GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

INSTITUTE OF VOCATIONAL STUDIES

BACHELOR OF EDUCATION(B.Ed)PROGRAM
SESSION: 2024-26

SUBJECT-Learning and Teaching (B.ED 102)

Submitted by:Kumari Anisha

Section:B
Submitted to:Ms.Neetu Sharma
 INTRODUCTION
According to Jean Piaget ,"Intelligence is the ability to adapt to one's
surroundings."
Human intelligence is a cognitive trait that involves the capability to think, learn
from past experiences, apply knowledge, solve challenges, and adjust to new
circumstances. It encompasses the ability to gain insights from experiences, act
with intention, tackle problems, adapt to changing environments, comprehend and
manage abstract ideas, and utilize knowledge to influence one’s surroundings.
In psychology, intelligence is the mental ability to learn from experience, solve
problems, and adapt to new situations. It involves various cognitive functions like
reasoning, memory, problem-solving, and understanding complex ideas.
Intelligence is often measured using IQ tests and can encompass multiple types,
such as analytical, creative, and emotional intelligence.

CHARACTERISTICS OF INTELLIGENCE
 Intelligence involves the ability to learn from experiences.
 Intelligence individuals can solve problems effectively.
 Intelligence allows people to adapt to new situations and challenges.
 Intelligence includes the capacity to think abstractly and understand
complex ideas.
 Intelligence helps in making decisions based on reasoning.
 Intelligence involves good memory and the ability to recall information
when needed.
 Intelligence means all round mental efficiency and include all the quality in
the mental development
 Intelligence is the ability to learn from past experience and use past
experience profitability
 It includes creativity, allowing individuals to come up with new ideas. Ninth,
intelligence can be measured through various tests, although these tests
may not capture all its aspects.
 Intelligence is not fixed; it can develop and change over time with learning
and experience.
 WHAT IS INTELLIGENCE TEST

Intelligence test is a device for measuring the intelligence of an individual or a

group of individual.
An IQ test is an assessment designed to evaluate a person's cognitive abilities and
provide a numerical score that reflects their intellectual capacity and potential. It
measures various mental functions, such as reasoning, comprehension, and
judgment, and compares the results with others who have taken the same test.
This psychological test can be administered either individually or in a group setting.
These tests are designed to evaluate ski ls like problem-solving, comprehension,
and judgment. They can be conducted for an individual or a group and are often
used in psychology to study mental functions and abilities.

THEORIES OF INTELLIGENCE

SPEARMAN'S TWO-FACTOR THEORY

Spearman is the author of two factor theory. His full name is charles Edward
Spearman. Charles Edward Spearman, was born on 10th September 1863, in
London U.K. He was elected to the Royal Society in 1924. He was an English
psychologist, known as a pioneer of factor analysis and for Spearman's rank
correlation coefficient. he also did important work on models for human
intelligence, including his theory that unlike cognitive test scores reflect a single
General intelligence factor and coining the term g factor. He expired on 17th
September 1945, in London.
In 1904, Charles Spearman proposed the two factor theory of intelligence. This
theory divides the intellectual abilities in two factors namely:
 General (G) factors
 Specific (S) factors.
According to Spearman all intellectual activities depends primartur a general factor
of intellegence which is represented by the symbol 'G
According to him, all intellectual abilities are the result of GerDislike and Specific
(S) factors, provided that they are related to that specific ability
Intelligence=G+S1+S2+S3.....Sn
(1) General factor (G): The first factor is a general or common c of an individual,
which is mainly a reasoning factor.
Characteristics of General (G) factors:
 All mental abilities involve a General factor (G), which it shares with other
mental activities.
 It is involved in all activities and also accounts for its success.
 The general factor is innate.
 It is universal, but differs from individual to individual.
 It is constant factor which cannot be modified by the effect of learning.
 No cognitive activities can be performed without its involvement.

(2) Specific factor (S): It is a specific or special capacity of an individual.

