olating these abilities.
Intelligence, even at the close of the millennium, remains difficult to define and difficult to measure. In general, psychology defines intelligence as the mental ability involved in calculating, reasoning, perceiving relationships and
analogies, learning quickly, storing and retrieving information, using language fluently, classifying, generalizing, and adjusting to new situations (Seligman, 1994). However, different tests conceptualize intelligence somewhat differently; and, as in the case of the Stanford-Binet, these conceptualizations have changed over the years.
When the Stanford Binet was first developed, Alfred Binet, the French psychologist, defined intelligence as the totality of mental processes involved in adapting to the environment. However, although there remains a strong tendency to view intelligence as a purely intellectual or cognitive function, considerable evidence suggests that intelligence has many facets (Seligman, 1994).
While many psychologists still believe th
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