Jump to content

Intelligence

The Amazing Avian

By The Amazing Avian
in General

Recommended Posts

poopybuttoxes Newbie

poopybuttoxes

Posted
Posted

Talking about god as if everybody should believe in it isn't really intelligent. Intelligence also means having a good conversation rhythm.

 

Bro, thats not necesary.

 

I didnt say that you believed, but you know who He is..... or wait, maybe not. But either way that would show a degree of lack of intelligence.

Link to comment
Share on other sites
CMRenji Newbie

CMRenji

Posted
Posted

Intelligence is earned by learning and understanding new things. Both individuals and societies can become more Intelligent over time. Many people say that we fear what we don't know. All technology we know today, probably came from Ideas. Intelligence is in every living thing. Amoebas can't comprehend things beyond their Intelligence. Monkeys can't comprehend things beyond their Intelligence. And we can't comprehend things beyond our Intelligence. But when we learn new things, we become more Intelligent. And we can get 1 step closer to the things we can't comprehend. I think that is Intelligence.

Link to comment
Share on other sites
Merci Newbie

Merci

Posted
Posted

[spoiler=Intelligence?] Intelligence is an umbrella term describing a property of the mind including related abilities, such as the capacities for abstract thought, understanding, communication, reasoning, learning, learning from the experience, planning, and problem solving. Theories of intelligence are two-fold: (i) the “single intelligence” based upon the unilinear construct of “general intelligence”, and (ii) the construct of multiple intelligences. Influenced by his cousin Charles Darwin, Francis Galton was the first scientist to propose a theory of general intelligence; that intelligence is a true, biologically-based mental faculty that can be studied by measuring a person’s reaction times to cognitive tasks. Galton’s research in measuring the head sizes of British scientists and laymen led to the conclusion that head-size is unrelated to a person’s intelligence. Alfred Binet, and the French school of intelligence, believed intelligence was a median average of dissimilar abilities, not a unitary entity with specific, identifiable properties. Intelligence derives from the Latin verb intellegere;[2] per that rationale, “understanding” (intelligence) is different from being “smart” (capable of adapting to the environment). A popular theory of intelligence is based on psychometric testing, i.e. intelligence quotient (IQ) tests; however, some researchers’ dissatisfaction with traditional IQ tests prompted their developing alternative theories of intelligence suggesting that intelligence results from independent capabilities that uniquely contribute to human intellectual performance. Despite the variety of concepts of intelligence, the approach to understanding intelligence with the most supporters and published research over the longest period of time is based on psychometrics testing. Such intelligence quotient (IQ) tests include the Stanford-Binet, Raven's Progressive Matrices, the Wechsler Adult Intelligence Scale and the Kaufman Assessment Battery for Children. Charles Spearman is generally credited with defining general intelligence, which he reported in his 1904 American Journal of Psychology article titled "General Intelligence," Objectively Determined and Measured. Based on the results of a series of studies collected in Hampshire, England, Spearman concluded that there was a common function (or group of functions) across intellectual activities including what he called intelligence (i.e., school rank, which Spearman thought of as “present efficiency” in school courses; the difference between school rank and age, which was conceptualized as “native capacity;” teacher ratings; and peer ratings provided by the two oldest students, which was termed “common sense”) and sensory discriminations (i.e., discrimination of pitch, brightness, and weight). This common function became known as “g” or general intelligence. To objectively determine and measure general intelligence, Spearman invented the first technique of factor analysis (the method of Tetrad Differences) as a mathematical proof of the Two-Factor Theory. The factor analytic results indicated that every variable measured a common function to varying degrees, which led Spearman to develop the somewhat misleadingly named Two-Factor Theory of Intelligence. The Two-Factor Theory of Intelligence holds that every test can be divided into a “g” factor and an “s” factor. The g-factor measures the “general” factor or common function among ability tests. The s-factor measures the “specific” factor unique to a particular ability test. Based on a more modern interpretation of his work, Spearman’s g factor represents the fact that any set of cognitive ability tests, no matter how different, tend to all correlate positively. L. L. Thurstone extended and generalized Spearman’s method of factor analysis into what is called the Centroid method and which became the basis for modern factor analysis. Thurstone demonstrated that Spearman’s one common factor method (Spearman’s method yielded only a single factor) was a special case of his multiple factor analysis. Thurstone’s research led him to propose a model of intelligence that included seven orthogonal (unrelated) factors (i.e., verbal comprehension, word fluency, number facility, spatial visualization, associative memory, perceptual speed and reasoning) referred to as the Primary Mental