PRACTICAL-IV

Aim: To assess the intelligence of the subject by administering Bhatia’s Battery test of
performance test of Intelligence.

INTRODUCTION:
According to Binet, Intelligence is judgement or common ability to adapt oneself and again
sense, to judge, well understand well, reason well there are essentials of it intelligence.
According to Stern, Intelligence is a general capacity of an individual consciously to adjust
his thinking to new requirements.
According to Terman, Intelligence is the ability to carry out abstract thinking.
According to Wechsler, intelligence is the global or aggregate capacity of an individual to
think rationally, act purposefully & to deal effectively with his environment.
According to Thurstone, Intelligence is considered as a mental trait. It is the capacity to make
impulses focal at their unfinished stage of formation.
Theories of Intelligence :-
 Spearman's Two Factor Theory of Intelligence posits that intelligence consists
of a general factor (g) and specific factors (s). Spearman used factor analysis to
identify these factors, finding that all intellectual activities share a common general
factor, 'g,' which is innate and cannot be trained. This general intelligence accounts for
individual differences in performance across various cognitive tasks. In addition to 'g,'
Spearman recognized specific factors ('s') that are specific to different abilities such as
arithmetic or spatial reasoning. These specific factors contribute to an individual's
overall intelligence score alongside 'g.' Spearman's theory emphasizes the importance
of measuring 'g' as it underlies all cognitive abilities and predicts an individual's
overall performance.
 Thurstone’s theory of intelligence- Thurstone's model highlights the diverse
array of human cognitive abilities that contribute to intelligence, emphasizing skills
such as logical reasoning, memory, numerical proficiency, perceptual acuity, spatial
understanding, verbal comprehension, and word fluency. Louis Leon Thurstone
proposed that intelligence consists of seven distinct primary mental abilities (PMA):
 Inductive Reasoning: The ability to derive general rules and principles from
given information through logical reasoning.
 Memory: The capacity to memorize and recall various types of information
such as events, lists of words, mathematical formulas, and dates.
 Numerical Ability: Proficiency in solving arithmetic problems swiftly and
accurately, measuring computational skills.
 Perceptual Speed: The capability to rapidly perceive and comprehend
perceptual details, discerning differences and similarities among objects.
 Spatial Relations: The understanding and manipulation of geometric patterns,
forms, and imaginary objects in space.
  Verbal Comprehension: The aptitude for understanding words, concepts, and
ideas, demonstrated through reading comprehension and verbal reasoning.
 Word Fluency: The ability to generate words rapidly and fluently, applied in tasks like
naming words, rhyming, and solving crossword puzzles.
 Cattell's theory of Intelligence - Raymond Cattell proposed the two-factor
theory of intelligence, which divides intelligence into fluid intelligence (gf) and
crystallized intelligence (gc). Fluid intelligence involves abstract and logical thinking,
independent of prior knowledge, and is crucial for solving novel problems using
reasoning and logic. It peaks in early life and declines with age. Tests of puzzle
solving and spatial visualization measure fluid intelligence. In contrast, crystallized
intelligence depends on past learning and experience, increasing with age and
reflecting accumulated knowledge and skills. It is measured through tests of general
knowledge, vocabulary, and acquired skills.
 Gardner's theory of multiple Intelligence- Howard Gardner proposed the
Theory of Multiple Intelligences, suggesting that intelligence is not a single entity but
comprises various autonomous capacities. He initially identified eight types of
intelligence, later increasing the number to nine:
1. Linguistic Intelligence: The ability to use language effectively, exhibited by poets,
writers, and speakers.
2. Logical-Mathematical Intelligence: Proficiency in logical reasoning and mathematical
abilities, typical among scientists and economists.
3. Musical Intelligence: Skill in creating, composing, and performing music, found in
singers and composers.
4. Bodily-Kinesthetic Intelligence: Mastery over body movements and actions, observed
in dancers and athletes.
5. Spatial Intelligence: Capacity to perceive, understand, and utilize spatial and visual
information, prominent in architects and painters.
6. Interpersonal Intelligence: Understanding of others and adeptness in social
interactions, seen in social workers and leaders.
7. Intrapersonal Intelligence: Self-awareness and understanding of one's thoughts,
emotions, and motives, common among philosophers and writers.
8. Naturalistic Intelligence: Recognition and comprehension of patterns in nature,
displayed by hunters and botanists.
9. Existential Intelligence: Sensitivity and capacity to ponder deep existential questions
about human existence, characteristic of cosmologists and philosophers.

