Psychology as a science. Психология как наука. The purpose of psychology is to give us a completely different idea of the things we know best

affected by experience and we all respond differently when exposed to experiences. That is why it was so difficult for psychologists to devise a general definition of intelligence that would remain independent of a person’s individual specific culture and other environmental factors.

To psychologists, intelligence is the capacity to understand the world, think with rationality, and use resources effectively when faced with challenges (Wechsler).

But can we observe and measure intelligence? How can we standardize and test intelligence in a practical way? To overcome this problem, psychologists focused much of their attention on the development of batteries of tests, known as intelligence tests, and have relied on them to identify a person’s level of intelligence. These tests have proved to be of great benefit in identifying students in need of special attention in school, in diagnosing cognitive difficulties, and in helping people make optimal educational and vocational choices. At the same time, their use has proved quite controversial.

Alfred Binet created one of the first tests that later was developed at Stanford University (USA). He used his initial tests for French schools as a way to identify and help less able school children.

The term I.Q. means Intelligence Quotient. William Stern revised the original Stanford-Binet test by calculating intelligence quotient (I.Q.) in relation to a ratio - mental age to chronological (physical) age. Number 100 was used as a baseline to signify an average.

The method of intelligence measurement was further developed by Terman. He worked out the following IQ range classification:

– 140 and over (genius or near genius),

– 120-140 (very superior intelligence),

– 110-120 (superior intelligence),

– 90-110 (normal or average intelligence),

– 80-90 (dullness),

– 70-80 (borderline deficiency),

– below 70 (definite feeble-mindedness) (see Figure 1).

Although Binet’s procedure for measuring intelligence remains one of the most frequently used, some theorists argue that it depends not on understanding of the nature of intelligence but primarily on comparing one person’s performance with that of others. For that reason, the intelligence test of Binet and his successors does little to increase our understanding of what intelligence is all about; it merely measures behavior that is assumed to exemplify intelligence.

One important issue is whether intelligence is a single, unitary factor, or whether it is made up of particular subcomponents. The earliest psychologists made the assumption that there was a general factor for mental ability, called g, or the g-factor. This factor was thought to underlie performance on every aspect of intelligence.

More contemporary theorists have suggested that there are really two different kinds of intelligence: fluid and crystallized (Cattell). Fluid intelligence is the ability to deal with new problems and encounters. Crystallized intelligence is the store of information, skills and strategies that people have acquired through their use of fluid intelligence.

Psychologist Robert Sternberg developed a triarchic theory of intelligence. It suggests that there are three major aspects of intelligence: componential, experiential, and contextual. The componential aspect involves analyzing information to solve problems, particularly the processes operating when a person displays intelligent behavior. In contrast, the experiential aspect focuses on how a person’s prior experiences are related to intelligence and problem-solving situations. Finally, the contextual aspect takes into account the success people experience in facing the demands of their everyday environment.

Several new theories emphasize practical intelligence which is related to overall success in living, rather than to intellectual and academic performance.

Intelligence is not something we can see or hear, or taste.  We can see the results of intelligence ... sometimes.  Many argue that quantifying intelligence correctly is impossible and all that modern IQ tests do is examining our knowledge and abilities.  As of today, IQ tests are the best instruments we have in our attempt to quantify the construct known as intelligence.

Figure 1 The average and most frequent IQ score is 100, and an approximately 68 percent of all people are within a 30-point range centered on 100. Some 95 percent of the population have scores that are within