Intelligence Between Intelligence And Culture

Bibliography Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. Breyer, Melissa, and 25 p. Which of the 8 kinds of intelligence do you have? MNN - Mother Nature Network, 13 Jan. 2016. Web. 13 Jan. 2016. Gariépy, Jean-François. What is intelligence ? 31 Dec. 2012. Web. 14 Jan. 2016. “Human intelligence | psychology.” Encyclopædia Britannica. N.p.: Encyclopædia Britannica, 7 May 2015. Web. 14 Jan. 2016. Inc, Merriam-Webster. Merriam-Webster’s School Dictionary. Springfield, MA: Merriam Webster,U.S., 9 Apr. 2015. Print. Kaufman, Scott Barry. What do IQ tests test? Interview with psychologist W. Joel Schneider. Scientific American Blog Network, n.d. Web. 20 Jan. 2016. Mann, Denise. “Does IQ test really measure intelligence?” WebMD. WebMD, n.d. Web. 20 Jan. 2016. McLennan community college university. “What is intelligence.ppt.” Mccu.org. n.d. Web. 14 Jan. 2016. Miller, Max, et al. What is intelligence? Big Think, 2 Sept. 2010. Web. 13 Jan. 2016. Muehlhauser, Luke. “What is intelligence? - machine intelligence research institute.” Analysis. Machine Intelligence Research Institute, 19 June 2013. Web. 14 Jan. 2016. “The Difference Between Intelligence and Common Sense.” Quora. 20 Jan. 2015. Web. 20 Jan. 2016. “The Three types of intelligence you need for success.” Psychology Today, 7 Oct. 2013. Web. 20 Jan. 2016. Citations, Quotes & Annotations Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. (Brainmetrix.com) "While

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

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

In the article, the author highlights differing views on the nature of intelligence. He states that in Asian cultures intelligence is something that they must acquire or work to achieve; whereas, western cultures view it as something one is born with. Neither of these views is necessarily incorrect however, I believe the best outlook lies somewhere in between. People are born with natural gifts and skills. Therefore, certain subjects come very easily to them. Nevertheless, it is possible for one to increase his skill by applying himself.

Furthermore, it could be argued that other skills such as the ability to work as part of a team, or the ability to show empathy correspond to more “real life” sources of intelligence that determine a person’s ability to achieve in life. Such cognition is arguably more complex which leads to the suggestion that other sources of variance such as cultural, environmental and other non-cognitive factors effect and shape a person’s ability to understand and evaluate the world. The idea that IQ differences reflect cultural “distance” rather than a cognitive “strength” is simply recognising these factors and implementing contextual testing of a person’s ability through more than one testing basis.

The issue of cultural bias in intelligence tests sparks debates every time the latter is created or administered, resulting to many researches into how the reliability and validity of an ability test may differ when assessed on groups from different cultural-linguistic backgrounds. The aim of this study is to test the reliability and validity of the PSYGAT Verbal IQ Test on university students from English-speaking backgrounds (ESB) and non-English speaking backgrounds (NESB) in relation to the Queendom Verbal IQ Test and Cultural Fair IQ Test. 445 third year psychology students aged 19 to 62 were involved in this

Each theory of intelligence has not only a different method of testing intelligence, but also a different definition of intelligence, which each creator ascribes to. Stanford-Binet Intelligence Scales (Terman, 1916), or IQ tests as they are commonly referred to as, are currently one of the most widely used tools for intelligence measurement, however, research suggests they are a poor predictor of future academic success for particular cultural groups (Gardner, 1993). In one of the largest neurocognitive-based intelligence studies performed to date, it was revealed through the observation of neuroimaging data that IQ scores alone were not likely to indicate a fundamental intellectual ability because intelligence is composed of multiple anatomically distinct components (Hampshire, Highfield, Parkin, & Owen, 2012). Considering this development, it would appear that IQ tests are only measuring one subsection of intelligence, located in the frontoparietal cortex (Gray, Chabris, & Braver, 2003; Hampshire, Highfield, Parkin, & Owen, 2012). In order to provide analogous statistics to base research upon, it is vital to create multifaceted, culturally sensitive measurements because cultures differ greatly in the emphasis they place on certain aspects of intelligence (Sternberg, Grigorenko, & Kidd, 2005).

