Chapter Summary<\/summary>\nThis chapter examines the emergence of \u2018intelligence\u2019 as a dominant psychological category and uses the critical thinking tool of categorisation to interrogate how psychology selects, constructs, and institutionalises the concepts it uses to make sense of human difference. Around 1900, concepts such as instinct, reason, and intellect competed to define mental variation. By 1910, intelligence had taken their place, not because it was discovered in a scientific sense but because it became socially and institutionally useful, especially in education, the military, and eugenics. This chapter traces this shift through key figures, including Francis Galton, Alfred Binet, Charles Spearman, William Stern, Cyril Burt, and James Flynn. It highlights the role of measurement and mimicry in turning intelligence from an abstract idea into a reified quantifiable entity. The use of IQ tests to sort children, classify soldiers, and exclude immigrants is presented as an example of psychology functioning as a tool of power. Challenging the idea that intelligence is a stable, biological entity, the chapter introduces alternative perspectives such as the Flynn Effect and Ken Richardson\u2019s metaphor of social distance. It also foregrounds inclusive contributions, including Robert L. Williams\u2019s BITCH-100 test, which exposed cultural bias in standardised testing. Ultimately, the chapter invites students to rethink intelligence not as a natural kind but as a human kind, a historically contingent category that reveals more about society\u2019s priorities than the structure of the human abilities.<\/p>\n<\/details>\n<\/div>\n\n\n\n
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Chapter 9 – Quiz<\/h2>\n\n\n\n