligence, including verbal comprehension and inductive reasoning.
Carroll’s Hierarchical Model (1993):
- Three strata: narrow abilities, broad abilities (fluid and crystallized intelligence), and a general intelligence factor.

Inspection Time & Choice Reaction Time:
- Faster response times are correlated with higher IQs.

Intelligence correlates with speed in accessing word knowledge and dividing attention while performing tasks.

Breaks down problem-solving processes into mental components (encoding, inferring relations, mapping, applying) and how they relate to reaction times.

Combines various cognitive functioning models, focusing on:
- Declarative knowledge and procedural skills.
- Working memory capacity.
- Processing speed.

Modest correlation exists between brain size and IQ scores, but the efficiency of brain usage may be more significant.

Intelligent brains may require less glucose for mental tasks, suggesting they perform tasks with more efficiency.

Damage within specific brain regions affects various types of intelligence, indicating the importance of brain connectivity in determining intelligence (P-FIT model).

Contextualists argue intelligence is heavily influenced by culture, which shapes our understanding of adaptive performance.
Culture-fair and culture-relevant tests aim to assess intelligence equitably across diverse populations.

Gardner proposed the existence of eight distinct intelligences, leading to a more nuanced understanding of human ability.

Intelligence consists of three aspects:
- Internal cognitive processes (metacognition).
- Experiences influencing the application of intelligence.
- Interaction with the external environment.