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l], 1, , Section A, Theory, , INTELLIGENCE AND, , FACTS THAT MATTER, , * Individual differences refer to distinctiveness and variations among people’s charaeteristies, and behaviour patterns,, , APTITUDE, , * Approaches explaining individual differences in psychological functioning., 1. Trait Approach: Personal traits cause change in behaviours. [INTERNAL FACTORS], , 2/Situationism is a view which states that situations and circumstances in which one is, placed influence one's behaviour., , {EXTERNAL FACTORS}, , 5. The situationist perspective views human behaviour relatively more as a result of, , influence of externa} (situational) factors than personality traits., /” Assessment:, , fINTERNAL], , 1. Predict future behaviour-intervention to affect a change in behaviour., 2. First step in understanding a psychological attribute., Formal Assessment: Objective, standardized, organized—psychologists are trained in, “making formal assessment,, , Informal Assessment: It varies from case to caselone assessor to another—open to, subjective interpretation., , * Attributes:, , 1. Attributes chosen for assessment depend upon purpose, e.g., improvement of a weak, student intellectual strengths and weaknesses are measured., , 2. An attribute will be said to exist in a person only if it can be measured by using scientific, , procedures., , 7 Some Domains of Psychological Attributes, , , , ‘Uses of Test, , , , , , world, think rationally, and use, available resources effectively, , Provides a global measure of |, general cognitive competence, including the ability to profit from, , , , when faced with challenges, _| schooling. |, i ‘An individual's underlying| Used to predict an individual's, reins potential for acquiring skills. * |capabilities if given proper, , , , , , environment and training.

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—<——, 3. Interest, , , , An individual's preference for, engaging in one or more specific, activities relative to others,, , , , , , , , Helps decide what subjects/courses|, can be pursued comfortably and, with pleasure, , , , 4. Personality Relatively enduring characte, risties of a person that make her, or him distinct from others,, , , , Measures unique characteristics,, explaij and predicts future, behaviour., , , , , , 5. Values Enduring beliefs about an ideal, , mode of behaviour., , , , Determines the dominant values, of a person, , , , * Assessment Methods, , , , Assessment Methods, , , , and/or behavioural characteristics., , Definition Uses of Method, 1. Psychological Test | Objective and _standardized| Clinical diagnosis, _ guidance,, measure of an individual's mental | personnel selection, placement,, , and training., , , , 2, Interview Seeking information from a person, , on a one-to-one basis., , Counsellor-client interaction, employee selection, journalism,, , , , 3. Case Study In-depth study of the individual, in terms of his/her psychological, attributes, physiological history in, the context of his/her psychosocial, and physical environment., , Clinical psychologists, based on|, data generated using different, methods., , , , , , , , , , , , , , , , , , 4. Observation Employing systematic, organized, | Disadvantages, and objective procedures to record | 1, Observer has little control over, behavioural phenomena occurring the situation., naturally in real time. 2. Reports may suffer from, subjective interpretations of, the observer., 5. Self-Report Person provides factual infor- | Obtained by an interview schedule,, . mation about himself/herself, | questionnaire, psychological test,, opinions, beliefs. personal diary., INTELLIGENCE ~_, + Wechsler: ae vel, © Definiti global and pacity | individual to think rationally, act, purposefully, and to deal effectively with his/her it., * Understood intelligence in te1 oF ite functionality, | aes value for adaption to the, environment., , , , ger, it, , , , + An intalligent iodividual not only adapts sto the environment, Dut leo actively modifies, , or shapes it., >, et, 10 @ Psychology—XI]_ —_____

