Abstract intelligence tasks involve skills such as forming theories about the nature of objects, ideas, processes, and problem solving. It is Ability to apply knowledge in problem-solving using theory, metaphor, or complex analogy and Understanding relationships between verbal and nonverbal ideas.
Abstract problems are often visual and typically do not involve social ideas. Abstract reasoning is usually assessed as part of intelligence testing. Abstract reasoning ability is important because it enables students to apply what they learn in complex ways. Many students with learning disabilities have weaknesses in abstract reasoning and can benefit from direct instruction in problem-solving skills. In intelligence quotient (IQ) testing, abstract concepts are considered by some as less biased than language based concepts. However, children who have been exposed to toys that build abstract reasoning skills, such as blocks, tinker toys, geometric toys, or other building and problem solving toys may improve their abstract reasoning abilities.
Theory of Multiple Intelligence .
This theory was given by Howard Gardner in 1983. Unlike the theory of spearman this theory behold the truth that intelligence is not general ability rather it is specific modalities. Gardner presented seven criteria for a behavior to be considered intelligence. These were that the intelligences showed: potential for brain isolation by brain damages, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and statistical findings. .
Gardner chose eight abilities that meet these criteria were musical–rhythmic, visual-spatial, verbal linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic.