Nature Of Human Intelligence Research Articles

How do the 4E approach and actives methodologies contribute to rethinking creativity in teacher training?

How do the 4E approach and actives methodologies contribute to rethinking creativity in teacher training?

Theories of Independent Intelligences as a Lakatosian Research Program

Theories of different and independent types of intelligence constitute a Lakatosian research program, as they all claim that human intelligence has a multidimensional structure, consisting of independent cognitive abilities, and that human intelligence is not characterized by any general ability that is of greater practical importance, or that has greater predictive validity, than other, more specialized cognitive abilities. This paper argues that the independent intelligences research program is degenerating, since it has not led to novel, empirically corroborated predictions. However, despite its flaws, the program provides an illustrative example of some of the philosophical problems that inhere in Lakatos’s so-called “methodology”. Indeed, Lakatos’s conceptions of the negative heuristic, the positive heuristic, and the relationship between scientific appraisal and advice are all vulnerable to objections. The upshot is that theories of independent intelligences indeed teach us more about philosophy of science than about the nature of human intelligence.

Artificial Intelligence in Higher Education: Perspicacity Relation between Educators and Students

Artificial intelligence is a system with the nature of human intelligence that can automatically provide knowledge and information to create intelligent applications to make it easier to solve problems such as problem-solving, speech recognition, and learning. This research was investigated to find out and understand the relationship of intelligence between educators and students in applying artificial intelligence in universities. The method used is a phenomenological type of qualitative method. This research was conducted at Nurul Jadid University (UNUJA), with the subject of research being PAI lecturers and students in semester V. This research phase was carried out by preliminary studies, observation, data collection (interviews), data verification, and drawing conclusions. As for the results of this study, in its application, artificial intelligence in universities has a positive and negative impact on the relationship of intelligence to learning when it is carried out outside conventional learning. The intelligence relationship between educators and students, which includes Intelligence Quotient (IQ), Emotional Quotient (EQ), and Spiritual Quotient (SQ) contained in it, is also a positive thing that coexists and is directed.

The Influence of Project Teaching on The Creativity and Achievement of Students in The Mastery of Social Contents in The Subject of Nature and Society

Creativity is the point where all the contradictions of contemporary social development are summarized, refracted and reflected. That's why the question arises: "Is school a place that (doesn't) encourage creativity?" Creativity as a psychological, social and pedagogical phenomenon has an extremely positive impact on the overall development of a child or, in the case of a school, a student. The project teaching method calls for the school to be open and to connect to a greater extent with the environment that surrounds it, in order to improve students' independence and creativity, self-initiative, responsibility, cooperation, the ability to apply information and communication technologies as well as digital teaching tools as a source knowledge. This article presents the project method as a means of encouraging students' creativity in the teaching of the subject Nature and Society, intended for the 3rd grade of elementary school. By reviewing the relevant literature, and then by experimental research on a hand sample of students, we determined the acceptable possibilities and some effects of the application of this method. At the same time, we also opened numerous questions that should be addressed later in order to further encourage the development of creativity through project-based teaching. Literature Banjai, S., Perrotta, C., Cranmer, S. (2010). Creative and Innovative Good Practices in Compulsory Education in Europe, Collection and Descriptive Analysis of 10 Good Practices of Creativity and Innovation in Compulsory Education in the EU27, European Commission, Joint Research Centre, Institute for Prospective Technological Studies. Luxembourg Publications Office of the European Union.Available at: http://is.jrc.ec.europa.eu/pages/EAP/iceac:html (25.02.2020). Gavrić, Z. (2018). Project teaching - manual for teachers.Klett, Logos, Freska, Belgrade. Gibson, H. (2005). What Creativity Isn't: The Presumptions of Instrumental and Individual Justifications for Creativity in Education. British Journal of Educational Studies, 53/2: 148-167. Guilford, J.P. (1971). The Nature of Human Intelligence. London: McGraw-Hill. Đorđević, T. (2013).Creativity as a professional competence of higher education teachers. Master thesis, University of Niš, Faculty of Philosophy, Niš. Janković, A. (2012). The impact of information and communication technology on the achievements of students in the teaching of nature and society.Doctoral dissertation.Kragujevac: University of Kragujevac. Janković, A. (2015). Contemporary models of obvious teaching in the field of knowledge of nature and society. Novi Sad: City Library. Jukić, S. (2001). Teaching in which the student thinks. Vršac: College for Teacher Education. Jukić, S. (2005). Didactic-methodical fragments. Vršac: College for Teacher Education. Kvaschev, R. (1971). Developing creative abilities in students. Belgrade: institute for publishing textbooks of the Socialist Republic of Serbia. Kvaschev, R. (1981). Psychology of creativity. Belgrade: Institute for textbooks and teaching aids. Maksić, S. (2006).Encouraging creativity in school. Belgrade: Institute for Pedagogical Research. Pavlović, J., Maksić, S. (2014). Implicit theories of creativity of elementary school teachers: a case study, Psychology, Vol.47(4), 465-483. Belgrade: Association of Psychologists of Serbia. Luggage, S. (2018).The project method as a factor in encouraging students' creativity.Doctoral dissertation. University of Belgrade, Faculty of Teachers, http://www.uf.bg.ac.rs/wp-content/uploads/doktorati/Snezana_Prtljaga.pdf read. 27. XI 2022. Šefer, J. (2005).Creative activities in thematic teaching. Belgrade: Institute for Pedagogical Research. Šefer, J. (2012).Creative behavior. In: Creativity, initiative and cooperation, a new approach in education, Part I: 11–42. Belgrade: Institute for Pedagogical Research.

