Intelligence
& Creativity
INTRODUCTION
In contrast to
animals, man is considered to be endowed with certain cognitive abilities that
make him a rational being. He can reason, discriminate, understand,
adjust and face new situations. He is definitely superior to animals in
all such aspects of behaviour. But human beings themselves are not
alike. There are wide individual differences. A teacher easily
discovers these differences among his pupils. Some learn with a good
speed while others remain lingering for long. There are some who need only
one demonstration for handling the tools properly while for others even the
repeated individual guidance brings no fruitful result.
What is it that
causes one individual to be more effective in his response to a particular
situation than another. No doubt, interest, attitude, desired knowledge
and skill etc., count towards this achievement. But still there is
something that contributes significantly towards these varying
differences. In psychology, it is termed as ‘Intelligence’. In ancient
India, our great rishis named it ‘Viveka’
CONCEPT AND MEANING
Since time
immemorial, attempts have been made to understand the meaning and concept of
intelligence. Let us be acquainted with the concept and meaning of intelligence
by throwing light on the following aspects:
1. Meaning and definition of intelligence.
2. Some established facts about intelligence.
3. Misconception about intelligence.
4. Meaning and Definitions of Intelligence
As discussed
earlier, in our day-to-day conversation and individual is said to be intelligent
in proportion to his success in general life situations. What is this
intelligence that contributes towards such success, is a question that has been
attempted by psychologists in different ways resulting in so many varied
definitions. Below we give some of these important definitions.
Woodworth and Marquis
Intelligence means intellect put to use. It is the use of
intellectual abilities for handling a situation or accomplishing any task.
Stern
Intelligence is a
general capacity of an individual consciously to adjust his thinking to new
requirements. It is general mental adaptability to new problems and
conditions of life.
Terman
An individual is
intelligent in proportion as he is able to carry on abstract thinking.
Wagnon
Intelligence is the
capacity to learn and adjust to relatively new and changing conditions.
David Wechsler
Intelligence is the
aggregate or global capacity of an individual to act purposeful to think
rationally, and to deal effectively with his environment.
Alfred Binet
Intelligence is a
capacity to think well, to judge well and to be self critical
Charles Spearman
Intelligence is
rational thinking
Stoddard
Intelligence is the
ability to undertake activities that are difficult, complex and abstract and
which are adaptive to a goal, and are done quickly and which have social
value and which lead to the creation of something new and different.
ANALYSIS OF THESE
DEFINITIONS
Above we have given some definitions, more of such definitions can
further be cited. All these definitions when taken separately, give an
incomplete picture because they partly emphasize that intelligence is the
ability-to learn, to deal with abstraction and to make adjustment or
to adapt to new situations.
Some Established Facts
about Intelligence
1. The relation of intelligence with nature and nurture : There have been a number of attempts on the part of psychologists
to weigh the relative importance of nature and nurture. The conclusion of their
studies reveals that intelligence is the product of heredity and environment.
Both are necessary for the intellectual growth of an individual and neither can
be considered more important than the other.
2. Distribution of intelligence: There are
individual differences with regard to the distribution of intelligence in
nature like wealth, health etc. This distribution is governed by a definite
principle that states “The majority of the people are average, a few very
bright and a few very dull”.
3. Growth of intelligence: As a child
grows in age, so does his intelligence as shown by intelligence tests. Now the
questions arises as to at what age does this growth cease? The age of cessation
of mental growth varies from individual to individual. However, in majority
of cases, intelligence reaches its maximum somewhat at the age of 16 or 20 in
an individual. After that the vertical growth of intelligence
ceases. But the horizontal growth-accumulation of knowledge and
acquisition of skills-continues throughout the life span of an individual.
4. Intelligence and Sex differences:
Various studies
have been concluded to find out if women are less intelligent than men and vice
versa. The result of these researches have been either ways. In
some of the cases, no significant difference has been found. Therefore,
it is proper to think that difference in sex does not contribute towards the
difference in intelligence.
5. Intelligence and racial or cultural differences:
Whether a
particular race, caste, or cultural group is superior to other in
intelligence-the hypothesis has been examined by many research workers.
In U.S.A., it has been a burning problem for centuries. The results of
earlier studies, which considers the whites to be a superior race in comparison
to the Negroes, have been questioned. Now it has been established that
intelligence is not the birth right of a particular race or group. The
‘bright’ and the ‘dull’ can be found in any race, caste or cultural group and
the differences that are found can be explained in terms of environment
influences.
Misconception about
Intelligence
There are a number
of misconceptions prevalent about the nature and concept of intelligence. For
the clarification let us be clear about what is not meant by intelligence.
(1) Intelligence is
not knowledge though acquisition of knowledge depends, to a great extent, on
intelligence and vice versa.
(2) Intelligence is
not memory. A very intelligent person may have a dull memory
and vice versa.
(3) Intelligence is
not guarantee against abnormal behaviour, backwardness
and delinquency in spite of the fact that it is one of
the major factors contributing towards achievement, adjustment and
character formation.
TYPES OF
INTELLIGENCE
Some Psychologists, notably Thorndike believe that several kinds of
intelligence should be distinguished from each other. According to him
intelligence is of three kinds:
1. Social Intelligence :
It refers to the
knack of getting along with people. Socially intelligent person
makes friends easily and understands human relations.
2. Mechanical Intelligence :
It is the ability
to deal effectively with machines or mechanical contrivances.
3. Abstract Intelligence :
It is the ability
to deal with symbols (both verbal and numerical), diagrams, formulae etc.
Prof. Howard
Gardener of Harward University of U.S.A. in his book
“Frames of Mind : The Theory of Multiple Intelligence” has posted a
provisional list of intelligences which include linguistic and logical skills
(which I.Q. tests measure), Musical skills, Kinesthetic skills (exhibited by
Surgeons, dancers etc.,) Spatial skills (displayed by Sculptors etc.),
Interpersonal skills (important for politicians, salesmen etc.) and
Intrapersonal skills (exhibited by planners and strategists)
THEORIES OF
INTELLIGENCE
With the help of
definitions, we can be able to understand how intelligence operates or what
type of behaviour makes an individual intelligent or unintelligent. But
it does not explain the structure of intelligence or in other words, the
different components or elements of intelligence. The theories of
intelligence propagated by psychologists from time to time have tried to answer
this question. These theories can be grouped under two heads, namely,
factor theories and cognitive theories. However, in this text we will
limit our discussion to factor theories.
