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discuss the term intelligence
chapter 9: intelligence and it's measurements
THE REAL MEANING OF INTELLIGENCE
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Recommended: discuss the term intelligence
The true nature of intelligence has been debated more intensely then ever over the last century. As the science of psychology has developed one of the biggest questions it had to answer concerned the nature of Intelligence. Some of the definitions that have been given for intelligence have been the ability to adjust to one’s environment. Of course by such a definition even a person who is generally considered to be dull can be regarded as being intelligent if he can take care of himself. Other definition is such as having the tendency to analyze things around yourself. However it can be argued that such behavior can lead to over-analyzing things and not reacting to one’s environment and dealing with it in an intelligent manner. One of the most definitive things ever said regarding the nature of intelligence was that intelligence is whatever IQ tests measure. The IQ test has been in use throughout the 20th century and serves as an accepted measure of a person’s intelligence. It is used by institutions such as schools and the army to screen people’s level of intelligence and decisions are made based on that. The IQ test consists of a series of questions regarding certain skills such as vocabulary, mathematics, spatial relations. The scores that a person gets on these tests depend on the amount of questions that a person answers correctly. The actual score that a person gets is dependant on how others in that age group do on those particular questions. While the IQ test is generally used and widely accepted they have been criticized for several different reasons. One is that the test by its nature measures how well a person does answering questions on paper. However it is well-known that not all forms of intelligence involve memorizing words or solving equations. Recently there has been a movement in psychology regarding something called EQ or emotional quotient. What this is saying that there should also be a rating for people that are particularly able to deal with other people and social situations. While someone that is very good at dealing with people and real world situations is generally not regarded as being intelligent in a stereotypical manner there hasn’t been any definition of intelligence proposed which have ruled out this particular form of intelligence.
Before answering the questions let find out what intelligence test is. It is a test consisting of a series of tasks requiring people to use various verbal and non verbal skills to measure the individual’s intellectual ability. Now that we know what an intelligence test is we can now answer the question better. Three important short comings of intelligence test that have nothing to do with intelligence are: having low motivation or high anxiety which can greatly influence the performance on the test, also IQ test may contain cultural biases in their language and or tasks that may place people of one background above people of another back ground, and members of minority groups may have little experience with this kind of test or may be uncomfortable with examiners of a different ethnic back ground than them (Comer, 2013, pp.107).
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.
The bioecological model of intelligence, introduced by Stephen Ceci, concentrates on the potential abilities, environmental influence and internal motivation. To perform well in an intelligent test a person must have the necessary abilities, be in a positive environment and be motivated (Comer et al.,
One of the reasons of IQ tests are meaningless is the obtaining high scores in the IQ test is not enough of measuring intelligence. According to Rawat (2001) high scores in the IQ test do not mean someone is intelligent. Furthermore, Chon (1991) point out people can change IQ scores when they take the test more than once, also they could know the main idea of the test, how the test works, what procedures, how they can answer the questions. As a result, they can change their scores to a high level by preparation. Indeed, it could not be a good criterion of measure of intelligence because the result is not fixed and always changes. Goleman (1998) and Salovey and Mayer (1990) mention that emotional intelligence is the important ability to express and understand emotional knowledge. As a result, IQ scores cannot be accounted by IQ test because it could not support and covered the emotional intelligence's side. Therefore, it seems clear that attaining high scores in the IQ tests are not reliable results and cannot evaluate intelligence significantly.
There have been many studies of IQ measurement. Some believe in testing and then looking at biology or heritage of the child. These people also like to use statistics to try to put some sort of explanation on IQ levels. Then there are other groups that use cultural ecology. They study IQ by what effect the environment has on a child, and feel testing it is unfair to the child. The problem is that these two groups rarely come together to help each other. So there are big questions as to what IQ really is and how it should be measured.