Abilities. In a critical review of the adult testing literature, Raymond B. Cattell found that a considerable percentage of intelligence tests that purported to measure adult intellectual functioning had all of the trappings of using college students in their development. To account for differences between children/adolescents and adults, which past theory did not address, Cattell proposed two types of cognitive abilities in a revision of Spearman’s concept of general intelligence. Fluid intelligence (Gf) was hypothesized as the ability to discriminate and perceive relations (e.g., analogical and syllogistic reasoning), and crystallized intelligence (Gc) was hypothesized as the ability to discriminate relations that had been established originally through Gf, but no longer required the identification of the relation (commonly assessed using information or vocabulary tests). In addition, fluid intelligence was hypothesized to increase until adolescence and then to slowly decline, and crystallized intelligence increases gradually and stays relatively stable across most of adulthood until it declines in late adulthood. With his student John L. Horn, Cattell indicated that Gf and Gc were only two among several factors manifest in intelligence tests scores under the umbrella of what became known as Gf/Gc Theory. General visualization (Gv; visual acuity, depth perception), general fluency (F, facility in recalling words), general speediness (Gs; performance on speeded, simple tasks) were among several cognitive ability factors added to Gf/Gc Theory. J. P. Guilford sought to more fully explore the scope of the adult intellect by providing the concept of intelligence with a strong, comprehensive theoretical backing. The Structure-of-Intellect model (SI model) was designed as a cross classification system with intersections in the model providing the basis for abilities similar to Mendeleev’s periodic table in chemistry. The three-dimensional cube—shaped model includes five content categories (the way in which information is presented on a test; visual, auditory, symbolic, semantic, and behavioral), six operation categories (what is done on a test; evaluation, convergent production, divergent production, memory retention, memory recording, and cognition), and six product categories (the form in which information is processed on a test; units, classes, relations, systems, transformations, and implications). The intersection of three categories provides a frame of reference for generating one or more new hypothetical factors of intelligence. John B. Carroll re-analyzed 461 datasets in the single most comprehensive study of cognitive abilities. This analysis led him to propose the Three Stratum Theory, which is a hierarchical model of intellectual functioning. The strata represent three different levels of generality over the domain of cognitive abilities. At the bottom is the first stratum, which is represented by narrow abilities that are highly specialized (e.g., induction, spelling ability). The second stratum is represented by broad abilities that include moderate specializations in various domains. Carroll identified eight second-stratum factors: fluid intelligence, crystallized intelligence, general memory and learning, broad visual perception, broad auditory perception, broad retrieval ability, broad cognitive speediness, and processing speed (reaction time decision speed). Carroll has noted the similarity of his second stratum abilities and the Gf/Gc factors, although the Three-Stratum Theory does not incorporate the developmental trajectories associated with Gf/Gc Theory. Carroll accepted Spearman’s concept of general intelligence, for the most part, as a representation of the uppermost third stratum. More recently, an amalgamation the Gf-Gc theory of Cattell and Horn with Carroll's Three-Stratum theory has led to the Cattell-Horn-Carroll (CHC) theory of cognitive abilities. CHC researchers have produced numerous studies that have influenced diagnostic issues and test development. Intelligence tests are widely used in educational, business, and military settings due to their efficacy in predicting behavior. g is highly correlated with many important social outcomes - individuals with low IQs are more likely to be divorced, have a child out of marriage, be incarcerated, and need long term welfare support, while individuals with high IQs are associated with more years of education, higher status jobs and higher income. Intelligence is significantly correlated with successful training and performance outcomes, and g is the single best predictor of successful job performance.

 

Note: From here on out, Merciful Idiot is typing

Well, either that, or it's simply non-existent. There is no way to measure intelligence, unless you try to count every single brain cell in your brain. Seeing as one minute is 60 seconds, which makes one hour 3600 seconds which makes one day 86400 seconds which makes one year 31449600 seconds, and seeing as a million cells that fit into the first of the next periods......and seeing as your brain is at most two inches, it should take approximately forty years to figure out how much your intelligence is. Let's get back to the subject at hand. We have smarts, we have self-awareness, we have body-function, we have muscles, and we even have imagination. Intelligence is just a word to make us smile or be sad or worried. Actually, I already mentioned what intelligence is, somewhat. It's awareness, that's intelligence. If you're still reading this then you are awesome.

