Intelligence is an abstract concept that is difficult to define. While many psychologists and laymen equate intelligence with verbal ability and skills of problem-solving skills, others prefer to define it as an individual's ability to learn from and to adapt to the experiences of everyday life. When we establish a definition of intelligence based on the above criteria, it is clear that the intelligence (intelligence) is the verbal ability, skills, problem-solving skills, and ability to learn from and adapt to the experience of everyday life.
Intelligence components very close to the skills and language information processing that we have discussed in various stages of child development. The difference between how we discuss the skills and language information processing with how we will discuss the concept of intelligence lies in the differences and individual assessment. Individual differences are the ways that are consistent, stable which distinguishes us from other individuals. History of intelligence studies eksensif focus on individual differences and assessment. For example, an intelligence test will inform us whether a child can reason more logical than the other children who followed the test. Coverage of intelligence focuses on the components of intelligence, cultural bias, the use, misuse of intelligence tests, and differences of intelligence.
Then intelligence born of intelligence and IQ (Intelligence Quotient), which are all that are characteristic of every individual.
Intelligence is one's capacity to acquire knowledge (ie learning and understanding), apply the knowledge (solve problems), and perform abstract reasoning. Intelligence is the power of one's mind, and it certainly is for human life because it is the aspect of the overall human welfare. While IQ is a score obtained in tests of intelligence.
II. Measurement Techniques Intellectual Development
There are several ways to measure such a person of intelligence, namely:
1. According to Alfred Binet
Théophile students Binet and Simon developed an intelligence test. Test, referred to as "IQ scale" which consists of 30 statements, which vary from the ability to touch their own noses or ears if so assigned, so the ability to draw to draw the designs from memory and define the concept of an abstract concept.
Binet developed the concept of mental age (mental age) an individual's mental development level compared with others. Binet thought that children who are mentally retarded will behave and perform like normal children younger. He developed the norms of intelligence with a test of 50 children from ages 3 to 11 years who are not mentally retarded. Children who allegedly mentally retarded also tested, and their performance compared with children who are the same chronological age in a normal sample. The average mental age scores (mental age / MA) associated with chronological age (Chronological age / CA), the age since birth. An intelligent child who has a MA in the CA, a stupid child who has a MA in the CA.
The term intelligence quotient (IQ) was developed by William Stern. IQ is useless mental age of children divided chronological age times 100:
IQ = x 100
If the same mental age with chronological age, the child's IQ is 100; if the mental age below chronological age, the child's IQ is less than 100.
Over the years, extensive efforts have been made to standardize the Binet test, which has been given to the thousands of children and adults of different age, randomly selected from areas that differ in the United States. By spreading the test to a large number of people and record the results, found that intelligence is measured by the estimated normal distribution Binet. Normal distribution (normal distribution) is symmetrical with the majority of cases that are in the middle range of the highest scores and lowest scores are shown in the two extreme points score.
Stanford-Binet test current (named after Stanford University, where the revised test done) given to people who are aged between 2 years to adulthood. The test includes a large number of Itam, some require a verbal answer, the other non-verbal response. For example, test items that reflect the intelligence level of a child aged 6 to know, including verbal ability to define at least 6 words like orange and envelopes, and nonverbal ability to navigate the road / line through an intricate network. Test forms that reflect the intelligence levels of adults include the definition of words such as unbalanced (disproportionate) and respect (regard), explaining a proverb, and compare not do anything (idleness) with a lazy (laziness).
2. According to David Wechsler
In addition to the Stanford-Binet tests, individual intelligence test most widely used is the Wechsler Scales, developed by David Wechsler. These tests include the Wechsler Adult Intelligence Scale-Revised (WAIS-R); Intelligense Scale Wechsler-Edition III (WAIS-III) for children aged between 6 and 16 years; and Wechsler Prescool and Primary Scale of Intelligence-Revised (WPPSI -R), which is used for children between the ages of 4 to 6.5 years.
Wechsler scale IQ was not only present as a whole, but the item-item has been classified in accordance with the twelve subscale, six verbal, and six non-verbal. This allows testers verbal IQ scores and separate non-verbal and instantly see in the areas of mental performance where the child has a score below average, average, or above average. The merger of non-verbal subscale resulted in more tests described Wechsler verbal and nonverbal intelligence; Binet test items include but not as much nonverbal Wechsler scale.
3. According to Howard Gardner
Howard Gardner (1983, 1989), believes there are seven types of intelligence: verbal, mathematical, the ability to analyze the world in spatial (ability to spatially analyze the world), movement skills, vision skills to analyze ourselves, insightful skills for analyzing other people, and music skills. Gardner believes that each of the seven types itelejensi can be destroyed by brain damage, that each type includes cognitive skills are unique, and that each is displayed in the form of excessive on talented people and idiots (people - people who are mentally retarded but who have skills that hard to believe in a particular field, such as painting, music, or math). I remember clearly one of the days my children who are mentally retarded but can answer correctly spontaneously name the day of the week (say Tuesday or Saturday) when asked what day in history (say June 4, 1926, or December 15, 1746 ).
Gardner interested particularly in the field of musical intelligence, especially when the intelligence is seen at an early age. He showed that preschool children who have musical intelligence, not only has an incredible ability to learn the patterns of music with ease, but that they rarely forget. He remembered a story about Sravinsky (Russian composer), who as an adult can still remember the composition of the brass band, drums, and flutes are lined up outside his house when Stravinsky was a kid.
To measure the intelligence of music in young children, Gardner might ask children to listen to a melody, and then asked him to recreate the tone of the bell which he gave. He believes such an evaluation can be used to develop a profile of a child's intelligence. He also believed that during the early days of this life parents can make an important difference in the development of a child's intelligence.
Gardner's critique of the approach shows that we have a lot of genius in the various fields in addition to the field of music. There are chess players extraordinary, prize-fighter, writer, politician, physicist, legal scholars, preachers, and poets, for example, but we do not call it "chess intelligence", "pugilist intelligence", and so on.
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