Factor Theories of
Intelligence
Let us try to discuss
some of these theories below:
UNITARY
THEORY OR MONARCHIC THEORY
This theory holds
that intelligence consists of one factor-a found of intellectual
competency-which is universal for all the activities of an individual.
A man who has
vigour can move so much to east as to the west. Similarly if one has the
fund of intelligence, he can utilize it in any area of his life and can be as
successful in one area as in the other depending upon his fund. However,
in actual life situations, the ideas propagated by this theory do not fit
well. We find that the children who are bright in mathematics may,
despite serious interest and hard work, be not so good in civics. A
student very good in conducting science experiments does not find himself equally
competent in learning languages. This makes us conclude that there is
nothing like one single unitary factor in intelligence. Therefore, the
unitary theory stands rejected.
ANARCHIC THEORY OR
MULTIFACTOR THEORY
The main propagator
of this theory was E.L. THORNDIKE. As the name suggests, this
theory considers intelligence a combination of numerous separate elements or
factors, each one being a minute element of one ability. So, there is no
such thing as general intelligence (a single factor) and there are only many
highly independent specific abilities which go into different tasks.
Monarchic and
Anarchic theories thus hold the two extremes. Just as we cannot assume
good intelligence to be a guarantee of success in all the fields of human life,
we cannot also say with certain specific type of abilities, one will be
successful in a particular area and completely unsuccessful in the other.
As Gardner Murphy puts it, “There is a certain positive relationship between
brightness in one field and brightness in another and so on.” This brings us to
the conclusion that there should be a common factor running through all
tasks. The failure to explain such phenomena gave birth to another theory
names Spearman’s two factor theory.
BRAINSTORMING
Brainstorming is a
strategy or technique for allowing a group to explore ideas without judgment or
censure. In actual practice children may be asked to sit in a group for
solving a problem and attacking it without any inhibition from many angles, in
fact literally storming it by a number of possible ideas and solutions. 
To start with, the
students may be provided with a focus, i.e. a particular problem like ‘Students
Unrest’, ‘Growing unemployment in India’, ‘How to check truancy in
our school’, ‘What to do for improving school library services’ and so
on. The students are then asked to suggest ideas as rapidly as possible
by observing the following norms:
1. All ideas to be encouraged and appreciated, therefore, no criticism be
allowed during the brainstorming session.
2. Students are encouraged to make their ideas as unusual as possible and
suggest as many ideas as they can.
3. They are encouraged not only to put together separate ideas but also to
suggest ideas that may be built on ideas already given by the fellow students.
4. No evaluation or comment of any sort should be made until the session is
over. After the expiry of the session, all the ideas received (preferably
written on the blackboard) should be discussed in a very free, frank and
desirable environment and the most meaningful ideas should be accepted for the
solution of the problem in hand.
Creativity
CREATIVITY IN
CHILDREN
Identification of
Creative Children
The term ‘Creativity’ cannot be used synonymously with giftedness.
Therefore, we should not make a mistake of considering every gifted child as a
creative child. Creativity in its all shapes and forms is the highest
expression of giftedness that may or may not be found in a particular gifted
child. The problem then lies in the identification of the creative
children.
Creative behaviour
and expression, like other behaviour patterns, possesses its basic components
in the form of cognitive, conative and affective behaviour. Consequently,
we can label a child creative to the extent to which he is able to demonstrate
creative aspect in his thinking, feeling and doing behaviour. For such
labelling, we may employ two different approaches.
1. making use of tests of creativity, and
2. making use of non-testing devices observation, interview, rating scale,
personality inventory, check-list etc.
Let us discuss
these approaches one by one.
CREATIVITY TESTS
As we make use of
intelligence tests to label a child as intelligent, we have the use of
creativity tests for labelling a child as creative. There are so many
tests available in India and abroad for this purpose. We are mentioning a
few of these tests below.
§ Tests Standardized Abroad
1. Minnesota tests of creative thinking
2. Guilford’s Divergent Thinking Instrument
3. Remote Associate Test
4. Wallach and Kogan Creativity Instrument
5. A.C. Tests of creative Ability
6. Torrance Tests of Creative Thinking
§ Tests Standardized in India
1. Baquer Mehdi’s Tests of Creative Thinking-Hindi and English
2. Passi’s Tests of Creativity
3. Sharma’s Divergent Production Abilities Test.
4. Saxena’s Tests of Creativity.
As pointed out
earlier, creativity is a complex blend of a number of abilities and
traits. Therefore, in all the creative tests, attempts are always made
for the assessment of these abilities and traits with the help of verbal and
non-verbal test items. The factors or dimensions commonly measured
through these tests are fluency, flexibility, originality, divergent thinking
and elaboration.
Let us now
illustrate the measurement of creativity components with the help of two
creativity tests-one standardized abroad and the other in India.
Torrance Tests
of Creative Thinking. It is a set of two tests-one verbal
and the other non-verbal. It has been developed by the famous American
psychologist E. Paul Torrance and can be employed to test the creativity of the
children from Kindergarten to graduation.
For testing the
creativity through non-verbal and verbal performance, Torrance has thus
developed figural form A and B and verbal form A and B (Forms B are the
equivalent alternatives of the forms A).
The Figural Form (non- verbal testing device). The activities required in this test
are of the non-verbal nature. The subject has to perform certain
non-verbal activities, i.e. draw or make something as a response to the test
items. This test has three sub-tests as described below:
1. Figure or picture completion test. In this
sub-test, there are some incomplete figures. The subject is asked to complete
these figures in whatever way he desires.
2. Picture or figural construction test. In this sub-test, the subject in provided with a
piece of coloured paper cut in a curved shape and asked to think
of a figure or picture of which this piece or paper
may be a part.
1. Parallel lines test : In this
sub-test, there are several pairs of straight lines. The subject is required to
draw as many objects or pictures by using such pair.
The verbal forms (used as a verbal testing device) Through the items of the
sub-tests of this form, the subject is required to provide written
responses. There are six sub-tests incorporating activities of the
following nature.
1. Asking type : Here the subject is
encouraged to reveal his ability to perceive all things that are not normally
perceived by others.
2. Guess cause and guess consequences types : Here the subject is encouraged to reveal his ability to formulate
hypotheses concerning cause and effect, i.e. what is behind the situation in
the picture and what its consequence may be.
3. Product Improvement Type : The subjects
are asked to suggest ways and means to improve a toy, a machine or such other
products.
4. Unusual Uses Type : These are
meant to test the divergence about the ways of using a product. Here the subjects
have to tell about as many unusual uses as they can point out to use a product.
