Intelligence : Intelligence And The Growth Of Intelligence

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.

What is intelligence exactly? Intelligence is the ability to acquire and apply knowledge and skills or “the ability to learn and understand things to

     Since the development of the intelligence quotient, schools in every part of the world have been using the IQ test to categorize millions of students into three groups. These three groups, which are the gifted, the average, and the retarded, are falsifications that perpetuate in our world culture and cause many gifted students to be deemed retarded and vice a versa. Why then is the IQ test so heavily relied on in our school systems? For schools the answer is simple, an I.Q. test is a reliable predictor of a students later performance in academics. This answer is relatively true, but where the I.Q. test falls extremely short is with testing the multiple

Gottfredson, (1997) stated that intelligence is ‘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.

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 definition of intelligence has strongly been debated over for many centuries, and many individuals have their arguments for what it is. So what is really the true meaning of intelligence? Some, such as college professor of psychology, Carol S. Dweck, strongly believes that intelligence is something achieved through large amounts effort and having optimistic mindsets as inferred in her article, “The Secret to Raising Smart Kids”. However, on the other hand, successful author of best selling novel “Steve Jobs”, Walter Isaacson, claims that intelligence is an abstract idea that is derived from ingenuity and applying creativity to life and other material concepts. With almost completely opposite sets of beliefs, it is likely that Dweck will not agree with Isaacson’s nation of intelligence being derived from natural intuition rather than raw intelligence.

Charles Spearman’s theory (1904) also takes the psychometric approach that there is a general intelligence. Spearman maintains that intelligence is hereditary and an individual is born with their maximum mental ability. This suggests that intelligence cannot be changed or strengthened. The concept of ‘general intelligence’ suggests that an individual has an underlying intelligence, in which their performance in one type of cognitive task is often similar to their performance in another (Boundless 2013). Spearman demonstrated this through the correlations between tests, where individuals who performed well in one test, often performed well in others. This led Spearman to the conclusion that intelligence is defined as a single factor. However, critics refute Spearman’s conclusions, as they argue that one cannot reduce all factors of intelligence to an indefinable “g” (Neisser et al. 1996).

There are many factors that play a very important part in our lives. Consistent practice, a growth mind-set, and supportive mentors light up the road that leads us to success. If someone practice for hours, but does not have a growth mind-set or supportive mentors, then it is next to impossible to accomplish his goal. And if another one has a growth mind-set, but does not practice or has someone to support him, then he can not make it to the end. Thus, all of these factors complete each other to pave the road of success. Practicing for hours makes us better at doing that thing. Having a growth mind-set helps us improve ourselves. The supportive mentors give us the strength to make it through the bad times. High achievers are not naturally gifted, but they had all the factors that helped them be where they are now. Their hard work paid off nicely at the

For years now, many students have thought “How do I grow up too be successful?” but the truth here is that the people asking this, don't know what success really means to them. Accomplishment can be defined in a variety of ways, such as the amount of money a person makes, how happy an individual is by themselves, or even achieving in the simple things in life. You can, however, gain the characteristics needed to be successful in the future, for example, patience, determination, and a straight mindset. Accidental effects can also come into play, for instance dumb luck that can happen to anybody and the wealth gap between the person or the school they attend. These are just three of the most important traits a scholar must have in order to get somewhere in their future of education and in life down the path they may take.

“Not because you think you know everything without questioning, but rather because you question everything you think you know.”What is intelligence? Some think its only academic smarts others think there are different types of intelligences. Some examples of the multiple intelligences, like artistic, emotional, and logical mathematical. Artistic intelligence is being able to paint, and make sculptures with ease. Emotional intelligence includes interpersonal which refers to knowing others feeling, and intrapersonal which regers with knowing your own feelings. Also logical mathematical deals with being good with math, but also being connected to it somehow.

The progression of intellectual development gives us a guide for which to judge the relative merits of historical ideas. This process proves to be critical in our interpretation of the past. If the ideas of today are the successors to our intellectual heritage, then by its virtues they determine how we construe history. In this regard we look back upon Aristotle. By modern standards this famous Greek philosopher is lionized as a transformative scholar. Our adoration for Aristotle then must be derived from how our own history developed. This is not to make claim as to whether or not his philosophies or opinions were correct, rather merely to state that his works proved so influential that society has a positive opinion of him. Looking around today, however, it is hard to see how a philosopher who lived four thousand years ago could have an immediate impact on us. It is under this pretense through the process of backwards inference that this paper is going to set out to prove that Aristotle’s empirical methods form the basis for the modern day scientific method and regardless of his views on natural philosophy, Aristotle remains a major authority in our contemporary intellectual world.

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

Possessing intelligence or not have long been argued about. The common theory about what determines smartness or dumbness has typically connected the matter to the individual’s genes. Consequently, these traits are typically considered something a person is born with. However, recent research confirms that intelligence is developed by the individual himself. This research indicates that the human brain is similar to a muscle and needs exercising to improve it. It also proves that the individual has the ability to respond to any situation based on how he thinks, and that what is called the mindset. There are two types of mindsets, there is the fixed mindset and there is the growth mindset.

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