Intelligence

The Nature of Intelligence

                Intelligence encompasses a lot of different areas such as one’s ability to understand, learn, and deal with new and unknown situations. Casttell determined that there were two types of intelligences:

·         Fluid Intelligence – This is the type of intelligence that people use when computing complex math problems, thinking in the abstract, solving problems, remembering facts, memory, attending to the  task at hand. Contrasting to its name, this type of intelligence does not usually change as one ages.

·         Crystallized Intelligence - this is the type of intelligence that involves verbal communication and one’s ability to learn a language or increase vocabulary, and one’s ability to learn from others. This intelligence has potential to increase.

The Process of Intelligence – Sternberg

Sternberg emphasized the relevance of what ppl think and theorized that there were 3 components of intelligence:

·         Componential – This is how ppl think about, process, and analyze information in order to solve problems and evaluate results. Ppl who think well in this way are usually good at tests and thinking in abstract ways (more fluid intelligence)

·         Experiential – this is the actual doing of a task. It is a more insightful, perceptive facet that allows one to put together information in new and creative ways. These ppl can apply recommendations well.

·         Contextual – This is the more practical aspect of how ppl adapt to their environment. Knowledge that is learned and how that can be put to use PRACTICALLY! This is a lot of common sense but also can be shown as one who struggled in school but does well in career.

Measuring Intelligence

There are 2 tests that can measure intelligence or at least intelligence quotient (IQ).

·         Stanford-Binet – this test is used for grade placement and an attempt to determine academic potential

·         Wechsler – there are 2 of the Wechsler and one is formed for children and one for adults.

The goal of determining IQ is to help target special needs children such as those who are gifted and think at a high and rare level than most of the population. This helps to challenge those who need challenged.

Problems with IQ testing:

·         Cultural differences – the wording and information on a test may benefit some people compared to others due to their experiences (ex: a child who has been to an orchestra will understand what a conductor is and his role at the orchestra than one who has not; some children know animals and species due to the prevalence of that animal in their area)

·         Self-fulfilling Prophecies – if a child knows that they do not have a high IQ and hence do not have a high potential academically, they may fail to apply themselves in school and hence fulfill their IQ by not doing well.

·         Motivation – IQ tests do not measure the motivation of a person. There could be someone with a low IQ but high motivation that can obtain higher grades than someone with a high IQ and low motivation.

 

·         Zastrow, C.H. & Kirst-Ashman, K.K. (2004). Understanding Human Behavior. Thomson Learning, Inc., Belmont, CA. p. 111-115