5. Unusual Questions Type : Here for a
particular object or verbal description, the subjects are required to ask as
many unusual questions as they can.
6. Just Suppose Type : The subjects
are required to predict outcomes of unusual situations. The responses of the
subject are scored in all the sub-test items of both the forms (figural and
verbal) and then his total score is computed for providing an estimate of his
overall creative potential.
Baquer Mehdi’s
Tests of Creativity : This test has been developed by Dr.
Baquer Mehdi. It has been published by National Psychological
Corporation, Agra. There are four verbal and three non-verbal sub-tests under
this. This verbal form has the following four sub-tests.
1. Consequence Test (duration 12 minutes). In this
test, the subject is asked to think of as many consequences as possible
for situations like-
1. What would happen if we could fly like a bid?
2. What would have happened if your school had wheels?
3. What would happen if you do not have any need for food?
4. Unusual uses test (duration 15
minutes). It includes test items like-Write as many novel, interesting and
usual uses for objects like a piece of stone, a wooden stick, water.
3. New relationship test (duration 15
minutes). It has the test items like below.
Think of as many
relationships between the following pairs of words, as
possible. (i) Tree, house (ii) Chair, ladder (iii) Air,
Water
4. Product improvement test (duration 6
minutes). It consists of test items like below.
You have a toy
horse. Now think of as many new things or features that can make
it more useful and interesting.
Non-verbal
Sub-tests : The three sub tests of this
category are of the following types :
1. Picture construction test (duration 20
minutes). It contains test items like below
figure there are
two geometrical figures-a semi-circle and a rhombus.
Construct and elaborate pictures using each
figure as an integral part. For each picture give a separate
title
(b) Line figure
completion test (duration 15 minutes). Below figure,
there are 10 incomplete line drawings. You have to draw meaningful
and interesting pictures using each of them. Also give an
appropriate title for each of your creation.
(c) Picture
construction test (duration 10 minutes). Here
there are seven triangles and seven ellipses. Construct
different meaningful and interesting pictures by using these figures in
multiple associations.
In all such
creativity tests as illustrated above, the verbal and non-verbal activities are
evaluated in terms of related creative abilities like fluency, originality,
flexibility and elaboration. A high score on this creative test increases
the probability of declaring the subject as creative. However, such
declaration may need further support from the results of the assessment made
through some other testing devices.
USE OF NON-TESTING
DEVICES
The creative aspect
of a child can also be assessed through some non-testing devices like Natural
observation method, Situational techniques, Rating scale, Check list Interview,
Personality inventories, Interest inventories, Attitude scales. Aptitude
test, Value schedules, and Projective techniques, and so on. These
devices help in the revelation of those personality traits and behavioural
characteristics that are supposed to be present in a creative child. Some
of these traits or characteristics, as identified by the research workers in
the field of creativity, are mentioned below.
Personality and
Behavioural Characteristics of a Creative Child
1. Demonstrates originality in ideas and actions.
2. Is more adaptable as well as adventurous.
3. Possesses good memory and broad knowledge background.
4. Possesses a high degree of keenness, attentiveness, alertness and power
of concentration.
5. Is very curious about nature.
6. Possesses little tolerance for boredom but greater for ambiguity and
discomfort.
7. Possesses foresightedness in abundance.
8. Has the capacity to take independent decisions.
9. Shows interest in vague and ambiguous ideas.
10.
Enjoy a reputation of having strange
and silly ideas.
11.
Shows preferences to complexity,
incompleteness, asymmetry and open mindedness.
12.
Possesses a high degree of
sensitivity towards problems.
13.
Can express his ideas as fluently as
possible.
14.
Shows flexibility in his thinking,
feeling and doing behaviour.
15.
Demonstrates the ability to transfer
learning or training from or situation to another
16.
Demonstrates very rich imagination
characterized as ‘creative imagination’.
17.
Is divergent and diversified in his
thinking that is convergent and stereotyped.
18.
Possesses ability to elaborate, i.e.
to work out the details of a plan, idea or outline.
19.
Is not frightened by the unknown, the
mysterious and the puzzling and on the contrary is often attracted towards
it.
20.
Welcomes novelty of designs or new
solution to a problem, gets enthused and suggests other ideas.
Methods of
Developing Creativity among children
Creativity, as a natural endowment, needs stimulation and nourishment.
Most of the creative talent, if not given proper training, education and
opportunities for creative expression, results in wastage. Moreover,
creativity, as we have emphasized earlier, is universal. It is not the
monopoly of a few geniuses only. Every one of us, to a certain degree,
possesses creative abilities. In a democratic set up like ours, it is not
only the geniuses who are needed to create, manifest and produce. Others,
whether mediocre or below average, are also required to think constructively
and creatively.
Therefore, it becomes essential for the teachers as well as parents to
realize the need of providing proper environment and creating conditions for
complete growth and development of the creative abilities of children.
The problem is vital, but there is a solution. It lies in the proper
stimulation and nurturing of the abilities that seem related to develop
creativity. Originality, flexibility, ideational fluency, divergent
thinking, self confidence, persistence, sensitiveness, ability to see
relationship and make associations etc. are some of the abilities that are
attached to creative output. The following few suggestions can work
satisfactorily in the stimulation and nourishment of these abilities:
FREEDOM TO RESPOND
Most often we, teachers and parents, expect a routine type fixed
response from our children and thus kill the very creative spark by breeding
conformity and passivity. Therefore, we should allow adequate freedom to
our children in responding to a situation. They should be encouraged to
think about as many ideas as they may for the solution of a problem. Also
we must let them have their own way when they strongly need a particular sort
of novel expression.
OPPORTUNITY FOR
EGO INVOLVEMENT
The feelings like “It is my creation”, I have solved it”, give much
satisfaction to children. Actually, they can only be expected to put
their determined efforts in creative activities when their ego is involved.
i.e., when they feel that a particular creative work stands on account of their
efforts. Therefore, we should provide opportunities for children to
derive satisfaction from being a cause.
ENCOURAGING ORIGINALITY
AND FLEXIBILITY
Originality on the
part of children in any form should be encouraged. Constant submission to
the facts, unadulterated copying, passive reception, rote-memorization
discourage creative expression and therefore, it should be checked as far as
possible. In solving a problem or learning a task if they need to change
their methods of learning or solving the problem, they essentially be
encouraged to do it. Adequate training can also be given by making them
answer the problems like: How would you dig the earth if you don’t have a
spade? Or how would you draw an angle if you do not have proper
instrument for drawing it? Or how would you cross a river if there is no
bridge over it?