The alien within, or the truly artificial nature of human intelligence. A response to Anne Dippel’s Metaphors We Live By. Three commentaries on artificial intelligence and the human condition

The alien within, or the truly artificial nature of human intelligence. A response to Anne Dippel’s Metaphors We Live By. Three commentaries on artificial intelligence and the human condition

Social dominance orientation moderates the effectiveness of mindset messages.

In this work, we examine whether differences in social dominance orientation (SDO) moderate the effectiveness of mindsets of intelligence messages. We suggest that SDO is a foundational ideological belief system, on which individuals vary, that maintains the desire to endorse fixed beliefs about the nature of human intelligence. Thus, attempts to change individuals' mindsets should be met with resistance from those who strongly endorse the social dominance ideology - individuals high on SDO. In contrast, individuals low on SDO are less likely to use mindsets of intelligence to justify an ideological belief system, and thus, mindset manipulations should be effective for them. We test these predictions across three experimental studies (NStudy1 =271, NStudy2 =207, NStudy3 =313). Across the studies, we find that individuals who are high, relative to low, on SDO have more fixed beliefs about the nature of intelligence and show smaller effects of manipulations of mindsets. However, when comparing to a control condition, there was no evidence that high-SDO participants resisted the growth message that contradicts their ideology more than the fixed one that supports it; additionally, low-SDO participants showed heightened responsiveness to a fixed message. We discuss implications for theoretical advances in our understanding of mindsets.

Musical Chameleons: Fluency and Flexibility in Online Remix Contests

Musical Chameleons: Fluency and Flexibility in Online Remix Contests

Collective intelligence ratio

Purpose – With a team interaction analysis model, the authors sought to identify a varying range of individual and collective intellectual behaviors in a series of communicative intents particularly expressed with multimodal interaction methods. In this paper, the authors aim to present a new construct (i.e. collective intelligence ratio (CIR)) which refers to a numeric indicator representing the degree of intelligence of a team in which each team member demonstrates an individual intelligence ratio (IR) specific to a team goal.Design/methodology/approach – The authors analyzed multimodal team interaction data linked to communicative intents with a Poisson‐hierarchical generalized linear model (HGLM).Findings – The study found evidence of a distinctive IR for each team member in selecting a communicative method for a certain task, ultimately leading to varying degrees of team CIR.Research limitations/implications – The authors limited the type and nature of human intelligence observed with a very short li...

An Evolutionarily Motivated Model of Decision-Making Under Uncertainty

There has been a recent shift in decision theory research from attempting to fix classical compensatory models towards adopting non-compensatory models of decision-making. This shift has arisen largely because of the inability of compensatory expected-utility based approaches to explain a large number of cognitive biases reliably observed in human subjects on experimental decision tasks. We show, using a jointly evolutionary and information-theoretic argument, that these so-called biases are, in fact, completely rational, if rationality is defined as minimizing the subject's cognitive effort in making a satisfactorily accurate decision. In this paper, we formalize this intuition in the form of a compensatory model of decision-making, and show that this extremely simple and interpretable model can generatively replicate three classic experimental studies spanning distinctive families of cognitive biases, viz. probabilistic sub-additivity leading to a fourfold pattern of risk aversion, confirmatory positive hypothesis selection and serial ordering effects. We suggest that this unified explanation for hitherto unconnected cognitive phenomena provides evidence for the existence of a fundamental information-theoretic optimality principle in the nature of human intelligence.

