Intelligence is impossible to define or measure.

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Essay  Psy 1501

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Intelligence is impossible to define or measure

Part One

Intelligence is a subject that everyone takes for granted until they have to define it. To attribute definition to this most elusive of subjects is extremely difficult and may be seen by some as an impossible endeavour.

Individuals differ in their ability to understand complex ideas, to reason and to overcome obstacles.

What is Intelligence? – Can intelligence be empirically studied? Some suggest the answers are to be found in the laboratory while others base their theories on natural observation. Intelligence is composed of so many different elements and for each different element there are different theories, making definition of the true nature of intelligence impossible.

Definition is sought in the Psychometric approach through the results of IQ test scores. The timing of tests is supposedly predictive of the brightest amongst us by assuming that only the very cleverest will stay the course. and answer that final question which proves the ability to think at speed and be the deciding factor. Yet these tests only suffice to measure the ability to do a test, not intelligence itself. Testing may also carry a practice factor – the more tests taken, the greater the chance of increasing the score.

Is the nature of Intelligence specific or a market place of multifaceted abilities?

One of the principal difficulties in measuring intelligence is the impossibility to attribute to it a standardized, exact definition.

Howard Gardner’s theory of Multiple Intelligences suggests that it is possible to identify a multifarious assortment of intelligences. Gardner has identified nine intelligences, they are visual/spatial intelligence, mathematical/logical intelligence, rhythmic/musical intelligence, verbal/linguistic intelligence, naturalistic intelligence, intrapersonal intelligence, interpersonal intelligence and the ninth is Existential Intelligence which involves the ability to understand the meaning of life and death.  On the one hand this approach certainly seems a more objective way to define intelligence as it offers greater accommodation and respect for diversity, however critics such as James Delisle (2001) argue that Gardner’s idea of MI loses sight of a correct definition of intelligence and dissects individuals in attempts to prove its hypothesis of all being gifted in some way, and fails to endorse and nurture the truly educationally gifted children who score highly in IQ testing.

 

How has research contributed to our understanding of what intelligence is?

Research shows that when faced with problems to solve, people use a simple activity called the Availability Heuristic – which takes into account the easy to recall available information. Obviously the more experience one has, the easier it will be to use the Availability Heuristic method, and thus suggesting that intelligence is more dependent on experience than logic?

Factor Analysis

Charles Spearman believed that intelligence could be recognised as a general factor or ‘g’ factor that resides in all areas of mental performance, therefore people who score highly in one area will also score similarly in another, giving rise to the ‘cluster affect’.  He suggested that the ‘g’ factor could be attributed to differences in mental energy, however when taking into account the mixed bag of strengths and weaknesses in individual mental performance it is unlikely that this could be considered a basic method of measurement for intelligence.

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Every individual has a certain amount of intelligence which requires to be shared in order to increase but where does intelligence come from? Is it hereditary or acquired? Is it determined by genes or influenced by the environment?  This issue is one which attracts intense debate. How can intelligence be measured or appropriately defined if its origins continue to elude researchers.

Might intelligence be defined as the ability to perceive more of what we already know? The Watson Selection Tests (l996) measure critical reasoning. Subjects decide which card to turn over in order to prove or disprove the ...

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