REMOVAL OF HESITATION
AND FEAR
Most of the time (particularly in countries like ours where there is too
much inferiority complex) there is a great hesitation mixed with a sense of
inferiority and fear in taking initiative for a creative expression. We,
generally, listen to comments like “I know what I mean, but cannot write or
speak before others,” The causes of such hesitation and fear should be
discovered and removed as far as possible. The teachers and parents
should persuade such children to say or write something, anything, no matter
how crude it may be.
DEVELOPING HEALTHY
HABITS AMONG CHILDREN
Industriousness, persistence, reliance and self-confidence are some of
the qualities that are helpful in creative output. Therefore, children
should be helped to imbibe these qualities. Moreover, they should be made
to stand against the criticism of their creative expression. They should
be made to feel that whatever they create is unique and it expresses what they
desired to express.
USING THE CREATIVE
RESOURCES OF THE COMMUNITY
Children should be made to visit the centers of creativity for
scientific and industrial creative works. It can stimulate and inspire
them for doing some creative work. Occasionally, creative artists,
scientists and creative persons from other fields may also be invited to
schools. It can be helpful in enhancing the span of the knowledge of our
children and kindle the spark of creativity among them.
AVOIDANCE OF BLOCKS TO
CREATIVE THINKING
The factors like conservatism, faculty methods of teaching,
unsympathetic treatment, fixed and rigid habits of work, anxiety and frustration,
high standards of achievement for low levels of work, overemphasis on school
marks, authoritarian attitudes of teachers and parents etc., are known to be
detrimental towards fostering creativity among children. Therefore, as
far as possible parents and teachers should try to avoid such factors in
upbringing and education the children.
REFORM IN THE
EVALUATION SYSTEM
Our education system is totally examination-ridden. Therefore, for
making efforts to nurture creativity we must have suitable reforms in our
evaluation system. The emphasis on rote memory, fixed and rigid single
responses, and convergent thinking etc, which kill the creativity of the
children, should be abandoned and a proper system of evaluation for encouraging
complete and balanced experiences in developing their creative behaviour should
be adopted.
Guilford’s
GUILFORD’S THEORY
INVOLVING A MODEL OF INTELLECT
J.P.. Guilford and his associates have developed a model of intellect on
the basis of the factor analysis of several tests employed for testing
intelligence of human beings. They have come to the conclusion that any
mental process or intellectual activity of the human being can be described in
terms of three basic dimensions or parameters known as operation (the act of
thinking or way of processing the information); contents (the terms in which we
think or the type of information involved); and products (the ideas we come up
with, i.e. the fruits of a thinking). Each of these
parameters-operations, contents and products-may be further subdivided into
some specific factors or elements. As a result, operations may be
subdivided into 5 specific factors, contents into 5 and products into 6.
The interaction of these three parameters, according to Guilford, thus results
into the 5 x 5 x 6 = 150 different elements or factors in one’s
intelligence. In a figural form, these 150 factors or independent abilities
of the human beings along with the basic parameters and their divisions can be
represented through a model named as Guilford’s Model of Intellect or
Intelligence
This model proposes that intelligence consists of 150 independent
abilities that result from the interaction of five types of contents, five
types of operations and six types of products. Guilford, 1982.
What is implied by these contents, operations and products can be
understood through the following brief description.
Contents (The type of Information involved).
§ Figural (visual) – The properties of stimuli we
can experience through visual senses e.g. colour, size, shape, texture and
other visual characters of figure.
§ Figural (Auditor) – The
properties of stimuli we can experience through the auditory sense, e.g.
voice and sound.
§ Symbolic – Numbers, letters, symbols,
designs.
§ Semantic – The meaning of words, ideas.
§ Behavioural – The actions and
expressions of people.
Operations (The way of Processing information).
§ Cognition – Recognizing and discovering.
§ Memory – Retaining and recalling the
contents of thought.
§ Divergent production – Producing a
variety of ideas or solutions to a problem.
§ Convergent production – Producing a
single best solution to a problem.
§ Evaluation – Taking decision about the
nature of the intellectual contents or gathered information whether it is
positive or negative, good or bad etc.,
Products (The results obtained through Operations).
§ Units – Individual pieces of
information limited in size, e.g. a single number, letter or word.
§ Classes – Groups of units information related
to each other on the basis of some common characteristics involving a higher
order concept (e.g. men + women = people).
§ Relations – A connection between concepts.
§ Systems – An ordering or classification
of relations.
§ Transformation – altering or restructuring
intellectual contents.
§ Implications – Making inferences from separate
pieces of information.
In this way,
according to Guilford’s model of intellect, there are 150 factors operating in
one’s intelligence. Each one of these factors has a trigram symbol, i.e.
at least one factor from each category of three parameters has to be present in
any specific intellectual activity or mental task.
Let us illustrate
this basic fact with an example. Suppose a child is asked to find out the
day of the week on a particular date with the help of a calendar. In the
execution of this mental task, he will need mental operations like convergent
thinking, memory and cognition. For carrying out these operations, he has
to make use of the contents. In this particular case, he will make use of
semantics, i.e. reading and understanding of the printed words and figures indicating
days and dates of a particular month in the calendar. By carrying out mental
operations with the help of contents he will finally arrive at the
products. The day of the week to which the date in question refers,
represents the factor known as “relations”. He may further transform and
apply this knowledge to identify the days for contiguous dates or vice versa.
Conclusion about the
Factor’s Theory of Intelligence
Each of the seven
theories of Intelligence described above attempts to provide a structure of
intelligence in terms of its constituents or factors. These theories
exhibit wide variations in terms of the numbers of factor that they consider
important. The range of all such factors also varies from 1 (Unitary
theory) to 150 (Guilford’s Intellect Model). However, for understanding
what goes on inside one’s intelligence we must try to build an eclectic view by
incorporating the essence of all the workable theories of intelligence.
Consequently, any intellectual activity or mental task may be said to involve
the following three kinds of basic factors (arranged in the order as suggested
by Vernon or in the form of the model suggested by Guilford).
1. General factor G (Common to all tasks)
2. Specific factors S1, S2, etc. (Specific to the tasks)
3. Group factor G (Common to the task belonging to a specific group)
Measurements
MEASUREMENT OF
INTELLIGENCE
We are only familiar with that intelligence of an individual which is
manifested by him on an intelligence test or tests. Psychologists have
devised many such tests for the measurement of intelligence.
Classification of
Intelligence Tests
1. As far as the administrative point of view is concerned the intelligence
tests can be classified into two broad categories namely-
(a) Individual
tests : In which only one individual is tested at a
time.