 Sternberg's Triarchic Theory of Intelligence posits three types of

intelligence:
1. Componential or Analytical Intelligence: Involves breaking down problems
into components and using internal mechanisms for problem-solving. It relates
to academic achievement and problem-solving skills, encompassing
metacomponents (executive control), performance components (task
execution), and knowledge acquisition components (learning strategies).
2. Experiential or Creative Intelligence: Utilizes prior knowledge and experience
to generate new ideas and solutions through divergent thinking. It includes
 automation (automated cognitive processes) and novelty (generation of new
ideas).
3. Contextual or Practical Intelligence: Refers to the ability to effectively
function in everyday life situations, demonstrating "street smarts" or "common
sense." It involves adaptation (adjusting to new environments), shaping
(modifying environments to suit one's needs), and selection (choosing new
environments). This type of intelligence emphasizes real-world performance
over standardized tests.

Types of Intelligence tests:

 Individual and group test: Individual tests are administered to one person at a time.
These tests require the test administrator to establish a rapport with the subject and be
sensitive to her/his feelings, moods expressions during the testing session. These
allow people to answer orally in a written form or manipulate objects as per the
tester's instructions.
Group Tests- A group intelligence test can be administered to several persons
simultaneously. These do not allow an opportunity to be familiar with the subjects
feeling. They seek written answers usually in a MCQ format
 Verbal, Non- verbal and Performance test: A verbal test, as the name suggests, is
the one in which language is required for successful performance in it. Verbal
intelligence is the ability to comprehend and solve language based problems. The
problems require the ability to analyze verbal information and language-based
reasoning like verbal analogies. Nonverbal tests of intelligence tap the ability to
analyze visual information and solve problems without necessarily using words. The
tasks may involve the ability to recognize visual sequences, understand and recognize
the relationships between visual concepts and situations, as well as perform visual
analogies. Performance tests require subjects to manipulate objects and other
materials to perform a task. Written language is not necessary for answering the
items. They can be easily administered to people from different cultures. Example-
Kohs' Block Design Test.
 Culture-Fair Tests- Culture-fair or culturally appropriate tests are those that do not
discriminate against individuals belonging to different cultures. These tests are developed in
a manner that they assess experiences common to all cultures or have questions in which
language usage is not required. Non-verbal and performance tests help reduce the cultural
bias usually associated with verbal tests.
Culture-Biased Tests- Culture-biased tests are designed for a specific population and show
biased results for a specific group, culture, and population due to cultural influence.

