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Intelligence is shown through a range of talents at different ages. For example, language ability at six months of age is not the intelligence component since babies cannot make or understand words. Still, it is an intelligence component at six years since children cannot generate or understand terms. The intelligence testing items designed to evaluate intelligence at various ages reflect several intelligence components. For example, two-year-olds on Stanford Binet must identify items shown in line drawings, discover the object they have before seen but forgotten (learning and a memory test), and put all three things in the corresponding form hole. Suppose the Stanford Binet is ten years old. In that case, it is requested that word (verbal testing of ability) be defined, why certain social institutions existed (general test of knowledge and reasoning) and blocks are counted in a picture where the existence of certain blocks must be determined.
Children aged 5 to 6 years old have had the most success and the most diverse variety of applications for IQ testing. The specific talents tested and the questions used to measure them differ substantially from one test to the next. However, the most often used assessments share several similarities (Kovacs 189-194). General intelligence is a concept that encompasses a wide variety of cognitive talents and capacities. People can gain information and solve issues by employing these talents. This fundamental mental ability serves to develop particular mental skills such as spatial, numerical, mechanical, and linguistic abilities. Without intellect, it isn’t easy to learn anything.
Intelligence serves as the foundation for learning. The efficiency of the learning process is influenced by one’s degree of intelligence. In several settings, it is commonly accepted that students with high intelligence are easier to educate, lead, and guide than those with low intelligence.
I compared two of my close friends on the amplitude of learning and learning and general intelligence. To reach the two, I looked at the characteristics of intelligence from Stanford-Binet, one of the intelligence scholars (Baum 17-21). My main aim was to look at the cognitive abilities of both students. The results were not the same as the students with cognitive students had traits that were not the same as general intelligence students had very high cognitive abilities instead of learning intelligence.
The tests were critical as I understood the meaning of intelligence more profoundly, precisely, the general and learned intelligence quotient. I took this as a positive way even to handle the practical tests on intelligence. I was able to utilize my critical and critical thinking abilities as well as cognitive abilities to make the final decision on the test. I was not particularly eager to do an online test since the results were invalid, but all in all, they were meant to make us understand the topic of intelligence. On the other hand, the results were a good measure of intelligence as they incorporated all we learned in class. I recommend them as they prepared us for future physical testing on intelligence.
In a nutshell, the class has taught me so much about intelligence; I understood the measures of intelligence and how it can be compared with different factors. I have also learned that environment has a significant impact on one’s intelligence as well. For example, factors like the home environment and parenting of a kid, schooling and the availability of learning tools, and nutrition all have a role in a child’s intelligence.
Work cited
Baum, Seth. “A survey of artificial general intelligence projects for ethics, risk, and policy.” Global Catastrophic Risk Institute Working Paper (2017): 17-21.
Kovacs, Kristof, and Andrew RA Conway. “What is iq? life beyond “general intelligence”.” Current Directions in Psychological Science 28.2 (2019): 189-194.