(b) Group tests: In which a group of individuals is tested at a time.
2. Another way of classifying the intelligence tests is based on the form
of the test Accordingly there are two types of tests:
(a) Verbal or
Language tests : These tests make use of
language. Here the instructions
are given in words
(either in written or oral form or both). Individuals are required to use
language as well as paper and pencil for giving the responses. The test content
of these tests is loaded with verbal material.
(b) Non-Verbal and
Non-Language tests : These tests involve
such activities in which the use of language is not necessary. The use of
language is eliminated from test content and response except in giving
directions.
Individual Verbal
Tests
The tests involving the use of language and administered to an
individual at a time belong to this category. As an example of such tests
we can refer to Stanford-Binet Scale. It is the revised form
of the Binet-Simon test. Actually, French psychologist Alfred Binet is
said to be the father of intelligence test construction movement. He,
along with Theodore Simon, prepared a test in as early as 1905, comprising 30
items (arranged in order of increasing difficulty) graded from different
levels. The test included items like:
At age 3 – Point
out the nose, eyes and mouth
At age 7
– Tell what is missing in the unfinished picture.
In the 1931, the
first American revision of this test was published by Terman at Stanford
university and in 1937 another revision was carried on with the help of Maud A.
Merril. This as well as 1960’s revision is called Stanford-Binet Scale
and widely used as an individual intelligence test
The tests in this
scale are grouped in age levels, extending from age 2 to 22 years. The
tasks to be performed by the subjects in these various tests range from simple
manipulation to abstract reasoning.
Binet Tests have
been adopted in India too. The first such attempt was made by Dr.C.H.
Rice in 1922 when he published his “Hindustani Binet Performance Point
Scale”. This was an adaptation of the Binet test along with performance
tests. The State Manovigyan Shala of Uttar Pradesh has made a Hindi version of
Stanford Binet Test. This test is divided into several age-groups and
named as ‘Budhi Pariksha Anooshilan’.
The other common
Verbal Individual Intelligence test (used in India) is Samanya Budhi Pariksha
(Pt. 1 and 2). This test is an Indian adaptation of the well-known test
of William Stephenson. It has been prepared by State Bureau of
Educational and Vocational Guidance, Gwalior (M.P).
Individual
Performance Tests
As said earlier, the complete non-verbal or non-language tests of
intelligence for testing an individual at a time come into this
classification. In these the contents and responses are in the form of
performance and language is not used at all. In these tests the items
which require responses in terms of motor activities are included.
Generally the activities, on which the performance of an individual is tested,
are of the following types:
(i) Block building or cube construction. Here the subject
is asked to make a structure or design by
means of blocks or cubes supplied to him. The examples of the
tests involving such type of activities are Merril Palmer
Block Building, Koh’s Block Design Test, Alexander’s Pass-along Test
etc.
(ii) To fit the block in the holes. Test material of such types provides numerous blocks and a board in
which there are holes corresponding to these blocks. The subject
has to fit the blocks in these corresponding holes (I the
board). Examples are Seguin Form Board test and Goddard Form Board
Test.
(iii) Tracing a maze. Test material consists of a series of
mazes of increasing difficulty, each printed on a separate sheet.
The subject is required to trace with pencil the path from entrance
to exit. Porteus Maze Test is an example involving such type of
activities.
(iv) Picture
arrangement or picture completion. In picture
arrangement test, the task is to arrange in series the given picture
whereas in picture competition test, the subject is required to
complete the pictures with the help of given pieces cut out of each
picture. The Healy pictorial completion test is a good example of such
test which provides a good estimate of the intelligence of the subject
without making use of language.
As seen above,
these tests try to emphasize upon one or the other types of performance.
Instead of using one or two tests a group of performance test, organized either
into a scale or battery, may be used for a comprehensive picture of an
individual’s mental ability. Some of the popular known scales are:
(i) The Pinter
Patterson Scale.
(ii) The Arthur
Point Scale.
(iii) Alexander’s
Battery of Performance Tests.
In India too,
attempts for constructing such batteries have been made. Dr. Chander
Mohan Bhatia’s work in this regard deserves special mention. He has
developed a battery of performance tests known as ‘Bhatia’s Battery of
Performance Tests’. It contains the following five sub-tests:
1. Koh’s Block Design Test.
2. Alexander’s Pass-along Test.
3. Pattern Drawing Test.
4. Immediate memory test for digits (with an alternative form suitable for
illiterates)
5. Immediate memory test for digits (with an alternative form suitable for
illiterates).
6. Picture construction Test.
The last three
tests in this battery have been constructed by Mr.Bhatia himself
while former two have been borrowed.
WECHSLER
INTELLIGENCE SCALE
This scale is
available in two forms. While the WISC form is used for children, the
WAIS form is for adults. It is an individual test that has a unique
quality of being named as verbal and performance scale simultaneously.
The scale consists
of eleven sub-tests six sub-tests make up a verbal scale and five performance
scale. These tests are listed below in the order in which they are
administered.
Verbal Scale :
1. Test of General information
2. Test of General comprehension
3. Test of Arithmetic reasoning
4. Test of distinction between similarities
5. Test of Digit span
6. Test of Vocabulary
Performance Scale :
7. Digit symbol tst
8. Picture completion test
9. Block Design test
10.
Picture arrangement test
11.
Object assembly test
The scores on these
sub-tests are added to get an idea of an individual’s intelligence.
Group Verbal
Intelligence Tests
The tests, which necessitate the use of language and are applied to a
group of individuals at a time, come under this category. Some of the
earlier tests belonging to this category are :
1. Army Alpha Test (developed in World War)
2. Army General Classification Test (developed in second World War)
Today we have a
large number of group verbal tests. In India too, attempts have been made
to construct such tests. Some of the popular tests of this nature are-
1. C.I.E. Verbal Group Test of Intelligence (Hindi) constructed by Prof.
Uday Shankar
2. The Group Test of General Mental Ability (Samuhik Mansik Yogyata
Pariksha) constructed by Dr. J.S. Jalota (Hindi)
3. Group test of Intelligence, prepared by Bureau of Psychology, Allahabad
(Hindi)
4.Prayag Mehta’s
Group Intelligence Test (samuhik Budhi Pariksha, Hindi). This test
has been published by Mansayan, Delhi.
