Can we do ourselves smarter?
Fluid intelligence (Gf) is the ability to reason and to solve new problems autonomously from previously acquired knowledge. Gf is important for a wide range of cognitive tasks, and it is considered to be one of the most important factors in learning. There is a long history of research showing the improvement of Gf if trained. Moreover, research showed that gain in intelligence depends on the amount of training: the more training, the more increase in Gf. Thus, according to some studies, it is possible to improve fluid intelligence. However, other scientists insist that it is extremely difficult for people to go beyond a certain level of their reasoning and to improve their intellectual functioning. This goes together with the idea of fluid intelligence as a characteristic with a strong inherited factor that is resistant to training. The aim of this paper is to provide a brief overview of studies that showed improvement of intelligence after some intervention. The reviewed studies are divided into several groups: studies that used approaches that are focused on training of working memory (WM), and studies that involved other approaches, as well as research which go against increase of intelligence.
Introduction
The definition of intelligence has been a major source of debate. There seem to be as many definitions of intelligence as there are individuals asked to define the concept. One possible definition is that “general intelligence is actually a conglomeration of perhaps 100 abilities working together in various ways in different people to bring out different intelligences” (Plucker 2007). This theory of general intelligence originally was identified by Raymond Cattell and late...
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... Jaeggi, Martin Buschkuehl, John Jonides, and Walter J. Perrig March 18, 2008 (received for review February 7, 2008)
SWISS M E D W K LY 201 0 Improving intelligence: a literature review Mar tin
Buschkuehl, Susanne M. Jaeggi University of Michigan, Ann Arbor, US
http://www.sciencedirect.com/science/article/pii/S1747938X06000285#sec3.6
Working memory, fluid intelligence, and science learning
Kun Yuan, Jeffrey Steedle, Richard Shavelson, Alicia Alonzo1, Marily Oppezzo
School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA
Received 16 January 2006; revised 24 August 2006; Accepted 28 August 2006. Available online 2 October 2006. Educational Research Review Volume 1, Issue 2, 2006, Pages 83-98
Using Mathematics to Improve Fluid Intelligence Vali Siada MARCH 2011 VOLUME 58, NUMBER 3 http://www.ams.org/notices/201103/rtx110300432p.pdf
In “Can You Build a Better Brain”, the author, Sharon Begley discusses how the cognition processes better. He starts by presenting some experiments that prove nutrition did not support the brain smarter. According to the article, he believes that the “cognitive capacity” can be amended by concentration in people’s behavior. He further believes that people’s intelligence do not depend on own skills; however, as long as people peceive new things, their synapses and brain systems will
The author starts the article out with a scene at an elementary school where classes of underprivileged students are working on their computers. A black cat appears on the screen. They must remember the last location of the cat. As the levels increase, so does the difficulty. The author argues through continued practice and training the students will improve their performance. Their fundamental mental ability is also known as fluid intelligence (I.Q.) Fluid intelligence is the ability to manipulate data and solve problems. We have seen the Coppertone suntan commercial where a 98-pound weakling gets sand kicked in his face and then works out in the gym and turns into a hulk, obviously with a suntan. The author "states you can work out your bod...
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.,
Richards, T. (2001). Website of the week: Testing intelligence. BMJ: British Medical Journal, 323(7308), 348.
Intelligent Quotient, or IQ score, is a measure of mental ability. It plays a major role in how individuals’ lives play out. It can be accredited for everything from personality to interests to occupation. The main debate when it comes to the subject of IQ is how a person’s score is influenced by environment and heredity. There are many theories on the matter. Some state that either heredity or environment exclusively determines IQ. Others believe that a person’s score is a result of the two. In this paper, we will analyze all of these theories and prove that while heredity plays a much greater role, they both have a very notable influence.
Yekovich, Frank R. (1994). Current Issues in Research on Intelligence [on-line]. http://www.ed.gov/database/ERIC_Digests/ed385605.html. Accessed 4 November 2001. .
Intelligence, a simple yet complex term, present in everyday, layman vocabulary and argued by the foremost minds of psychology. Intelligence is currently defined as capacity for goal directed, adapted behaviour (Myers, 2014). The definition has gone multiple revisions because we have changed our very understanding of intelligence, initially used to describe academic brilliance and rote memorization, the current definition encompasses more fields such as street smarts, word play, interpersonal interactions and abstract reasoning. Perhaps the most interesting factor of all is how intelligence changes from culture to culture; a good farmer is a genius in an agricultural society and a dullard
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.
Gardner’s Theory of Multiple Intelligence focuses more on how numerical expressions of human intelligence are not a full and accurate depiction of people’s abilities (McFarlane, 2011). He includes and describes eight intelligences that are based on skills and abilities that are valued within different cultures. The eight intelligences include visual-spatial (e.g. sailor navigating with no navigational systems), verbal-linguistic (e.g. poets, writers, orators, and communicators), bodily-kinesthetic (e.g. dancers, athletes, surgeons, craftspeople), logical-mathematical (e.g. mathematicians and logicians), interpersonal(e.g. salespeople, teachers, clinicians, politicians, and religious leaders), musical (e.g. musicians and
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of intelligence. New York: Cambridge University Press.
The capabilities of the working memory have not been found to be directly related to genetics, education or environments, in fact, researchers are clueless when it comes to where the working memory comes from.
When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because intelligence is a concept that is understood only after realizing that intelligence is based on three basic concepts: logic, growth, and emotion. Although many people believe that humans are the only creatures capable of intelligence, other animals exhibit intelligence and are capable of further demonstrate the complex concept of intelligence.
Robert Sternberg’s triarchic theory of intelligence argues intelligence is not just analytical but, a combination of three factors of human ability: analytical, creative, and practical. Analytical intelligence focuses on the ability to acquire knowledge allowing us to learn new processes, solve problems, and perform tasks. Creative intelligence focuses on gaining insight, developing and applying new ideas, adapting creatively to new tasks and, responding effectively in new situations. Practical intelligence focuses on the ability to develop solutions to practical and personal problems confronted in everyday life.
...nvironment. Those who are able to cope with their environment better are more intelligent. Being in honors, I always thought of intelligence as cramming as much information in my mind as possible. I have taken what Langer suggests and applied it to my life. Although I may not know quantum physics, I have an understanding with my environment that goes beyond that.
The meaning of intelligence is a concept that varies across cultures and ideologies. According to psychologists “intelligence is the capacity to understand the world, think rationally, and use resources effectively when faced with challenges.” (Feldman, R. S. 2010). Due to the different types of human capabilities, there are different types of human intelligence. Some intelligence is expressed mentally as in existential, intrapersonal, and spatial intelligences.