Intlligence
In society, people base their life on intelligence. They do everything possible to get ahead in life. To get ahead, they cheat each other, back stab, and commit many sinful acts. Also, they educate themselves so they are capable of doing whatever is required of them. Society is trying to always make themselves smarter. Are they trying to change something that they have no control over though? Intelligence is something that everybody has, but is something that is developed over time. The development of intelligence has many items that play a factor. For instance, environment and heredity both play a role in developing a person's I.Q.
“Each of us are born with intelligence” (Lawler 15). With one’s intelligence, one finds outside issues exist in playing a role in their I.Q. For instance, the moment a baby is born factors are affecting that child’s I.Q. The baby does not have control over these factors, but they still take an affect. The factors can range from the baby’s birth weight to the order in which the child was born. Loehlin, Lindzey, and Spuhler state that a child with “low-birth weight tend to have a lower I.Q.”(212). This is true because it is believed that if the child’s birth weight is low then the child must be slower at developing. Since a child is slow at developing, he will therefore have a lower I.Q. On the other end, “If you come from a large family, your I.Q. may go hand in hand with the position you were born. If you are the youngest your intelligence tends to be higher than the first born”(Pinter 530).
After the issues that one can’t control take effect, one needs to concentrate on his parental role in developing a child’s intelligence. “Parental education has no effect on a ...
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...utcome is based on things such as home and school, your family, and the culture in which you grow- up in. These items are always going to play a role in the outcome of one’s intelligence. No matter how hard one tries to change them, it will always remain the way it was meant to be.
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Works Cited
Lawler, James M. I.Q., Heritability and Racism. New York: International Publishers, 1978.
Lewis, Michael. Origins of Intelligence: Infancy and Early Childhood. New York: Plenum Press, 1976.
Loehlin, Lindzey, and J.N. Spuhler. Race Difference in Intelligence. San Francisco: W.H. Freeman and Company, 1975.
Montagu. Race and I.Q.. New York: Oxford University Press, 1975.
Pintner. Intelligence Testing, Methods and Results. New York: H. Holt, 1923.
Ken Richardson and David Spears. Race and Intelligence. Baltimore: Penguin Books Inc., 1972
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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.,
The IQ test is an arcane yet widely-accepted method for attempting to quantify the intelligence of human beings. It uses a series of pattern, arithmetic, or vocabulary-centred questions to produce a result in a numerical score. These scores indicate the level of ‘intelligence’ demonstrated with a score of 100 regarded as displaying average intelligence – 70 or below indicating developmental delays, while a score of 130 and above is considered as especially bright. Contrary to popular belief, the 100 score is most definitely not a constant result, IQ tests are frequently adjusted to reflect their time, and the average is always set at 100. This means if an individual takes an IQ test in the present moment and scores a 100 but later takes a test designed a couple of decades earlier they will most certainly score well above 100. The legitimacy of the IQ test has been the subject of intense debate within the scientific community for some time. Those who oppose its use argue its limitations in calculating real intelligence and the incline to which the tests are bias in terms of educational and cultural standpoint. This essay will discuss early uses of the I.Q test and where it now stands on the educational platform as an ‘accurate’ measure of intelligence.
Loehlin, John C., Lindzey Gardner, and J.N. Spuhler. Race Differences in Intelligence. San Francisco: W.H. Freeman and Company, 1975.
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Recent information collected showing an increase to our IQs have many asking the question, are we smarting than our ancestors? Unlike our predecessors, we live in a time that poses a greater range of cognitive problems than our ancestors encountered, and as a result we've developed new cognitive skills and the kinds of brains that can deal with these problems. So in a way we are getting smarter throughout history, though it is widely debated if this is due to our environment or genes. Since IQ tests have been standardised many times over the last one hundred years, scientists have participants take a test designed for a previous age and record the results. What (Flynn, 1994) unearthed was that new test takers score much higher than those of the older generation. Flynn and his colleagues guessed that the difference in scores was due to improving modern environments. To them IQ is part heritable and part environmental- provide a child with opportunities to learn and they're likely to have a higher IQ later in
interpreted as being caused by genetic or environmental differences among groups? A strong promoter of the belief that there is undoubtedly a racial difference in intelligence is Phillippe Rushton. As a professor of psychology, he argues that there is irrefutable scientific evidence of difference...
Most researchers believe that we are born with a certain intelligence or potential intelligence. They also believe that the intelligence we are born with is difficult to change. Psychologists use short-answer tests to assess one’s intelligence (Gardner papers). It was believed that intelligence was a single inherited thing. Human beings start out initially as a blank slate and could be trained to learn anything, provided that it was presented in an appropriate way (Multiple Intelligences and Education). Currently an “increasing number of researchers believe the opposite. Gardner defined intelligence as: “the ability to create an effective product or offer a service that is valued in culture; a set ...
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Skeels and H.B. Dye. They observed two control groups of children throughout their development. One group of infants was cared for by the women who lived in an institution for mentally retarded women, while another group was left to develop in the orphanage. After two and a half years, the children cared for by women surpassed those living in the orphanage by nearly 60 IQ points. Twenty-one years later, Skeels and Dye once again evaluated the two groups to find out that the ones who were subjected to natural development in the orphanage had only several years of education, held entry-level jobs and most were single. On the other hand, the ones cared for by the women had an average education of twelve years with some college. All of them were self-supporting and eleven had
On the ‘nature’ side of the debate is the psychometric approach, considered to be the most dominant in the study of intelligence, which “inspired the most research and attracted the most attention” (Neisser et al. 1996, p. 77). It argues that there is one general (‘g’) factor which accounts for intelligence. In the 1880s, Francis Galton conducted many tests (measuring reaction times to cognitive tasks), (Boundless 2013), in order to scientifically measure intelligence. These tests were linked to the eugenic breeding programme, which aimed to eliminate biologically inferior people from society. Galton believed that as intelligence was inherited, social class or position were significant indicators of intelligence. If an individual was of high social standing, they would be more intelligent than those of a lower position. However he failed to show any consistency across the tests for this hypothesis, weakening his theory that social class correlated with intelligence. Nevertheless, his creation of the intelligence test led many to continue to develop...
Intelligence is one of the greatest strengths of mankind. It allows you the ability to imagine incredulous ideas, formulate leading theories and technologies, and is generally accepted to be one of the most important qualities a person may possess. Thus it makes sense that human beings would pursue medical enhancements to increase their intelligence. This technology is seen in the story “Flowers for Algernon” by Daniel Keyes in which the main character undergoes an experimental surgery to increase his intelligence at the cost of his social and behavioral ability and physical health. Although this technology may seem like science fiction, it theoretically could be a realistic option for the future.
Mason, P. (1998, June). Race, cognitive ability, and wage. Retrieved January 14, 2012, from http://findarticles.com/p/articles/mi_m1093/is_n3_v41/ai_20809842
Since before 1900’s intelligence was the single most important aspect to achieving success and determining future ambitions. This is shown through Intellectual Quotient test commonly known as IQ tests. Tanner (2015) explains that the IQ test was developed by English and French psychologists during the start of World War One. IQ testing was established to decided potential officers from a vast amount of recruits. However, in recent history the theory of intelligence has been challenged due to an article written by William James which question why do some people achieve more than others with matched intelligence? (Duckworth et al. 2007). These sources identify whether character such as perseverance or intellectual ability are important for accomplishing
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