TESTING DEVICES IN GUIDANCE

8.1       INTELLIGENCE TESTS

8.1.1    Intelligence : Meaning

Intelligence cannot be explained but intelligent behavior can be explained elaborately. Nobody knows what ‘intelligence’ is. But the .intelligent behavior can be measured through some tests. Intelligence is the capacity of a person to act purposefully by thinking rationally to deal effectively with his environment. Intelligence is to understand the actual position for reacting to the problem efficiently.

8.1.2 Intelligence Definitions

Definitions given by some eminent psychologists are given

below:

According to Alfred Binet, “Intelligence is a capacity to think well, to judge well and to be self critical”:

According to Charles Spearman, “Intelligence is rational thinking”.

According to David Wechsler, “Intelligence is the aggregate or global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment”.

According to Stoddard, “Intelligence is the ability to undertake activities that are difficult, complex and abstract and which are adaptive to a goal, and are done quickly and which have social value and which lead to the creation of something new and different”.

8.1.3 Theories of Intelligence

Severa theories have been laid down in regard to the nature and characteristics of intelligence. Some of these theories are being enumerated below:

8.1.3(1) Unitary theory I Monarchic Theory

Dr. Johnson is said to be the chief advocate of this theory. According to this theory, “Intelligence” is the power or capacity which effects and influences all the activities of the individual. No doubt a man has several abilities but it is the intelligence which determines the general ability.

Criticism : It has been found that some of the prominent people had below average abilities in many activities. e.g. Darwin had a very bad handwriting.

2. Oligarchic Theory

Binet is said to be the propounded of this theory. According to this theory memory, imagination, perception, attention. etc. are found to a limited extent in intelligence. Although these qualities and facilities are different from one another, they are found in a mutually interdependent position in intelligence.

Criticism : Experiments have disproved this theory. This experiment shows that mental faculties are more or less interdependent. They are not independent and mutually exclusive.

3. Atomistic or Anarchic or Multi-Factor Theory

This is also known as anarchic theory. Thorndike (Edward Lee ?homdike) is one of the most important exponents of this theory. Multi-factor theory considers intelligence to be a combination of numerous separate elements or factors. each of which is a minute element of an ability.

Criticism : This theory has been criticized and contradicted by Spearman on the basis of the experiments that he carried out. 8.1.3(2)Two-factor theory or 81-factor theory or Eclectic theory

This theory was proposed by C.Spearman (Charles Spearman). He says that intelligence consists of two factors ie., general factor’s’ and specific factor s’.

General factor covers the general trend of energy which involves mental activities. Specific factor aims at specific situations which involves all the mental activities, but some mental activities require more G factor and less ‘s’ factor and some others require more ‘s’ factor and less ‘G factór. Therefore, I = G ±s.

8.1.3(3) Group factor theory or Theory of primary mental abilities

The founder of the theory was Louis Thurstone. He states that intelligence is not constrained to two factors, but it consists of many factors which he named as primary mental abilities as follows.

1. Verbal comprehension (V) The verbal factor which involves verbal relations, words and ideas.
2. Word fluency (W) The word fluency factor deals with the ability to think of isolated words rapidly.
3. Number (N) : The number factor which indicates the ability to do numerical calculations correctly nd quickly.
4. Space (S) The space factor which deals with a task requiring manipulation of an object imaginatively in space.
5. Memory (M) : The rote memory factor involves the activity to memorize quickly.
6. Perceptual (P) The perceptual factor is the ability to perceive objects accurately.
7. Reasoning {R) : The reasoning factor is the ability to make use of generalized results. All intellectual activities require more of the primary mental abilities to perform them. Therefore, I=+W+N +S+M+P+R.

8.1.3(4) Structure of Intellect Theory or Model (S.I. Model)

Through the theory of Structure of intellect J.P.Guilford (1967) described the structure of ability in an elaborate manner. He says that an intellectual ability aims to perform a particular type of cognitive operation upon a particular type of content to produce a particular type of product.

There are five types of operations, namely - Cognition (C), Memory (M), Divergent thinking (D) Convergent thinking (C.) Evaluation (E), four types of contents - Figural (9, Symbolic (S) Semantic (S), and Behavioural (B) and six types of products – Units (U), Classes (C), Relaters (R), Systems (S), Transformations (T) and Implications (I). Therefore, the maximum number of factors can be 6x5x4 = 120.

I. Operation or Process

Following are the five main groups of mental abilities:

1. Cognition - it refers to discovery, re-discovery or recognition.
2. Memory - it implies retention of what is recognized.
3. Convergent thinking - this is the type of thinking which results in the right or best answer.
4. Divergent thinking - means thinking in different directions, or searching for variety, about goodness, suitability, or adequacy of what we understand, remerpber or think.
5. Evaluation - it is taking decisions about accuracy, goodness or suitability of information.

II. Content or material : It involves four factors

1. Ural Content - It is material perceived through the senses.
2. Symbolic Content - It is composed of letters, digits and other conventional signs, usually organized n general systems (alphabet, number system)
3.  Semantic Content - It takes the form of ideas or verbal meanings.
4. Behavioural Content - It refers to social intelligence or knowledge and understanding of ourselves and others.

Ill. Products

The outcome from the application of symbolic units, in addition to the knowledge of the kinds of products:

1. Units - Comprehending visual, auditory and symbolic units, in addition to the knowledge of the meaning of words.
2. Classes - The ability to classify  words or ideas
3. Relations - The ability to become aware of relationship between objects because of their figural or symbolic properties and the ability to discover relations in conceptual material.
4. Systems,- The ability to format objects in space, to design symbolic elements and the ability to structure problems in the preparation for .solution.
5. Transformation - The ability to see what would happen to objects if they were changed, or to suggest changes in the existing circumstances.
6. Implications - The ability to extend expectations and project the present information into the future happenings.

8.1.4    Measurement of Intelligence / Tests of Intelligence

                        Intelligence  tests are of three types – individual, Group and performance.

8.1.4(1)  Verbal Tests of Intelligence

These tests involve the use of language. The Binet-Simori test is the foremost-example in this category. The tester has to explain the items of the test and then to carefully evaluate the answer

As explained earlier the limitations with these verbal tests are the same as with individual tests. These test cannot be administrated on deaf and dumb children.

8.1.4 (2) Non -Verbal Tests of Intelligence

These tests do not involve the use of language and are known as Performance Tests of Intelligence. The child is entrusted with a task to do with his own hands in a mechanical way.

Types of Non-verbal Tests

1. Form Board Test: Different types of performance tests are devised using ‘form boards’. Blocks of different shapes are to be fitted into corresponding holes in a board. The psychologist notes down the mistakes committed and the time taken up by the pupil.
2. Picture drawing test: Children between the ages of tour to ten may be asked to draw a man with pencil on. paper. The test is scored on the completion and coherence of the drawing.
3. Maze: A maze is drawn on paper with many blind alleys. The child has to trace out with a pencil the shortest path out of the maze. Here also the psychologist notes down the time and the errors committed.

8.1.4 (3) Performance Test of Intelligence

In this test individual has to do certain operations but he need not have knowledge of reading and writing. It is considered as the best test among all. Alexander’s Pass Along Test and Kohs Block Design Test are considered as the best tests among all.

8.1.4 (4) Individual Tests of intelligence

When a single person is tested by a single examiner it is called individual test of intelligence. Example : Bines Intelligence Test, Wechsler Intelligence Scale (WAIS) etc.

8.1.4 (5) Group Tests of intelligence

When a single examiner is given to test a number of persons at a time it is called group test. Example Army Alpha (for iterates) and Army Beta (for illiterates) Intelligence Test etc.

Comparison between Individual Intelligence test and group intelligence test

Individual Intelligence test	Group Intelligence test
It is time consuming.	It saves time.
Test conducted for a person by one examiner.	One examiner conducts test for many at a time.
It is good for testing small children and mentally ill people.	It is good for normal adults.
It Involves more experiments and consumes more time.	Comparatively less experiments with minimum time.
It consumes energy and money.	It saves energy and money.
Administered by experts.	By one examiner
When we test the individual child, he may be ill-at-ease, nervous.	In a group the child is less ill-at-ease.
Reliable.	Not much reliable.

Merits

1. It consists of non-verbal test where there wall be no language problem. Hence persons like deaf and dumb, illiterates, foreigners, educationally backwards can be tested.
2. In this test direct observation can be paid.
3. It supplements the verbal tests.

Demerits

1. These tests have to be done at the laboratory.
2. They consume time and are difficult to manage.
3. They cannot assist verbal tests; but can supplement the verbal tests.

Intelligence Quotient (1.Q.)

Stern is the psychologist who cultivated the idea of Intelligence Quotient (l.Q). lQ is the ratio between mental age (MA) and chronological age (CA). That is ‘10 is got by dividing mental age by the chronological age and multiplying it with 100. A child’s actual age (Chronological Age i.e. CA) is 5 years, If he can successfully perform the test items allotted to 6 year age level, then his mental age (M.A.) is 6 years. The child’s 1.0. is calculated by the formula

l.Q = MA/CA x 100 CA

      = 6/5 x 100

I.Q = 120

This 10 score 120 indicates that he is superior.

8.1.5 Uses of Intelligence Tests

Intelligence tests are very helpful and their purposes are defined briefly below:

1. Groups among students according to their mental ability can homogenously be formed for regular and unvarying progress.
2. The Counselor, through’ the use of intelligence tests, can easily identify the mentally deficient children and can nose the causes behind their backwardness. This will enable him to provide remedial measures for such children.
3. Children with special abilities and talents can be identified which will be useful for the teachers to encourage them accordingly.
4. As educational guidance aims at providing educational materials to pupils according to their mental capacity, intelligence tests help the guidance worker.
5. Employment in various professions need persons of different levels of intelligence. Once the guidance worker identifies the level of intelligence of a particular individual, he will recommend him q list of appropriate occupations and the individual will be at a convenient position to select one.
6. Intelligence test helps to study the relative influence of various factors, i.e., heredity and environment, on the intelligence level of the individual.
7. The individuals nature of intelligence becomes comprehensible where it is clearly exposed.