Table of Contents

Introduction................................................................................................................................2

Theories of human intelligence..............................................................................................2

Psychometric approach......................................................................................................2

Multiple intelligences.........................................................................................................2

Triarchic theory of intelligence..........................................................................................3

Emotional intelligence.......................................................................................................3

Purpose.......................................................................................................................................3

Subject........................................................................................................................................3

Materials requited.......................................................................................................................3

Results........................................................................................................................................4

Individual data........................................................................................................................4

Group Data.............................................................................................................................4

Relation of Score with personal background of subjects...........................................................5

Comment about Individual Subject’s score...............................................................................7

Jobs that require high/ average/ low levels of intelligence........................................................7

Comment about jobs suited for subject..................................................................................7

Use of Ravens Advanced Progressive Matrices as a selection device.......................................7

References..................................................................................................................................8

References
Introduction
Intelligence is an umbrella term describing a property of the mind including related abilities,
such as the capacities for abstract thought, understanding, communication, reasoning,
learning, learning from past experiences, planning, and problem solving.
Numerous definitions of and hypotheses about intelligence have been proposed since before
the twentieth century, with no consensus yet reached by scholars. Within the discipline of
psychology, various approaches to human intelligence have been adopted, with the
psychometric approach being especially familiar to the general public. Influenced by his
cousin Charles Darwin, Francis Galton was the first scientist to propose a theory of general
intelligence; that intelligence is a true, biologically-based mental faculty that can be studied
by measuring a person's reaction times to cognitive tasks.

Theories of human intelligence

A popular theory of intelligence is based on psychometric testing, i.e. intelligence quotient
(IQ) tests; however, some researchers' dissatisfaction with traditional IQ tests prompted their
developing alternative theories of intelligence suggesting that intelligence results from
independent capabilities that uniquely contribute to human intellectual performance.

Psychometric approach
Despite the variety of concepts of intelligence, the approach to understanding intelligence
with the most supporters and published research over the longest period of time is based on
psychometric testing.
The Two-Factor Theory of Intelligence holds that every test can be divided into a "g" factor
and an "s" factor. The g-factor measures the "general" factor or common function among
ability tests. The s-factor measures the "specific" factor unique to a particular ability test.
Spearman's g-factor account for positive correlations among any cognitive ability tests.
However, the necessary condition for g-factor to exist is routinely violated in correlation
matrices of cognitive tests.

Multiple intelligences
Howard Gardner's theory of multiple intelligences is based on studies not only of normal
children and adults but also by studies of gifted individuals (including so-called "savants"), of

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persons who have suffered brain damage, of experts and virtuosos, and of individuals from
diverse cultures. This led Gardner to break intelligence down into at least eight different
components: logical, linguistic, spatial, musical, kinesthetic, interpersonal, intrapersonal in
1983 and naturalist intelligences added in 1999.

Triarchic theory of intelligence

Robert Sternberg proposed the triarchic theory of intelligence to provide a more
comprehensive description of intellectual competence than traditional differential or
cognitive theories of human ability. The triarchic theory describes three fundamental aspects
of intelligence: Analytic intelligence, Creative intelligence and Practical intelligence.

Emotional intelligence
Many researchers believe that emotional intelligence is a composite of general intelligence
and agreeableness, one of the five dimensions of personality in the five-factor model of
personality. In this model, an emotionally intelligent person would score higher than average
in both dimensions, and vice versa. Moreover, an emotionally intelligent person cannot score
high on only one of the two traits.

Purpose
To assess the intelligence of an individual.

Subject
Name: HD
Age: 24 yrs
Electives chosen: IT and Marketing
Place of Residence: Kanpur

Materials requited
Ravens advanced progressive matrices Set 1 & 2, Answer sheet, Scoring key, manual with
norms.

