Concept of Intelligence in Psychology

The Latin verb intellegere, which means to gather, analyze, and process data, is where the word intelligence first appeared. After this vantage point, intelligence is limited to a person’s cognitive and mental capacities.

Even though there are many different definitions of intelligence in use today, most experts concur that intelligence encompasses intellectual abilities like reasoning, judgment, challenge, and strategy. According to contemporary definitions, intelligence is particularly the capacity to:

  • Learning through experience, intellectual capital, preservation, and application are crucial aspects of intelligence.
  • Problem-solving ability begins with recognising the issues that knowledge could help with.
  • Finally, people must put what they have learned to work in order to come up with answers to issues.

Robert Sternberg, a psychologist, described intelligence as “mental activity directed toward purposive adaptation to, selection, and shaping of real-world environments relevant to one’s life.”

He acknowledged with Gardner that intelligence is considerably more diverse than a unique, all-encompassing skill, but he argued that some of Gardner’s categories of intelligence are best seen as unique skills. The idea of “successful intelligence,” which Sternberg articulated, including three components, is as follows:

  • Analytical intelligence: the capacity to analyze data and find solutions.
  • Creative intelligence: the capacity to generate innovative thoughts.
  • Practical intelligence: the flexibility to change with the surroundings.

What are the characteristic of intelligence?

The following are the key characteristics of intelligence:

  • The inherent attribute of children is intelligence.
  • Youngsters gain the most knowledge in the shortest period of time.
  • Kids are capable of looking forward and making plans.
  • The youngster is able to benefit from his prior knowledge.
  • The child is willing to face destiny.
  • He learns to distinguish between good and bad.
  • The interval from infancy through adolescence is when the intellect develops.
  • Boys and girls acquire their intelligence in somewhat different ways.
  • Boys and girls vary from one another in terms of intellect on a personal level.
  • The majority of intelligence is dictated by genes, but it may be improved in the right circumstances.

Development of Intelligence

Nearly all psychologists concur that intellect rises until adolescence and drops as people get older.

  •  Pinter asserts that intellect develops rapidly until the age of 14, at which point it pauses, and then it continues to develop until the age of 22.
  • According to Terman, 16 is the age at which both children and adults have reached the maximum rate of IQ increase.
  • As per  Binet the age restriction is met at 15 years old.
  • Ottis asserts that intellect develops up to the age of 18.

According to Thorndike experts, a human’s capacity for learning grows up to the age of 22 and remains active until the age of 45. Several psychologists claim that a sluggish kid’s IQ only increases until the age of 14, whereas that of normal children increases until the age of 16. Prior to the age of twenty years old, the group of genius children continues to develop. But the precise age at which intelligence develops is still unknown. This issue is still there now as it was in the past.

Types of Intelligence

  1. Concrete Intelligence: It is the capacity of a person to recognise genuine circumstances and respond to them appropriately. Concrete intelligence is visible in many daily tasks. Whenever a person is managing tangible items or medications, this kind of intelligence is appropriate. This kind of intelligence is used by builders, designers, and manufacturers.
  1. Abstract intelligence: It is the capacity to react to characters, phrases, and arithmetic. The typical academic disciplines in school need abstract intelligence. Through some comprehensive examination of books and literature, one gains this knowledge. Talented philosophers, educators, attorneys, and other professionals possess this kind of intellect.

It is important to note that intelligence is the capacity to adapt, understand, comprehend, reason, and work for the benefit of oneself and others. One may also draw the conclusion that young infancy is characterized by a period of significant rapid intellectual development, which is accompanied by a sluggish late phase throughout adolescence.

Classification of Intelligence

The theory of intelligence put out by Raymond Cattell differentiated intellectual ability into two categories: crystallized intelligence and fluid intelligence.

  1. Crystallized intelligence: It is described as knowledge that has been learned and the capacity to recover it. Humans use crystallized intelligence when we acquire, retain, and recall knowledge. By proving that we have comprehended the material taught in the program, we constantly demonstrate crystallized intelligence in your schoolwork.
  2. Fluid intelligence: It includes the capacity to identify intricate linkages and resolve issues. Your fluid intellect would be needed to find your way home after being diverted onto an unknown route due to road maintenance. While crystallized intelligence aids in overcoming concrete, uncomplicated issues, fluid intelligence aids in overcoming complex, abstract hurdles in daily life.
  3. Emotional intelligence: The capacity to recognise, manage, and assess feelings is known as emotional intelligence. While some academics contend that emotional intelligence is an inborn trait, others contend that it can be learnt and increased. It is often assessed through self-reports and aptitude tests.