People have general abilities {intelligence}| used to adapt to environment. Intelligence is the way that mind processes information.
decision making
Intelligence is ability to do something person never did before. It is making good predictions about what will happen and making good behavior choices. It is grasping essentials in given situation and responding appropriately to them. It detects relations and associations to improve decision making, by formulating hypotheses and finding implications. It includes deductive reasoning and problem solving. It is quickness and efficiency in doing many abilities. It involves flexibility and creativity. It involves responding correctly to stimuli, thinking abstractly, adjusting to environment, adapting to new situations, knowing, unifying complex stimuli, inhibiting instincts, using trial and error, socializing well, learning easily, learning from experience, and solving problems.
properties
Intelligence provides the following abilities. Respond flexibly to situations. Recognize change. Understand ambiguous or contradictory information. Know object and event relative importance. Perceive similarities. Perceive distinctions. Use concepts to synthesize new concept. Imagine well. Create. Recognize patterns or repetitions. Generalize from cases. Have complex world model.
poison
Perhaps, intelligence relates to ability to resist poisons and infections or to make few poisons and toxins in environment.
symbols
Perhaps, intelligence relates to want, need, or motivation for symbols. It is not an aptitude but desire or emotion.
Above IQ 85, correlation between IQ and achievements {achievement}| is small.
People have ability to adjust self and environment {adaptability}| to obtain pleasure and survival.
People have ability {aptitude}| in task.
Experts {expertise}| in subject have large working memory for that subject, gained by active learning with high motivation.
Mind has inherited, separate powers, such as memory, learning, intelligence, perception, and will {faculty psychology}. They do not come through use, exercise, or study.
More intelligent children {gifted children}| are taller, heavier, more socially poised, better in school, more active in play, more developed, and have less headaches and nervous habits. As adults, they have average problems but better jobs and education.
Intelligence can compare with an ideal intelligent human {prototype, intelligent human}. Prototype only explains what people think intelligence is, not what intelligence actually is. Actually, multiple prototypes exist.
When solving problems on tests and in life, elementary abilities {intelligence factor} perform operations on contents to produce products. There are more than 100 intelligence factors. Reflexes, learned associations, verbal comprehension, word fluency, number fluency, spatial visualization, perceptual speed, memory, and reasoning are primary factors. Factors include abilities to perform movements, use concepts, handle tools, keep items in mind simultaneously, establish relationships, use imagination, form tactics, and form strategies. Verbal-educational ability and practical-mechanical ability are secondary factors, derived from primary factors.
testing
Intelligence as measured by tests involves verbal ability, spatial ability, numerical ability, reasoning, word fluency, and memory.
learning
Learning and environment affect verbal and spatial abilities. Learning and environment do not affect memory and ability to concentrate much.
People use control processes {metacomponent} to plan how to solve problem, make decisions about alternatives, and monitor progress.
People have processes {acquisition component} to acquire knowledge.
People have processes {performance component} to solve problems.
People have processes {retention component} to remember.
People have processes {transfer component} to generalize.
People can have IQ greater than 150 {genius, intelligence}|. Genius associates with motivation, expertise, self-confidence, novel thinking, intelligence, effective learning, management, brilliance, creativity, talent, interest, achievement need, self-control, curiosity, stamina, good work habits, and appropriate situation. Genius does not associate with madness.
People can have low mental age and intelligence quotient {retardation}| {mental retardation}. Subnormal maturation, learning, intelligence, adaptation, and social functioning are like arrested or incomplete mind development. In USA, retarded and handicapped children are ten percent of children. Four people per thousand are slow in social and occupational situations.
classification
Lowest IQ range is 0 to 25 {profound mental retardation}. Next lowest IQ range is 20 to 39 {severe mental retardation}. Middle low IQ range is 36 to 54 {moderate mental retardation}. Higher low IQ range is 52 to 69 {mild mental retardation}. Low IQ range is 68 to 84 {borderline mental retardation}.
causes
Poor nutrition, drugs, rubella, syphilis, age, irradiation, Rh factor incompatibility, low oxygen at birth, and birth injury impair mental development.
differences
If asked to think about their experiences, low-IQ and high-IQ children differ less than expected.
Lowest retardation class {idiot}| has mental age less than two years or IQ below 26.
Next lowest range {imbecile}| is IQ 31 to 50.
Low range {moron}| is IQ 51 to 70.
IQ 71 to 84 is borderline retardation {subaverage}.
One person per thousand is more than one standard deviation below average intelligence score {subnormal intelligence}. Subnormality associates with aggressive and irresponsible conduct and neurotic and psychotic disorders.
Ability to calculate rapidly {calculating genius} depends on knowing numerical facts and short-cut methods. It does not develop by prolonged, cumulative experience. It atrophies with disuse. Calculating geniuses generate answers right-to-left, in same way as if using paper-and-pencil procedure.
Developmentally disabled people can have special right-brain talents {idiot savant}|, such as music, painting, or procedural memory. Idiot savant typically has left-hemisphere damage.
Intelligence tests {intelligence test} are good predictors of academic or vocational success. Intelligence tests assess cognitive, spatial, and/or quantitative ability. They do not measure motivation, social skill, persistence, or goals. They measure cognitive skills, deductive reasoning, verbal reasoning, numerical reasoning, or perceptual reasoning. They can emphasize speed or accuracy. They can emphasize abstract or practical situations. They use only some intelligent activities. They cannot measure intelligence itself.
test-taking ability
Test-taking ability {test-taking ability} depends on two factors: question-answering speed and number of concepts that mind can hold simultaneously.
test-taking ability: anxiety
Anxiety can cause people to be unable to take tests.
test-taking ability: learning
Test-maker experiences affect tests, and these experiences are not the same as test-taker experiences, so acquired knowledge affects test.
questions
Intelligence test must use problems that have all information required to solve the problem. Solutions must be unambiguous, with only one close to true.
types
Tests include Stanford-Binet, Weschler Adult Intelligence Scale (WAIS), and Weschler Intelligence Scale for Children (WISC).
infants
Infant sense and motor tests show little relation to later intelligence tests.
simple test
What is the simplest intelligence or understanding test? Given examples, intelligent entities can find a rule. Alternatively, given a rule, intelligent entities can give examples. Rules take input states to output states. Intelligence involves using the rule in reverse: to get output state by setting input state.
The simplest input is constant value. The simplest output is constant value. The simplest rule is "stays the same". Rule to test intelligence must have change. What is simplest rule possible? Perhaps, one rule is not sufficient. What are fewest simple rules? What are the fewest inputs and outputs for one rule?
The simplest rule can have one input that can be in either of two states and one output that can be in either of two states. It has four states. If input is ON and output is ON, input stays ON and output stays ON. If input is ON and output is OFF, input stays ON and output stays OFF. If input is OFF and output is ON, input becomes ON and output stays ON. If input is OFF and output is OFF, input stays OFF and output stays OFF.
Only third rule has change, so there is only one change.
Machines or people observe the four examples once each and can then articulate the four rules. However, can people or machines set input and output to keep both OFF or both ON? This simple way can test understanding.
Calendar age times 100 divides into mental age {intelligence quotient}| (I.Q.) (IQ).
Physical ages have average general intelligence test score {mental age}|. Mental abilities can compare to average for age level.
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Date Modified: 2022.0225