1. Analytical intelligence refers to the ability to break problems down into
component parts, or analysis, for problem solving,
2. Creative intelligence is the ability to deal with new and ways of solving
problems divergent thinking, in other words.
3. Practical intelligence is best described as “street smarts” or the ability to use
information to get along in life. On the other reference noted Sternberg’s triarchic theory with the other
name, those are: 1. Practical intelligence: the ability to do well in informal and formal educational
settings; adapting to and shaping ones environment; street smarts. 2. Experiential intelligence: the ability to deal with novel situations; the ability to
effectively automate ways of dealing with novel situations so they are easily handled in the future; the ability to think in novel ways.
3. Componential intelligence: the ability to process information effectively. This includes metacognitive, executive, performance, and knowledge-acquisition
components that help to steer cognitive processes.
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Although there are difference in term of triarchic theory, but actually they have similar meaning.
From some theories of intelligence above, the following definition is a composite from various authors. Intelligence is a combination of the ability to:
1. Learn. This includes all kinds of informal and formal learning via any combination of experience, education, and training.
2. Pose problem. This includes recognizing problem situations and transforming them into more clearly defined problems.
3. Solve Problem. This includes solving problems, accomplishing tasks, fashioning products, and doing complex projects.
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http:en.wikipedia.orgwikiIntelligence_quotient
2. The General Theory of Intelligence Quotient IQ
IQ is the stands for intelligent quotient, and refers to a score given for several standardized intelligence tests.
The term of Intelligence Quotient IQ firstly was published by William Stern, a German psychologist in 1912. Although before it, there are some
intelligence tests like Binet and Simon’s mental ability test.
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In 1904, the Minister of public instruction in Paris, France, appointed Alfred Binet to a special commission that was to study the problem of educating
mentally retarded children. Binet and his colleague, Theodore Simon, developed the first real intelligence test for the express purpose of identifying these
children. Binet discarded Galton’s notion of measuring of intelligence through the use of sensorimotor tasks and assembled instead a series of intellectual tasks.
It was Binet’s belief that intelligence was the ability to make sound judgments. Binet later used the concept of mental age to score the test, or the average age at
which children could successfully answer a particular. He discovered, for example, how many of the tasks the average six-year-old could pass, and then
any other children who passed the same number of tests were assigned a mental age of six years. Thus, Binet defined mental age in terms of the age at which a
given number of test items are passed by an average child. This means that from the beginning the measurement of intelligence has been a relative measure of
mental growth. Binet in Norman A. Sprintal, et al, tried to define intelligence in terms of an
individual’s ability to make sound judgments. “To judge well, to comprehend well, to reason well, these are the essentials of intelligence. A person may be a
moron or an imbecile if he lacks judgments he could not be either.”
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In 1908 Binet revised his original test, retaining the best items from the 1905 scale and adding a number of new tasks. In scoring this 1908 test, Binet utilized a
new phrase, mental age. The test would not be scored simply on the the basis of the number of items a child passed but rather with reference to age standards.
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Drs.Saifuddin Azwar, MA, Pengantar Psikologi Intelegensi, Bandung: Pustaka Pelajar, 1996, p.52
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Norman A. Sprinthall, et al, Educational Psychology….pp.462-464.
Binet’s scoring technique thus defined intelligence as a developmental rather than as s static concept.
In 1911, shortly before Binet’s untimely passing, a second and final revision of the Binet-Simon test was published. This test was a further refinement of the
original scale, again substituting new items that had shown low validity. And in 1916, an American psychologist, Lewis M. Terman, of Standford
University, published an American revision of the Binet test. Terman’s test was standardized on American children and introduced so many new items that it was
virtually a new test. He called it the Standford-Binet test, and this test soon
became immensely popular in this country. Terman adopted William Stern’s method for comparing mental age and chronological age number of years since
birth for use with the translated and revised Binet test. In scoring the test,
Terman introduced to America the concept of the intelligence quotient or IQ.
IQ was determined by dividing mental age MA by chronological age CA and multiplying by 100 to get the rid of decimal points. Thus,
MA IQ = ------- × 100
CA
Mental Age MA: age level at which a person performs on an IQ test; used in comparison chronological age to determine IQ.
Chronological Age CA: refers to how old person is; used in comparison to mental age to determine IQ.
3. Intelligence Quotient Score