What is intelligence?

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This is a response to readings for Cognition and Learning, 6411, week 10.

Sometime, making assumptions about intelligence is all we have. It appears that there are as many ways to define and test intelligence as there are psychologists and philosophers who theorize about intelligence (Sternburg, 2004). Intelligence is generally considered to be the ability to learn from experience, adapt to the environment, solve problems, catch on to new ideas, apply reasoning, and comprehend complex concepts (Sternburg, 2004; Wallace, 2009; Willingham, 2009). One assumption is that intelligence is hierarchical, based on factorial analysis, with an overall general intelligence, with subsets of intelligent functions such as mathematical and verbal-linguistic (Sternburg, 2004; Willingham, 2009). Alternatively, intelligence can be viewed as information processing where multiple variations and combinations of components occur in any given problem solving task (Sternburg, 2004). This second view of intelligence would support Gardner’s multiple intelligences, Goleman’s emotional intelligence, and Sternburg’s triadic theory of intelligence (Wallace, 2009).

The assumption that intelligence can be improved, being malleable rather than fixed, is supported by research into the impact of a growth mindset (Dweck, 2015; Willingham, 2009) and feedback (Barnes, 2014). When praise and feedback focus on individual processes, strategies, outcomes, and efforts in learning, rather than the intelligence or inherent ability applied to the task, improvements are achievable (Barnes, 2014; Gross-Loh, 2016; Willingham, 2009). Emotional intelligence and the strategic support of mindful self-regulation are also considered malleable (Goleman, 1996; Shanker, n.d.).  The impact of this assumption is evident in today’s educational environments with a push on teaching students how to work through failure, acquire grit and resiliency, and direct instruction of growth mindset attributes. (See graphic).

Another assumption is that intelligence is genetically and environmentally dependent, not in a deterministic way, but influenced by decisions and diet (Northstone, Joinson, Emmett, Ness, & Paus, 2012; Willingham, 2009). “Genetics and the environment interact” (Willingham, 2009, p. 178) with resultant influence on cognition. This emphasizes the need to provide learning opportunities for all, since intelligence can be improved (Willingham, 2009). It’s time to get the praise equation right, lest the “rich get richer” (Willingham, 2009, p. 45) and leave those in need without means or support to complete the enormous efforts it will take to catch up.

References

Barnes, M. (2014, Oct. 6). Assessment 3.0: 4 simple words that will revolutionize learning. Retrieved 18, Nov. 2018 from http://www.brilliant-insane.com/2014/10/assessment-3-0-4-simple-words-that-will-revolutionize-learning.html

Dweck, C. (2015, January 1). The secret to raising smart kids. Scientific American. Retrieved 18, Nov. 2018 from https://www.scientificamerican.com/article/the-secret-to-raising-smart-kids1/

Goleman, D. (1996). Emotional intelligence: Why it matters more than IQ. Learning 24(6), 49-50.

Gross-Loh, C. (2016, Dec. 16). How praise became a consolation prize: Helping children confront challenges requires more nuanced understanding of the “growth mindset”. The Atlantic: Education. Retrieved from https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/

Intelligence. (2009). In Wallace, S. (Ed.), A Dictionary of Education. Oxford University Press. Retrieved 18 Nov. 2018, from http://www.oxfordreference.com.ezproxy.lakeheadu.ca/view/10.1093/acref/9780199212064.001.0001/acref-9780199212064-e-497.

Northstone, K., Joinson, C., Emmett, P., Ness, A., & Paus, T. (2012). Are dietary patterns in childhood associated with IQ at 8 years of age? A population-based cohort study. Journal of Epidemiology & Community Health, 66(7), 624–628. https://doi-org.ezproxy.lakeheadu.ca/10.1136/jech.2010.111955

O’Neil, J. (1996, September). On emotional intelligence: a conversation with Daniel Goleman. Educational Leadership, 1, 6-11.

Shanker, S. (n.d.). What is Shanker self-regulation? [web site]. Retrieved 18, November 2018 from https://self-reg.ca/self-reg/

Sternberg, R. (2004). Intelligence. In Richard L. Gregory (Ed.), The Oxford Companion to the Mind. Oxford University Press. Retrieved 18 Nov. 2018, from http://www.oxfordreference.com.ezproxy.lakeheadu.ca/view/10.1093/acref/9780198662242.001.0001/acref-9780198662242-e-458