Intelligence is a general mental capability that involves reasoning, planning, solving problems, thinking abstractly, comprehending complex ideas, and learning quickly from experience. The need to operationalize and make useful the construct of intelligence in educational, clinical, and employment settings led to a proliferation of standardized intelligence tests. Standardization refers to the development of consistent administration
Intelligence assessment plays a pivotal role in school psychology, aiding in the understanding of cognitive abilities and informing educational strategies. This article explores the multifaceted landscape of intelligence assessment, delving into its historical evolution, theoretical underpinnings, assessment methods, and ethical considerations. It also highlights the practical applications of intelligence assessment in educational planning, special education
Emotional intelligence (EI) refers to the processes involved in the recognition, use, understanding, and management of one’s own and others’ emotional states to solve emotion-laden problems and to regulate behavior. EI, in this tradition, refers to an individual’s capacity to reason about emotions and to process emotional information to enhance reasoning. EI is a member
One of Karl Spearman’s (an important figure in the early work on intelligence) major works was titled The Nature of Intelligence and the Principles of Cognition (1923). Galton, Binet and Henri, Thurstone, and Guilford also published works regarding the concept of intelligence. Nonetheless, cognitive psychology was not identified as a part of psychology until the
Emotional intelligence is a relatively new concept within the psychological community and was introduced to the general public by Daniel Goleman’s 1995 popular publication, Emotional Intelligence: Why It Can Matter More Than IQ. Emotional intelligence, also known as EQ or EI, is characterized as the psychological faculties used to identify, understand, and apply personal and
General fluid intelligence (Gf) refers to the ability to solve new problems, particularly when mentally effortful reasoning processes are required (such as inference, induction, abstraction, or synthesis). That is, Gf is involved in working out a novel solution, but not in simply remembering a previous solution. Gf is often contrasted with general crystallized intelligence (Gc)
The notion of crystallized intelligence was first proposed by the British psychologist Raymond B. Cattell in a 1943 article in which he outlined his perspective on the structure of intelligence, a perspective born of his efforts to develop a culture-free intelligence measure. Cattell’s theory initially suggested that general intelligence could be conceptually subdivided into two