Intelligence Versus Education:The Effects 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

Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.

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).

Human intelligence is one of the most complex and abstract things in the world, but because of one test created by Lewis Terman, a professor of psychology at Stanford University, we are able to see it as a small, simple number (Epstein, 1973). An Intelligence Quotient (IQ) Test scores human intelligence on a numerical scale. Within this scale there are several categories which people are placed in as shown in Table 1. These scores, categories, labels, are tidy, easy to remember, and can greatly influence one’s life. They can act almost like a name tag, and become an identifying factor wherever you go.

Intelligence as defined by the Cambridge dictionary is the ability to learn, understand, and make judgments or have opinions that are based on reason.1 There is much debate and controversy on this subject and psychologists do not all agree upon a standard definition. Yet, one of the very first definitions of intelligence was developed by the psychologists responsible for the development of the first intelligence test, Binet and Simon (1905) who argued that the essence of intelligence is: ‘to judge well, to comprehend well, to reason well’.2 Another sample definition was provided later by Heim, in 1970, who argued that ‘intelligent activity consists in grasping the essentials in a situation and responding appropriately to them’.3 There are also arguments surrounding how many different types of intelligence there are, as well as the intelligence theories of psychology. However elusive, we can ascertain that all psychologists have universally agreed upon general intelligence (g), an expression devised by the English psychologist Charles Spearman and defined as ‘a mental attribute called on for virtually any task’.4 This essay will inform the reader of the different methods proposed and used by psychologists to assess ability and discuss their evaluations.

Almost everyone agrees that intelligence is a product of nature and nurture, genetics and environment. The study of intelligence and how it affects learning has been ongoing for years. There are so many questions that don’t have exact answers which hinder the efforts of those trying to analyze the relationship between

These intelligences are Bodily-kinesthetic, Interpersonal, Intrapersonal, Linguistic, Logical-mathematical, Musical, Naturalistic and Spatial. Garner believed “A single number (a score on an IQ test) cannot adequately represent the complex and diverse capabilities of a human being” (Oregon Technology in Education Council, 2011). Garner’s theory is related to how students learn and how they can develop skills in certain areas. These different types of intelligences are critical to the growth of students in the classroom.

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

Geniuses do not have a higher potential of success without other necessary components or factors included, these factors have a great effect upon the outcome of one’s success in life beyond academic achievements. An IQ test is based around the crystallized intelligence of one 's mind, not the overall capacity of one’s mind as a

To people intelligence is the way to success, but the question people forget to ask is, what causes intelligence. When thinking of intelligence most people would think of the brain. Not only the brain, but the size of the brain. Through time people have thought that having a big brain means that you're more intelligent, but intelligence doesn’t only matter on size it depends on many different concepts pertaining to your whole brain and even environment you live and grow up in.

David. Wechsler,(1940) mentioned intelligence as an effect rather than a cause and mentioned that general intelligence can’t be adequate but there are other non-intellectual important factors too like, personality, behaviour impact the development of an individual’s intelligence. Inaddition, H.Gardner,(1983) stated two types of personal intelligences interpersonal and intrapersonal.

In general, when we hear the word intelligent, we think of the vindicated geniuses in the areas of physical sciences, social sciences, and mathematics: Albert Einstein, Voltaire, Blaise Pascal, and other innovators. These historical figures will never again have their intelligence questioned, but intelligence is not just any abstract qualitative value for one to either have or not have. In fact, there are several categories of intelligence to be considered, but for this research paper, the focus is about intelligence in general and how to improve it.

Alfred Binet has developed the standardized test to identify learning disabled Parisian children in the 1900s. If it possible to identify those of special needs then, it should hold responsibility today to use this test to zoom in on the actual needs on the academic success of an individual. For example, the scores of an individual can configure the placement of a child. The scores, for example can trigger one’s learning disability or another’s gifted brain. Also, a score of one hundred and thirty indicates exceptional intelligence, and a score below seventy translates into mental retardation. The average score one will strike range from eighty five to one hundred. (“The Advantages of IQ Test.”) These scores are beneficial in finding the special needs of a child. To illustrate, a child’s low score can signal the child’s intake of different instructions. A child may also exceed in some skills-like math or English- but lack in other skills hinting the likelihood of a slow learner. Gifted children, who may score well, can receive special instructions or different placement in classes. ("Knowing Your IQ Is Important.") Scientists have also used the Intelligence Quotient test to study the human behavior of an individual. How the individual takes the test benefits the educators in “tailoring their teachings to benefit the child’s need.” (“The Advantages of IQ Tests.”) Also, many schools partake in

IQ has been regarded as a significant factor in affecting academic achievements for a long time, and intelligent people always do well in acquiring knowledge, which contributes to their excellent marks (Cherry 2015). Currently, it still plays a vital role in learning. Cotrus, Stanciu and Bullorea (2012 pp.5211-5213) used Raven test to illustrate that the higher students’ IQ, the more likely that they will get better academic performance. Moreover, students with a high IQ are always good at mathematical problems solving and logical thinking. Both of the evidence shown in Raven test indicates that IQ can affect academic performance directly. Besides, the statistics from Raven

One of the most urgent problems of modern pedagogy is to prepare a person for life in the global information society of the future, which involves the training of its new types of literacy (readers, information, computer and media literacy), raising the intellectual level, the improvement of psychosocial health, the development of the ability to navigate in the global flow of information as well as the training of informed decision-making. With the development of society and scientific and technological progress of mankind has created all the new tools and methods for collecting, storing, transmitting information. But the most important processes in information - processing and purposeful transformation of information - always carried out exclusively by man. Most importantly, the intelligent action depends only on the person, and the technique only helps to obtain the necessary additional information. Studies have addressed the study of the influence of socio-cultural factors, show their decisive importance in the formation of intelligence. IQ is not predetermined from birth varies considerably depending on the social and cultural conditions. To identify the variables which, when taken together, serve as relatively stable situational factors in the foreign