Analyzation Of Contradictory Research

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

Dweck claims that there are two views of intelligence, “growth mind-set” and “fixed mind-set”, is too far-reaching. “Fixed mind-set” can also be defined as extrinsic motivation because it involves engaging in an attitude that only works to earn external rewards, praise, or to avoid punishments. On the other hand, a “Growth mind-set” is similar to intrinsic motivation, which refers to behavior that is driven by internal rewards.

In today’s modern world, recent scientific research has been conducted, which reveals that world-wide IQ test scores have risen, and continue to rise every year. In Alison Gopnik’s article, “Smarter Every Year? Mystery of the Rising IQs,” she discussed how these recent scientific discoveries relate to our society throughout the last century. It is evident that in our society a person’s level of intelligence is extremely important in our culture which is obsessed with being knowledgable. In her article, Gopnik addresses the historical evidence that supports the conclusion that people are getting smarter as the years go on because of today’s society. Gopnik effectively explains the fact that people’s IQs are rising every year, by using the results

whether intelligence has had a major increase over the past century. The data reviewed includes

Binet was involved in creating one of the more recent forms of intelligence test, referred to as the Stanford-Binet Intelligence Scale. A similar test is that formulated by Wechsler (Neisser et al. 1996). These led to the measure of IQ (“intelligence quotient”) being founded, where an individual’s “mental age is divided by their chronological age and multiplied by 100” (Gardner 2006, p. 3). The tests measure intelligence through verbal and non-verbal tasks, assessing scholastic aptitude, school achievement and specific abilities (Neisser et al. 1996, p. 78).

As we begin to develop inside our mother’s womb, we have already started the process of learning about our world through sounds like music, white noise, and even the sounds of our parent’s voices. As we enter our world and begin to grow, we are exposed to everything within it. The learning process takes on a whole new meaning in terms of what we learn, and the speed in which we learn it, thereby, deploying what is known as intelligence and personality. This paper will discuss

Sternberg, R. J., & Grigorenko, E. L. (2004). Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well–being. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 359(1449), 1427-1434. doi:10.1098/rstb.2004.1514

The brain is constantly changing throughout one’s life. This undoubtedly has a tremendous effect on their cognition and learning, at every stage of their development, Dweck on others would show (Dweck, 2006). Whether one “...sees their intelligence as something that is fixed or something that can grow and change—has profound effects on their motivation, learning, and school achievement (Dweck, 2006).”

Intellect is a natural form of our minds. Intellect is the product that is developed from our minds. Our intellect is what we have gained through an understanding of our mental effects. It is also, what we learned in order

Next the author talks about the intellect and how it understands things by definition. A definition is usually given in broad terms and it must be defined by others until we the people arrive “at the highest and most general”. Secondly, the intellect according to the author is truly able to comprehend the meaning of propositions when it knows with certainty that they are true. And finally, our intellect only then is able to grasp the meaning of an inference when it sees that the conclusion follows necessarily from the premises and when it sees it in contingent matters.

Accordingly, mindless application of the same tests across cultures is desired by no one” on the another, everyone would like to be able to do at least some comparisons of people across cultures.” Also some cultural differences in intelligence play out on a global scale. People in Western cultures, tend to view intelligence as a means for individual to devise categories and to engage in rational debate, while people in Eastern culture see it as a way for members of a community to recognize contradiction and complexity and to play their social roles

One might dare to define intelligence as the ability to obtain and apply knowledge and skills, or as the capacity to learn, comprehend, or deal with new or difficult situation in order to adapt to or modify our environment or to process abstract thoughts. However, on a paper defined by Shane and Hutter as "a survey of a large number of informal definitions of “intelligence” that [they] collected over the years (A Collection of Definitions, 2007)," the authors acknowledged that "a complete list would be impossible as many definitions of intelligence are buried deep inside articles and books (idem)." Beyond their own recognition about the limits of their compilation, even after careful analysis carried out by philosophers, psychologists and other scientists throughout human history, still there is not a definite, cover-all definition of intelligence. Maybe we still do not possess sufficient intelligence to reach such achievement at this point of our evolution.

This is the intelligence that allows one to be able to detect, deduct, and think through patterns, numbers, and rational thought. People with high intelligence in this area are able to work with symbols, numbers, as well as be able to reasonably work through situations with facts well. An example for this intelligence is the ability to deduce probable causes for a malfunctioning technological unit through the process of abstraction unlikely causes to lead to a likely resultant.

Cognitive development is the development of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests. An example of this is the Stanford Binet Intelligence Quotient test. IQ scoring is based on the concept of mental age, according to which the scores of a child of average intelligence match his or her age. IQ tests are widely used in the United States, but they have been criticized for defining intelligence too narrowly. In contrast to the emphasis placed on a child¡¦s natural abilities by