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This 5 page report discusses human intelligence, the ways in which it is defined and measured and the idea that half of the population has an average or above average degree of traditionally measured intelligence. Bibliography lists 6 sources.
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5 pages (~225 words per page)
File: D0_BWavgIQ.rtf
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form of intelligence, another positive attribute of intelligence exists. Of course, other experts take exception to such an interpretation. After all, as Gardner (2002) points out: "Those who consistently do
well on measures of intelligence (often called IQ tests) are considered smart" (pp. 139). However, such a measurement falls within the domain of psychometricians whose professional specialty is that of
designing and administering various measurement tests and which then depend on the "type" of intelligence that is being measured. Defining and Measuring Intelligence Gardner also makes note of the fact
that intelligence is being measured by a variety of disciplines that each seek out different skills to define intelligence. For example, computer scientists have their theories regarding artificial intelligence in
which intelligence is related to problem-solving or a specific area of expertise (pp. 139). In comparison, Gardner then notes that medical researchers and experts in human genetics have looked at
"evolutionary origins and the neural representations of various mental faculties" (pp. 139). And, naturally, psychological experts look at a number of considerations regarding how an individual develops in relationship to
their environment, social situation, emotional development and so on to define intelligence as related to each of those areas. Sternberg (1997) explains that: "Conventional tests of intelligence contain a variety
of abstract and usually rather academic. kinds of problems - difficult vocabulary words, number series, figural matrices, and so on" (pp. 475). Since most tests are administered in a school
setting, it is not that surprising that the abilities being examined are those that are directly related to academic achievement and capabilities. The point he goes on to make is
that it is the "nontraditional" model of intelligence that encompasses a far more comprehensive spectrum of elements related to intelligence (pp. 475). Such nontraditional" measurements allow for the unique
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