Bhatia's Battery of Performance Test of Intelligence Introduction

W Stern (1914) said “Intelligence is the ability to adjust oneself to a new
situation.”,
Feldman (2011) “Intelligence is the capacity to understand the world, thinking
rationally, and use resources effectively when faced with challenges. ”One of
the first studies of intelligence looked at measuring the size and shape of the
head. This was as now is understood, a highly inaccurate measure of
intelligence and thus we moved on from this idea up until the late 1800s when
Sir Francis Galton put forward the idea of intelligence. He was one of the first
people who suggested that intelligence could be quantified and measured in an
objective manner. Just a few years later in 1905, Alfred Binet came up with
a standard intelligence test to identify whether students in educational
institutions were able to cope with the school curriculum. (Santrock, 2014) 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.
(Coolican, 2014)One of the major Indians who took to utilizing individual
intelligence tests on Indians was Chandra Mohan Bhatia, former director
of Uttar Pradesh Mano Vigyanshala in 1955. He used five subsets of tests for
around 4 years in different villages and cities across the country. The tests
involved were Koh’s Block Design test, Pass along test, Pattern drawing test,
Immediate Memory test, and the Picture construction test. (Barnabas, 1994) The
overall test was found to be around 0.67 to 0.82 correlated to other intelligence
tests. Therefore, the credibility of the test was considerably high and hence was
accepted by major psychologists in India but it did meet with its fair share of
criticisms. The Bhatia test has norms only between 69 to 131 IQ points, which it
is standardized only on boys who are between the ages of 11 to 16. There is also
the issue of the separation of norms between literate and illiterate individuals.
Even the concept of differences in age, position, and status was given thought
because they were major concerns brought up by Roopesh (2020). This test was
created by Chandra Mohan Bhatia in 1955. It was developed to test the
intelligence in the Indian context. The full battery requires about 45 minutes for
its administration. If Incorporates 5 tests within its system: Koh's block design,
Alexander's pass along test, pattern drawing test, immediate memory test, and
picture construction test:
Koh's Block Design Test: This battery includes 10 designs from the original 17
designs from the Koh's test. The time for first five designs is 2 minutes and for
the remaining five the time is 3 minutes. The cards with a variety of coloured
designs are shown to the test taker and he is asked to reproduce them using a set
of coloured blocks.
Alexander Pass-along Test: All the designs of the original test are included in
this battery. The first four of these have to be completed in two minutes and the
rest of the four have to be completed in 3 minutes.
Pattern Drawing Test: this test is constructed by Bhatia. This test includes eight
cards. Every card has a pattern and the participant is required to draw these
patterns in one go without lifting the pencil. The time for the first four cards in 2
minutes and for the rest of the four cards it is 3 minutes,
Immediate Memory: This test has two parts: digit span forward and digit span
backward. The test taker is required to repeat the numbers the examiner says.
The number of digit is increased on every trail. The test is continued till the
participant repeats it successfully in the same order. This is digit span forward.
In the backward recall, the numbers are repeated in the backward position, from
the last to the first. This recall is also continued till the participant successfully
repeats the sequence
Picture Construction Test: This test requires the participant to construct a
picture that is given in parts. The parts are to be meaningfully combined to
construct the picture. The time for first two pictures is 2 minutes and the rest of
the three pictures it is 3 minutes.

METHODOLOGY:-

Subject details:
Name: XYZ
Age: 15
Gender: M
Education: School student

Materials: Bhatia’s Battery of Performance Test of Intelligence consisting of

Koh’s Block Design test, Alexander’s Pass along test, Pattern drawing test,
Immediate memory for digits and Picture Construction test, Answer Sheet/Data
Sheet, Instruction Manual with Norms, Stop Clock, Writing Materials.

PROCEDURE:

PROCEDURE AND ADMINISTRATION- The physical condition of the

testing room was made suitable according to the participant. The testing room
was well lighted, well ventilated and clean. The participant was made
comfortable, relaxed and unconstrained throughout all the tests and a good
rapport was created. The participant was also made well informed about the
details of five tests before.

INSTRUCTIONS:

1. For Koh's Block Design Test (test no.1)- Cubes/blocks are placed before
the participant to examine and become familiar with reach of them.
 Card no I is then showed to the participant and has to be constructed the
design using the Cubes.
 Mix up the blocks and are the participant has to prepare design like
number1 already shown to him.
  If the participant succeeds within the time limit. He is asked to construct
design No. 2
 The test proceeds in this manner with successive designs.
2. Instructions for Pass along Test- Take the first and the smallest box, and
the card No. 1. Point out the participant that the red block has been placed
near the blue end and the Blue blocks near the red end. Explain that the
red block must come to the red side and the blue blocks to the blue side as
in the card. Emphasize That block have not to be lifted but may only be
moved. Demonstrate the solution of the first box to every subject. Again
place the card No. 1 and the box and ask the subject to do as you Have
already just demonstrated. Record success or failure within the time
Limit, proceed to Designs Nos. 2, 3 etc.
3. Pattern drawing Test- There are eight patterns of increasing difficulty
from the 1 to 8. Give a paper and a pencil to the participant show her a
figure and place the card before the subject. Ask her to make the figure
again without any assistance and lifting the pencil. The Card should
remain in full view of the participant throughout. Let the participant try
successive patterns, Stop when failure is recorded Twice in succession
4. Immediate Memory Test: This test has two parts, digit span forward and
digit span backward. Digit span forward requires the subject to repeat
numbers in the same orders as read aloud by the examiner. Digit span
backwards requires the subject to repeat the numbers in reverse order
of that presented by the examiner.
5. Picture Construction Tests This test consists a series of strip-like pictures
that are presented in random order The subject task is to arrange the
picture as quickly as possible so that the picture that is arranged has a
reasonable and meaningful story formed.
Since Bhatia's battery test is a performance test it can be administered to people
with language incompatibility or poor verbal abilities. This test also has a
separate set of norms for literates and illiterates.

TEST ADMINISTRATION: The room was enlightened, well-ventilated and

best efforts were made to make the room distractions free. The participant and
examiner were sitting face to face. Rapport was established at the beginning and
few questions were asked about His hobbies and interests. He was informed
about the rationale of the test that she would be asked to do different tasks and
taken consent at the beginning. Instructions were given according to manual.
Rapport was established easily as the participant was quite friendly. He was
well groomed and neatly dressed. He was short heighted; his hair was combed
and was seated comfortably on the chair. He was maintaining appropriate eye
contact and was quite confident and was quickly grasping the instructions. He
was quite interested in the test and asked several questions about the nature and
duration of the test. During the test administration the participant remained quite
cooperative. His attention was intact throughout the test. Overall, He performed
quite well on the test.

 BEHAVIOURAL OBSERVATION: The Participant was neatly

groomed and was dressed in a jacket and jeans on the day of testing. He
was cheerful and responsive when asked questions. He showed no
problems understanding the instructions given during the assessment. He
was cooperative, maintained good eye contact, and displayed good
attention and concentration throughout the session. He did not request for
breaks and declined taking breaks when offered. Based on these
observations, the results described below are likely to be a good
representation of the participant’s abilities.
 Introspective report
“I think the test went pretty well but I did miss finishing a few tasks in
between as I couldn’t grasp the concept of the tests coherently when the
difficulty level increased.”

 TEST FINDINGS:
SUBJECTS RAW SCORES WEIGHTED
SCORES
KOH’S BLOCK 21 20
PASS ALONG 16 14
PATTERN 10 10
DRAWING
IMMEDIATE 15
MEMORY
PICTURE 10 8
CONSTRUCTION
72 52

SCORING: Raw score is obtained by adding scores of each subtests. Weighted Acores are
taken from table no 17 Using table no So 18. Performance Quotient (PR) is calculated PQ
in case of the subject against row score 72 is 120 (weighted score: 52).

IMPRESSION: The participant scored 21 out of as in the Kon's Block Design Test They
were able to complete all the 10 designs within 2 minute. In the Alexander Pass Along Test,
he completed all designs within a minutes except the last design. and scored 16 out of 20.
Their performance in the immediate Memory Test was superior and they could complete
both divest and reverse number series with a score of 16 out of 16. However, the participant
could not complete the last three designs of the pattern Drawing Test and speed 10 out of 20.
In the Picture construction Test, the participant was able to complete all the tests except the
last picture. He was able to put 10 out of 12 pieces correctly.

CONCLUSION: The participant faired well in tests involving their working memory. That
can be considered as a strength. However, the subject performed comparatively less on tests.
such as pattern drawing and picture completion tasks. that measured spatial ability. Playing
puzzle games can be of some help. Since the subject has IQ in the above average range, no
special attention has to be given to academics or daily functioning. The subject also seemed
to perform. well in daily talks and academics.

REFERENCES: