CDP (Intelligence) - Free MCQ Test with solutions for CTET

Linguistic Intelligence is a part of Howard Gardner's multiple intelligence theory that deals with an individual's ability to understand both spoken and written language, as well as their ability to speak and write themselves. In a practical sense, linguistic intelligence is the extent to which an individual can use language, both written and verbal, to achieve goals. In addition to this, high linguistic intelligence has been linked to improved problem solving, as well as to increased abstract reasoning.

linguistic intelligence includes Listening, speaking writing, storytelling, explaining, teaching, using humor, understanding the syntax and meaning or words, remembering information, convincing someone of their point of view.

Robert Sternberg has constructed a three-pronged or triarchic theory of intelligence. The three types are:

• Analytical intelligence
• Creative intelligence
• Practical intelligence

Key Points

• Creative intelligence refers to new ways of problem-solving by engaging in divergent thinking. It uses prior knowledge and experience to come up with new ideas and solve problems. It includes two components: Automation and novelty.
• Novelty concerns how a person reacts the first time they encounter something new. Automatization concerns how a person learns to perform repeated tasks automatically.
• Creative intelligence is depend on experiential learning, which is one’s ability to use existing knowledge to create new ways to handle new problems or cope in new situations.

Important Points 

• Practical intelligence: Practical intelligence is related to the contextual sub-theory. Practically intelligent people are especially adept at behaving in successful ways in their external environment.
• Analytical intelligence: The componential sub theory is related to analytical intelligence, which is essentially academic intelligence. Analytical intelligence is used to solve problems.

Thus, it is concluded that practical Intelligence is dependent on experimental learning.

Sternberg defined human intelligence as the cognitive ability to learn from experience to reason well, to remember important information, and to cope with the demands of daily living. Thus, it involves reasoning, problem-solving ability, knowledge, memory and successful adaptation to one’s surroundings. He viewed intelligence as how well an individual deal with environmental changes throughout their life span.

Key Points

Sternberg formulated the ‘triarchic theory of intelligence’ which theorizes that there are three types of intelligence such as

• Componential or analytical intelligence
• Experiential or creative intelligence
• Contextual or practical intelligence

Important Points

• Componential or analytical intelligence refers to the ability to break down the problem into components and analyze things for a problem–solving. It refers to the internal mechanisms used in problem-solving. It reflects the traditional conceptualization of intelligence and relates more to academic achievement. It is also called being ‘book smart’. They are good at problem-solving and abstract reasoning.
• Experiential or creative intelligence refers to new ways of problem-solving by engaging in divergent thinking. It uses prior knowledge and experience to come up with new ideas and solve problems. It includes two components: Automation and novelty. Automation means some aspects of information processing are automated, they do not require much attention, effort or energy. They can run parallel to other processes. This enables the individual to use cognitive resources for coming up with novel/ new ideas.
• Contextual or practical intelligence refers to the ability to use the information to function effectively in life. It is also known as ‘street smart’ or being high on ‘common sense’. It is the ability to understand and deal with everyday situation and events successfully. It is the ability to adapt, adjust and change depending on the contextual requirements. Thus they can handle real-life problems.

Thus from the above-mentioned points, it is clear that the ability to adapt to new situations and produce new ideas is experiential intelligence.

Two-factor theory: In 1927, Charles Spearman proposed a two-factor theory of intelligence employing a statistical method called factor analysis.

Key Points

He showed that intelligence consisted of a general factor (g-factor) and some specific factors (s-factors).

• Charles Spearman developed a statistical tool called factor analysis.
• In factor analysis, all the variables related are tested for correlation.
• Spearman tested people and their performances in given various tasks related to intelligence.
• Such tasks were related to spatial, verbal, numerical, and mechanical abilities.
• He discovered that one who scored well in one task often did well in other areas too.
• Thus, according to Spearman one general intelligence factor influences all other cognitive abilities.

Hence, we conclude that according to Spearman, general intelligence influences all specific abilities.

Howard Gardner's theory of multiple intelligences proposes that intelligence is not a single, unitary concept but rather a set of distinct abilities or intelligences that individuals possess to varying degrees.

Key Points

Here are the eight intelligences proposed by Gardner:

• Linguistic Intelligence: Involves sensitivity to language, including the ability to understand and use words effectively in speaking and writing. Individuals with linguistic intelligence are skilled in languages, storytelling, writing, and rhetoric.
• Logical-Mathematical Intelligence: Involves the ability to reason logically, analyze problems, and perform mathematical operations. Individuals with this intelligence excel in areas such as mathematics, logic, scientific reasoning, and problem-solving.
• Spatial Intelligence: Involves the ability to perceive, understand, and manipulate visual-spatial information. Individuals with spatial intelligence are adept at visualizing, interpreting maps or diagrams, and understanding relationships between objects in space.
• Musical Intelligence: Involves sensitivity to rhythm, pitch, melody, and timbre. Individuals with musical intelligence excel in areas such as singing, playing musical instruments, composing music, or recognizing musical patterns.
• Bodily-Kinesthetic Intelligence: Involves the ability to use one's body effectively and skillfully, particularly in activities requiring coordination, balance, and physical movement. Individuals with bodily-kinesthetic intelligence excel in areas such as sports, dance, acting, and hands-on activities.
• Interpersonal Intelligence: Involves the ability to understand and relate to others effectively. Individuals with interpersonal intelligence are skilled at communicating, empathizing, and understanding others' perspectives and emotions.
• Intrapersonal Intelligence: Involves self-awareness, self-reflection, and understanding of one's thoughts, feelings, and motivations. Individuals with intrapersonal intelligence are introspective and have a deep understanding of themselves.
• Naturalistic Intelligence: Involves sensitivity to and appreciation for the natural world. Individuals with naturalistic intelligence are attuned to the environment, recognize patterns in nature, and have a deep understanding of living things and ecosystems.

Hence, we can conclude that the correct match is "Musical Intelligence: Ability in performance or composition skills".

Intelligence refers to the capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations. There are many theories related to intelligence. These theories are propounded by eminent psychologists to provide a framework to understand different aspects of human intelligence.

Key Points

The theory of Multiple Intelligence which consists of eight different kinds of intelligence is propounded by an American psychologist 'Howard Gardner'. 

This theory emphasizes that:

• intelligence is of several kinds rather than dominated by a general factor.
• intelligence can't be tied to a single domain as each individual has his/her abilities.

A type of intelligence that is most visible in dancers, athletes, surgeons, etc., is known as 'Bodily-kinesthetic intelligence' as the individual who possesses 'Bodily Kinaesthetic Intelligence' can:

• co-ordinate their mind with their body.
• use one's whole body to solve problems.
• perform physical activities in a skilled way.

Hence, it could be concluded that a 'Mayank is a champion tennis player' reflects the 'Bodily-kinesthetic intelligence'.

Additional Information

Refer to the diagram to know all the eight categories of intelligence suggested by Howard Gardner: 

Spatial Intelligence is one of the eight intelligence propounded by "Howard Gardner" in his "Theory of Multiple Intelligence".

Key Points Spatial Intelligence involves the ability to manipulate and create a mental image in one or more directions to solve problems. Engineers, scientists and architects are examples of having spatial Intelligence.

• Naturalist: Understanding living things and reading nature.
• Bodily-Kinesthetic: coordinating your mind with your body
• Musical: Discerning sounds, their pitch, tone, rhythm and timbre
• Logical-mathematical: Quantifying things, making a hypothesis and proving them
• Inter-personal: Sensing people's feelings and motives
• Intra-personal: Understanding yourself, what you feel and what you want.
• Linguistic: finding the right words to express what you mean.
• Spacial: visualizing the world in 3D

Additional Information This Eight intelligence are:

Intelligence refers to the capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations.

• There are many theories related to intelligence. These theories are propounded by eminent psychologists to provide a framework to understand different aspects of human intelligence.

Important Points

Three-dimensional Model of Intelligence 

• J. P. Guilford developed the Three-dimensional Model or Structure of Intellect Model as a way of organizing intellectual factors into a system.
• The model is three-dimensional, and dimensions are Operation categories, Content Categories, and Product categories.
• According to this theory, There are
  • 6 kinds of operations (cognition, memory recording, memory retention, divergent production, convergent production, evaluation),
  • 6 kinds of products (units, classes, relations, systems, transformations, and implications), and
  • 5 kinds of content (visual, auditory, symbolic, semantic, behavioral).
• Each of these dimensions is independent, there are theoretically 180 different components of intelligence.
• Guilford researched and developed a wide variety of psychometric tests to measure the specific abilities predicted by SI theory.
• These tests provide an operational definition of the many abilities proposed by the theory. Furthermore, factor analysis was used to determine which tests appeared to measure the same or different abilities.

Hence, it is clear that the view which conceptualizes intelligence in terms of operations, contents, and products is known as a structure of intellect.

Additional Information

• Systems models may produce valid dynamic responses to times series inputs from a Phase One database but may be found to generate obviously invalid responses to other inputs. This suggests further tests: perturbation of one or more input series.
• A hierarchical model is a model in which lower levels are sorted under a hierarchy of successively higher-level units.
• G-Factor model containers the abilities of general intelligence.

Exceptional children are those who deviate from the normal population and need special education services to meet their needs. It includes children who are gifted, backward, creative, learning disabled, slow learners, etc.

Key Points

Slow learners:

• These are those children who are low in achieving academic skills and often ignored by others as dull, lazy, or inept as a part of the school setting. Slow learners also lag behind in social, emotional, and psychological well-being.
• Slow learners have limited cognitive capacity. They fail to dope with learning situations and to reason abstractly. Rational thinking becomes practically impossible.
• They have poor memory. It is because of a lack of concentration. A slow learner also lacks imagination and foresight. He faces difficulty to foresee consequences in the future.

Gifted learners:

• A gifted child is one who displays consistently remarkable performance in various physical or cognitive aspects and exhibits superiority in general intelligence levels.
• Separate classes and enrichment programs can be used for gifted children to satisfy and utilize their intelligence. Enrichment program for Gifted children includes:
  • Grade acceleration: It refers to advancing gifted students to more challenging and higher-level classes in a shorter amount of time than usual.
  • Enrichment of curriculum: It refers to include programs that are designed to give students the opportunity to try new things and explore and develop interests outside of the classroom.
  • Arrangement of special classes: It refers to the 'Congregated Gifted Classes' which congregate gifted students together to receive specialized instruction and training.

Hence, it could be concluded that both (A) and (R) are correct, but (R) is not the correct explanation of (A).

According to Gardner (1999), intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. To achieve this goal Gardner established several criteria for defining intelligence. In identifying capabilities to be considered for one of the “multiple intelligences” the construct under consideration had to meet eight criteria rather than resting on the results of a narrow psychometric approach.

Key PointsMusical intelligence:- This intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

• According to Howard Gardner, musical intelligence runs in an almost structural parallel to linguistic intelligence. This area has to do with sensitivity to sounds, rhythms, tones, and music.
• People with a high musical intelligence normally have good pitch and may even have absolute pitch and are able to sing, play musical instruments, and compose music.
• Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture.
• Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn.
• To teach multiplication tables, set the tables to music and let them learn it in a singsong tune. When they do a problem with equations, tell them to sing aloud each operation they have to carry out.
• They have sensitivity to rhythm, pitch, meter, tone, melody, or timbre.

Hence, we can conclude that the teacher teaches multiplication tables, sets the tables to music, and let them learn it in a singsong tune. Through this, the teacher is catering to the needs of students having musical intelligence.

Hint

• Linguistic intelligence:-This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically, and as a means to remember information. Writers, poets, lawyers, and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
• Logical intelligence:-This intelligence consists of the capacity to analyze problems logically, carry out mathematical operations and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively, and think logically.
• Visual intelligence is defined as the ability to visualize, remember details of visual images, and expand awareness of surroundings.