Topic on Intelligence?

Question

(1) Definition; (2) Types of Intelligence; (3) How to measure Intelligence; (4) Influenceson development of Intelligence, for example in-born and nurtured; (5) Examples/application

Answer 1

Uh, umm, duh, what?

Answer 2

The Seven Types of Intelligence

Psychologist Howard Gardner identified the following distinct types of intelligence. They are listed here with respect to gifted / talented children.

1. Linguistic

Enjoy writing, reading, telling stories or doing crossword puzzles.

2. Logical-Mathematical

Interested in patterns, categories and relationships. Drawn to arithmetic problems, strategy games and experiments.

3. Bodily-kinesthetic

Process knowledge through bodily sensations. Often athletic, dancers or good at crafts such as sewing or woodworking

4. Spatial

Think in images and pictures. May be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building things or daydreaming.

5. Musical

Often singing or drumming to themselves. Usually quite aware of sounds others may miss. Often discriminating listeners.

6. Interpersonal

Leaders among their peers, who are good at communicating and who seem to understand others' feelings and motives.

7. Intrapersonal

May be shy, but are very aware of their own feelings and are self motivated.

http://www.physics.utoledo.edu/~ljc/smarts.htm

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Intelligence
The act or state of knowing; the exercise of the understanding.
The capacity to know or understand; readiness of comprehension; the intellect, as a gift or an endowment.
Information communicated; news; notice; advice.
Acquaintance; intercourse; familiarity.
Knowledge imparted or acquired, whether by study, research, or experience; general information.
An intelligent being or spirit; -- generally applied to pure spirits; as, a created intelligence.

http://www.brainydictionary.com/words/in/intelligence179466.html

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Which plays a more important role in brain development, nature (genes) or nurture (environment)?

Genes and environment interact at every step of brain development, but they play very different roles. Generally speaking, genes are responsible for the basic wiring plan--for forming all of the cells (neurons) and general connections between different brain regions--while experience is responsible for fine-tuning those connections, helping each child adapt to the particular environment (geographical, cultural, family, school, peer-group) to which he belongs. An analogy that is often used is wiring a phone network: genes would specify the number of phones and the major trunk lines that connect one relay station to the next. Experience would specify the finer branches of this network-the connections between the relay station and each person's home or office.

For example, each of us is born with the potential to learn language. Our brains are programmed to recognize human speech, to discriminate subtle differences between individual speech sounds, to put words and meaning together, and to pick up the grammatical rules for ordering words in sentences. However, the particular language each child masters, the size of his vocabulary, and the exact dialect and accent with which he speaks are determined by the social environment in which he is raised--that is, the thousands of hours he has spent (beginning even before birth) listening and speaking to others. Genetic potential is necessary, but DNA alone cannot teach a child to talk.




Does experience change the actual structure of the brain?

Yes. Brain development is "activity-dependent," meaning that the electrical activity in every circuit--sensory, motor, emotional, cognitive--shapes the way that circuit gets put together. Like computer circuits, neural circuits process information through the flow of electricity. Unlike computer circuits, however, the circuits in our brains are not fixed structures. Every experience--whether it is seeing one's first rainbow, riding a bicycle, reading a book, sharing a joke--excites certain neural circuits and leaves others inactive. Those that are consistently turned on over time will be strengthened, while those that are rarely excited may be dropped away. Or, as neuroscientists sometimes say, "Cells that fire together, wire together." The elimination of unused neural circuits, also referred to as "pruning," may sound harsh, but it is generally a good thing. It streamlines children's neural processing, making the remaining circuits work more quickly and efficiently. Without synaptic pruning, children wouldn't be able to walk, talk, or even see properly.

Answer 3

Nobody's nose knows

Answer 4

WHO REALLY KNOWS? EVEN THE INTELLIGENT WHO SAYS THEY KNOW. WHO KNOWS?

Answer 5

Honestly - I think you should do your own homework.