COALA NAIONAL DE STUDII POLITICE I

ADMINISTRATIVE


INTELLIGENCE



MASTER:
SECURITY AND DIPLOMACY

B L NOIU C TLIN GABRIEL






2014
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Contents
Introduction ................................................................................................................................................... 3
Intelligence .................................................................................................................................................... 3
The three categories of the concept of intelligence: ...................................................................................... 3
Methods of Investigation .............................................................................................................................. 4
Some Well-Known Intelligence Tests .......................................................................................................... 4
Two Forms of Intelligence ............................................................................................................................ 6
The Building Blocks of Intelligence ............................................................................................................. 6
Human Intelligence ....................................................................................................................................... 7
The Theory of Multiple Intelligence ............................................................................................................. 7
Triarchic theory of intelligence ..................................................................................................................... 8
Emotional Intelligence .................................................................................................................................. 9
Conclusions ................................................................................................................................................... 9











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Introduction
Intelligence is an umbrella term describing a property of the mind including related
abilities, such as the capacities for abstract thought, understanding, communication, reasoning,
learning, learning from past experiences, planning, and problem solving.
Numerous definitions of and hypotheses about intelligence have been proposed since
before the twentieth century, with no consensus yet reached by scholars. Within the discipline of
psychology, various approaches to human intelligence have been adopted, with the psychometric
approach being especially familiar to the general public. Influenced by his cousin Charles
Darwin, Francis Galton was the first scientist to propose a theory of general intelligence; that
intelligence is a true, biologically-based mental faculty that can be studied by measuring a
person's reaction times to cognitive tasks.

Intelligence
A composite of general and specific abilities, characterizing an individuals level of
neurological functioning in the context of his effectively applied experience and
manifested in his dynamic coping with the challenges for adjustment which he makes
day-to-day living.
The global ability of the individual to think clearly and to function effectively in the
environment, according to David Wechesler.
Note: the definition of intelligence is not based on heredity and environment, the
concept is a functional one. It refers to what a person can do.
The three categories of the concept of intelligence:
1. Popular concepts- these are all forms of behavior observable in individuals who function
well intellectually. A person is described as intelligent if he manifests any, some, or all of
the described behaviors at a successful level of application in various life activities.
2. Scientific concepts- mechanical efficiency of his nervous system and determined by both
hereditary and environmental factors. Determining factors are; parental linkages, child-
rearing practices and educational development.
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3. Technical concepts- anything which exists can be measured, Assessment of mental
ability is the attempt to identify constitutively the components of intelligence and assign
quantitative and qualitative values to these attributes as a result of the sampling of the
individuals behavioral responses to critical stimulus items of experience related to the
components. The assessment instrument is called a psychological test.
Methods of Investigation
1. Longitudinal Studies- the use of formal observations of children from infancy to
adulthood and compare them with other children of matched age, sex and home
environments. These studies are time consuming and often subjective.
2. Statistical or quantitative method employs a standard set of behavior samples commonly
held as related to the manifest indicators of intelligence.


Some Well-Known Intelligence Tests
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1. Standford Binet Intelligence Scales (SBIS) - an individual test which is used
primarily with children. This is the first real intelligence test developed by Alfred Binet.
His tests followed from a simple premise: if performance on certain tasks or test items
improved with chronological, or physical, age, performance could be used to distinguish
more intelligent people from less intelligent ones within a particular age group. This test
was designed to identify the dullest students in Paris school system in order to provide
them with remedial aid.


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http://users.ipfw.edu/abbott/120/IntelligenceTests.html , accesed at 22.07.2014 , 11:25
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2. Wechesler Adult Intelligence Scale (WAIS) - devised by David Wechesler. It has two
major parts: a verbal scale and a performance (or nonverbal) scale. The WAIS III and
WAIS IV give a more precise picture of a persons specific abilities compared with other
IQ tests.


