¶ … Ian J. And Dr., Geoff (2005). Reaction time explains IQ's association with death, Psychological Science. American Psychological Association, 16:1, 64-69
As all learning, on the basis of one's composite mental ability structure, can be thought of as a puzzle that is intricately formatted on the basis of one's neurological, physiological, psychological, and sociological parts, and, when blended together, produce a healthy functioning individual. Therefore, before an understanding is garnered as to how learning comes about, or the variables that affect its outcome, one must first understand the concept of intelligence. Most individuals, professional or lay, have an almost intuitive idea of what constitutes that which we call intelligence. Broadly defined intelligence is an individual's total ability to solve problems. The more complex the problem the more it is thought that the individual possess a higher level of intelligence. Unfortunately, however, most definitions do not differentiate intelligence as general ability or several independent systems. That is to say, is intelligence a resource of the brain, a particular characteristic of learned behavior, or a finely tuned set of skills and content knowledge. Although there is no widely accepted definition of intelligence the most acceptable definition is that of knowledge inclusiveness. What this means is that the amount of information that an individual has retained and applied, as measured by some standardized assessment instrument, is a measure of level of intelligence. Whether or not the test scores from these tests actually reflect an individual's intellectual level has, and will continue, to be the prime target of many present and future debates. In addition the question will always remain as to whether or not the amount of knowledge one has managed to acquire does, indeed, constitute one's level of intelligence.
If one favors the definition that intelligence is the...
Intelligence in Older Adulthood Psychologists describe two basic types of intelligence: Fluid intelligence and crystallized intelligence. The idea that intelligence is static -- that it is a fundamental personal attribute that is immutable long ago fell out of disfavor with scientists. Current research suggests that fluid intelligence does begin to lessen in the over the life span, with adolescence being the watershed years. Crystallized intelligence, however, can continue to increase throughout
Intelligence Testing Intelligence -- Nature/Nurture Debate In psychological terms, intelligence can be defined as "the general mental ability involved in calculating, reasoning, perceiving relationships and analogies, learning quickly, storing and retrieving information, using language fluently, classifying, generalizing, and adjusting to new situations" ("intelligence," 2013). However, interest in and importance of emotional intelligence has flourished in recent years because of which general and applied psychology has made emotional intelligence a standardized concept (Antonakis,
Essentially, this is the ability to form mental images, sensation or concepts in a way that is not specifically tied to sight, hearing or other senses. It is about taking experience and knowledge and making sense of the world through learning and evocation of new thoughts, mental pictures, or perceptions of the world -- whether individual or shared (Byrne, 2005). Inspiration- Inspiration is a constant search for bursts of creativity
Vocational training can help place within the adolescent mind the strategies they will need to adapt to life as an adult. Further research is needed within the field of adolescents with the condition. According to research, "Unfortunately, most psychiatrists are ill-equipped to handle this situation, having received little or no formal training in this area," (Sebastian 2008). Therefore, more research can only open up new information to psychiatrists and physicians
Intelligence is a general mental capability that involves the ability to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn (Intelligence). Some researchers such as Charles Spearman have proposed that intelligence is a single quantity or concept, but others such as Howard Gardner assert that intelligence really consists of a set of relatively independent abilities. While there is much debate over the validity of the two theories,
Intelligence One recent study defined purpose as "an extraordinary achievement" (Moran, 2009, p. 143), yet the there are many individuals in the world who believe that the purpose of intelligence is to prevent surprise. Contemplating the contradiction, the question that could be asked is "how then does an extraordinary achievement translate into everyday intelligence?" This author believes that the purpose of intelligence is not to prevent surprise, instead that the purpose
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