9• cqf) dh jpuk dk vkykspukRed Lo:Ik vkSj mldk ekiu] cgqvk;keh cqf)A

cqf) % vFkZ vkSj ifjHkk’kk;sa % Intelligence

1- euq’; Js’Bre izk.kh le>k tkuk cqf) ds dkj.k gSA2- dqN O;fDRk tUe ls gh iz[kj cqf) gksrs gSa tks ew[kZ dh vis{kk f”k{kk es vf/kd ykHk mBk ysrss gSaA bl

izdkj cqf) oa”kkuqdze ij vk/kkfjr ekuh tk ldrh gS fdUrq mlds fodkl ds fy, mi;qDr okrkoj.k dhvko”;drk gksrh gSA

3- cqf) vusd xq.kksa dk leqPPk; gSA Intelligence is a collection of abilities.4- blds ekiu ds fy, vusd ijh{k.kksa dk gksuk vko”;d gSA5- cqf) ,d ifjdYiukRed “kfDRk gSA Intelligence is a hypothetical power.6- cqf) dk cgq/kk mi;ksx fofHkUu leL;kvksa dks le>us vkSj vf/kxe esa gksrk gSA7- LVuZ % & ^^ubZ ifjfLFkfr;ksa esa lek;kstu dh ;ksX;rk gh cqf) gSsA8- Vjeu %& vewrZ fparu dh ;ksX;rk gh cqf) gSA9- gSCkj vkSj Qzk;M %& “kh?kz vf/kxe vFkok vf/kxe /kkj.k dh ;ksX;rk gh cqf) gSA10- ososLVj %& cqf) Kku xzg.k djus dh o mldks O;ogkj esa ykus dh ;ksX;rk gSA11- eSDM~;wxy %& cqf) tUetkr izo`fRr dks vrhr ds vuqHko ds izdk”k esa lq/kkjus dh ;ksX;rk gSA12- cafd?ke %& lh[kus dh ;ksX;rk cqf) gSA13- dkyfou] dzwt] cVZ] LVuZ us cqf) dks lek;kstu dh ;ksX;rk ekuk gSA14- cqf) dk oSKkfud Lo:Ik loZizFke Lih;jeSu us fn;kA15- cqf) ,d izdkj dh ;ksX;rk RkFkk ;ksX;rkvksa dk la;ksxhdj.k gSA16- blls O;fDRk foosd”khy vkSj vewrZ fparu dj ldrk gSA17- blls og /;s;iwoZd fdz;k;sa dj ldrk gSA18- Kku vkSj ladsrksa ls ;qDRk vf/kxe dj ldrk gSA19- fdlh dks gksugkj] fuiq.k] prqj] ;k le>nkj dgdj cqf) ds gh fdlh i{k dks O;Dr fd;k tkrk gSA20- cqf) ] cqf)&ijh{k.kksa }kjk ekih tkrh gSA21- f”k{kkfonksa o euksoSKkfudksa ds erksa ds lkj ds vuqlkj lkekU; :Ik ls cqf) dks y{k.kksa esa cka/kdj

ifjHkkf’kr fuEukuqlkj lewgksa esa fd;k tk ldrk gS&v&leL;k lek/kku dh ;ksX;rkc&vewrZ fpUru dh ;ksX;rkl&lh[kus dh ;ksX;rkn&lek;kstu dh ;ksX;rk

cqf) lECkU/kh fl)kar %1- ,ddkjd fl)kar2- f}dkjd fl)kar3- lewg dkjd fl)kar4- izfrn”kZ fl)kar5- inkuqdze fl)kar6- rjy&Bksl fl)kar7- cgq&cqf) fl)kar8- f=vk;keh fl)kar @fxyQksMZ dk fl)kar9- cgqdkjd fl)kar

1- ,ddkjd fl)kar % Uni – Factor Theoryv&fcusV] Vjeu vkSj LVuZc&cqf) ,d vfoHkkT; bdkbZ gSAl&fdlh fo”ks’k dk;Z dks lEiUu djrs le; lEiw.kZ cqf) ,d le; esa lEiUu gksrh gSAn& vc ;g fl)kar ekU; ugha gSA

