"Can You Make Yourself Smarter? Written by Dan Hurley first published in 2011 in The New York Times newspaper described ways to increase fluid intelligence, which allows people to manipulate data and solve problems. The article was effective because of the use of examples to help readers relate to research that many would otherwise find boring. 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...
For centuries humans have depended on natural evolutionary processes for intelligence. Gathering information or doing simple research was a process that required large amounts of time and equipment until the proper information was found. Over the past several years we have seen how technology has advanced for the better of humanity. In “Get Smarter” by Jamais Cascio he brings to our attention some of the ways technology has benefited us today and how it could continue to benefit us in the future as well. The internet has become one of the largest breakthroughs in technology and become one of the most helpful tools created so far.
People can achieve intelligent by learning or by following their passion in whatever they love. If someone loves fixing cars there is a chance he will become a mechanic, so he will be intelligent in that careers. That is how someone becomes intelligent because they learned everything they can about their profession in book or by what they learn on the streets. To become a intelligent person is important in society because that sets a standard for us and we try to learn everything we can to be the best in our jobs and careers, so we can be the best in our field.
At the beginning of the article, Friedman uses a first-hand experience to disclose examples to help engage readers in important points. Friedman reflects on a past conversation with a friend. He takes parts and uses the experiences and manipulates them into compelling examples and uses them in
Having the author’s purpose is vital to knowing how informative, opinionated, or factual the article ...
He presents it in a reliable and simple example to allow readers to empathize with his views.
Dweck’s view contradicts Isaacson’s because Isaacson believes in intelligence being an innate quality. Dweck however, defines intelligence as how individuals continue to push and persevere despite the several setbacks they encounter. Dweck’s studies show two types of mindsets; growth and fixed. Isaacson’s article leans more towards the fixed mindset rather than to the growth, or ideal mindset. Dweck also focuses more on the process than the final result as she holds learning and hard work in higher regard than the end result.
Up until the 1960’s, it was believed that people were either born with or without intelligence. UC Berkeley professor Mark Rosenzweig, performed a series of experiments with rats demonstrating how environment influenced rat behavior. His findings changed society’s outlook of inherited intelligence. Rosenzweig's results presented the idea that all youth have the capability to succeed, although it depends on how the individual develops their own attitude or belief toward their personal intelligence. Carol Dweck, a psychologist from Stanford University interpreted Rosenzweig's experimental results and separated the issue into two outlooks of personal intelligence. “Some students start thinking of their intelligence as something fixed, as carved in stone” (Michelle Trudeau). Dweck perceived this as a fixed mindset of intelligence. “Others think intelligence is something you can develop your whole life” (Student’s View of Intelligence). She calls this the growth mindset of intelligence. Dweck wondered if a child’s belief about their own intelligence could contribute to their academic success. She conducted an experiment analyzing the correlation of these elements in 373 seventh grade students who struggled in math. The students were randomly assigned to attend a workshop. One seminar taught how to study well, while the other educated students on the expanding nature of intelligence of the brain. The second group discovered that “the brain actually formed new connections every time they learned something new, and that over time, made the individual smarter" (Student’s View of Intelligence). Those who attended the neuroscience seminar and believed that they could grow and advance in their cognitive development, saw a steady increase in academic performance by the end of the semester. They received better overall grades than the other group
The audience is blatantly confronted with this issue, showing them that this issue is really occurring, and that the author has validation for the worries. In adding an anecdote, the author is able to establish that the problem is current, and able to further his line of argumentation.
How Smart Can We Get? discussed how the human brain’s physical structure can change due to the demands that are placed on it, how Savants are able to do amazing things with little time or effort, and how our emotion can get the best of us when we need a clear head the most. It was undoubtedly fascinating to watch. I can only hope the information I gained from this exercise has made my brain a little smarter.
Caplan ability to recognize and specifically target his audience amplifies the effectiveness of the article in terms of engagement. In this case, Caplan’s posts his paper in The Chronicle of Higher Education, which is a newspaper targeted to college and university attendees (students, faculty, staff etc.). Therefore, now knowing his target audience, Caplan mentions different types of post-secondary educated individuals in his article, so that the specific audience feels engaged with the article. This is exemplified when Caplan uses the words, “students,” “medical experts,” “scientists,” and “scholars” throughout his
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.,
He wants us to avoid exercising at all cost if we value our IQ. However, I did some research to figure out where his quotes came from and just as before, he references to the websites such as http://www.anvari.org/shortjoke, and http://www.guy-sports.com/humor/sports/sports_quotes.htm etc. which are intended to entertain public by making fun of athletes, celebrities, actors, and actresses. An article posted in the British Broadcasting Corporation (BBC) titled “Future- Brain: Why exercise boosts IQ?” states that exercise releases certain neurotransmitters and growth hormones that enhance the overall health of a brain. It also boosts the blood and oxygen supply to the brain which provides it the energy to think and thus contributes to better concentration and memory. The article also illustrates a study done in German which found that older people enjoying mild exercises were half as likely to suffer from cognitive impairment as they age and scored better on attention and memory tests. Also, children walking to school concentrated better and got better test result than those given lifts in the
“In fact, there was a study done saying that a working memory capacity, which is similar to general intelligence is the deciding factor between being a good and a great chess player”(Hambrick 10). In 1979 to 1983 in Venezuela, there was a “Learning to think project", which trained 100,000 teachers to teach thinking skills and involved a sample of 4,266 second-graders and discovered that students' IQ's increased by both genders, boys and girls. Then, in 1986, there was a Pilot ...
We were taught in elementary school that if we study then well do perfect on tests, the only problem is we were never really taught how to study the ways that benefits us best. We were never taught what methods of studying help you on tests and how to make the material stick in your mind so you won’t just forget. That’s why the study of metacognition and multiple intelligence is now being used in classrooms and at home to better prepare the student for upcoming tests. Metacognition is being able to take charge, be aware and understand your own learning and thought process. Multiple intelligence is the theory that people aren’t born dumb but that they have naturally inherited sections of intelligence that aren’t realized in the brains of everyone.