Characteristics of specific (S) factors:
 This factor is involved only in specific type of activities, not in all activities.
 This factor is shared with none. Transfer of this ability is not possible from
one field to other.
 It is not innate, but learned. This factor can be influenced and modified by
learning.
 It differs from individual to individual. For example: An individual may be a
very good artist and the other can be average.
 The success of an individual in a specific field depends upon the amount of S
factor.
Thus, according to spearman performance in any situation is predicted by the
amount of share of general and specific factor in different intelligence activity. He
later revises theory and put forward three factors called cluster factors
EDUCATIONAL IMPLICATION AND IMPORTANCE OF SPEARMAN'S TWO FACTOR
THEORY
 This theory helps teachers better understand the nature of intelligence.
 The general ability differs among individuals.
 Specific abilities also vary from one person to another.
 The 'S' factor varies in degree and can be altered through learning or
consistent practice.
 A child requires different levels of 'G' and 'S' factors to succeed in various
subjects.
 A strong 'G' factor is essential for achieving success in life.
 There is a strong relationship between 'G' and 'S'.
 This theory can be applied to guide instruction and develop a set of ability
tests.

GUILFORD'S STRUCTURE OF INTELLIGENCE

Guilford's theory involving a model of intelleet Guilford (1961) and his
Asociates, while working in the psychological laboratory at the University of
Southern California, developed a model of intelligence on the basis of the
factor analytical research studies conducted by them which involved a number
of intelligence tests. They concluded that every mental process or intellectual
activity can be described in terms of three different basic dimensions or
parameters. known as operations-the act of thinking; contents the terms in
which we think (such as words or symbols); and product the ideas we come up
with. The three dimension of intellect model are:
1.Operations: How information is processed.
2.Contents: what information is involved?
3.Products: The result obtained.
(1) Operations:- Guildford classified operations into five categories:
 Cognition is related to knowledge, understanding and recognition.
 Memory is the retention what has already been learnt.
 Divergent thinking: In divergent thinking an individual thinks in many
directions, gives many solution to a problem which are unique, novel and
original. Here the stress is on flexibility.
 Convergent, thinking: Correct answer is chosen for a problem out of
many.
 Evaluation means taking decision and making sound judgement
concerning criterion satisfaction of information.
(2) Content: Guilford proposed four types of contents:

 Figural Content: Concrete material perceived through senses e.g

 pictures, objects and sounds.
 Symbolic Content: Knowledge in the form of symbols such as letters,
numbers and other symbols.
  Symantec: Knowledge of contents expressed in meaningful words and
sentences.
 Behavioral Content: it is expressed in terms of human activity in relation
to social situations.
(3) Products: - When certain operation is applied to kind of certain content, six
types of products are involved. They may be:
 Units: Related to individual pieces of information which are limited in
size.
 Classes: Groups related units of information's form one class because
of some common characteristics.
 3. Relations: Similarities and differences among different units come
under the categories or relations.
 Systems: The systems evolve as a result of large size of organized
information and plans..
 Transformations: - Evolve as a result of change in information which
can be brought about by new meanings and new definition.
 Implications: These refer to pointing out various possibilities that exist
in a situation.
Because Guilford's model contains five possible kinds of operations (Cognition,
Memory, Divergent thinking, Convergent thinking and Evaluation), four types of
contents (Figural, Semantics, Symbolic and Behavioral) and six types of
products (Units, Classes, Relations, Systems, Transformations and Implications)
it implies the existence of 5 x 4 x 6 = 120 possible factors comprising the
structure of intellect.
Educational Implications of Guilford Theory of
Intelligence:-
 Helps in Collecting Data: Guildford's Theory of Intelligence aids in
gathering and understanding information, which helps in analyzing
students' intelligence more effectively.
 Supports Decision-Making: The theory helps both teacher and students
make responsible decisions and solve problems in a smarter way.
 Encourages Creativity: Guildford's Theory fosters creativity,making
individuals more practical, analytical, and logical in theirthinking.
 Examines Different Types of Intelligence: The theory helps
inunderstanding the intelligence levels of people across different age
groups.
  Improves Understanding of Individual Differences:Guildford’s theory
helps in studying and appreciating the differences among individuals in
society.
STERNBERG THEORY OF INTELLIGENCE

The triarchic theory of intelligence suggests that there are three unique types of
intelligence: practical, creative, and analytical. This theory was developed by Robert
J. Sternberg, a prominent psychologist known for his research on human intelligence
and creativity.
Sternberg broke his theory down into following three sub theories:
Contextual sub theory: The contextual sub theory says that intelligence is
intertwined with the individual's environment. Thus, intelligence is based on the
way one functions in their everyday circumstances, including one's ability to a)
adapt to one's environment, b) select the best environment for oneself, or c) shape
the environment to better fit one's needs and desires.

Experiential sub theory:

This theory argues that intelligence is applied across a range of
experiences, from new and unfamiliar situations to familiar,
automatic tasks. Intelligence is most clearly shown at both ends of
this range. When faced with a new or unfamiliar situation, a person
uses their intelligence to find a solution. Once a task becomes
familiar, intelligence allows the person to handle it easily with little
thought.

Componential sub-theory: The componential theory explains the different

processes that contribute to intelligence. According to Sternberg, this sub-theory
consists of three types of mental processes or components:

• Metacomponents allow us to oversee, regulate, and assess our thinking

processes, which helps us make decisions, solve problems, and develop plans.
• Performance components are what allow us to act on the decisions and plans
made by the metacomponents.
• Knowledge-acquisition components help us learn new information that supports
the execution of our plans.
kinds of intelligence - each sub theory reflect a particular kind of intelligence or
ability:

• Practical intelligence: Sternberg refers to the ability to effectively engage with the
everyday world as practical intelligence. This type of intelligence is linked to the
contextual sub-theory, and individuals with strong practical intelligence excel at
navigating their external environment successfully.
• Creative intelligence : Creative intelligence is associated with the experiential sub-
theory and involves the capacity to apply existing knowledge in innovative ways to
address new problems or adapt to new situations.
• Analytical intelligence: Analytical intelligence is connected to the componential
sub-theory and is essentially what we consider academic intelligence. This form of
intelligence is utilized for problem-solving and is the type measured by standard IQ
tests.
Sternberg noted that all three types of intelligence are essential for what he terms
"successful intelligence," which encompasses the ability to thrive in life based on
one's skills, personal aspirations, and environmental factors.
 Educational implications

 Emphasizes the need to address all three intelligences: practical,

creative, and analytical, in education.
 Encourages real-world applications to develop practical skills.
 Promotes creative thinking through problem-solving activities and
projects.
 Supports analytical skills with structured academic tasks and
assessments.
 Aims to create a more inclusive learning environment that caters to
diverse student strengths.
 Helps students become well-rounded individuals prepared for various life
challenges.
 Encourages collaboration and teamwork to enhance social and practical
skills.

GARDNER'S THEORY OF MULTIPLE INTELLIGENCE

Howard Gardner of Harvard University has propounded a unique theory of
Intelligence called the "theory of multiple intelligence". According to her the
human ability is to solve problem or to make something that is valued in one or
more cultures. This theory of multiple intelligence is Howard Gardner's sorry
that purposes :
•People are not born with a fixed amount of intelligence; rather, intelligence
can be acquired and developed throughout one's life.
•It asserts that everyone possesses at least nine different types of intelligence
and can cultivate each type to achieve an average level of proficiency.
•According to Gardner, intelligence is defined as the capacity to solve problems
or create products that hold value in one or more cultural contexts.
The 9 intelligences include in Gardner's theory are :
1. Verbal/Linguistic
2. Visual/Spatial
3. Interpersonal
4. Musical /Rhythmic
5. Logical/Mathematical
6. Intrapersonal
7. Bodily/Kinesthetic
8. Naturalist
9. Existentialist