 

 

Link to comment
Share on other sites
Huntar! Newbie

Huntar!

Posted
Posted

Like this...

Everyone is intelligent' date=' and just because it doesn't fit into what you know doesn't mean they aren't. Because I'm damn sure you haven't experienced everything.

[/quote']

 

See? This is why Icy is the ruler of the universe. He just claimed this thread as his own. +1 Josh.

 

Some people are MORE intelligent than others, but everyone is intelligent in their own right. Sort of.

Link to comment
Share on other sites
Atomic Nebula Newbie

Atomic Nebula

Posted
Posted

Like this...

Everyone is intelligent' date=' and just because it doesn't fit into what you know doesn't mean they aren't. Because I'm damn sure you haven't experienced everything.

[/quote']

 

See? This is why Icy is the ruler of the universe. He just claimed this thread as his own. +1 Josh.

 

Some people are MORE intelligent than others, but everyone is intelligent in their own right. Sort of.

 

Depends if they want to be intelligent or not. If they want to have no life, they will be intelligent in having no life.

Intelligent usually refers to school stuff. Maths, English, Tech etc.

Link to comment
Share on other sites
Azmodius Newbie

Azmodius

Posted
Posted

IQ as a base to see how smart one can be' date=' then check grades and actions to see how smart one actually is.

[/quote']

 

Are you funking kidding me? Those things have absolutely nothing to do with it. It's all about smarts inside your mind, your actions can reflect that, but not always do.

Like this...

Everyone is intelligent' date=' and just because it doesn't fit into what you know doesn't mean they aren't. Because I'm damn sure you haven't experienced everything.

[/quote']

 

See? This is why Icy is the ruler of the universe. He just claimed this thread as his own. +1 Josh.

 

Some people are MORE intelligent than others, but everyone is intelligent in their own right. Sort of.

 

Depends if they want to be intelligent or not. If they want to have no life, they will be intelligent in having no life.

Intelligent usually refers to school stuff. Maths, English, Tech etc.

 

More stupidity. People normally use Intelligence to describe those things, but my personal definition simply means being knowledgeable and GOOD at something, and I'd like to correct you, most people who 'have lives' are more intelligent than people who don't in certain ways.

Link to comment
Share on other sites
Atomic Nebula Newbie

Atomic Nebula

Posted
Posted

IQ as a base to see how smart one can be' date=' then check grades and actions to see how smart one actually is.

[/quote']

 

Are you f***ing kidding me? Those things have absolutely nothing to do with it. It's all about smarts inside your mind, your actions can reflect that, but not always do.

Like this...

Everyone is intelligent' date=' and just because it doesn't fit into what you know doesn't mean they aren't. Because I'm damn sure you haven't experienced everything.

[/quote']

 

See? This is why Icy is the ruler of the universe. He just claimed this thread as his own. +1 Josh.

 

Some people are MORE intelligent than others, but everyone is intelligent in their own right. Sort of.

 

Depends if they want to be intelligent or not. If they want to have no life, they will be intelligent in having no life.

Intelligent usually refers to school stuff. Maths, English, Tech etc.

 

More stupidity. People normally use Intelligence to describe those things, but my personal definition simply means being knowledgeable and GOOD at something, and I'd like to correct you, most people who 'have lives' are more intelligent than people who don't in certain ways.

 

Yeah, of course they do. But what in?

Link to comment
Share on other sites
Icy Newbie

Icy

Posted
Posted

Like this...

Everyone is intelligent' date=' and just because it doesn't fit into what you know doesn't mean they aren't. Because I'm damn sure you haven't experienced everything.

[/quote']

 

See? This is why Icy is the ruler of the universe. He just claimed this thread as his own. +1 Josh.

 

Some people are MORE intelligent than others, but everyone is intelligent in their own right. Sort of.

 

Depends if they want to be intelligent or not. If they want to have no life, they will be intelligent in having no life.

Intelligent usually refers to school stuff. Maths, English, Tech etc.

 

Another person confusing Intelligence with Knowledge.

*Stupid Slaps* The technical aspect refers to Knowledge, which is what you described.

Link to comment
Share on other sites

Archived

This topic is now archived and is closed to further replies.

Go to topic listing
×
×
  • Create New...