Culture has a unique role in the case of intelligence and without describing the part of culture the intelligence portion will become incomplete. Besides, individuals in diverse societies have distinctive certain views on intelligence, therefore in one culture one behaviour may consider as smart or intelligent and in other it may consider as unintelligent or stupid. Then, the connections between diverse parts of intelligence can fluctuate crosswise over societies, with relationships that are optimistic in one setting ended up being pessimistic in an alternate. Then, first of all we should understand what is mean by Intelligence and what the definition of a culture is. Intelligent might be characterized casually as intellectual capability. …show more content…
Some individuals are conclusive toward one while others are resigned, some are driving forward while others are whimsical, some are cordial while others are bashful, and some are trusting while others are suspicious and so on. Moreover, every self has the capacities to gain as a matter of fact, adjust to new circumstances, comprehend and handle dynamic ideas, and use learning to control’s nature’s turf. Some kids can answer more exceptional inquiries like older children than them were commonly capable to response, while other children of the same age were just fit to reply queries that younger children could ordinarily reply. In light of this perception, it could be recommended that the idea of a mental age or an evaluation of brainpower or Intelligence focused around the normal capacities of children of a particular age bunch. Our brain is like our over body muscles which develops all through our life. While we can develop our body muscles through Physical practices the intelligence can nourish and flourish through brain exercise as one teacher stated in interview. According to one Parents view, if a child answering more difficult questions which is simultaneously not answering other same aged children, he/she will be consider as more intelligent and he/she have a intelligence beyond the intelligence of their age. Another parent advocated that the intelligence, thinking power, creativity are developing together with when a child is growing. In addition, one expressed that the development of intelligence also related to environment of the child. For example, the intelligence of child from rich family and poor family, educated family and illiterate family may vary due to their economical, social environment
Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories. According to Robert Sternberg’s Successful (Triarchic) Theory of Intelligence, are Hector’s difficulties in philosophy indicative of future difficulties in the business world? According to Sternberg’s Theory of Intelligence, Hector’s difficulty in philosophy will not negatively affect his future. Sternberg would instead focus on elements of successful intelligence like Hector’s involvement and contribution as an individual, as opposed to relying on intelligence measured by tests.
This might be due to the demand, in the first, of a highly advance society, and the influence in the second of religious and moral values. INTRODUCTION ------------ Relationships between culture and knowledge development have a peculiar character. Societies provide to their members with different types of experience that affects and conditionate their knowledge. At the present time many developmental psychologists analyse the cognitive development in relation with the cultural context (Hichman, 1987).
General intelligence tends to relate to various degrees with each other (Cohen 2012). An example of this is that if an individual is good in math, they may also be good in spelling. In this weeks reading we reviewed several different models of measurement of intelligence. In regard to these theories and general intelligence (g), the theories are various but have commonality and overlap. The Spearman's two-factor theory is if a test has high correlation with other test than the measurement of g is highly saturated (Cohen, 2012). The greater the importance of g on a test, the better the test is believed to predict intelligence
The Analysis of the Intelligence of Individuals and Groups Much controversy surrounds the subject of intelligence. Intelligence tests were developed in the late nineteenth and early twentieth century to assess the intelligence of individuals and groups. However, criticisms quickly arose regarding tests due to results being used to justify discrimination between different groups and cultures. Theorists argued that the tests assess verbal, mathematical, and spatial capabilities, but they do not directly examine other abilities that seem to be inherent parts of intelligence: creativity, social understanding, knowledge of one’s own strengths and weaknesses and so on. This perspective led Howard Gardner to formulate his theory of Multiple Intelligence.
How human children’s intelligence develops as they go through their adolescent stages in their early life has been a wonder to many researches and theorists. Jean Piaget is a stage theorists which means that he believes that there are a series of four main qualitatively different periods (or stages) that children go through in a certain and stable order and that any information or experiences that they gain in one stage is going to stay with them and prepare them for their next one. Piaget believes that children are active participants in their own development from stage to stage and that they construct their own mental structures through their interactions with their environments that begin just
Intelligence tests have been developed by scientists as a tool to categorize army recruits or analyze school children. But still discussing what intelligence is, academics have a difficult time defining what intelligence tests should measure. According to the American researcher Thorndike, intelligence is only that what intelligence tests claim it is (Comer, Gould, & Furnham, 2013). Thus, depending on what is being researched in the test and depending on the scientist’s definition of intelligence the meaning of the word intelligence may vary a lot. This essay will discuss what intelligence is in order to be able to understand the intelligence theories and aims of intelligence tests.
Author David Livermore defines cultural intelligence is as the “capability to function effectively in a variety of cultural contexts” (Livermore, 2011, p. 3). In order for achieving dimensional
Intelligence has been commonly thought to decline as we get older, however this is a flawed belief. Countless individuals will argue that there are various cognitive processes that are associated with changes in the brain that do deteriorate with time, however there are also other brain areas that increase their activity in older age. I believe a person’s ability to perform certain tasks may become slower as they get older, but this doesn’t automatically mean that they are cognitively getting less intelligent. There are numerous ways in which intelligence can be defined, although it is commonly defined as general cognitive skills, this means that it is a mental ability involved in the capacity of learning, reasoning, perceiving relationships and analogies, understanding, facts, meanings, etc. (Dictionary definition). However Raymond Cattell (1963) argued that ‘intelligence does not generally consist of only cognitive performance’. Cattell and Horns theory developed in 1966 and emphasises that intelligence is composed of a number of different abilities that interrelate to form the broad term of intelligence. The main two factors are crystallised and Fluid intelligence.
...ctors, not environment. Nomothetic approach suggests that this is because everyone is generally the same. Yet intelligence is poor when environment is poor - idiographic explain this as it stress social influence, but nomothetic would ignore this factor.
Human intelligence is an eel-like subject: slippery, difficult to grasp, and almost impossible to get straight [3]. Many scientist and psychologist have made numerous attempts to come up with an explanation for the development of human intelligence. For many years, there has been much controversy over what intelligence is and whether it is hereditary or nurtured by the environment. Webster's dictionary defines intelligence as "the ability to acquire and apply knowledge; which includes a sensing an environment and reaching conclusions about the state of that environment [7]. In this paper I am going to examine the factors, which make up ones intelligence. I will be investigating whether or not intelligence is fostered by genetic heritance or nurtured by ones environment.
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
The Wechsler Intelligence Scale for Children-IV (WISC-IV) was administered to Jasmine to assess her cognitive ability. The Full Scale score IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimates of global intellectual functioning. Jasmine demonstrated significant variabilities in her performance, which may have affected the validity of her Full Scale IQ. Therefore, it is not reported at this time. Based on her performance on the Perceptual Reasoning subtests, her PRI score seems to be a better indicator of her cognitive ability.
Maznevski, M. (2008). How Cultural Intelligence can improve performance. Retrieved Mar 26, 2014 from http://www.imd.org/research/challenges/TC081-08.cfm
The first main point of this article is that it has been scientifically proven that social class plays an important role in the intelligence of children. Middle and higher level class children are smarter than poor children. The second point is that there is a discussion on whether the problem of poor children not having a higher intelligence relies on the school or if the problem is at the child’s home. The third point is that there are different factors that can influence a child’s ability to academically enhance their intelligence. One of the most important factors is money. Other factors can be race, environment, and culture along with others.
Furnham, A. 2001. Self-estimates of intelligence: culture and gender difference in self and other estimates of both general (g) and multiple intelligences. Personality and Individual Differences, 31, pp. 1381-1405.