5. General Mental Abilities Test prepared by Dr.P.S. Hundal of Punjab
University Panjabi)
1. Group verbal intelligence test prepared by Dr.P. Gopala Pillai of the
KeralaUniversity (Malayalam)
2. Samuhic Budhi Pariksha (Hindi), prepared by Shri P.L. Shrimali, Vidya
BhavanG.S. Teacher College, Udaipur.
8. Samuhic Budhi Ki Jaanch (Hindi), prepared by Shri M.S. Mohsin,
Educational and Vocational Guidance Bureau, Patna, Bihar.
The Group Non-Verbal
Intelligence Tests
These tests do not
necessitate the use of language and are applicable to a group of individual at
a given time.
The difference
between performance test (used for an individual) and non-verbal tests (used
for a group) is in the degree as far as their non-verbal nature is
concerned. The performance tests require the manipulation of concrete
objects or materials supplied in the test by the subject. Responses are
purely motor in character and seldom require the use of paper and pencil by the
testee, (except in cases like Maze Test etc.) where as the test material used
for group testing, is provided in booklet and requires the use of pencil by the
testee.
Still in these
tests, material does not contain words or numerical figures. It contains
pictures, diagrams and geometrical figures etc. printed in a booklet. The
subject is required to do such activities so as to fill in some empty spaces,
draw some simple figures to point out similarities and dissimilarities etc.
So, although the subject uses paper and pencil, he does not need to know words
or numerical figures. What he has to do is explained clearly by the
examiner usually through clear demonstrations so as to make the least possible
use of language. The examples of such type of tests are:
1. Army Beta Test. It was developed during World
War I, in U.S.A. for testing the intelligence
of those soldiers
who were either illiterate or were not used to English language.
2. Chicago Non-verbal Test. This non-verbal
test has proved most useful for young children aged between 12 and 13
years.
3. Raven’s Progressive materials Test. This test was
developed in the U.K. It is a very popular non-verbal group test of
intelligence. The test has been designed to evaluate the subjects
ability-
(a) to see
relationship between geometric figures or designs.
(b) to perceive the
structure of the design in order to select appropriate part for the
Competition of each pattern.
C.I.E. Non-Verbal
Group Test of Intelligence. Originally
prepared by J.W. Jenkins, the test Is printed by C.I.E. for adaptation into
Hindi medium Schools. The test contains such terms As instructed in
the following figure.
Verbal Tests Vs
Non-Verbal and Performance Tests :
What led to the
construction of non-verbal and performance test when verbal tests were there
for testing the intelligence, is a relevant question to be asked. Verbal
tests, as already said, laid emphasis on linguistic ability. They were
loaded with verbal material words and numerical. Hence those with
linguistic superiority were always on the advantageous side in comparison to
those having language weakness. To do away with such flaws, non-verbal
and performance tests were put to use. In brief, the advantage of these
tests over verbal tests are as under.
1. Performance tests are useful for those who have language handicap due to
one or more of the following reasons.
(a) They may belong
to the foreign language speaking group.
(b) They may be
illiterates, not knowing how to read and write.
(c) They may have
difficulties in reading, writing and listening due to defects in
their sense organs (deaf , dumb etc.)
(d) They may be
younger children who are not yet able to read and write well.
(e) They may be
mentally retarded or mentally deficient children and therefore, very slow
in grasping and responding to the verbal items.
(f) They may belong
to unprivileged class or strata of the society and hence may have had
limited education opportunities.
2. Verbal test belonging to one region contains the material which has a
direct relationship with the language or culture of that region or country.
Non-verbal and performance tests are more or less language and culture-free and
hence can be used for cross-cultural and linguistic study of intelligence.
3. They can prove useful in the efforts to determine aptitude and promise
in shop work mechanical jobs and so on.
How Good can
Intelligence be Measured?
Measurement of
intelligence is not possible in the same way as we measure a piece of cloth or
the temperature of our body. Why is it not possible can be understood
through the following discussion:
1. Nature of the thing we want to measure : Intelligence is not a thing. It
is only an idea, an abstraction. Therefore, its measurement is not possible
like the measurement of a piece of cloth, wood or land etc.
2. Nature of the instrument or the scale by which intelligence is measured:
In measuring a piece of cloth we use scales made up of absolute units. For
measuring temperature of the body we use thermometers having degrees as units
of measurement. In such measurement, we use scales made up of absolute units
and the instruments give somewhat reliable and valid results. But in case
of intelligence measurement we don’t have such scales. Here, as Griffith
observes “the standard of measurement is the group of performance.
CONCEPT OF MENTAL
AGE (M.A.) AND INTELLIGENCE QUOTIENT (I.Q.)
As we have already
used the term ‘mental age’ and I,Q. in the interpretation of intelligence test
results, it is worth knowing something about them as well.
Mental age. The term mental age was first used by Binet. Its concept
can be clarified with the help of the following example.
Suppose there is a
test comprising 100 questions (like Jalota’s test) and the majority of the subjects,
whose age is 13 years 6 months, answer successfully 48 questions, then an
individual who earns a score, 48, regardless of his chronological age, will be
said to have a mental age of 13 years 6 months.
Intelligence
Quotient (I.Q.) This term was initiated by the
German psychologist William Stern and put into wide practice by Terman.
It appeared to Stern that if a child was 6 years old (chronologically), but
could do what an 8 years old normally does he would be 8/6 or 1.33 as bright as
the average. And in this way, he made the ratio M.A./C.A., measure of the
rate of mental development of an individual. The ratio was given the name
of Intelligence Quotient (I.Q.) To do away with the decimal point, the ratio
was a gain multiplied by 100 and thus the formula to calculate I.Q. is:
Mental Age (M.A.)
I.Q. =
———————————— x 100 (as used in Standard Binet Scale)
Chronological Age
(C.A.)
Or,
Attained or actual
score
I.Q. =
———————————— x 100 (as used by Wesschsler)
Expected mean score
for Age
Classification
of I.Q.
By making use of the formula of I.Q. by sterm. Terman tried to
classify the individuals into certain specific categories on the basis of the
data collected through the administration of
his intelligence
tests for terming them average, below average and above average as given below:
———————————————————
I.Q.
Level of Intelligence
———————————————————
140 and
above
Gifted or Genius
120-140
Very Superior
110-120
Superior
90-110
Normal or Average
75-90
Border Line and Dull
50-75
Morons
25-50
Imbeciles
Below
25
Idiots
——————————————————–
However, as far as
the classification based on the intelligence tests suitable to the Indian
conditions is concerned, the following one presented by Professor Uday Shankar
may work well
————————————————————-
I.Q.
