Variations in Psychological Attributes — NCERT Solutions

Psychologists characterise intelligence as a person's capacity to understand the world, think rationally, and use available resources effectively when faced with challenges. It is also described as the ability to perceive, learn, understand, and know. Different psychologists have emphasised different aspects: Binet stressed judging, understanding and reasoning well; Wechsler viewed it as the global and aggregate capacity to think rationally, act purposefully, and deal effectively with the environment. Thus, intelligence is not a single skill but a global cognitive competence that helps a person adapt to situations.

Intelligence is the result of a complex interaction of heredity and environment. Evidence for nature comes from twin and adoption studies: identical twins show very high similarity in intelligence, even when reared apart, and children's intelligence is often more similar to their biological than adoptive parents. Evidence for nurture comes from the fact that children raised in richer environments, with good nutrition, supportive families, and quality schooling, tend to improve in intelligence; environmental deprivation lowers intelligence. So neither heredity nor environment works alone. Heredity sets the range, and the environment shapes how much of that potential is actually developed.

Gardner proposed multiple intelligences, meaning intelligence is not one single ability but several independent types. The eight intelligences are:

• Linguistic: skill in using language fluently and flexibly.
• Logical-mathematical: ability to think logically, critically, and solve problems.
• Spatial: ability to form, use, and transform mental images and patterns.
• Musical: ability to produce and manipulate musical rhythms and patterns.
• Bodily-kinaesthetic: ability to use the body or parts of it flexibly and creatively.
• Interpersonal: ability to understand others' motives, feelings, and behaviour.
• Intrapersonal: ability to understand one's own feelings, motives, and desires.
• Naturalistic: ability to identify and discriminate features of the natural world.

Gardner also said these intelligences are independent, though they may work together in solving problems.

Sternberg's triarchic theory helps us understand intelligence by showing that intelligent behaviour has three forms:

1. Componential or analytical intelligence: analysing information and solving problems. It includes knowledge acquisition, meta-componential planning, and performance.
2. Experiential or creative intelligence: using past experience creatively to solve novel problems and make new discoveries or inventions.
3. Contextual or practical intelligence: dealing with everyday environmental demands, also called street smartness or business sense; it helps a person adapt to, select, or shape the environment.

This theory is helpful because it explains intelligence not just as school success or test scores, but as analytical, creative, and practical functioning.

The PASS model says intellectual activity involves three interdependent neurological systems:

• Arousal/Attention: helps a person attend to relevant stimuli. An optimal level of arousal focuses attention on the task; too much or too little interferes.
• Simultaneous processing: integrating information at the same time to perceive relations and form a meaningful pattern. Example: solving a Raven's Progressive Matrices item.
• Successive processing: remembering and processing information in serial order, where one item leads to the next. Example: learning digits, alphabets, or multiplication tables.
• Planning: deciding possible courses of action, carrying them out, and evaluating them; if needed, plans are modified.

So, any intellectual activity depends on the coordinated functioning of attention/arousal, simultaneous-successive processing, and planning.

Yes, there are cultural differences in the conceptualisation of intelligence. Culture provides the context in which intelligence develops and is valued.

• In technologically advanced Western societies, intelligence is often linked with skills like analysis, speed, performance, and achievement orientation. The book calls this technological intelligence.
• In many non-Western societies, intelligence is seen more in terms of social and emotional competence, self-reflection, and the ability to relate well with others.
• In the Indian tradition, intelligence is viewed more holistically as integral intelligence or buddhi, which includes cognitive, social, emotional, and entrepreneurial competences.

Thus, intelligence is not understood in the same way everywhere; its meaning depends on cultural values and life conditions.