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is *, er):, processing APPro#eh 7 ard Gardner’, on-Proces, , elligences exist independent, g Intelligences aistinct types of intelliger, , B. Informati, , , , , , ry of Multiple entit!, 1, Theory se is not a single er to find a solutio, + Intelligence et and work together to fin ‘ion to a, of each other: «intelligences interact, ypes 0! ” i i, + Ditereat type 44 shown exceptional abilities in their respective areas, problem. who had sho, hal pews ‘of intelligence. ;, : Senet De eight types oe se language fluently and flexibly to express one's, and deo 9 us, , ‘The capacity, , fartand other. Persons high on this ‘word-smart’, e.g., poets, id unde: , () Linguistic, thinking an, , and writers. ical: Skills in problem solving, thinking logically and, _Mathematical: Skills, (a) Logical, , Hic, and abstract reasoning , ¢.g., scientists,, seal The abilities involved in forming, using and transforming mental, , i ee al images and patterns), eg., sculptors, painters, architects,, ; images, interior decorators. <, ) Musical: The capacity to produce, create and manipulate musical rhythms and, ww, patterns., , , , | (v) Bodily-Kinaesthetic: The use of the whole body or portions ofit creatively and, fiexibly for display, construction of products and problem solving, eg, athletes,, dancers, actors., , (ci) Interpersonal: Skill of an individ stand the needs, moijves feelings, f and behaviours of other people for better understanding and relationship. Hish, i, , ainong psychologists counsellors politicians., i (oti) INTRA PERSONAL: Refers to the awareness of one’s own feelings motives,, , desires, knowledge of one’s internal strengths and limitations and using that, knowledge to effectively relate to others, e.g., philosophers., , (viit) Naturalistic: Complete awareness of our relationship with the natural world, and sensitivity to the features of the natural world, e.g., botanists, zoologists., 2. Triarchie Theory of Intelligence (Robert Sternberg) [198:, , * Definition: The ability to adapt, to shape and select environment to accomplish, one's goals and those of offe's society and culture, maisit, , +, gihree Basic Types of Intelligence: ~, 5%) Componential Intelligence: The analysis of information to solve problems, - ‘Three components: oe, , (a) Knowledge Acquisition—responsible for learning anil acquisition of theways of doing things. - : z, , () Meta or Higher Order Component—planning concerning what to do, and how to do it. f a ae, , (c) Performance Component—actually doing things ., (ti) Experiential/Creative Intelligence: Using past experiences creatively to, .solve novel problems, ‘ ., , — Ability to integrate different experiences in an original way to make new, discoveries and inventions,, , — Quickly find out what information is crucial in a given situation, , , , , , cr, , , , | 12m Psychology—XI_ ee

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a thair, , (ai) Contextual/Practical Intelligence: The ability to deal with environmental, lemands encountered on a daily basis—, , — may be called ‘street smartness’ or ‘business sense’, 7 easily adapt to their presint. environment/select a. more favourable, Ae . environment, modify the environment to fit their needs., * ;-anning, Attention-arousal and Simultaneous-Succeésive (PASS) Model of, telligence (J.P. Das, Jack Nagliery, Kirby) [1994], * Intellectual activity involves the interdependent functioning of three, neurological systems, called the functional units of brain, * These units are responsible for—, @ Arousal/Attention: u, Arousal and attention enable a person to process information., , — An optimal level of arousal focuses our attention to the relevant aspects of a, problem., , Fe much or too little arousal would interfere with attention and attend to, stimuli., (i) Simultaneous and Successive Processing:, — Simultaneous: Perceive the relations among various concepts and integrate, them into a meaningful pattern for comprehension, e.g., RSPM., — Successive: Remember all the information serially so that the recall of one, Jeads to the recall of another, eg., learning of digits, letters. (ii) Planning: i :, — Allows us to think of the possible courses of action, implement them to reach a, target, and evaluate their effectiveness., — Ifa plan does not work, it is modified to suit the requirements of the task or, situation., * These PASS processes operate on a knowledge base developed either formally (by, reading, writing, and experimenting) or informally from the environment., © These processes are interactive and dynamic in nature; yet each has its own, distinctive function., Cognitive Assessment System (CAS) (Das and Nagliery):, * Battery of tests meant for individuals between 5-18 years of age., * Consists of verbal as well as non-verbal tasks that measure basic cognitive functions, presumed to be independent of schooling., * Results of assessment can be used to remedy cognitive deficits of children with, learning problems. iodo, , NDIVIDUAL DIFFERENCES IN INTELLIGENCE:, The evidence for hereditary influences on intelligence comes mainly from studies on twins, and adopted children. - =, , , , , , abate 025