Throughout history, psychologists have made hundreds of attempts to define intelligence and measure it precisely. However, none of these attempts have been accepted by all because Intelligence is so broad. Intelligence has been defined by many things, by Weschler, who made the most used psychological test today, as “the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment.” However, while he may have created the most successful test, his definition is not the only definition of intelligence, for psychologists such as Gardner, believed that there was more than just knowledge to intelligence, and Sternberg, who defined intelligence as “mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life.” Intelligences has been measured in a variety of ways throughout psychologists, however because intelligence is such a broad concept, there is no single definition and method of testing it.
In spite of the fact that intelligence quotient tests have been around for decades, many professionals are attempting to determine the factors and causes behind aptitude. Several options exist to explain or disprove the reasons why some attain above average intellect, while others manage varying degrees less. Some of these alternatives, along with arguments in the general and human intelligence topics, will be found inside the following pages of discussion.
Intelligence can be defined in many different ways since there are a variety of individual differences. Intelligence to me is the ability to reason and respond quickly yet accurately in all aspects of life, such as physically, emotionally, and mentally. Anyone can define intelligence because it is an open-ended word that has much room for interpretation. Thus my paper is an attempt to find the meaning of human intelligence. There are a couple of scientists who have tried to come up with theories of what makes a human being intelligent.
The Stanford-Binet Intelligence Scale is a standardized test that assesses intelligence and cognitive abilities. Intelligence is "a concept intended to explain why some people perform better than others on cognitive tasks. Intelligence is defined as "the mental abilities needed to select, adapt to, and shape environments. It involves the abilities to profit from experience, solve problems, reason, and successfully meet challenges and achievement goals.
In a 1921 symposium entitled “Intelligence and Its Measurement”, psychiatrists were asked to define intelligence and their answers varied greatly. One described intelligence as “equivalent to the capacity to learn.” Other definitions included “the ability to adapt adequately to relatively new situations”, “the capacity to learn or profit from experience”, and “the knowledge that an individual possesses.” And one stated that there was no simple definition to the word because “intelligence involves two factors- the capacity for knowledge and knowledge possessed” (Sternberg & Detterman, 1986, p.39-40).
In psychology intelligence if often debated, but there are many different views on what intelligence is. Some say you have to have a wide range of abilities. Other opinions are intelligence is strictly based on upon the knowledge of subjects. For example Charles Spearman and Louis Thurstone had different views on the topic.
Since the first scientist man has been attempting to categorize, understand, define, and manipulate intelligence. What began as one man or woman being less intelligent than another slowly evolved with psychology under the efforts of Alfred Binet, Theodore Simons, Robert Yerkes, David Wechsler, Howard Gardner, Robert Sternberg, and countless others who studied and attempted to decipher the mysteries of intelligence or lack thereof behind the human mind and spawned the current beliefs, meanings, social ideologies, and definitions of intelligence. These beliefs and understandings has led to an ever evolving and changing was to test intelligence. There is nothing intrinsically wrong with an intelligence test or an assessment of overall intelligence potential (IQ), but the problem comes in when these tests are applied to children and students around the world and then are revealed to
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.
While it is very difficult to define intelligence in itself, I believe in the theory of multiple intelligences. This is the idea that intelligence has different modalities, rather than a general understanding that someone is either intelligent, or that they are not. Interpersonal intelligence is the most important modality in my view. This can be roughly defined as having the ability to interact well with others. A good example of someone with high interpersonal skills was Martin Luther King. He was a clever man, however, it was not his IQ score that made him such a popular figure with the public, but his ability to read people, how they felt, and what their intentions
Psychologists have differed on the definition for intelligence and how to measure intelligence. In this paper the definition of intelligence and how it is measured will be discussed by comparing and contrasting the two intelligence tests and two achievement tests chosen from the Mental Measurement Yearbook. The intelligence tests chosen were the Primary Test of Nonverbal Intelligence (PTONI) and the Test of Memory and Learning, 2nd ed., (TOMAL-2) and the achievement tests chosen were the Basic Achievement Skills Inventory (BASI) and the Differential Ability Scales, 2nd ed. (DAS-II). The measures of the intelligence tests will be evaluated for reliability, validity, normative procedure, and bias, and then compared with the achievement tests.