Level of Intelligence
————————————————————-
140 and
above
Genius
120-140
Very Superior
110-125
Superior
90-110
Average
75-90
Border Line and Dull
50-75
Morons or Feeble minded
25-50
Imbeciles
Below
25
Idiots
INDIVIDUAL
DIFFERENCES IN DISTRIBUTION OF INTELLIGENCE:
The bell shaped
normal curve explains that intelligence is normally distributed.
The mean IQ is 100 Sixty percent of the cases lie between 90 and 110, called
the persons of average intelligence.
The Constancy of
I.Q.
As mentioned
earlier, intelligence grows till the age of 16 or 18 years, but I.Q. for most
of the individuals remains constant. Primarily I.Q. provides a ratio for
knowing how bright an individual is as compared with others of his own age.
Actually, it is an
index which is independent not only of the particular score that an individual
makes on a particular scale but also of the particular age at which he happens
to make it. It is thus a measure which acquaints us with the relative
brightness or intellectual possibilities of an individual more or less
permanently see the following figure.
Uses and
Limitations of Intelligence Tests :
Intelligence tests
have their advantage as well as drawbacks. Below we list them one by one.
USES OF
INTELLIGENCE TESTS
1. For the purpose of selection. Intelligence
tests are often used for the purpose of making selection of the suitable
candidates for activities like-
2. a) admission in a particular course of instruction
3. b) deciding the cases of scholarships.
4. c) choosing candidates for assigning some specific responsibilities.
5. d) selecting candidates for participation in various co-curricular
activities etc.
2.For the purpose
of classification. Intelligence tests help the teacher classify the students as bright,
dull or average and put them in homogeneous groups in order to bring efficiency
in the teaching-learning process.
3. For the purpose of Promotion. Intelligence
tests can prove as one of the useful instruments in promoting the individuals
not only in educational fields but in all other occupational and social
situations where one studies to go higher on the ladder.
4. For knowing one’s potentiality. Intelligence
tests help in revealing the potentialities of an individual and thus make
possible the predication of one’s success in a particular field. The knowledge
of such potentiality helps the teacher in the following ways :
5. Giving guidance
6. Helps in learning process
7. To establish a proper level of aspiration
8. For diagnostic purpose. Exceptional children like gifted, backward and the mentally retarded
children can be detected with the help of intelligence tests. Moreover, the
intelligence tests help in the diagnosis of the root causes of problematic
behaviour of the child and likewise suggest possible remedies.
9. Helps in Research work. Intelligence
testing has proved very useful in psychological environment in the process of
growth and development, research workers have made much use of intelligence
testing.
LIMITATIONS OF
INTELLIGENCE TESTS
1. Intelligence tests and students: Intelligence tests
label some students as superior and the others as inferiors. This type of
knowledge creates many problems. Children who are slightly dull are still
intelligent enough to realize the results of the intelligence tests that they
are slow to learn. It makes them disappointed and causes
inferiority feelings and ultimately mars their future. On the other hand,
students with a slight more I.Q. may become overconfident. There is every
possibility that these students may not them give serious attention to their
work. Also the consciousness of their superiority may result in
misbehavior on their part and can turn them into problem children.
2. Intelligence tests and teacher. Teachers, after
knowing the I.Q. of the child, make a permanent opinion about the child’s
potentialities and abilities. They try to see him through his I.Q. They leave
no attempt to discourage or create overconfidence in the students according to
the level of their intelligence announced by their tests. Moreover, knowledge
of the intelligence of the pupil’s failure for a teacher may result in
slackness on his part. He may put the entire responsibility of a pupil’s
failure on his inferior intelligence and not care for a bright pupil thinking
that he would be able to learn on his own. In this way, the knowledge of
intelligence supplied by these may bring disastrous results to the teacher.
3. Given birth to Segregation and conflicts. Intelligence test results have been misused to uphold the theory of
royal blood, segregation and sectarian outlook. In U.S.A., it has led to a
conflict between the Negro and the white populations. The conflict, in
actual sense, is the result of misconception about the predictive value of
these tests and their correlation with hereditary factors. In defence, we can
put forward the following point.
“The
results of all such tests” as Crow and Crow
put it, “may be effected by many factors inherent in the testing
conditions, the child’s background of experience and other favourable or
unfacourable elements. Hence, no administrator, teacher or student of
education should accept test results as the only measure of an individual’s
ability to learn.”
In this way, it is not proper to give undue weightage to intelligence
tests. They should not be accepted as the only measure of an individual’s
degree of ability to learn. They should not be made an instrument of
creating complexes among the students and misunderstanding among the
teachers. In a nut-shell, the result of these must be interpreted and
used intelligently. They should be taken as the means and not the end in
themselves.
Spearman’s
SPEARMAN’S TWO FACTOR
THEORY
This theory was
advocated by Charles Spearman. According to him every different intellectual
activity involves a general factor ‘g’ which is shared with all the
intellectual activities and a specific factor ‘s’ which it shares with none
In this way, he
suggested that there is something which might be called ‘general intelligence’,
a sort of general mental energy, running through all the different tasks but in
addition to this general factor, there are specific abilities, which make an
individual able to deal with particular kinds of problems. For example,
an individual’s performance in Hindi is partly due to his general intelligence
and partly some kind of specific ability in language which he might possess,
i.e. g+S1; or in mathematics his performance would be due to g+S2; or in
drawing it will be due to g+S3; and so on and so forth. The factor g (in
lesser or greater degree) will enter in all specific activities. The
total ability or intelligence of such an individual (symbolized as A) thus will
be expressed by the following equation schedule:
G + S1 + S2 + S3 +
… = A
This two factor
theory of Spearman has been criticized on various grounds, some of which have
been listed below:
1. Spearman said that there are only two factors expressing intelligence
but as we have seen there are not only two but several factors
(g s1, s2, s3 ……….etc.) expressing it.
2. According to Spearman, each task requires some specific ability. This
view was not proper as it implied that there was nothing common in
the tasks except a general factor and profession such as those of
nursing, compounders and doctors could not be put in one group. In
fact the factor s1, s2, s3 ……….etc. are not mutually
exclusive. They overlap and give birth to certain common factors.
This idea of
overlapping and grouping has been responsible for the origin of a new theory
called Group Factor theory.
Teaching Models
USE OF TEACHING MODELS
Some of the teaching models developed by educationists may
prove quite beneficial in developing creativity among children. For
example, Bruner’s Concept Attainment Model helps in developing creativity in
children for the attainment of various concepts. Similarly, Suchman’s
Inquiry Training Model is very helpful in developing creativity among children
besides imparting training in the acquisition of scientific inquiry skills.
