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**Ali Abbass** · 01-30-2024, 12:21 PM

Some measures of intelligence...intelligence

Some measures of intelligence.

Let us now mention some of the standards used in testing children’s intelligence.

A - The third year of life:
1 - Pointing to the body’s sections.
2- Repeating a sentence with six syllables.
3- Repeat two numbers.
4- Mention the things drawn in one of the pictures.
5- Knowing the family name.

B - For the fifth year:
1 - Repeating a sentence with ten syllables.
2- Defining things and their benefits.
3- Counting four pieces of money.
4- Repeat four numbers.

C - For the seventh year:
1- Pay attention to the shortcomings of the shapes.
2- Designate the right hand and the left ear.
3- Copying a geometric shape, such as an eye, for example.
4- Repeating five numbers.

D - For the ninth year:
1- Defining things without their benefits.
2- Arrange five things according to their weight.
3- Exchange money.

Figure (56)
The psychological picture of two types of children: normal ones on the right side of the figure, and retarded ones on the left side

4- Statement of today’s date.
If we wanted to test people's readiness to perceive a relationship, or a relationship, between two concepts, two things, we could use the following standards:
A - The person is given three words, and is asked to find a fourth word whose relation to the third word is the same as the second word to the first. Example:
1 - cold - winter heat - (summer)
2 - All - Punishment - Diligence - (Reward)
B - Completing a sentence that is missing one or two words, or composing a sentence of separate words.

C - Mention a series of members of a plant species, such as oak, walnut, apple, cedar, etc., and find the name of the genus that includes them all.

In addition to these standards that depend on language, there are other standards that dispense with numbers or shapes, and the person is asked to discover their system, and based on words, and depend on their pattern, for example:

1 - 1 7 - 10 9 - 12 ( 12 - 16 )
2 - 1 3 - 7 4 - 8 ( 5 - 9 )
3 - 4 6 - 9 12 - 17 ( 24 - 31 )

Then the person can be asked to highlight the contradictions in some sentences, conversations, and drawings in order to know his logical aptitudes and critical abilities.

We give the children sentences like these: A person fell from his bicycle and broke his head and died. Then he was carried home in a state of disrepair. Please recover from it - when the train deteriorates, the last carriages suffer severe damage. To avoid this damage, it is enough to cut off the last carriage.

Or we show them a picture that shows them the wind pushing the smoke in a direction opposite to the direction in which the trees are leaning, or a picture that shows them a scale tilted to the direction where the light weight is.

Or we ask adults questions that involve extracting some conclusions from some premises, or solving a problem based on some information. Example:

Silver is heavier than iron
Copper is lighter than silver

Can it be concluded from this that iron is heavier than copper? . Etc. Etc...and many more.

The interrelationship of psychological predispositions. . - The relationship of natural phenomena to one another is different. Sometimes they are fixed, and at other times they are variable. The relationship of heat to the expansion of metals, for example, is a constant relationship. The relationship between the mind and memory is variable, because the growth of memory does not always necessitate the growth of the mind. Judgment and reasoning may be good, but memory may not be strong. Likewise, there is a relationship between hair color and eye color. Blue eyes may be accompanied by black hair, or they may be accompanied by blond hair. If we compare psychological preparations, we find that their relationships are also variable. Athletic talent may be associated with musical talent, or it may not be associated with it. Our purpose now is to restrict these changing relationships with a law by which we can measure them.

Psychological phenomena are not subject to coincidence and agreement, but rather they are subject to a natural system. Were it not for their frequent clashing with one another, their relationships would not have changed. Today we are still ignorant of all the changes that occur in psychological phenomena. It is not surprising if it is difficult for us to measure it.

The purpose of measuring the interrelationship of psychological preparations is to show the ratio that exists between them. If this ratio is positive, the phenomena are compatible, and if it is negative, the phenomena are inconsistent. For example: the ratio between heat and the expansion of bodies is positive, as is the relationship between aptitude for geometry and aptitude for arithmetic, but the ratio between anger and contemplation is negative, because increasing anger leads to loss of contemplation, just as contemplation reduces anger.

**Ali Abbass** · 01-30-2024, 12:23 PM

The interconnectedness of phenomena is measured in different ways, but we will limit ourselves here to mentioning one method, which is the crop method:

Crop method. - Habni, I wanted to know what is the relationship between aptitude for arithmetic and aptitude for engineering and music, that is, what is the degree of connection between them.

There is no doubt that testing one person does not lead to a complete knowledge of this relationship, and therefore it was necessary for the experimenter to measure it among many people. If we test ten students, for example, in these three subjects, we can determine the level of readiness for them. The grades obtained by students in these subjects are as follows:

Scores from zero to (5)

Arithmetic, geometry, music
Farid 1 , 1 , 4
Hassan 3, 3, 3
Hashem 3, 3, 2
Adnan 2, 2, 1
Malik 5 , 5 , 2
Zuhair 2 , 2 , 3
Slim 4, 4, 3
Wadih 3 , 3 , 4
Farouk 4, 4, 5
Walid 3, 3, 3

A simple look at these degrees shows us that arithmetic degrees do not differ from engineering degrees. Scientists express this ratio by saying: The interrelation between arithmetic and engineering is a complete interrelation, meaning that preparation for engineering is always accompanied by preparation for arithmetic and vice versa. As for the relationship between arithmetic and music, it is not clear, because the degrees in it are not equal.

The interrelation of psychological preparations is measured by Bravais' law, which is a mathematical law that Bravais used for other purposes in 1846, so Pearson adopted it and used it to measure the interrelation between preparations.

