Psychology

Intelligence
Intelligence is used to give a description on the state of mind. It encompasses many abilities that are closely related. Such include capacities to reason, to plan, to offer solutions, to think on abstract terms, to grasp and comprehend ideas, to properly use language and to be able to learn. In other instances the term may refer to personality, character, creativity, wisdom, and knowledge. Due to this, the term intelligence does not have a commonly agreed upon definition.

A number of primary mental abilities determine the intelligence levels of an individual. Intelligence will be measured through the levels of reason, planning, solving issues, abstraction, comprehension, language use and learning capacity.

Whenever it rains, the ground becomes wet, what happens when it rains tomorrow How are you going to complete your tasks Would you work out the questions in an hours time From this object, would you clearly illustrate the implications From the above paragraph, would you present the theme Having learnt the use of speech, would you proceed to deliver one

While scaling responses, the use of true or false may not be reflective on the abilities of the individuals. But it may be appropriate in other cases. This calls on the reliance on the weight of the responses that the respondents would offer. Like in the first question, the answer may be presented as true or false if it was provided as the ground will also become wet. But on the question of task completion, it would be ideal to hear how the respondent plans to take the assigned duties.

The Ronald intelligence inventory to the paper
As illustrated above, intelligence is a wide varied phenomenon whose measurement has posed very serious concerns. The aspects of measurement are quite subjective and the various rating methods cannot be trusted to offer us the best solution to the intelligence issue, hence the development of this approach.

If one asks a respondent on what they expect to happen given a certain fact, they should be expected to offer an appropriate answer.  If they offer otherwise, then they are dumb. A question on the basis of planning is expected to offer a satisfactory plan on how events will be addressed. If the plan is good, then it reflects an intelligent mind, if not the reverse holds. A question like whether one would work out questions in one hour would be intended to show the ability of solving issues. The solving of issues presents an important aspect of intelligence (Robert, 2007). If the respondent manages to handle assigned tasks within the required time, the reflection is that the person in question is an intelligent one.

On the basis of the question whether, given an object, would one clearly illustrate the implications is one that aims to show the level of abstraction that an individual operates on. An intelligent individual is expected to fully make implied meanings from symbolic literature. If one is able to fully capture the aspects represented symbolically, then, that truly reflects an intelligent mind. In case of the reverse, then the person in question is of low intelligence level.

A question that regards the presentation of views or responses regarding an essay or paragraph would go a long way in showing the grasping power in possession of a person (Thurstone, 2007). This is what depicts how far a person can comprehend. If it emerges that a person gets a clear understanding of a text, then that person ought to be labelled as intelligent. If the person in question struggles to grasp, then the person would be labelled dumb. Finally, speech delivery on the basis of listening or learning how to do it would reflect on the learning abilities of an individual. If an individual goes ahead to do it satisfactorily, then that is an intelligent individual.

It should be noted however, that the issues presented on this construction are not necessarily absolute. Issues to do with comprehension, problem solving, learning, and creativity vary to different degrees. They can only be captured by a continuum. As a result there are no extremes and intelligence to dumbness should be pursued in that direction.

Whenever it rains, the ground becomes wet, what happens when it rains tomorrow On this question testing, I would go ahead to give the answer that  when it rains tomorrow, the ground will also become wet. From here the options will be true or false.

How are you going to complete your tasks On this task, the scaling would focus on the time taken to clear the tasks with focus being on the plan that is undertaken. The way the tasks appear does not really matter, what counts is whether the task was completed in time. If it is an aspect of examination that requires a step by step approach to issues, then, the steps taken should be looked into to determine the intelligence levels.
Would you work out the questions in an hours time This question is intended to test the question solving aspect of intelligence on the part of the correspondents. Questions are offered and on the basis of answers given, the correspondent is classified as intelligent, average or dumb.  

From this object, would you clearly illustrate the implications The ability to unravel the meanings of abstract presentations can only be scaled on the basis of a score line. The score line should be based on the abstractions made by the correspondents. A score above 70 percent would depict an intelligent mind. A score below 40 percent on the other hand, presents a dumb mind.

From the above paragraph, would you present the theme This is a comprehension part that would in the same respect as above heavily rely on the test scores based on the outcome of an assignment. The range of scores would lead us to the classification of people as either dumb or intelligent.

Having learnt the use of speech, would you proceed to deliver one This shows the learning aspect which just as the four of the five questions considered in this paper, cannot be classified as true or false statements. The issue here would be to bring the correspondents, offer them the speech specimens and offer them a good opportunity to learn. Based on that, they are offered a chance to replicate what they may have learned. On the basis of their delivery, they are then classified as intelligent or dumb.

Reason for construct
It is commonplace that differences abound on the best possible way to measure the intelligence aspect of human beings. Due to this uncertainty, it is a worthwhile exercise to find another approach that can help redress the question. This approach offers a different view on how to look at the issue. The items chosen are the attributes that are mostly referred to in reference to intelligence, hence their justification in this construct. The scaling norm that I have mostly adopted is the one used in current academic studies, where marks are awarded and grading is done to determine individual intelligence. To norm this test, it would require that I convince the audience, which is the academic community on the need to take this approach. It should be noted that this approach does not present huge uniqueness because it heavily borrows from what is already in place, so the normalcy question does not arise.

Reliability and validity are important aspects of any research. To that effect, it requires that, all findings can be useful in informing academic discourse in reference to achieving same results whenever the study is being replicated. The validity aspect requires that the conclusion of the study findings should follow the arguments presented.