2- f}dkjd fl)kar % Two-Factor Theoryv&Lih;jeSuc&cqf) esa nks dkjd gksrs gSa& lkekU; ekufld ;ksX;rk &th ] fof”k’V ekufld ;ksX;rk&,l

l&,d O;fDr ftrus vf/kd {ks=ksa esa dq”ky gksrk gS mlesa mruh gh fof”k’V ;ksX;rk;sa ikbZ tkrhgSaA

3- lewg dkjd fl)kar&bl fl)kar ds izfriknd FklZVu gSa&cqf) dk ek=kRed fl)kar gSA&cqf) ds lewg dkjdksa ds i`FkDdj.k dh dkjd fo”ys’k.k fof/k dk fodkl&7 ekSfyd ekufld ;ksX;rkvkas dk irk yxk;k&1-okfpd ;ksX;rk2-la[;kRed ;ksX;rk3-oLrqizs{k.k ;ksX;rk4-izR;{kijd ;ksX;rk5-Le`fr&;ksX;rk6-rkfdZd ;ksX;rkblds nks vkSj Hkkx&vkxeu ;ksX;rk] fuxeu ;ksX;rk7-“kkfCnd ;ksX;rkCkkn esa mlus ,d vkSj dkjd dk irk yxk;k ftls leL;k gy djus dh ;ksX;rk PSA dgrs gSAbl izdkj dqy dkjd la[;k&9 gqbZA

4- izfrn”kZ fl)kar&izfriknd & FkkWelu&Lih;jeSu ds f}dkjd fl)kar ds fojks/k eas bl fl)kar dk fuekZ.k&O;fDRk dk ckSf)d O;ogkj vusd Lora= ;ksX;rkvksa ij fuHkZj djrk gSA ijUrq bu ;ksX;rkvksa dk{ks= lhfer gksrk gSA&,d cqf) ijh{k.k ls ,d fof”k’V izfrn”kZ ¼EkkWMy½ gh lkeus vkrk gS vkSj nwljk cqf) ijh{k.kHkjok;s tkus ij fHkUuA&fHkUu fHkUu izfrn”kksZa ds vfrO;kiu ¼vksojySfiax½ ls ckSf)d vFkok laKkukRed lglEcU/k Li’Vgksrs gSaA

5- inkuqdze fl)kar % Hierarchycal Theory

v&Lih;jeSu ds leFkZd cjuu vkfnA

c&dzec)rk ds vk/kkj ij lkekU; ekufld ;ksX;rk ds nks oxZ gSa&

,d&izsfDVdy] eSdsfudy] fQthdy vkfn

nks&ccZy] uEcj] ,tqds”kuy

l&vFkkZr ;g fof/k Hkh dkjd fo”ys’k.k ij vk/kkfjr gSA

6- rjy&Bksl fl)kar Fluid and Crystallized theory

v&vkj-ch- dSVy

c&Q~ywbM dk rkRi;Z gS & oa”kkuqdze dk;Z&dq”kyrk vFkok dsUnzh; ukM+h laLFkku dh nh gqbZ fo”ks’krk ij vk/kkfjr,d lkekU; ;ksX;rk

l&Q~ywbM] laLd`fr ls rFkk uohu ,oa foxr ifjfLFkfr;ksa ls Hkh izHkkfor gksrh gSA

n&fdzLVykbTM Hkh ,d lkekU; ;ksX;rk gS tks vuqHko] vf/kxe vkSj okrkoj.k dkjdksa ij vk/kkfjr gksrh gSA

7- cgq&cqf) fl}kar @Multiple intelligence

v&vR;ar pfpZr o egROkiw.kZ fl)kar

c&lu~ 1983 esa gksoMZ xkMZuj }kjk fn;k x;kA

l&cqf) dk Lo:Ik ,dkdh u gksdj cgqdkjdh; gksrk gS

n&bl fl)kar dk vk/kkj muds }kjk fd;s x, U;wjkseuksfoKku Neuropsychology rFkk euksferhPsychometric ds {ks= esa fd;s x, iz;ksxksa dk ifj.kke gSA

b&xkMZuj us dqy 7 rjg dh cqf) crkbZa 1998 esa blesa 8 oka izdkj rFkk 2000 eas 9 oka izdkj tksM+k

1-Hkk’kkbZ cqf) Linguistic %& “kCn okD; cks/k

2-rkfdZd xf.krh; cqf) Logical %&rdZ {kerk

3-LFkkfud cqf) spatial %&LFkkfud fp=.k o dYiuk “kfDr

4-“kkjhfjd xfrd cqf) Kinesthetic %&”kjhj xfr ij fu;a=.k

5-lkaxhfrd cqf) Musical %&y; o fip dks le>uk

6-O;fDrxr vkReu cqf) Self %& vius Hkko o laosx

7-O;fDrxr vU; cqf) others %&vU; dh bPNk] vis{kk

8-izd`froknh cqf) Naturalistic %& LoHkkoxr vFkok LokHkkfodrk dks le>uk

9-vfLrRooknh cqf) Existentialistic %& vfLrRo ds izfr fparu o ltxrk

uksV ,d&izR;sd Lora= gksrh gSa vkSj fdz;k”khy gksus dk <ax vyx vyx gksrk gSA

uksV&nks % ,d esa iz[kj gksus ij Hkh O;fDr vU; esa vlQy gks ldrk gSA

Theory of multiple intelligences - Howard Gardne

The theory of multiple intelligences is a theory of intelligence that differentiates itinto specific (primarily sensory) "modalities", rather than seeing intelligence asdominated by a single general ability. This model was proposed by HowardGardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences.Gardner articulated seven criteria for a behavior to be considered anintelligence.[1] These were that the intelligences showed: potential for brainisolation by brain damage, place in evolutionary history, presence of coreoperations, susceptibility to encoding (symbolic expression), a distinctdevelopmental progression, the existence of savants, prodigies and otherexceptional people, and support from experimental psychologyand psychometric findings.Gardner chose eight abilities that he held to meet these criteria:[2] musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested thatexistential and moral intelligence may also be worthy of inclusion.[3] Although thedistinction between intelligences has been set out in great detail, Gardneropposes the idea of labeling learners to a specific intelligence. Each individualpossesses a unique blend of all the intelligences. Gardner firmly maintains that his

theory of multiple intelligences should "empower learners", not restrict them to onemodality of learning.[4]

Gardner argues intelligence is categorized into three primary or overarchingcategories, those of which are formulated by the abilities. According to Gardner,intelligence is: 1) The ability to create an effective product or offer a service that isvalued in a culture, 2) a set of skills that make it possible for a person to solveproblems in life, and 3) the potential for finding or creating solutions for problems,which involves gathering new knowledge.[5]

Those who believe in one kind of intelligence think that all intelligence comes froma single factor. They back up this idea with the fact that there is a high positivecorrelation between intelligence quotient (IQ) and the ability to complete simplecognitive tasks and between reaction time and intelligence.

1 Intelligence modalitieso 1.1 Musical–rhythmic and harmonico 1.2 Visual–spatialo 1.3 Verbal–linguistico 1.4 Logical–mathematicalo 1.5 Bodily–kinesthetico 1.6 Interpersonalo 1.7 Intrapersonalo 1.8 Naturalistico 1.9 Existential

8-f=vk;keh fl)kar %Three Dimensional Theory

v&fxyQksMZ

c&cqf) ,dfoeh; u gksdj f=foeh; gksrh gS

l&fo’k;] lafdz;k] mRiknu content, operation, productionn&fo’k;@ikB~;oLrq % fp=]ladsr]Le`fr&lEcU/k] Le`fr&ys[k

b&lafdz;k %& LkaKku] Le`fr

Q&mRiknu %& bdkbZ] d{kk] lEcU/k] iz.kkyh] LFkkukarj.k] iz;ksx

9-cgqdkjd fl)kar

1- FkkuZMkbd dk cgqdkjd ;k cgqrRo fl)kar2- cqf) fofHkUu dkjdksa dk feJ.k gS ftleas vusd ;ksX;rk;sa fufgr gksrh gSaA3- bUgksusa th&QsDVj vkSj ,l&QsDVj dks vLohdkj dj fn;kA4- bUgksaus u;k foHkktu ewydkjd ¼izk;ejh QsDVj½ vkSj lkekU; dkjd ¼dkWeu QsDVj½ uke fn;kA5- bUgksaus crk;k fd ewy dkjd ds :Ik esa vkafdd] “kkfCnd] nSf”kd ¼Lisf”k;y½] rkfdZd vkfn