The philosophy of W. Ross Ashby and its relationship to ‘The Matrix’

Ashby was a keen observer of the world around him, as per his technological and psychiatrical developments. Over the years, he drew numerous philosophical conclusions on the nature of human intelligence and the operation of the brain, on artificial intelligence and the thinking ability of computers and even on science in general. In this paper, the quite profound philosophy espoused by Ashby is considered as a whole, in particular in terms of its relationship with the world as it stands now and even in terms of scientific predictions of where things might lead. A meaningful comparison is made between Ashby's comments and the science fiction concept of ‘The Matrix’ and serious consideration is given as to how much Ashby's ideas lay open the possibility of the matrix becoming a real world eventuality.

Animal architects: building and the evolution of intelligence

From two of the world's most distinguished experts in animal behaviour, this book offers a radical, creative, and accessible new approach to understanding animal minds through the structures they build. Animal behaviour has long been a battleground between the competing claims of nature and nurture, with the possible role of cognition in behaviour as a recent addition to this debate. There is an untapped trove of behavioural data that can tell us a great deal about how the animals draw from these neural strategies: the structures animals build provide a superb window on the workings of the animal mind. Building Minds examines animal architecture across a range of species, from those whose blueprints are largely innate (such as spiders and their webs) to those whose challenging structures seem to require intellectual insight, planning, and even aesthetics (such as birds' nests, or beavers' dams). Beginning with instinct and the simple homes of solitary insects, James and Carol Gould move on to conditioning; the cognitive map and how it evolved; and the role of planning and insight. Finally, they reflect on what animal building tells us about the nature of human intelligence - showing why humans, unlike many animals, need to build their castles in the air.

The Theory of Multiple Intelligences: A Case of Missing Cognitive Matter

Introduction Nearly 20 years ago, Howard Gardner mounted a challenge to conventional thinking on the nature of human intelligence with the presentation of a provocative new conception, which was neatly encapsulated in the title of his 1983 book, Frames of mind: The theory of multiple intelligences. In this work, Gardner mapped out an alternative to the prevailing orthodoxy that intelligence in humans is a general intellectual ability or global factor, which permeates all aspects of cognition, and most effectively predicts an individual's performance in school or work contexts, and in many other aspects of well-being in life. As such, this general factor, known as g, which is extracted statistically by means of a technique called factor analysis, is for those involved in mainstream intelligence research and psychometric testing, the working definition of intelligence, and is interchangeable with the more common expression of IQ (Gottfredson, 1998, pp. 24-25). Although not disputing the existence of g, Gardner nevertheless argues that the conventional view of a single general intelligence is far too narrow to be a useful measure of human potential and capability, for it fails to come to grips with higher capacities such as creativity, and is insensitive to a range of socio-cultural roles (Gardner, 1993a, pp. 24, 39). In particular, he charges that the IQ view of intelligence is consistent with the concerns of traditional psychology, and is a `one-dimensional' view of mental ability that focuses principally on logical-mathematical and linguistic reasoning, both of which have corresponded with a conventional view of schooling and mental assessment (see Gardner, 1993b, pp. 5-6, 20-21). In contrast to this view, and as a result of his own work in developmental psychology, Gardner concluded that human intelligence encompasses a much broader, and more universal set of competencies which, as relatively independent faculties of mind, constitute a collection of discrete and more or less autonomous intelligences. These include the traditional logical-mathematical and linguistic forms of intelligence, and some less conventional forms such as musical, spatial, bodily kinesthetic, interpersonal, and intrapersonal intelligences (Gardner, 1993a, pp. 73-78, 1993b, pp. 17-26, 1998). In all, Gardner originally identified seven distinct intelligences, but later added an eighth `naturalist' form of intelligence in 1995, and more recently has been considering a ninth form of `existential' intelligence (Gardner, 1998, p. 21). Gardner's alternative therefore incorporates a pluralistic view of mind and intellect, which recognises many different and discrete facets of cognition, and possible profiles of mental capability and competence. Instead of there being a single dimension of intellect along which individuals can be rank-ordered, there are instead considerable differences in the intellectual strengths and weaknesses of various individuals, and in the ways in which they approach cognitive tasks (Gardner, 1993a, pp. 6, 169-170, 1994, p. 740). In what follows, consideration will be given to some of the central features of Gardner's conception, where attention will focus in particular on a methodological evaluation of the theory's content and structure from within a naturalistic-coherentist framework for the justification of knowledge, in an attempt to discern how well this alternative to the mainstream stands or falls in terms of the explanatory tasks that it sets for itself. Methodological considerations Although the theory of multiple intelligences (MI theory) has generated controversy in psychological quarters, it has nevertheless been more generously received in educational circles, as it has accorded well with educator intuitions that children are intelligent in different ways, and that different educational approaches may reach students more effectively, if favoured ways of learning and knowing are accounted for in the areas of curriculum, instruction, and assessment (Gardner, 1998, p. …

Why Is Reaction Time Correlated With Psychometric g?

It seems almost incredible that in dividual differences in reaction time (RT) in simple tasks that involve no intellectual content and are so easy as to be performed by most persons in less than 1 s should be correlated with scores on nonspeeded, com plex tests of reasoning ability, vo cabulary, and general knowledge? the kinds of content that compose IQ tests. Nevertheless, in recent years, the correlation between RT and IQ has become an empirically well es tablished fact, based on thousands of subjects in scores of studies con ducted in many laboratories around the world.1 What might all these studies tell us about the nature of hu man intelligence? Before trying to answer this question, it is necessary to summarize some concepts and empirical generalizations about the key phenomena.2

Approaches to the study of intelligence

How can human and artificial intelligence be understood? This paper reviews Rosenbloom, Laird, Newell, and McCarl's overview of Soar, their powerful symbol-processing simulation of human intelligence. Along the way, the paper addresses some of the general issues to be faced by those who would model human intelligence and suggests that the methods most effective for creating an artificial intelligence might differ from those for modeling human intelligence. Soar is an impressive piece of work, unmatched in scope and power, but it is based in fundamental ways upon Newell's “physical symbol system hypothesis”—any weaknesses in the power or generality of this hypothesis as a fundamental, general characteristic of human intelligence will affect the interpretation of Soar. But our understanding of the mechanisms underlying human intelligence is now undergoing rapid change as new, neurally-inspired computational methods become available that are dramatically different from the symbol-processing approaches that form the basis for Soar. Before we can reach a final conclusion about Soar we need more evidence about the nature of human intelligence. Meanwhile, Soar provides an impressive standard for others to follow. Those who disagree with Soar's assumptions need to develop models based upon alternative hypotheses that match Soar's achievements. Whatever the outcome, Soar represents a major advance in our understanding of intelligent systems.

Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice

Wechsler's beliefs about the nature of human intelligence and its measurement have profoundly influenced contemporary theory and practice. He encouraged interpretations not only of more global intellective indices, such as IQ but encouraged as well the search for pathognomonic meaning in patterns of underlying, more specific, subtest scores. This article examines the evidence that concerns the interpretation of Wechsler and similar tests as measures of specific rather than global ability. Popular practices that involve use of subtests for both intraindividual and interindividual assessment are viewed in the light of empirical research, and recommendations are presented.

The elusiveness of human nature∗

Sociobiology uses neo‐Darwinism to make wide‐ranging explanatory conjectures about man and society. The ‘naturalism’ of such an enterprise recommends it, but a thoroughgoing and Darwinian naturalism is compatible with a rejection of sociobiological conjectures. Retention of juvenile characteristics explains various human physical features and can be used to account for the playful and curiosity‐driven nature of human intelligence. The malleable and hedonistic character of human sexuality is similarly explained. It has been argued (Wallace and latterly T. Nagel) that human intellectual capacity transcends what is necessary for survival and so cannot be explained by natural selection. This wrongly supposes that all characteristics explained by Darwinism are explained as specifically selected for. Fears about biologically imposed limits to human understanding misrepresent intelligence as an aggregate of specifically adjusted capacities. Conceiving human intelligence as a product of neotenization frees us from the demand to explain everything as adaptive, and if the thesis is analogical, it is but one analogical conjecture against the plethora sociobiology requires.