1) Linguistic Intelligence: Linguistic Intelligence, often referred to as "Word

Smart," is the ability to effectively use language—your native tongue and
possibly other languages—to articulate your thoughts and comprehend others.
CRITERIA: Individuals with this intelligence can grasp the meaning of words and
manipulate language structures, possess well-developed communication skills
that include writing, speaking, and storytelling, understand and apply grammar
rules correctly, enjoy reading, writing, and speaking, and have an extensive
vocabulary.
CAREERS: Author, Journalist, Playwright, Radio, Announcer etc
2) Logical-Mathematical Intelligence: Logical-mathematical intelligence refers
to the ability to effectively use numbers and reason logically.
CRITERIA: Individuals with this type of intelligence can easily recognize cause-
and-effect relationships and are adept at identifying and solving problems on
the spot. They tend to think through reasoning and enjoy experimenting,
questioning, tackling logical puzzles, and performing calculations.
CAREERS: Examples of careers that utilize this intelligence include Accountant,
Auditor, Banker, Bookkeeper, Businessperson, Computer Analyst, and
Computer Programmer, among others.
3) Spatial Intelligence: Spatial intelligence refers to the brain's ability to
perceive and interpret visual information. In simpler terms, it's how we process
what we see. Although it may not be widely recognized, spatial intelligence
plays a crucial role in the arts and in our daily lives.
CRITERIA: The ability to visually perceive and interpret the surrounding world is
an essential trait. In artistic fields, being able to translate a vision into a
painting, sculpture, or film is vital. For instance, architects need to convert their
vision of a structure into a blueprint. Spatial intelligence is also used by
everyday people to remember small but significant details, such as how to
navigate from school to home. Everyone utilizes spatial intelligence in their
daily activities.
CAREERS: Examples of careers that involve spatial intelligence include
Architect, Cartographer (Map Maker), Drafter, Engineer, Fine Artist, Graphic
Designer, and Fashion Designer, among others.
4) Bodily-Kinesthetic Intelligence: It is expertise in using one's whole body to
express ideas and feelings. Examples: acting, dancing, sports, and using body
language .It is the ability to use one's hands to produce or transform things.
Examples: sculpting clay and hands-on learning
CAREERS: Actor, Athlete, Carpenter, Choreographer (creates and arranges.
dances), Craftsman, Dancer, Farmer, Forest Ranger, etc.
5.Musical Intelligence: Musical intelligence refers to the ability to recognize,
interpret, and create sounds and melodies. This includes singing, composing, or
playing an instrument. If you possess musical intelligence, you can perceive,
differentiate, transform, and express various musical forms effectively
CAREERS: Songwriter, Musician, Singer, Musical Theater Performer, Studio
Engineer, Instrument Technician, Piano Tuner.
6) Interpersonal Intelligence:-Interpersonal intelligence, (people smart), is
understanding other people. It's an ability we all need, but is at a premium if
you are a teacher, clinician, salesperson, or a politician. Anybody who deals
with other people has to be skilled in the interpersonal sphere.
Possible Careers: Public Relations, Salesperson, Sociologist, Therapist, Teacher,
Travel Agent.
7)Intrapersonal Intelligence:Intrapersonal intelligence is the ability to
understand yourself and use that self-awareness to make adaptive decisions. It
involves having a clear understanding of your strengths, weaknesses, emotions,
intentions, motivations, and desires. This intelligence also encompasses self-
discipline, self-reflection, and a strong sense of self-esteem. In essence, it
reflects how deeply you know and understand yourself.
Possible Careers: Entrepreneur, Program Planner, Psychiatrist, Psychology
Teacher, Researcher, and more.
8) Naturalistic Intelligence: Naturalistic intelligence refers to the ability to
distinguish between various living things, such as plants and animals, as well as
an awareness of other elements in the natural world, like cloud formations and
rock structures. It involves understanding, relating to, categorizing, classifying,
comprehending, and explaining the aspects encountered in nature.
Possible Careers: Examples of careers that utilize naturalistic intelligence
include Farmers, Ranchers, Hunters, Gardeners, Botanists, and Geologists,
among others.
9) Existential Intelligence: This type of intelligence is characterized by a
tendency to ask and reflect on profound questions concerning life, death, and
ultimate realities. Existential intelligence encompasses the sensitivity and
capability to engage with deep inquiries about human existence.
Possible Careers: Careers that may involve existential intelligence include
Theologians, Philosophers, and Spiritual Advisors, among others.
Cattell-Horn Theory of Intelligence-

Fluid vs, crystallized intelligence is one of many theories of intelligence in

psychology. Fluid intelligence involves the ability to reason and think flexibly,
whereas crystallized intelligence refers to the accumulation of knowledge,
facts, and skills that are acquired throughout life.
The theory of fluid vs. crystallized intelligence was first proposed by
psychologist Basmond Cauell; he further developed it along with his student
John Hom. The theory suggests that intelligence is composed of different
abilities that interact and work together to produce overall individual
intelligence. People often claim that their intelligence seems to decline as they
age. However, research suggests that while fluid intelligence begins to decrease
after adolescence, crystallized intelligence continues to increase throughout
adulthood.
Fluid Intelligence The ability to perecive relationships independent of previous
specific practice or instruction concerning those relationships.
Fluid intelligence involves being able to think and reason abstractly and solve
problems. This ability is considered independent of learning, experience, and
education. When you encounter an entirely new problem that cannot be
solved with your existing knowledge, you must rely on fluid intelligence to
solve it.
Fluid intelligence examples include
1) Coming up with problem-solving strategics
2) Interpreting statistics
3) Philosophical reasoning
4) Solving puzzles or abstract problems
Fluid intelligence tends to decline during late adulthood. Certain cognitive skills
associated with fluid intelligence also tend to decline as people reach later
adulthood.
Crystallized Intelligence-Crystallized intelligence involves knowledge that
comes from prior learning and past experiences.
What Is Crystallized Intelligence?
Crystallized intelligence is based upon facts and rooted in experiences. As we
age and accumulate new knowledge and understanding, crystallized
intelligence becomes stronger.
Crystallized intelligence examples include: memorizing text, memorizing
vocabulary, recalling how to do something and remembering dates and
locations. As you might expect, this type of intelligence tends to increase with
age. The more learning and experience you have, the more you build up your
crystallized intelligence.

Characteristics of cattell horn theory of fluid and crystallized

intelligence
1. The theory explains intelligence through two main concepts:
Fluid Intelligence (Gf): The ability to understand, analyze, and solve novel
problems, learn new skills, and adapt to new situations.
Crystallized Intelligence (Gc): The accumulation of knowledge, skills, and
experiences gained throughout life.
2. Fluid intelligence focuses on processing and utilizing information, while
crystallized intelligence centers on the knowledge already acquired.
3. According to the theory, the "g-factor" (general intelligence) was less
comprehensive than fluid intelligence (Gf), as tests for the "g-factor" often
neglected other intelligence factors encompassed by fluid intelligence.
4. The introduction of this theory made it easier to identify and differentiate
various types of intelligence across a person's lifespan.
5. The theory also enabled researchers to analyze cognitive abilities and mental
capacities more effectively in different individuals.

Difference between fluid and crystallized intelligence

Test that measure fluid intelligence:

• Raven's Progressive Matrices Test(RPM) is a non-verbal assessment that asks

a person to examine various shapes and pick from a choice of shapes to
complete a pattern.
• Woodcock-Johnson Test of Cognitive Abilities measures cognitive skill and
achievement; it's often given to children to assess them for advanced academic
courses.
• Wechsler Intelligence Scale for Children measures verbal, reasoning, and
memory skills. It is primarily administered to children between the age of six
and 16.
Tests that measure crystallized intelligence:
  Vocabulary and general knowledge tests.
 Wechsler Adult Intelligence Scale (WAIS) is a measure of cognitive
abilities developed for adults. It provides separate scores for different
areas as opposed to an overall intelligence score.

Classification Of Intelligence Test

o As far as administrative point of view is considered the intelligence test

can be classified into two broad category namely :
1.individual test: in which only one individual is tested at time
2.Group test: in which a group of individual is tested at a time
o Another way of classifier in the intelligence test is based on the form of
the test. Accordingly there are two type of test
1.Verbal test or language test: In these the subjects make use of language in
which the instructions are given in words, written, oral, or both. The individuals
being tested are required to use language, verbal or written, for their
responses. The test content is loaded with verbal material.
2. Non verbal or non language test:These tests involve such activities in which
the use of language is not necessary. The use of language is eliminated from
test content and response except in giving directions.

Characteristics of a Good Intelligence Test

1. Reliability:The test gives consistent results every time it is taken.
2. Validity: The test measures what it is supposed to measure, such as
intelligence, accurately.
3. Standardization:The test is administered under the same conditions and
instructions for everyone.
4. Objectivity: The results are not influenced by personal opinions or biases.
5. Practicality: The test is easy to administer, score, and interpret within a
reasonable time and cost.
6. Cultural Fairness: The test minimizes cultural and language biases, ensuring
fairness for people from different backgrounds.
7. Comprehensiveness: It covers a wide range of cognitive abilities and skills.
8. Age Appropriateness: The test is designed for specific age groups and
provides meaningful results for them.
9. Discrimination: It can distinguish between individuals with different levels of
intelligence effectively.
10. Adaptability:It can be updated or modified based on new research and
findings.
Importance of Intelligence Tests
1. Classification:Intelligence tests help group individuals based on their
abilities. For example, students can be classified into different learning levels to
provide them with appropriate educational support.
2. Guidance Purpose:These tests assist in guiding individuals toward suitable
careers, educational paths, or skill development programs based on their
strengths and weaknesses.
3. Selection Purpose:Intelligence tests are used in selecting candidates for
specific roles or positions, such as in schools, colleges, or jobs, to identify the
most capable individuals.
4. To Know the Individual: The tests provide insights into a person’s mental
abilities, helping teachers, parents, or employers better understand their
potential and needs.
5. To Establish Aspirational Levels: Intelligence tests help individuals set
realistic goals based on their cognitive capabilities, motivating them to achieve
their full potential.
Limitations of Intelligence Tests
1. Lack of Reliability:The results of intelligence tests may vary if taken at
different times, making them less consistent.
2. Not Accurate or Comprehensive: These tests cannot fully measure all
aspects of intelligence, such as creativity, emotional intelligence, or practical
skills.
3.Affected by Culture:Intelligence tests may contain cultural biases, making
them unfair to individuals from different backgrounds.
4. Lack of Standard Tests: Not all intelligence tests are standardized, leading to
variations in how they are administered or scored.
5. Guesswork: Some individuals may guess answers correctly, which can result
in misleading scores.
6. Lack of Prediction: Intelligence tests may not always predict a person’s
success in real-life situations or their future achievements.
7. Individual Differences: These tests may not account for differences in
personality, motivation, or learning styles, which can affect performance.
8. Emphasis on Speed:Many tests prioritize quick responses, which might
disadvantage people who process information more slowly but thoroughly.
9.Inadequate Apparatus:Sometimes, poor-quality tools or materials used in
tests can affect the accuracy of results.
10. Non-Cooperation: If the test-taker is unwilling or anxious, their
performance may not reflect their true abilities.
6. Promotions: In workplaces or educational institutions, intelligence tests can
help identify individuals ready for higher responsibilities or advanced learning
opportunities.
7. Research Purpose: Intelligence tests are valuable tools for researchers
studying human behavior, cognitive development, or factors affecting
intelligence across different populations.
 WHAT IS INTELLIGENCE QUOTIENT?
IQ is a score used to measure a person’s intelligence. It is calculated by
comparing an individual’s mental age (as determined by an intelligence test)
with their actual chronological age.
The formula for IQ is:
IQ = (Mental Age / Chronological Age) × 100
For example:
- If a 10-year-old child has the mental ability of a 12-year-old, their IQ would
be:
(12 / 10) × 100 = 120
IQ tests are designed to assess problem-solving skills, reasoning, memory, and
the ability to learn. It helps in identifying intellectual strengths, weaknesses,
and potential.

IQ SCORE BELL CURVE

The IQ or intelligence test is a part of every assessment. There are different
types of IQ tests but mainly there three main ways of presenting the
information: words, images and numbers.
Each focuses on a specific part of intelligence research and a number of them
are often used in the assessments.

WHAT IS G-CULTURE FAIR TEST?

Raymond B. Cattell perceived the Culture Fair Intelligence Test (CFIT) in the
1920s.
It is a nonverbal instrument to measure your analytical and reasoning ability in
abstract and unusual situations. The test includes mazes, classifications,
conditions, and series. Such problems are believed to be familiar with all
cultures.
That's the reason that the testing industry claims it free from all cultural
influences.
The culture fair is a rapid IQ test. The full scale is to be resolved in less than one
hour. When you ignore the speed factor, your results can be misleading and
even dangerous to your career efforts.
It contains 4 subtests involving 4 different perceptual tasks, so that the
composite intelligence measure avoids counterfeit reliance on a single skill.
I conducted the Culture Fair Intelligence Test to evaluate the IQ levels of
students. The test was taken by the students of class 6 at my neighbourhoods.

AIM
- To measure the IQ (Intelligence Quotient) of the students using Raymond
Cattell's Cultural Fair Intelligence Test.

BASIC CONCEPT
Cattell proposed that general intelligence (g) comprises both Fluid Intelligence
and Crystallized Intelligence. According to Cattell, "Fluid intelligence is the
ability to perceive relationships independent of previous specific practice or
instruction concerning those relationships." It involves the ability of thinking
and reasoning in an abstract manner for solving problems. For example, solving
puzzles and developing problem-solving strategies. Tests that reflect fluid
intelligence, such as reasoning speed, spatial reasoning, and inductive
reasoning, are thought to reflect intelligence independent of learning.
Crystallized intelligence includes knowledge based on past experience and prior
learning. For instance, reading comprehension and vocabulary examination
require crystallized intelligence. It depends upon the facts and roots of
experiences.HISTORY AND DESCRIPTION OF THE TEST:
One of the main pushbacks against the most famed intelligence tests like the
Stanford Binet and Wechsler Intelligence Scale is that they can be culturally
biased based on the experiential and language influences included in the
questions.
Raymond B. Cattell, PhD, developed the Cattell Culture Fair Intelligence Test
(CFIT) with the intention of creating a test that was not influenced by these
cultural elements, much like the Raven's Progressive Matrices test.
He began his work on the measurement of intelligence in the 1920s and in
1930 he published his first endeavour, the Cattell Group, and Inventory, which
was designed for children.
Later revisions came in 1940, 1944, and 1961 as the test underwent tweaks in
sequencing, difficulty, and format. The Cattell Culture Fair Test is currently in its
third edition, which is commonly referred to as CFIT III.
The test can be administered either individually or in a group setting. There
are three intelligence scales measured, with Scale I including eight subtests
while Scales II and III contain four subtests each. Not every individual will be
tested on each scale, as the test is administered based on age and abilities.

Scale I: For children aged 4 to 8 and people with mental handicaps.

Scale III: For children aged 14 and up as well as adults of superior intelligence.

RELIABILTY –
The reliability of a test refers to its repeatability. If you measure the same thing
twice, how close are two measurements? If they are same then, the test is
highly reliable. If they are quite different then, the reliability of the test is low.
For example: - To be a reliable IQ test, retesting on individual with an
equivalent form will give about the same scores as did the first. The correlation
measure of relationship that can go 0-1 (perfect) between the scores on
different versions of an IQ test are administered.