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Results

Individual data
Subject’s Raw score Percentile
IQ Age Gender City Subjects
Initials for set 2 score
Kanpur
HD 26 95.8 126 24 Male (Semi- IT
Urban)

Group Data
Subject’s Raw score Percentile
IQ Age Gender City Subjects
Initials for set 2 score
Kolkata
JP 30 97.7 130 23 Female HR
(Urban)
Moradaba
d
SR 22 90 119 24.5 Male Finance
(Semi-
Urban)
New Delhi
GS 31 98.1 131 24 Male Marketing
(Urban)
Mumbai
NJ 27 97.4 127 26 Female IT
(Urban)
Kolkata
PS 27 96.4 127 23.5 Female Finance
(Urban)
Allahabad
SG 23 93.7 124 25 Male (Semi- IT
Urban)
Pune
SM 24 95.2 126 22 Female Finance
(Urban)
Mumbai
MJ 27 97.4 127 25.5 Female Marketing
(Urban)
Bangalore
PG 28 96.9 128 23 Male HR
(Urban)
Pune
SM 31 98.1 131 24 Male HR
(Urban)

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Relation of Scores with personal background of subjects

This graph shows that age is negatively correlated to the Raven’s score (due to the downward
slope of the regression line). This means that lower the age, higher the Raven’s score (for this
sample of 10). The cutoff age here for a better score seems to be around 24 yrs. However, as
the co-efficient of determination (R2) is only 0.016, this means that age is not a good
determinant of the Raven’s score.

This downward sloping regression line shows that people living in Urban areas are more
likely to score better in the Raven’s test, as compared to those living in Semi-Urban areas.
However, as the co-efficient of determination (R2) is 0.550, this means that place of residence
is only a fair determinant of future Raven’s score, not a good, sure-shot one.

This graph shows that there is no correlation between gender and Raven’s score. Gender
cannot be a determinant of future Raven’s scores.

This graph shows that people with HR and Finance electives tend to score better at Raven’s
test than those with Marketing and IT electives (ofcourse, the sample size of 10 is a huge
drawback here). However, as the co-efficient of determination (R2) is only 0.129, this means
1=Male
that Electives chosen is not a good determinant of the Raven’s2=Female
score.

Comment about Individual Subject’s score

We can see that HD with a percentile score of 95.8 and IQ of 126 has above average
intelligence. However, he is from a semi-urban city and has IT as his electives, which
according to the regression plots we’ve made, should’ve given him lower scores. His age is
24yrs which give according to these plots give him average to high levels of intelligence.
Overall, we can say that HD has above average intelligence i.e. high level of intelligence.

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Jobs that require high/ average/ low levels of intelligence
High IQ is generally necessary to perform well in highly complex or fluid jobs (the
professionals, management); it is a considerable advantage in moderately complex jobs
(crafts, clerical and police work); but it provides less advantage in settings that require only
routine decision making or simple problem solving (unskilled work, laborers).

Comment about jobs suited for subject

As we have already determined that HD has a high level of intelligence, so it can be said that
he is fir for professional or management jobs. As the subject is a part of our college and
hence doing a management course here, it means he’s taken the right course, as suited to his
intelligence levels.

Use of Ravens Advanced Progressive Matrices as a selection device

A key consideration in using the APM as part of a selection process involves establishing
how to combine the results from the assessment with other information obtained throughout
the selection process. Many organizations use a holistic approach in which the interview,
resume review, assessment results, and other information are considered, collectively, to
generate a comprehensive profile of each candidate. This approach recognizes that multiple
predictors typically produce the most reliable and accurate prediction of job performance.

Another popular alternative is to use the APM as a screener to determine which candidates
are best qualified to advance to the next step in the selection process. The advantage of this is
that it can increase efficiency and reduce the cost and time spent using more expensive
selection procedures (eg. behavior-based interviews conducted by hiring managers) to
differentiate unqualified candidates from appropriate ones.

The organization should set up its own cut off scores after careful consideration of factors
unique to the organization. In general, the higher a cut score, the higher the likelihood of
success for candidates who score above the cut score. Arbitrary cutoffs should be avoided,
because they can introduce disparate impact into a selection process. The best solution is
local validation, which involves relating assessment scores with job performance within the

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client’s organization. Local validation provides the best foundation for interpreting scores
and differentiating candidates who are likely to be successful from those who are not.

References
www.talentlensindia.com

www.wikipedia.com

www.lrainc.com

www.suite101.com

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