Book Reviews

Book reviewed in this article:The Nature of Human Intelligence by J. P. Guilford, New York: McGraw‐Hill, 1967Toward a Theory of Instruction by Jerome S. Bruner, Center for Cognitive Studies, Harvard University. Cambridge, Mass.: The Belknap Press of Harvard University Press, 1967Teaching Music Creatively in the Elementary School by Irving and Herbert Cheyette. New York: McGraw‐Hill Book Company, 1969

Review section

AbstractAbstract The Evaluation of Personal Constructs. D Bannister and J. M. M. Mair. London. Academic Press. Construction of Preference Spaces: An Investigation into Applicability of Multidimensional Scaling Models. L. Delbeke. Louvain. Publications of the University of Louvain. Your Child is Asleep: Early Infantile Autism: Etiology, Treatment, Parental Influences. A. M. Des Lauriers and C. F. Carlson. homewood. Dorsey. The Nature of Human Intelligence. J. P. Guilford. N.Y. McGraw-Hill. Frames of Mind. L. Hudson. London. Methuen. Society, Personality, and Deviant Behaviour. A study of a Tri-Ethnic Community. R. Jessor, T. D. Graves, R. C. Hanson, S. L. Jessor, N.Y. Holt, Rinehart, and Winston. Verbal Learning. J. Jung. N.Y. Holt, Rinehart and Winston. Information Theory of Choice-reaction Times. D. R. J. Laming. London. Academic Press. Personality Theories: A comparative Analysis. R. Maddi. Homewood. Dorsey. An Analysis of Personality Theories. A. Mehrabian. Englewood Cliffs. Prentice Hall. Personality and assessment. W. Mischel. N.Y. Wiley. Human Color Perception: A Critical Study of the Experimental Foundation. J. J. Sheppard, Jr. N.Y. American Elsevier.

The Nature of Human Intelligence

The Nature of Human Intelligence

BOOK REVIEWS

Book reviewed in this article: Learning Theory and Social Work. Derek Jehu. Questionnaire Design and Attitude Measurement. A. N. Oppenheim.Kenneth Soddy and Robert H. Ahrenfeldt (Eds.). Mental Health in a Changing World. Vol. I; Mental Health and Contemporary Thought. Vol. II; Mental Health in the Services of the Community. Vol. III Studying the Child in School. I. R. Gordon. Four Years On. Stan Gooch and M. L. Kellmer Pringle. The Development of Personality. T. A. Ratcliffe. Children of Time and Space, of Action and Impulse. Rudolf Ekstein. Biological Factors in Temporal Lobe Epilepsy. Christopher Ounsted, Janet Lindsay and RonaldNorman. Occupational Information for the Mentally Retarded: Selected Readings. Edited by Lotar V. Stahlecker. Perspectives in Mental Retardation. Edited by Thomas E. Jordan. Psycholinguistic Papers: The Proceedings of the 1966 Edinburgh Conference. J. Lyons and R. J. Wales (Eds.). When a Child is Different. Dr. Maria Egg. Factors Associated with Impairment of the Early Development of Prematures. M. D. S. Braine, C. B. Heimer, H. Wortis and A. M. Freedman. Adoption Policy and Practice. Iris Goodacre. Public Education for Disturbed Children in New York City: Application and Theory. P. H. Berkowitz and E. P. Rothman (Eds.). The Classification of Behaviour Disorders. Edited by Leonard D. Eron. Psychopathological Disorders in Childhood: Theoretical considerations and a proposed classification. The Concept of Human Development. Basic Concepts in Psychology Sieries, E. B. McNeil. Room to Grow; A Study of Parent‐Child Relationships. Carroll Davis. Adaptation and Adaptability. Melvin E. Allerhand, Ruth E. Weber and Marie Haug. How to Prevent your Child from becoming a Neurotic Adult. Albert Ellis, Janet L. Wolfe and Sandra Moseley. Psychological Evaluation in Psychotherapy. Leonard Blank. Emotionally Handicapped Children and the Elementary School. Eli. Z. Ruben, Clyde B. Simpson and Marcus C. Bitwe. Treating the Troubled Family. Nathan W. Ackerman. Adopted Children—how they grow up. A study of their adjustment as adults. A. M. McWhinnie. The Empty Fortress. Infantile Autism and the Birth of the Self. Bruno Bettelheim. The Subculture of Violence. Marvin E. Wolfgang and Franco Ferracuti. Adoption—Facts and Fallacies. Studies in Cliild Development. M. L. Kellmer Pringle. Mild Mental Retardation: A Growing Challenge to the Physician. Report No. 66. A Symposium: Mental Retardation. G. A. Jervis. Social Work and Social Values, Edited by Eileen Younghusband. George Allen and Unwin, London 1967, pp. 200. 35s. Family Advice Services. Studies in Child Development. A. Leissner. The Hawkspur Experiment. W. David Wills. The Nature of Human Intelligence. J. P. Guilford. The Therapeutic Effect of Environment on Emotionally Disturbed and Mentally Sub normal Children. Kenneth Bayes. Theories of Child Development. Alfred L. Baldwin. Adolescent Development. Elizabeth B. Hurlock.