;ksX;rk;sa gksrh gSaA6- ewy dkjd O;fDr dh leLr ekufld ;ksX;rkvksa dks izHkkfor djrs gSaA7- FkkuZMkbd us O;fDr esa fdlh u fdlh fof”k’V dkjd ;k ;ksX;rk dk vfLRkRo Lohdkj fd;k gSA

fdUrq mldk ekuuk Fkk fd& O;fDr dh ,d fo’k; dh ekufld ;ksX;rk ls nwljs fo’k; dhekufld ;ksX;rk dk vuqeku ugha yxk;k tk ldrkA

8- mn~nhiu fof”k’V gksrs gSaA blfy, ekufld vuqfdz;k,a Hkh fof”k’V gksrh gSaA9- bUgksaus vuqca/ku fl)kar ds leFkZu esa dgk gS fd cqf) bu mn~nhiuksa ,oa vuqfdz;kvksa ds chp

fof”k’V vuqca/k gSA10- gekjh Luk;q O;oLFkk esa ,sls vuqca/k izR;sd O;fDr esa vyx&vyx la[;k esa ik;s tkrs gSa blfy,

cqf) esa varj gksrk gSSA11- bl fl)kar dks ijekf.od fl)kar Hkh dgk tkrk gSA blds vuqlkj cqf) vuqokaf”kd ugha gSA12- FkkuZMkbd ds cqf) ds fuEufyf[kr xq.k crk;s gSa&

1- Lrj

2- ifjlj ¼jsat½

3-{ks=Qy

4-xfr

cqf)&yfC/k IQ (Intelligence Quotient)

1-cqf) ekiu ds fy, lcls igyk cqf) ijh{k.k fcus Binet rFkk lkbeu simon us 1905 esa fd;kA blh ijh{k.keas cqf) dks ekufld vk;q Mental Age ds :Ik esa ekidj vfHkO;DRk fd;k x;kA

2-1916 esa fcus&lkbeu ijh{k.k esa egRoiw.kZ pj.k VjeSu@VeZu terman us fd;kA blh iz;ksx esa vkbZD;w izR;;dk tUe gqvkA

3-cqf) yfC/k ] ekufld vk;q RkFkk rSfFkd vk;q ds vuqikr dk izfr”kr gSA

cqf)&yfC/k ¾ekufld vk;q@rSfFkd vk;q×100IQ=MA/CA x 1004- ekufld vk;q Mental age- izFke fopkj & fcusA og vk;q tks cqf) ijh{k.k ls r; gksrh gSA ;fn 5 o’kZ dkcPpk 7 o’kZ dh vk;q ds vkSlr ckyd oxZ ds cqf) ijh{k.k iz”uksa dks gy dj nsrk gS rks mldh ekufld vk;q 7o’kZ ekuh tk;sxhA

5-cqf)&yfC/k dk forj.k % eSfjy @oS”yj ds vuqlkj Score of IQIQ forj.k

130 / 140 ls vf/kd izfrHkk”kkyh Genius120-129/139 vfrJS’B cqf) Very -superior110-119 JS’B cqf) superior ] high average90-109 lkekU; cqf) Normal ] average80-89 Ekancqf) Dull ] below average70-79 {kh.k cqf) Feeble ] border line60-69 ew<+ cqf) Moron]20-59 ghu cqf) Imbecile20 ls de tM+ cqf) Idiot6-cqf)&yfC/k dh fLFkjrk vkSj vk;q ds lEcU/k eas /;krO; gS fd dqN ekufld ;ksX;rk,a fLFkj] dqN fuf”pr vk;qrd c<+rh gSa rFkk dqN ?kVrh tkrh gSaA