IQ formula
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IQ= MA x 100 IQ- intelligence quotient
CA MA- mental age
CA- chronological age

IQ Classification
IQ Description
180- above genius
140- 179 Very superior
120-139 Superior
110- 119 High average
90-109 Average or normal
80-89 Low average/low normal
70-79 borderline
Below 70 Mentally retarded






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https://answers.yahoo.com/question/index?qid=20080520070549AAVUWaf , accesed at 22.07.2014 , 11:10
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Two Forms of Intelligence
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1. Fluid Intelligence- refers to the ability to deal with new and unusual problems. It involves
the deliberate and controlled use of mental operations and is the form intelligence you
need when you have no well-practiced routines you can bring it bear on a problem.
2. Crystallized Intelligence refers to your acquired knowledge. This includes your verbal
knowledge and your broad repertoire of skills that are useful for dealing with problems
similar to those already encountered.
The Building Blocks of Intelligence
What is it, inside a person that gives them more general intelligence, or less?
Mental Speed- intelligent people may literally have brains that operate more swiftly and
more efficiently than the brains of less intelligent people.
Working Memory and Attention- intelligent people are those who have particularly good
working memories, so that they can hold onto the information they need for complex
tasks. They may also have especially good control of their attention- so theyre able to
coordinate their goals and priorities in an appropriate way, first by focusing here and then
there, without getting lured off track by distraction.
Executive control- over ones own thought refers to the processes people use to launch
mental actions, redirect their attention, or shift their strategies. It is needed for goal
maintenance- that mental activities that help us keep our goals in view, so that we
consistently direct our behavior toward that goal.
Intelligence beyond the IQ test- people lack the sort of analytical skill required for strong
performance in the classroom, but theyre sophisticated and astute in dealing with the
practical world.
Practical Intelligence- a skilled reasoning in the day-to-day world.
Emotional Intelligence- the ability to understand ones own emotions and others, and
also the ability to control ones emotions when appropriate.

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http://otec.uoregon.edu/intelligence.htm, accesed at 22.07.2014 , 11:55
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Human Intelligence
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A popular theory of intelligence is based on psychometric testing, i.e. intelligence
quotient (IQ) tests; however, some researchers' dissatisfaction with traditional IQ tests prompted
their developing alternative theories of intelligence suggesting that intelligence results from
independent capabilities that uniquely contribute to human intellectual performance.
Human intelligence is the intellectual capacity of humans, which is characterized
by perception, consciousness, self-awareness, and volition. Through their intelligence, humans
possess the cognitive abilities to learn, form concepts, understand, apply logic, and reason,
including the capacities to recognize patterns, comprehend ideas, plan, problem solve,make
decisions, retaining, and use language to communicate. Intelligence enables humans
to experience and think.
Robert Sternberg defines human intelligence as "your skill in achieving whatever it is you
want to attain in your life within your sociocultural context by capitalizing on your strengths and
compensating for, or correcting, your weaknesses".



The Theory of Multiple Intelligence
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Howard Gardner's theory of multiple intelligences is based on studies not only of normal
children and adults but also by studies of gifted individuals (including so-called "savants"), of
persons who have suffered brain damage, of experts and virtuosos, and of individuals from
diverse cultures. This led Gardner to break intelligence down into at least eight different
components: logical, linguistic, spatial, musical, kinesthetic, interpersonal, intrapersonal in 1983
and naturalist intelligences added in 1999.

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Brace, C. Loring (1973) Human intelligence. Edited by J. McVicker Hunt, New Jersey, 1973, 283 pp
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http://www.tecweb.org/styles/gardner.html, accesed at 22.07.2014, 11:50
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By Howard Gardner. His theory describes eight distinct intelligences that are based on
skills and abilities that are valued within different cultures.
A. Visual-spatial intelligence-ability to visualize spatial. Scenes as shown by pilots and ship
navigators.
B. Verbal- linguistics intelligence- ability of writers and poets
C. Bodily-kinesthetic intelligence- ability to control body movements as shown by dancers
and athletes
D. Logical- mathematical intelligence- ability possessed by scientist; person can connect
mathematical operations to complex problem solving activities.
E. Interpersonal intelligence- ability to infer other persons moods, intention, etc.
F. Musical intelligence ability displayed by musicians or child prodigies.
G. Intra personal intelligence- ability to insight over ones own feelings and emotions
H. Naturalistic intelligence- ability to work with plants and animals.
Triarchic theory of intelligence

