At least two major "consensus" definitions of intelligence have been proposed. First, from Intelligence: Knowns and Unknowns, a report of a task force convened by the American Psychological Association in 1995:
Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. Although these individual differences can be substantial, they are never entirely consistent: a given person’s intellectual performance will vary on different occasions, in different domains, as judged by different criteria. Concepts of "intelligence" are attempts to clarify and organize this complex set of phenomena.
A second definition of intelligence comes from "Mainstream Science on Intelligence", which was signed by 52 intelligence researchers in 1994:
a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on", "making sense" of things, or "figuring out" what to do.
Individual intelligence experts have offered a number of similar definitions.
Alfred Binet: "...judgment, otherwise called good sense, practical sense, initiative, the faculty of adapting one's self to circumstances...auto-critique ."
David Wechsler: "... the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment."
Cyril Burt: "...innate general cognitive ability."
Howard Gardner: "To my mind, a human intellectual competence must entail a set of skills of problem solving—enabling the individual to resolve genuine problems or difficulties that he or she encounters and, when appropriate, to create an effective product—and must also entail the potential for finding or creating problems—and thereby laying the groundwork for the acquisition of new knowledge."
Herrnstein and Murray: "...cognitive ability."
Sternberg and Salter: "...goal-directed adaptive behavior."
John Kotter on Leadership Intelligence: A "keen mind" i.e., strong analytical ability, good judgment, and the capacity to think strategically and multi-dimensionally.