Define and give an example of intelligence.?

Question

The question is for a graduate education course: Adolescent Psychology and Middle School Methods

Answer 1

okay
Intelligence is a property of mind that encompasses many related mental abilities, such as the capacities to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn. In common parlance, the term smart, metaphorically used is frequently the synonym of situational and behavioral (i.e. observed and context dependent) intelligence.

Although many regard the concept of intelligence as having a much broader scope, for example in cognitive science and computer science, in some schools of psychology, the study of intelligence generally regards this trait as distinct from creativity, personality, character, or wisdom.

Despite the variety of concepts of intelligence, the most influential approach to understanding intelligence (i.e., with the most supporters and the most published research over the longest period of time) is based on psychometric testing, which regards intelligence as cognitive ability.

Intelligence, narrowly defined, can be measured by intelligence tests, also called IQ (intelligence quotient) tests. Such intelligence tests take many forms, but the common tests (Stanford-Binet, Raven's Progressive Matrices, Wechsler Adult Intelligence Scale, Wechsler-Bellevue I, and others) all appear to break down ability into similar forms of intelligence.

The traditional view states that these tests measure g or "general intelligence factor". The abstraction of g stems from the observation that scores on all forms of cognitive tests correlate positively with one another. g can be derived as the principal factor from cognitive test scores using the method of factor analysis.

In the current psychometric view , the concept of intelligence is still most closely identified with g. However, psychometricians can measure a wide range of abilities, which are distinct yet correlated.

'g' itself is sometimes considered as a two part construct Gf, ("fluid g") and Gc, crystallized intelligence.

One common view is that these abilities are hierarchically arranged with g at the vertex (or top, overlaying all other cognitive abilities). However, this is by no means universally accepted (see eg Carroll (1993) and Snow et al (1984) who put forward what might be described as an interpenetrating position having more in common with that of Charles Spearman (eg 1924) who is credited with having developed the concept of g.

Good luck

Answer 2

I think this definition varies from a person to person - some people would say a person who is successful is intelligent , who can solves questions easily is intelligent - but to my knowledge intelligence is overrated and over weighed- intelligence is the ability to put your mind in action and is the home of our souls- from where thought process is generated is intelligence-
being one with the nature is intelligence itself.
and understanding that we are fallible and accepting it is the utmost intelligence

Answer 3

My intelligence is right up there with this one.....


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Or the lack thereof,



More has it is a dove,



Flying in the skies far above,



Thrown over a cliff, or was it shove…







Military intelligence,



Contradiction in terms,



Not much do we see there any sense,



Most have not got as well too many sperms…







America’s watching the dog,



On the TV, better to watch burn the Yule log,



In the machinery we are just all a small cog,



For with the lack of smarts, their minds are just a fog…J

Answer 4

i teach high school

i dont see much intelligence
LMAO

Answer 5

I smart i can tie my shoe.

Answer 6

According to Gardner (1999a), intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, "Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (p.34). Consequently, instead of intelligence being a single entity described psychometrically with an IQ score, Gardner's definition views it as many things. He endeavored to define intelligence in a much broader way than psychometricians. To achieve this goal Gardner (1983; 1999a) established several criteria for defining intelligence. In identifying capabilities to be considered for one of the "multiple intelligences" the construct under consideration had to meet several criteria rather than resting on the results of a narrow psychometric approach.

To qualify as an "intelligence" the particular capacity under study was considered from multiple perspectives consisting of eight specific criteria drawn from the biological sciences, logical analysis, developmental psychology, experimental psychology, and psychometrics. The criteria to consider "candidate intelligences" (Gardner, 1999a, p. 36) are:
1) the potential for brain isolation by brain damage,
2) its place in evolutionary history,
3) the presence of core operations,
4) susceptibility to encoding,
5) a distinct developmental progression,
6) the existence of idiot-savants, prodigies and other exceptional people,
7) support from experimental psychology, and
8) support from psychometric findings (Gardner, 1999a).

To illustrate the specifics of these criteria, a brief description and example of each is provided.

The potential for brain isolation by brain damage means that one "candidate intelligence" (Gardner 1999a, p.36) can be dissociated from others. This criterion came from Gardner's work in neuropsychology. For example, stroke patients who are left with some forms of "intelligence" intact despite damage to other cognitive abilities such as speech. From an evolutionary perspective, the candidate intelligence has to have played a role in the development of our species and its ability to cope with the environment. In this case, Gardner (1999a) uses inference to conclude that spatial abilities were critical to the survival of our species. Early hominids had to be able to navigate diverse terrains using spatial abilities. The pressure of the environment then resulted in selection for this ability. Both of these criteria emerged from the biological sciences.

From the perspective of logical analysis, an intelligence must have an identifiable core set of operations. Acknowledging the fact that specific intelligences operate in the context of the environment, Gardner (1999a) argues that it is crucial to specify the capacities that are central to the intelligence under consideration. For example, linguistic intelligence consists of core operations such as recognition and discrimination of phonemes, command of syntax and acquisition of word meanings. In the area of musical intelligence, the core operations are pitch, rhythm, timbre, and harmony. Another criteria related to logical analysis states that an intelligence must be susceptible to encoding in a symbol system. According to Gardner, (1999a) symbol systems are developed versus occurring naturally, and their purpose is to accurately and systematically convey information that is culturally meaningful. Some examples of encoding include written and spoken language, mathematical systems, logical equations, maps, charts and drawings.

Gardner (1999a) established two criteria from developmental psychology. The first is the presence of a developmental trajectory for the particular ability toward an expert end-state. In other words, individuals do not necessarily exhibit their "intelligence" in its raw state. Rather, they prepare to use their intelligence by passing through a developmental process. Thus, people who want to be mathematicians or physicists, spend years studying and honing their logical/mathematical abilities in a distinctive and socially relevant way. The second criteria borrowed from the discipline of developmental psychology, is the existence of idiot-savants, prodigies and exceptional people. Gardner (1999a) refers to these as accidents of nature that allow researchers to observe the nature of a particular intelligence in great contrast to other average or impaired abilities. One example of this type of highlighted intelligence is the autistic person who excels at numerical calculations or musical performance.

Finally, Gardner (1999a) draws his last two criteria from traditional psychology and psychometrics to determine if a candidate intelligence makes it onto the list of specific abilities he calls Multiple Intelligences. There must be support from experimental psychology that indicates the extent to which two operations are related or different. Observing subjects who are asked to carry out two activities simultaneously can help determine if those activities rely on the same mental capacities or different ones. For example, a person engaged in working a crossword puzzle is unlikely to be able to carry on a conversation effectively, because both tasks demand the attention of linguistic intelligence, which creates interference. Whereas, the absence of this sort of competition allows a person to be able to walk and converse at the same time suggesting that two different intelligences are engaged. In spite of the fact that Gardner proposed his theory in opposition to psychometrics, he recognizes the importance of acknowledging psychometric data (1999a).

From the preceding eight criteria, Gardner (1983; 1999a) proposed and defined seven intelligences. Logical-mathematical intelligence is the ability to detect patterns, think logically, reason deductively and carry out mathematical operations. Linguistic intelligence involves the mastery of spoken and written language to express oneself or remember things. These first two forms of intelligence are typically the abilities that contribute to strong performance in traditional school environments and to producing high scores on most IQ measures or tests of achievement. Spatial intelligence involves the potential for recognizing and manipulating the patterns of both wide spaces such as those negotiated by pilots or navigators, and confined spaces such as those encountered by sculptors, architects or championship chess players. Musical intelligence consists of the capacity to recognize and compose musical pitches, tones, rhythms, and patterns and to use them for performance or composition. Bodily-Kinesthetic intelligence involves the use of parts of the body or the whole body to solve problems or create products. Athletes, dancers, surgeons and craftspeople are likely to have highly developed capacity in this area. The last two intelligences are the personal intelligences: interpersonal and intrapersonal. Interpersonal intelligence indicates a person's ability to recognize the intentions, feelings and motivations of others. People who possess and develop this quality are likely to work well with others and may choose fields like sales, teaching, counseling or politics in order to use them. Intrapersonal intelligence is described as the ability to understand oneself and use that information to regulate one's own life. According to Gardner each of these seven "intelligences" has a specific set of abilities that can be observed and measured (1999a, 1983). More recently, Gardner (1998) has nominated three additional candidate intelligences: Naturalist, Spiritual and Existential intelligence and evaluated them in the context of the eight criteria he established in his research and outlined earlier in this paper. He defines a naturalist as a person "who demonstrates expertise in recognition and classification of the numerous species - the flora and fauna - of her or his environment." (1998, p. 115). Gardner is comfortable with declaring that a Naturalist intelligence meets the criteria he set forth, however he is less sure about how to define and incorporate Spiritual and Existential intelligences.