Intelligence and EQ

Intelligence the quality of ones thinking processes forming concepts, solving problems, expressing
oneself reveals ones mental capacities or intelligence; how well and how fast one is able to make
abstractions.
Intelligence is the sum total of all cognitive processes and skills. It refers to the ability of an individual to
learn from experience, to reason well as memory and perception are related to human intelligence.
History of Intelligence
Robert Sternberg (1982) asked people to identify the characteristics of an intelligent person and among
the most frequent given responses were reasons logically and well, reads widely keeps an open
mind. and reads with high comprehension.
Nickersen, Perkins, and Smith (1985) in solso, 1988 have compiled a list of abilities which they believe
represent human intelligence that would be required of a computer to act humanly intelligent:
The ability to classify patterns All humans with normal intelligence seem able to assign non-
identical stimuli to classes.
The ability to modify behavior adaptively To learn adapting to ones environment is a more
important mark of human intelligence.
The ability to reason deductively Making logical inferences from stated premises lessens
mistakes and failures.
The ability to reason inductively and generalize To discover rules and principles from specific
circumstances makes an intelligent person go beyond the information given.
The ability to develop and use conceptual models Much of what we know we infer from
out past experiences with other similar things and events.
The ability to understand The ability to see relationships in problems and to appreciate to
meaning of these relationships in solving a problem is a validation of ones understanding.







Theories of intelligence

Horn and Cattells Two-Factor Theory of Intelligence
John Horn and Raymond Cattell (1966) identified two fundamental types of intelligence. Fluid
intelligence which reflects thinking ability, memory capacity, and speed of information processing, is
largely inherited and independent of education. In contrast, crystallized intelligence is a combination of
knowledge and developed skills brought about by schooling and everyday experiences.

Thurstones Theory of Primary Mental Abilities
Based on the individuals performance on a battery of test, Louise Thurstone identified seven
factors which he called Primary Mental Abilities namely, reasoning, word fluency, perceptual speed,
verbal comprehension, spatial visualization, numerical calculation, and associative memory.
Though scores or tests measuring these abilities had moderately high correlation with one
another, they did not correlated high enough for Thurstone to assume the existence of a general
underlying factor which would reflect the influence of a specific intelligence related to the particular
ability assessed by the test.

The Triarchic Theory of Intelligence
Robert Sternberg (1984) developed the Triarchic Theory of intelligence assuming that
intelligence is composed of three general types of abilities. He distinguished between componential
intelligence which reflects verbal reasoning ability, experiential intelligence which is the ability to
combine different experiences in insightful ways to solve specific problem, and contextual intelligence
which is the ability to function in everyday social situations ( Sdorow, 1990).
The Triarchic theory recognizes the individuals ability to function in settings other than school.
It also recognizes the fact one may excel in one king of intelligence without excelling in the other two.
However, Sternberg (1986) believes that each of the tree kinds of intelligence can be improved by
special training.






The Theory of Multiple Intelligence
Howard Gardner (1983) believed that the brain has evolved separted systems for different
adoptive abilities that he calls intelligence. Each of these seven types of intelligences is developed in
different degrees in every person. Some of them are assessed by traditional intelligence test like
linguistic intelligence, logical mathematical intelligence, and spatial intelligence, interpersonal
intelligence and musical intelligence.

According to Gardner, the extent to which a person succeeds in life depends on the extent to
which he develops the kinds of intelligence that are needed on ones culture. For example, for most
people especially in the urban areas, success depends more on linguistic intelligence than in any other.
Others will have to depend on their spatial and bodily-kinesthetic intelligence to live productively. Some
additional intelligence which is the naturalistic intelligence. nature so that they can predict what is to
happen from their observations are examples of this type.
Measurement of Intelligence
Intelligence is measured through a standardized of tasks or intelligence test. In 1905, Alfred
Binet, a French psychologist, together with his associate Theofil Simon prepared a 30-question test
which became the forerunner of the modern test of intelligence. The test measures abilities of memory,
reasoning and imagination.
Standardization
Standardization refers to the procedure by which the test is administered and scored. First, in
giving the test, the test administrator must use the prescribed instructions, the same time limit and the
same scoring system. Then the scores will be compared with established norms.
When an intelligence test is standardized, the average performance of the standardization group
for each range is given a score of 100, with a standard deviation of 1.5 IQ scores falling along what is
called a normal curve. For the Wechsler Scales, this means that 68% of the test takers will score
between 85 and 115. IQs below 70 fall in the mentally retarded range, and IQs above 130 fall in the
gifted range. Scores of 85 to 115 are more common while scores of 55 and 145 are less common (only
2%).







Since the development of intelligence test by Binet and Simon (1905), Children have been
generally regarded as possessed of a certain MENTAL AGE regardless of their chronological age in
actuality. A child who can pass a standardized test (as the Weschler-Bellevue) usually passed by six-year
less of whether he is four or eight years of age biologically. The Intelligence Quotient or IQ is computed
by dividing his score (Mental Age or M.A.) in the test by his Chronological Age (C.A.)
IQ = MA (100)
CA
The Normal Distribution of IQ Test Scores
Upon this basis, authors generally agree that the degree of intelligence can be scaled according
to the following plan.
IQ Category Equivalent Capacity
1 to 25 idiot a child from 1 day to 3 years
26 to 50 imbecile a child from 3 years to 6 years
51 to 75 moron a child from 6 years to 8 years
76 to 90 dull-minded a child from 9 years to 11 years
91 to 120 normal (ave.) from 12 years. and above
121 to 130 superior above average capacity
131 to 140 talented high development
140 up genius very high development











Mental Deficiency
Individuals with intellectual deficiency marked by an IQ below 70 have difficulties performing in
everyday life (Landsman and Rasmey, 1989). These difficulties show in selfcare (such as eating and
dressing), schoolwork (such as reading and arithmetic), and social relationships (such as conversing and
developing friendships). However, before a person can be classified as mentally retarded, alternative
causes include physical illnesses, impairment of vision or hearing and language background.
The following table shows the levels of mental deficiency and their characteristics.
Four categories of Mental Deficiency
LEVEL OF MENTAL DEFICIENCY CHARACTERISTICS
IQ of 50 to 70 - mild retardation Able to care for themselves, finish elementary and high school
holds responsible semi-skilled jobs, can be married and serve as
adequate parents.
IQ of 35 to 48 moderate Maybe trained to care for themselves, reach primary level of
education, hold mental jobs often in sheltered workshop,
difficulty in maintaining social relationships, rarely marry
IQ of 20 to 34 severe retardation may learn rudimentary language and work skills, unable to care
for themselves
IQ below 20 profound retardation Spend their lives in institution that provides custodial care,
not capable of true interaction

Causes of Mental Retardation
1. Inheritance A persons mental capacity is inherited from his familial lineage.
2. Socio-Cultural Deprivation Some families fail to provide adequate intellectual stimulation such as
helping family members to read or be given opportunities for more
experiences.
3. Brain Damage Brain damage are sometimes caused by drugs or alcohol ingested certain diseases,
have greater risk of giving birth to a mentally retarded offspring.
4. Genetic Defect Some cases of mental retardation are caused by genetic defecr that occur during
gestation, as in the case of Down Syndrome.



Emotional intelligence - is 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. There are three models of
EI. The ability model, developed by Peter
Salovey and John Mayer, focuses on the
individual's ability to process emotional information and use it to
navigate the social environment.The trait
model as developed by Konstantin Vasily Petrides, "encompasses
behavioral dispositions and self perceived abilities and is measured
through self report".The final model, the mixed model is a
combination of both ability and trait EI. It defines EI as an array of
skills and characteristics that drive leadership performance, as
proposed by Daniel Goleman.
Studies have shown that people with high EI have greater mental health, exemplary job
performance, and more potent leadership skills. Markers of EI and methods of developing it have
become more widely coveted in the past few decades. In addition, studies have begun to provide
evidence to help characterize the neural mechanisms of emotional intelligence.



EMOTIONAL QUOTIENT
The TTI Emotional Quotient report focuses on five areas within interpersonal and intrapersonal
intelligence. Intrapersonal intelligence is the ability to understand
oneself, while interpersonal intelligence is the ability to understand
others.
Self-Awareness The ability to recognize and understand your moods, emotions and drives, as well as
their effect on others.
Self-Regulation The ability to control or re-direct disruptive impulses and moods and the propensity
to suspend judgment and think before acting.
Motivation A passion to work for reasons that go beyond money and status and a propensity to
pursue goals with energy and persistence.
Social Skills A proficiency in managing relationships and building networks.
Empathy The ability to understand the emotional makeup of other people.