Sternberg's Triarchic Theory of Intelligence was developed about the same time as
Gardner's Theory of Multiple Intelligences. Rejecting traditionally narrow definitions of
intelligence, Sternberg defined intelligence as mental activity central to one's life in real-world
environments; individuals succeed in life when they use mental skills to adapt to, select, and
shape external environments. Correspondingly, in the late 1990s, Sternberg changed the name of
the theory to the Theory of Successful Intelligence. As per its original name, the theory
comprises three types of intelligence: analytical (also referred to as componential); practical (also
referred to as contextual) and creative (also referred to as experiential). Analytical intelligence is
evoked while analyzing, evaluating, criticizing, reasoning, and judging. Practical intelligence is
used while implying, implementing, and using. Creative intelligence is manifested while
discovering, inventing, dealing with novelty, and creating. The theory predicts that intelligent
people will identify their strengths and weaknesses, make the most of their strengths and
compensate for their weaknesses. Individuals are not limited to strength in only one of the three
areas; both integrated and uneven profiles of intelligence are possible.
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Emotional Intelligence
Emotional intelligence can be defined as the ability to monitor one's own and other
people's emotions, to discriminate between different emotions and label them appropriately and
to use emotional information to guide thinking and behavior.
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However, substantial disagreement
exists regarding the definition of EI, with respect to both terminology and operationalizations.
Currently, there are three main models of EI:
Ability model
Mixed model (usually subsumed under trait EI)
Trait model
Different models of EI have led to the development of various instruments for the assessment of
the construct. While some of these measures may overlap, most researchers agree that they tap
different constructs.
Conclusions
In conclusion intelligence is a most complex practical property of mind, integrating
numerous mental abilities, such as the capacities to reason, solve problems, think abstractly,
comprehend ideas and language, and learn. The study of intelligence within psychology
generally regards this trait as distinct from creativity or personality.
However, the definition of intelligence has been, and continues to be, subject to debate.
Some claim a unitary attribute, often called "general intelligence" or g, which can be measured
using standard IQ tests, and which correlates with a person's abilities on a wide range of tasks
and contexts. Others have argued that there are multiple "intelligences," with different people
displaying differing levels of each type. Additionally, great controversies have arisen regarding
the question of whether this "intelligence" is inherited, and if so whether some groups are more
intelligent than others.


7
Coleman, Andrew (2008). A Dictionary of Psychology (3 ed.). Oxford University Press
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The study of intelligence is important because findings can give a better understanding of
human creativity, psychological development, and emotion. The existence of intelligence has
been attributed to both nature and nurture, but the truth behind it may be something of a mix of
both. There are indeed children born with a certain genius about them that allows them to
complete college courses at the age of fifteen. There are also those born who fail academia for
the early part of their lives, but end up turning their lives around to come out on top of their
respective schools. Was it a lack of intelligence that led to the early academic failure, a growth in
intelligence that led to later success, or was that intelligence always there but just not
recognized? Do intelligence tests measure a so called g-factor, or is intelligence merely relevant
to the society the person resides in?
Intelligence is one of the attributes that separate human beings from animals. By saying
"a human is more intelligent than an ape," most people would take that as to mean humans are
able to rationalize, reason, create, conceptualize, and discuss in a way that an ape is unable to do.
Intelligence also is presented as a marker of competition and privilege.
The concept of intelligence has been one of the most contentious in psychology, with
controversy spanning the lifetime of the research area. The most controversial claims have come
from certain scientists that intelligence varies between races, giving some races the right to
govern over others. However, not only have their data been seriously questioned, the premise
that inheritance is hereditary challenged, but the whole notion of a singular, quantifiable attribute
called "intelligence" has become the subject of debate.
Regardless of the way in which intelligence is defined or measured, human beings clearly
have great intellectual abilities, to think, reason, and understand the world in which we live, the
way other people think and act, and to understand ourselves. As we advance in our development
as individuals and collectively as a species, recognizing and appreciating the diversity that is
contained within this concept may be more valuable than trying to ascertain how to quantify it.



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Bibliography
Books:
1. Terman, Lewis Madison; Merrill, Maude A. (1937). Measuring intelligence: A guide to
the administration of the new revised Stanford-Binet tests of intelligence. Riverside
textbooks in education. Boston
2. Bock, Gregory; Goode, Jamie; Webb, Kate, eds. (2000). The Nature of Intelligence
3. Blakeslee, Sandra; Hawkins, Jeff (2004). On intelligence. New York: Times Books.

Sites:
1. www.wikipedia.com
2. www.education.com
3. http://otec.uoregon.edu