USE OF PLAY WAY, PROBLEM SOLVING AND QUIZ
Gaming
techniques, in a play way spirit, help the children in the development of
creative aspects. These techniques provide valuable learning experience
in a very relaxed, un timed and evaluative situation. The stimulus
material used in such techniques is both verbal as well as non verbal.
For illustration in verbal transaction of ideas, the following types of
questions may be addressed to the children:
(i) Name all the round things you can think of.
(ii) Tell all the different ways you could use a knife.
(iii) Tell all the ways in which a cat and a dog are alike.
In non-verbal transactions, children may be asked to build
a cube, construct or complete a picture, draw and build patterns, interpret the
patterns of drawing and sketches, and build or construct anything out of the
raw material given to them.
PROVIDING THE SELF-EXAMPLE AND IDEAS
There is a truth in the saying that ‘Self example is better
than precept.’ Children are very imitative. The teachers and
parents, who themselves travel on the beaten track and do not show any
originality by taking the risk of being wrong or never experience an excitement
of creating a novel act, fail to cultivate creativity among their
children. Therefore, the teachers and parents must try to develop the
habit of creative thinking among themselves. They should believe in
change, novelty and originality, and experience the creative process
themselves. Their teaching, their mode of behaviour must reflect their
love for creativity. Then and only then can they inspire children for
being creative.
Thurstone’s
THURSTONE’S GROUP
FACTOR THEORY
For the factors not common to all the intellectual abilities but common
to certain activities comprising a group, the term ‘group factor’ was
suggested. Prominent among the propagators of this theory is L.L.
Thurstone. While working on a test of primary mental abilities, he came
to the conclusion that certain mental operations have a primary factor in
common which gives them psychological and functional unity and differentiates
them from other mental operations. These mental operations constitute a
group factor. So, there are a number of groups of mental abilities each
of which has its own primary factor. Thurstone and his associates have
differentiated nine such factors. These are :
1. Verbal factor (V): Concerns with comprehension of verbal relations, word
and ideas,.
2. Spatial factor (S): is involved in any ask in which the subject
manipulates an object imaginatively in space.
3. Numerical factor (N): concerns with the ability to do numerical
calculations, rapidly and accurately.
4. Memory factor (M): involves the ability to memorize quickly,
5. Word Fluency Factor (W): is involved whenever the subject is asked to
think of isolated words at a rapid rate.
6. Inductive reasoning Factor (RI): concerns with the ability to generalize
through specific examples.
7. Deductive reasoning factor (RD): concerns with the ability to make use
of generalized result.
8. Perceptual factor (P): concerns with the ability to perceive objects
accurately.
9. Problem-solving ability factor (PS): concerns with the ability to solve
problems independently.
The weakest link in
the group factor theory was that it discarded the concept of common factor.
However, it did not take Thurstone too long to realize his mistake and reveal a
general factor in addition to group factors.
Self
-test
Intelligence and Creativity
Choose the Correct Answer :
1.
Intelligence means ‘Seven primary
mental abilities’ was said by
a. Spearman
b. Thurstone c. Guilford
d. Vernon
2.
The father of intelligence tests is
a. Binet
b. Kohler c. Pavlov
d. Thorndike
3.
The three dimentional theory of
intelligence was propounded by
a. Woodworth
b.
Watson c.
McDougall
d. Guilford
4.
Two factor theory of intelligence was
formulated by
a. Thorndike
b. Thurstone c.
Spearman d. Guilford
5.
Intelligence Quotient (IQ) means
a.
Mental age
b.
Chronological age
———————— x 100
————————– x 100
Chronological age
Mental age
c.
Attainment
age
d.
Chronological
age
———————— x 100
———————– x 100
Chronological age
Attainment age
6.
Progressive educational programme is
meant for
a. Gifted Children
b. Slow learners
c. Mentally
retarded
children
d. Physically handicapped children.
7.
Which is the most suitable learning
method for gifted children
a. Library learning
b.
Laboratory learning
c. Double promotion
learning
d. Special promotion learning
8.
‘Intelligence is of three kinds’ was
said by
a. E.L. Thorndike
b.
E. Erickson c. B.F. Skinner
d. J.P. Guilford
9.
Intelligence comprises of general
factor and specific factor’ was said by
a. Charles Spearman
b
McClelland, Atkinson
c. Murry,
Morgan
d. Binet, Simon
10.
Intelligence test was first developed
by
a. Binet, Simon
b. McClelland,
Atkinson c. Murray, Morgan
d. Crow, Crow
11.
The test items found in Binet’s
Intelligence test is
a. 20
b.
25
c. 30 d.
35
12.
Minnesota test of creative thinking
was developed by
a. Baquer Medi
b.
Guilford c.
Torrance d. Stoddard
13.
The IQ of the gifted child is
a. 100
b.
120 c. 110
d. 130
14.
The IQ of the slow learner is
a. 100-110
b. 90-100
c. 80-90
d. below 80
15.
Novel and unique ability is called
a. Intelligence
b.
Creativity c. Aptitude
d. Originality
16.
Who insists that four steps are
needed for the formation of creative thinking?
a. Gragam Wallace
b.
Bartlet c. Torrance
d. Ebbinghaus
17.
Which is the most suitable
intelligence test for the age group of 7 to 16?
a. Binet Simon
intelligence test
b. Wechsler intelligence test
c. Guilford’s
intelligence test
d. Bhatia’s intelligence test
18.
The percentage of backward children
in each class is
a. 6 to 8 %
b.
8 to 10 % c. 10
to 12 % d. 12
to 15 %
19.
Giving suitable title is a test of
measuring
a. Intellectual
ability b. Creative ability c. Artistic
ability d. Personality trait skill
20.
In developing creativity, the
assignment questions should induce
a. Divergent
thinking
b. Convergent
thinking
c. Creative
thinking
d.
Reflective thinking
21.
The children who create high
self-actualization over themselves also develop
a. Self-value
b.
Self-actualization c.
Personality d. Interest
22.
Performance tests are used to measure
a. Creativity
b.
Intelligence
c. Aptitude d.
Personality
23.
Creative child’s IQ is
a. 120 and above
b.
110-120
c. 90-110
d. below 80
24.
Intelligence Quotient (IQ) was
developed by
a. Torrence
b.
Osborn
c. Stern
d. Atkinson
25.
The permanent difference found in
Physique and Behaviour between individuals is
a Individual
differences
b.
Effect of heredity
c. Effect of
environment d. Effect of
heredity of environment