The law is:

Mj S • A
2 = _____________
\-----------------
/\MG S.

(M) indicates instances of interconnection, (S) indicates the difference between each degree of the first sentence and the general average of this sentence, and (A) indicates the difference between each degree of the second sentence and the general average of this sentence.

Let us look at the arithmetic and music grades obtained by the students, and let us determine the amounts of x, p, y2, and p, in relation to these grades. The general average of the arithmetic grades is (3), and the value of (S) in relation to the (Farid) grade in arithmetic is:

x = 1 - 3 = - 2

Its value in relation to Adnan's degree is:

x = 2 - 3 = - 1

The value of (A) is calculated as the value of (S). Here is a table that clearly shows the application of the law.

Students Arithmetic S2 S2 Music S2 S'A
Fred 1 - 2 - 4 4 - + 1 - 2
Adnan 2 - 1 - 1 - 1 - 2 4 + 2
Zuhair 2 - 1 1 3 0 0 0

Students Arithmetic S2 S2 Music S2 S'A
Hashem 3 0 0 2 - 1 1 0
Hassan 3 0 0 3 0 0 0
Walid 3 0 0 3 0 0 0
Wadi` 3 0 0 0 4 1 1 0
Slim 4 + 1 1 3 0 0 0
Farouk 4 + 1 1 5 + 2 1 + 2
Owner 5 + 2 4 - 2 - 1 1 - 2
----- ----- ----- ------ ----- ----- ------
30 12 30 12 0

30
Average calculation = ---------- = 3
10
30
Average music = ----------- = 3
10

Mg s2 = 12
Mg2 = 12
Mg x h = 0

If we put these values into the law, we get:

Mg S A . P 0
M = ____________ = ____________ = 0
\-------------------------- \--------------------------
/\ Mg S ". Mg A " /\ 12 x 12

This shows us that the correlation between arithmetic and music is equal to zero, and this indicates that there is no correlation between aptitude for arithmetic and aptitude for music.

**Ali Abbass** · 01-30-2024, 12:24 PM

Let us apply this law in the relationship of arithmetic to geometry:

Students Arithmetic S2 S2 Geometry S2 S'Z
Fred 1 - 2 4 1 - 2 4 + 4
Adnan 2 - 1 1 2 - 1 1 + 1
Zuhair 2 - 1 1 2 - 1 1 + 1
Hashem 3 0 0 3 0 0 0
Hassan 3 0 0 3 0 0 0
Walid 3 0 0 3 0 0 0
Wadih 3 0 0 3 0 0 0
Slim 4 + 1 1 4 + 1 1 + 1
Farouk 4 + 1 1 4 + 1 1 + 1
Owner 5 + 2 4 5 + 2 4 + 4
----- ----- ----- ------ ----- ----- ------
30 12 30 12 12

If we put these quantities into the law, we get:

Mg S A . A 12 12
M = _________ = ____________ = ____ = 1
\-------------------------- \--------------------------
/\ Mg S ". Mg A "/\ 12 x 12 12

This indicates that the relationship between arithmetic and engineering is equal to (1), meaning that the relationship between aptitude for arithmetic and aptitude for engineering is complete. If we extract the values of (M) from different examples, we find that they change from (+1) to (-1). If m = + 1, the correlation is positive, and if m = - 1, the correlation is negative.

In short, the scientist can extract an educational result from these relationships. If it is proven to him, after comparing the students’ grades, that the correlation between the two subjects is positive, he can determine the reason that prevents the students from mastering the two subjects together.

Whatever the case, calculating these relationships does not lead to absolute certainty, but rather leads to relative results. It does not prove to us the necessity of pairing one aptitude with another, but rather it proves to us its possibility and probability, that is, the possibility of a person being ready to draw when he is ready to calculate, and the possibility of him being ready to calculate when he is ready to engineer.

The stronger the intelligence, the positive the correlation between psychological preparations, and therefore harmony and consistency in preparations is the best evidence of the strength of intelligence and the growth of the mind.

Evolution of intelligence.
The child's mind is primarily focused on sense data, and is limited to satisfying present desires. Despite his strong inclination to inquisitiveness, his understanding of things is completely superficial. He asks a lot of questions, but at the same time he is easy to convince. He even said (the individual explained): The mind of a child is something similar to the mind of a dull, idiot. He perceives the similarity of things, by recognizing their dissimilarity. The child only perceives things that are beneficial to him or suitable for his satisfaction. It greatly generalizes and expands the meanings of words. We can mention here some of his true desires, which are:

1 - Intelligence grows with the growth of physiological powers.
2 - Natural intelligence develops by the age of sixteen, and remains stable after that.
3 - As students grow older, the individual differences between them in intelligence become clearer and clearer.

Individual differences .
- People differ from each other in intelligence, just as they differ in height and weight. There is the stupid and idiot, and there is the smart and genius, and between this and that there are many intermediate degrees.

It is established that if we take a number of people and measure one of their characteristics, we find that the majority of them possess this characteristic to a moderate degree, and that a few of them exhibit this characteristic to a strong degree, or to a weak degree. The total population can be divided into four categories: the first category includes the outstanding students, and their number does not exceed a quarter, the second and third category includes the normal or average students, and their number does not exceed half, and the fourth category includes the stupid ones, and their number does not exceed a quarter... There are educational results. This law relates to the distribution of students in the classroom. We will talk about it in the education book.

Figure (57)
Chimpanzees are good at using a stick

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