7-l̀tukRedrk vkSj cqf)&yfC/k esa cgqr gh fuEu&lg&lEcU/k gksrk gSA vFkkZr l`tukRed yksxksa dk vkbZD;w Hkhvf/kd gks ;g vko”;d ugha gSA

8-tSulsu tSls euksoSKkfudksa us ekuk gS fd vkbZD;w eas iztkfr ;k oa”kkuqdze dk cM+k egRo gSA

9-cqf) c<+us ds lkFk lek;kstu c<+rk gSA dqlek;ksftr O;ogkj tSls & “kehZykiu] Mhax] “kksj] dzwjrk] fnok&LoIu]>xM+k] ftn~nhiuA

10- cqf)&ekiu ds fy, cqf)&ijh{k.k fd;s tkrs gSaA muds fofHkUu izdkj gSa &

1&oS;fDrd cqf) ijh{k.k % ,d le; esa ,d O;fDr dkA

2&lkewfgd cqf) ijh{k.k % ,d le; esa vusd O;fDRk;ksa dkA

3&”kkfCnd cqf) ijh{k.k % “kkfCnd iz”uksa ds }kjk ekSf[kd ;k fyf[kr

4&v”kkfCnd cqf) ijh{k.k % fp=] vewrZrk] futhZo inkFkZ

11- cqf) ijh{k.k ds ykHk ;k mi;ksx %

1&fofHkUUk fo’k;ksa] Nk=o`fRRk;ksa] lgxkeh fdz;kvksa ds fy,

2&ckydksa dk oxhZdj.k djus ds fy,

3&eUncqf) ckydksa dk irk yxkus esa

4&vuq”kklu lEcU/kh leL;kvksa dk fujkdj.k djus esa

5&ekxZn”kZu o O;kolkf;d ijke”kZ ds fy,

12- dqN pfpZr cqf)&ijh{k.k %

1&igyk cqf) ijh{k.k fcus vkSj lkbeu us fd;k& 1905

2&oS”yj cqf) ijh{k.k &nks rjg ds ekid] o;Ldksa dk vyx ekiuA

3&dSVsy dk laLd`freqDRk cqf) ijh{k.k % vyx vk;q lewg ds rhu ekidA

4&Hkkjrh; cqf) ijh{k.k % MkW ,e lh tks”kh] MkW iz;kx esgrk] MkW vkj ds V.Mu] izks vkj ds vks>k] izks jk; pkS/kjh],l ,l tyksVk] ,l ,l eqgfluA

uksV % vkbZD;w ds lEcU/k esa vkidh ftKklkvksa ls tqMs+ dqN egRoiw.kZ rF; @@euksfoKku ds lanHkZxzaFkksa ls &

1-LVsuQkWMZ & fcus ijh{k.kksa esa ijh{k.k }kjk cqf) dh x.kuk djus dh fof/k vkbZ&D;w fof/k FkhA

2- LVuZ us loZizFke ekufld yfC/k Mental Quotient “kCn dk iz;qDr fd;kA

"IQ" was invent by the psychologist William Stern for the German term Intelligenz-quotient,

3-Vjeu us loZizFke cqf) ds Ldksj dh ;g fof/k crkbZ fd cqf) dk Ldksj vkbZ&D;w dh x.kuk }kjk djuk pkfg,A

lw=&fof/k ds lkFk&lkFk Vjeu us forj.k dks Hkh Kkr fd;kA LVsuQkWMZ & fcus ijh{k.k ij EkSfjy vkSj OkS”uj usforj.k rS;kj fd;kA Vjeu vkSj eSfjy us tula[;k esa vkbZ&D;w forj.k odz ij dk;Z fd;kA

4-History of Intelligence Testing& Ways of Calculating IQ

"If something exists, it exists in some amount.If it exists in some amount, then it is capable of being measured."

Ren� Descartes, Principles of Philosophy, 1644

The first intelligence test was the Binet-Simon test, developed by Alfred Binet,a French educator, in 1905. Binet was asked by the education department todevelop a way of identifying children who were behind in their academicperformance so that they could receive remedial education.

