Powered by
UI
Techs
Home
>
Forums
>
>
General Discussion
>
Is this true?
Post Reply
Username
Invalid Username or Password
Password
Format
Andale Mono
Arial
Arial Black
Book Antiqua
Century Gothic
Comic Sans MS
Courier New
Georgia
Impact
Tahoma
Times New Roman
Trebuchet MS
Script MT Bold
Stencil
Verdana
Lucida Console
1
2
3
4
5
6
Message Icon
Message
- Forum Code is ON
- HTML is OFF
Smilies
[quote][quote]but who decides the criterion of intelligence?[/quote] [center][blue][size=4][b]Intelligence as defined in Children's Health Encyclopedia [/b] [/size=4][/blue] [/center] [b][blue][font=Century Gothic][size=2]Intelligence is an abstract concept whose definition continually evolves and often depends upon current social values as much as scientific ideas. Modern definitions refer to a variety of mental capabilities, including the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience, as well as the potential to do these things. Description Several theories about intelligence emerged in the twentieth century and with them debate about the nature of intelligence and whether it determined by hereditary factors, the environment, or both. As methods developed to assess intelligence, experts theorized about the measurability of intelligence, its accuracy, and the field known as psychometrics, a branch of psychology dealing with the measurement of mental traits, capacities, and processes. Publication in 1994 of The Bell Curve: Intelligence and Class Structure in American Life by Richard J. Herrnstein and Charles Murray stirred the controversy. Their findings pointed to links between social class, race, and intelligence quotient (IQ) scores, despite questions by many about the validity of IQ tests as a measurement of intelligence or a predictor of achievement and success. Part of the problem regarding intelligence stems from the fact that nobody has adequately defined what intelligence really means. In everyday life, people have a general understanding that some people are "smart," but when they try to define "smart" precisely, they often have difficulty because a person can be gifted in one area and average or below in another. To explain this phenomenon, some psychologists have developed theories to include multiple components of intelligence. Since about 1970, psychologists have expanded the notion of what constitutes intelligence. Newer definitions of intelligence encompass more diverse aspects of thought and reasoning. For example, American psychologist Robert Sternberg developed a three-part theory of intelligence which states that behaviors must be viewed within the context of a particular culture; that a person's experiences impact the expression of intelligence; and that certain cognitive processes control all intelligent behavior. When all these aspects of intelligence are viewed together, the importance of how people use their intelligence becomes more important than the question of "how much" intelligence a person has. Sternberg has suggested that some intelligence tests focus too much on what a person has already learned rather than on how well a person acquires new skills or knowledge. Another multifaceted approach to intelligence is Howard Gardner's proposal that people have eight intelligences: * Musical: Children with musical intelligence are always singing or tapping out a beat. They are aware of sounds others miss. Musical children are discriminating listeners. * Linguistic: Children with linguistic intelligence excel at reading, writing, telling stories, and doing crossword or other word puzzles. * Logical-Mathematical: Children with this type of intelligence are interested in patterns, categories, and relationships. They are good at mathematic problems, science, strategy games, and experiments. * Bodily-Kinesthetic: These children process knowledge through their senses. They usually excel at athletics and sports, dance, and crafts. * Spatial: These children think in images and pictures. They are generally good at mazes and jigsaw puzzles. They often spend lots of time drawing, building (with blocks, Legos, or erector sets), and daydreaming. * Interpersonal: This type of intelligence fosters children who are leaders among their peers, are good communicators, and understand the feelings and motives of others. * Intrapersonal: These children are shy, very aware of their own feelings, and are self-motivated. * Naturalist: This type of intelligence allows children to distinguish among, classify, and use features of the environment. These children are likely to make good farmers, gardeners, botanists, geologists, florists, and archaeologists. Naturalist adolescents can often name and describe the features of every make of car around them. Intelligence Tests There are many different types of intelligence tests, and they all do not measure the same abilities. Although the tests often have aspects that are related with each other, one should not expect that scores from one intelligence test that measures a single factor will be similar to scores on another intelligence test that measures a variety of factors. Many people are under the false assumption that intelligence tests measure a person's inborn or biological intelligence. Intelligence tests are based on an individual's interaction with the environment and never exclusively measure inborn intelligence. Intelligence tests have been associated with categorizing and stereotyping people. Additionally, knowledge of one's performance on an intelligence test may affect a person's aspirations and motivation to obtain goals. Intelligence tests can be culturally biased against certain groups.[/size=2][/font=Century Gothic][/blue][/b][/quote]
Mode
Prompt
Help
Basic
Check here to be notified by email whenever someone replies to your topic
Show Preview
Share
|
Copyright
Studying-Islam
© 2003-7 |
Privacy Policy
|
Code of Conduct
|
An Affiliate of
Al-Mawrid Institute of Islamic Sciences ®
Top