METHOD OF AVERAGE
EVALUATION RELIABILITY ACROSS
SAMPLES

Consistency over 0.76

items

(Calculate by a
variety of methods
including split half &
appropriate internal
consistency
formula)

Consistency of time 0.73

(immediate test-
retest correlation)

VALIDITY-
The validity of IQ test refers to whether the measurement really reflects what
you think it reflects. For example: Imagine that you are using a reliable IQ test
thinking that it measures personality. It would not be a valid test because it
didn't measure what you thought it did. Even though, it was a highly reliable
test) it gives you similar number when tested).
 METHOD OF EVALUATION AVERAGE RELIABILITY ACROSS
SAMPLES

Concept Validity 0.81

(Direct Correlation with the pure
intelligence factor)

Concrete Validity 0.70

(Correlation with others tests of
general intelligence)

PRELIMINARIES -
Name, Age, Sex, Class, Date of birth and school name were required.
Place of Conduction: Classroom (6 A and C)
Date: 24 Jan, 2025
MATERIALS REQUIRED:
Test of 'g': CULTURE FAIR Scale 2
booklet, response sheet, Culture Fair Manual, Black/Blue pen.
PRECAUTIONS:
1) Optimal conditions for testing were ensured before the test begun.
2) Time to start and finish were noted.
3) If the subject got stuck on a question then, they should move to the next
question.
RAPPORT FORMATION:
Rapport was established between the subjects and the tester, prior to the test
so, that he/she could feel comfortable and at case. In such a state, she/he
should answer the questions in a calm manner and any doubts should be
cleared before starting the test.
INSTRUCTIONS:
 "Today, we will be taking the G-Culture Fair Test, which focuses on non-
verbal reasoning skills."
  Format Explanation: "This test consists of various questions that will use
pictures and shapes. There will be no written or spoken words involved."
 Instructions Clarity: "Please read each set of instructions carefully
before answering the questions. Understanding what is being asked is
crucial."
 Practice Section: "If provided, please complete the practice questions.
This will help you get accustomed to the format and types of questions
you'll encounter."
 Time Management: "Be mindful of the time allocated for each section.
Make sure to pace yourself so you can complete all questions."
 Focus on the Task: "Stay focused and minimize distractions. Concentrate
on the questions in front of you."
 Reasoning Approach: "Use your reasoning skills to interpret the images
and shapes. Think logically about each question."
 Final Review: "If you finish early, take a moment to review your answers
to ensure they are correct."
 Stay Calm: "Remember to stay relaxed and do your best. This is an
opportunity to showcase your skills!"
 Good Luck: "Good luck to everyone! Let's get started!"
TEST ADMINISTRATION:
After the instruction were given, the subjects were asked to fill in the
necessary details. The tester ensured that the instructions were clear and
understood.
SCORING-
After administration of the test scoring is done through answer/unattempt
questions are given O mark, Raw Scores were converted into standardized
scores from table in which was given in the test manual. After this the
percentile is calculated from the table which shows what is the position of the
student in his/her age group.1 randomly collected 6 samples from both classes
in order to calculate the scores of the students.

IQ CLASSIFICATION TABLE
RESULTS

NAME MARKS MARKS MARKS MARKS I.Q INTELLIGE

OF OF OF TEST- OF NCE
TEST-1 TEST-2 3 TEST-4
AARUSH 4 9 2 2 82 Average/
Normal
ROHIT 7 7 0 0 85 Boder
line/dull
ANVI 7 6 2 2 86 Boder
line/dull
MOHIT 9 9 1 1 99 Average/
Normal
SHANVI 7 8 1 1 91 Average/
Normal
MYRA 10 8 1 1 99 Average/
Normal
RITU 9 8 2 2 104 Average/No
rmal
RAJAT 9 9 11 1 99 Average/No
rmal

INTREPRETATION OF THE RESULT –

Aarush is an Average/Normal level student, whose IQ is 82.
Rohit is Boder line/dull student, whose IQ is 85
Anvi is an Border line/Dull level student, whose IQ is 86.
Mohit is an Average/Normal level student, whose IQ is 99
Shanvi is an Average/Normal level student, whose IQ is 99.
Myra is an Average/Normal level student, whose IQ is 99.
Ritu is an Average/Normal level student, whose IQ is 104
Rajat an Average/Normal level student, whose IQ is 99.
ANNEXURE-