In these pre-IQ days, the interest was in comparing a child's score on the testwith peers of the same age, to determine who needed extra help.

The Binet-Simon test was revised in 1908 and 1911 and then received a majorrevision in 1916 and was renamed the Stanford-Binet Intelligence Test. Part ofthe revision was the invention of the "Intelligence Quotient", better well-knownas IQ.

Lewis Terman (an American professor from Stanford University) then workedwith Binet to produce a major revision in 1916. The Binet-Simon test wasrenamed as the Stanford-Binet test. The Stanford-Binet can be used withchildren from the age of about 2 and a half years. More about the Stanford-Binet Intelligence Test...

Part of Terman's major revision was to re-conceptualize the relationshipbetween Chronological Age and Mental Age.

Chronological Age (CA) (i.e. Biological age) Mental Age (MA) (i.e. Level of intellectual performance

Terman realised that the ratio between MA and CA was a better indicator ofintelligence than MA alone e.g., for example

MA = 7 years / CA = 5 years (IQ=140 which means gifted) MA = 7 years / CA = 9 years (IQ=78 which means retarded)

The formula for calculating IQ developed by Terman was 100 x MA / CA.5- An intelligence quotient, or IQ, is a score derived from one of several

standardized tests designed to assess human intelligence.6- French psychologist Alfred Binet, together with Victor Henri and Théodore

Simon had more success in 1905, when they published the Binet-Simon test,which focused on verbal abilities.

7- The Stanford–Binet Intelligence Scale is an individually administeredintelligence test that was revised from the original Binet-Simon Scale by LewisM. Terman, a psychologist at Stanford University. The Stanford–BinetIntelligence Scale is now in its Fifth Edition. It is a cognitive ability and

intelligence test that is used to diagnose developmental or intellectualdeficiencies in young children. The test measures five weighted factors andconsists of both verbal and nonverbal subtests. The five factors being testedare knowledge, quantitative reasoning, visual-spatial processing, workingmemory, and fluid reasoning.

8- 1937 esa blesa lalks/ku Vjeu vkSj esfjy us fd;kA bldk uke ^fn&1937 fcus* j[kk x;kA bldkmi;ksx 2 o’kZ ls o;Ldksa rd ds fy, fd;k tkrk gSA

9- 1960 esa bldk iqu% lalks/ku gqvk ftldk mi;ksx 2 lky ls 22 lky 11 ekg rd ds O;fDr;ksads fy, fd;k tkrk gSA

10- 1973 esa bldk u;k ekud rS;kj fd;k x;k tks cgqr gh fo”oluh; vkSj oS/k gSA fo”oluh;rk0-90 ls vf/kd vkSj oS/krk 0-75 ls vf/kd gSA

11- bldk pkSFkk laLdj.k&1986 rFkk ikapok ,lch&5 2003 gSA12- os”yj ds cqf)&ijh{k.k ls tqM+s egRoiw.kZ rF; %

1-bUgksaus o;Ldksa dh cqf)&ekiuh 1939 esa rS;kj dhA ftls os”yj&osyC;w ekiuh dgrs gSaA blesa nksizk:Ik FksA izR;sd esa 10&10 miijh{k.k FksA buesa ls 5 “kkfCnd rFkk 5 fdz;kRed FksA lu~ 1955 esabldk cM+k la”kks/ku gqvk ftls os”yj o;Ld cqf)&ekiuh dgrs gSaA WAIS A lu~ 1981 esa gq,blds lalks/ku ds ckn bls WAIS-R dgk tkrk gSA o’kZ 2005 esa bldk u;k laLdj.k vk;k ftlsWAIS-IV dgk tkrk gSA os”yj dk ;g cqf) ijh{k.k 16 ls 64 lky rd ds O;fDr;ksa ds fy,fd;k tkrk gSA3-os”yj us cPpksa ds fy, tks ekiuh cukbZA og lu~ 1949 esa cukbZA bls oS”yj dh cPpksa ds fy,cqf)&ekiuh WISC dgk tkrk gSA ;g 6 o’kZ ls 16 o’kZ rd ds fy, gksrk gSA 1974 esa bldslalksf/kr :i dks WISC-R dgk tkrk gSA blesa 12 miijh{k.k gksrs gSa ftuesa 6 “kkfCnd rFkk 6fdz;kRed gksrs gSaA4-oS”yj us vR;ar NksVs cPps tks 6 lky ls de mez ds gSa muds fy, ,d vkSj ekiuh cuk;k ftlsWPPSI Wechsler’s pre school and primary scale of intelligence dgk tkrkgSA blesa 6 “kkfCnd o 5 fdz;kRed miijh{k.k FksA orZeku esa WPPSI -III miyC/k gSA5- os”yj ds cqf) ijh{k.k dh fo”oluh;rk rFkk oS/krk 0-82 ls vf/kd gSA

