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52 9 Existential intelligence
There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is Existential
intelligence, which encompasses the ability to pose and ponder questions regarding the existence -- including life and death. This
would be in the domain of philosophers and religious leaders. Scores from standardized intelligence tests IQ scores are often
used to define one’s intelligence level. It is, however, becoming increasingly accepted that they do not reveal the complete picture and
only provide a snapshot of a person’s ability in the area under examination so that, for example, someone who has high score on a
verbal test can only be said to have a high verbal IQ and someone who has high score on a mathematical test can only be said to have a high
numerical IQ. Therefore, the more different types of disciplines that are tested and examined, the more accurately the intelligence level of
the individual can be assessed Philip in Wiley, 2005: 1.
c. The Requirements of Intelligence Test
First, the test must be reliable. It must yield the same score, or close to the same score, each time it is given to the same individual. In other
words, the scores should be consistent and highly correlated. For instance, a medical test for pregnancy gives positive and negative responses for the
same woman on the same day.
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53 Second, the test must be valid. A test has validity when it measures
what it claims to measure. The test could not be valid if the person who wrote it is the only one who can pass it. Validity is usually demonstrated
by comparing test scores to actual performance. This is called criterion validity. For example, a test of legal aptitude might be validated by
comparing scores on the test to grades in law school. If high scores correlate with high grades or some other standard of success, the test may
be considered valid. The test, at least, is objective. If the test gives the same score when
corrected by different people, it is objective. Fourth, a psychological test must also be standardized. Test
standardization refers to two things. First, it means that standard procedures are used in giving the test to all people. That is, the
instructions, answer forms, amount of time to work, and so forth, are the same for all test takers. Second, it means finding the norm, or average
score, made by a large group of people like those for whom the test was designed. Without standardization, it would be unfair to compare the
scores of people taking a test on different occasion. And without norms, there would be no way to tell if a score is high, low, or average Coon,
1989: 469.
d. The Types of Intelligence Test
The first practical intelligence test was assembled by Binet. A modern version of Binet’s test is the Stanford-Binet Intelligence Scale. It
is usually used to test children. A widely used alternative to the Stanford- Binet is the Wechsler Adult Intelligence Scale-Revised, or WAIS-R. This
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54 test also has a form for use with children, called the Wechler Intelligence
Scale for Children-Revised, or WISC-R. The Wechler tests are generally similar to the Stanford-Binet, but differ in some important ways. The
WAIS-R is specially designed to test adult intelligence. Also, both the WAIS-R and the WISC-R rate performance non-verbal intelligence in
addition to verbal intelligence. The Stanford-Binet only gives one overall IQ, whereas the Wechler tests can be broken down to reveal strengths and
weaknesses in various areas. The two types of intelligence measured by the WAIS-R: 1
Performance Intelligence: Intelligence as demonstrated in solving puzzles, assembling objects, completing pictures, and performing other nonverbal
tasks; and 2 Verbal Intelligence: Intelligence as revealed by answering questions involving vocabulary, general information, arithmetic, and other
language- or symbol-oriented tasks.
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55 Table 4. Sample Items Similar to Those Used on the WAIS-R
I
Both the Stanford-Binet and the Wechsler tests are individual intelligence tests. Other tests of intelligence are designed for use with large
groups of people. Group intelligence tests are usually in paper-and-pencil form. Typically, they require test takers to read, to follow instructions, and
to solve problems of logic, reasoning, mathematics, or spatial skills. The Verbal Subtest
Sample Items Information
How many wings does a bird have? Who wrote Paradise Lost?
Digit Span Repeat from memory a series of digits, such
as 3 1 0 6 7 4 2 5, after hearing it once. General Comprehension
What is the advantages of keeping money in a bank?
Why is copper often used in electrical wires? Arithmetic
Three men divided 18 golf balls equally among themselves. How many golf balls did
each man receive? If 2 apples cost 15 , what will be the cost of a
dozen apples?
Similarities In what way are a lion and a tiger alike?
In what way are a saw and a hammer alike? Vocabulary
This test consist simply of asking, “What is a _____?” or “What does _____ mean?” The
words cover a wide range of difficulty or familiarity.
Performance Subtest Description of Item
Picture arrangement Arrange a series of cartoon panels to make a
meaningful story. Picture completion
What is missing from these pictures? Block design
Copy designs with blocks. as shown at right
Object assembly Put together a jigsaw puzzle.
Digit symbol 1 2 3 4
X III I 0
Fill in the symbols: 3 4 1 3 4 2 1 2
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56 group intelligence tests are the Scholastic Aptitude Test SAT, the
American College Test ACT, and the College Qualification Test CQT. They can be used to estimate intelligence as well as a person’s chances for
success in college Coon, 1989: 472-473. In conclusion, intelligence is the general capacity to think
rationally, act purposefully, and to deal effectively with the environment. They cover three elements. They are visual-spatial intelligence, verbal-
linguistic intelligence, and logical-mathematical intelligence.
e. The Influence of Intelligence on Reading