“Blacks still score below 75 percent of American whites on most standardized tests” (Jencks and Phillips). The belief that intelligence and aptitude are innate seems to be especially important in discussions of racial differences (Jencks and Phillips 6). White Americans score closer on IQ tests to other white populations across the globe than to the worldwide black average (Saletan 1). An important question that may come to mind is whether intelligence tests biased. Intelligence tests are likely to be culturally biased when a standardized test reflects what is learned through experience in a culture that does not regard to another race as highly (Young). For instance, if a standardized test result represented an ingroup preference exclusively than it may only measure a specific part of intelligence; for example the Wechsler Adult Intelligence Scale, WAIS, is more verbal while the Raven's Progressive Matrices, RPM, is more visual (Young). This may cause a majority of individuals with autism to do better on the RPM due to autistic students connecting with images rather than words. Young has stated that intelligence tests that only focus on certain neurological criterias and are not well indicators of intelligence due to it not equally indicating all types of intellect. Yet a majority of psychologists now agree that intelligence tests measure developed

Standardized cognitive and intellectual assessments allows researchers to assess individuals on their academic abilities (Bordonaro, 2001). Nevertheless, many researchers have revealed that the gaps within cognitive and intellectual assessment may be due to cultural bias (Schellenburg, 2004) As many standard intellectual and cognitive assessments have been developed for a dominant group such as the western culture. These intellectual and cognitive assessments are then utilized on other cultures which leads to bias and invalid research (Mushquash & Bova, 2000). Although, other factors such as development is considered cognitive behaviour is predominately determined by culture (Cole 1975, Davidson & Freebody, 1986; Davidson & Klich 1984; Davidson

To assess the individual differences in ability, psychologists use intelligence testing which has been around since the beginning of the twentieth century when psychology became an established science. How the

In 1904, a French psychologist (Alfred Binet) created the first intelligence test in order to help the French Ministry of Education segregate children that may have difficulty learning in a regular classroom. At that time, he did not know that his test would be the basis for IQ tests administered over 100 years later. He has a Stanford University psychologist, Lewis Terman, to thank for expanding his work and creating the Stanford-Binet intelligence test that took root in the United States in 1916 and is still popular today. However, along with its popularity came criticism. Critics see the current version of the Stanford - Binet test and other intelligence tests, despite attempts to make them culturally fair, as limiting to individuals who are not from the major social norm. They claim that cultural bias in test questions is why certain races do not perform as well as others on the test.

In the earlier year of psychology and research there had been ways on how to calculate different subjects that would be used to portray the demographics of social groups. One of which is intelligence testing. Looking back in the history of intelligence testing, there had been many studies conducted on intelligence that indicated some strong theories on what determines intelligence. The most controversial involving race and ethnicity. Modern research has made much advancements to say that these researchers did not realize was that there was much flaw in their procedures. Not to mention that the obliviousness may have been a result of subjectivity. These claims can be invalidated by many studies with revealing the

Cultural self-awareness is strongly linked to development of a cultural intelligence for a number of reasons. Thus, this essay will critically reflect on what cultural self-awareness is and its importance on how it develops ones cultural intelligence. Before we discuss about cultural self-awareness and cultural intelligence, it is important to understand what culture is and how it impacts on our society. Culture is a complex subject that can be defined in various ways.

Cultural intelligence assessment will enable the individual to have certain information about himself. It is posited that cultural difference has a greater impact on business effectiveness than we think. That our cultural backgrounds really influence the way we think and act and the way we interpret each others contributions. Our success or failure in communication will depend on the extent at which we understand the different cultural background of the employees and create a fruitful collaboration in situations where cultural differences play a role. To achieve this, we need to act in an appropriate way in multicultural situations coupled with the ability to have an open mind which admits new information and this is curious about

When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because