13- dSVy ds laLd`freqDr ijh{k.k ds dqN egRoiw.kZ rF; %

1-igyh ekiuh& 4 ls 8 o’kZ] nwljh ekiuh & 8 ls 13 o’kZ] rhljh ekiuh&14 o’kZ ls vf/kd

2-bu rhuksa ekifu;ksa esa dsoy ekufld {kerk Lih;jeSu ds th&QsDVj dk ekiu gksrk gSSA

3-;g laLd`fr] i;kZoj.k] lkekftd Js’Brk vkfn izHkkoksa ls eqDr ijh{k.k gSA14-&jsosUl dk izxfr”khy eSfVªflt ijh{k.k Raven’s Progressive Matrices Test1-blds nks izk:i gSa & ,d cPpksa ds fy, vkSj nwljk o;Ldksa ds fy,A cPpksa okys izk:i dks jaxhu ijh{k.k RkFkko;Ldksa okys ijh{k.k dks ekud ijh{k.k dgrs gSaA cPpksa okys jaxhu ijh{k.k ds rhu miijh{k.k& ,] ,ch rFkk chgSaA izR;sd esa 12 ,adk”k ds eku ls 36 ,dka”k gSaA rFkk ekud ijh{k.k ds 5 miijh{k.k ,]ch]lh]Mh]bZ gSaA izR;sd ess12 ,dka”k gksus ds dkj.k dqy 60 ,dka”k gSA buds ijh{k.kksa esa ,d fp= ds dbZ VqdM+s fd;s tkrs gSa tks oSls ghvU; VqdM+ksa esa feyk fn;s tkrs gSaA fp= iwjk fd;k tkrk gSA

uksV %

fopyu cqf)&yfC/k % deviation IQ / DIQ

1-iz;ksxksa esa ,slk ik;k x;k fd 25&30 lky ds o;Ld ds fy, MA c<+us dh xfr ugha ikbZ tkrh] dsoy CAc<+rh gS vr% bl vk;q ls Åij dh cqf)&yfC/k Kkr djuk vkSfpR;ghu yxrk gS vr% u;k izR;; MhvkbZD;w[kkstk x;k gSA

2- ekud fopyu ekiuh ds fy, ,u&100 rFkk ekud fopyu&15 fy;k tkrk gSA

2-ekuk fd fdlh O;fDRk dk cqf) ijh{k.k mijakr vkbZD;w 60 ik;k x;kA mlh ijh{k.k dks mldh leku mez dsO;fDr;ksa ij ¼100½ yxk;k x;kA rks mudk ek/;&30 vk;kA vkSj mudk ekud fopyu &10 vk;kA

Rkks ml O;fDr dk ekud izkIrkad@Ldksj&

X-X/S

¼60&30½@15

2 bls 2σ dgrs gSaA vFkkZr ekud ekiuh esa ;g eku 100 ls 30 vf/kd vFkkZr 130 gksxkA ;fn fdlh fLFkfr esaeku & 1 σ gS rks ekud ekiuh esa fopyu ek/; ls ,d ekud uhps vFkkZr 85 gksxkA

vxys VkWfid ds fy, vxyh Qkby ns[ksaA ohfM;ks ds fy, U Tube ij Dr.ramkumarsingh lpZ djsa] vFkokwww.ramkumarsingh.com ls fyad izkIr djsaA “kqHkdkeukvksa lfgr vkidk % MkW- jkedqekj flag