User:Psp046/sandbox
Fluid intelligence[edit]
Fluid intelligence is described as the capacity to think abstractly, recognize patterns, reason, resolve problems, and identify relationships without relying on acquired knowledge [1]. It entails one’s capacity to make judgments and deal with complicated situations around us. Fluid intelligence combines both deductive and inductive reasoning. This concept was initially developed by Raymond Cattell, and it was further advanced by his student John Horn. Raymond conceived that fluid intelligence is not influenced by edification rather it depends on one’s intrinsic capacity[2]. Fluid intelligence is essential in our daily life. For instance, one relies on fluid intelligence in the event of applying logic to solve problems for academic examinations that require this specific skill i.e. in scientific, mathematical and technical problem solving. Numerous researches have depicted that fluid intelligence tend to intensify throughout childhood and adolescence and start to decrease with age and lack of practice[3]. However, some researchers oppose this believe by stating that there exist no correlation between age and fluid intelligence.
Methods of measuring fluid intelligence[edit]
There are numerous methods used to measure fluid intelligence including the raven progressive matrices, aptitude test, task analysis, Jenkins test and the Belgian Shapes test. Raven progressive matrices - this method has been used in numerous nation state for several years to evaluate the reasoning and problem-solving ability. It is a key global non-verbal measure of intelligence, that assist in identifying people with high reasoning capacities and who can manage complex problems. In the raven progressive matrices, one is asked to identify the omitted pattern in a sequence. Each set of items became gradually harder and thus higher cognitive capacity is required to encode [4]. Secondly, the task analysis is an effective method of measuring fluid intelligence. This method entails testing the respondent’s capacity to solve problems that have wrong and right answers [5]. This is similar to an aptitude test which measures how quickly and correctly one can finish a given test. That is why aptitude tests are always timed and there is only one correct answer out of all the choices provided. Another method of measuring fluid test is the Wechsler Adult Intelligence Scale (WAIS) which measures both verbal and performance capacities of an adult [6]. Wechsler-Bellevue tests came in the 1930s and introduced (1) gathering tasks shaped for nonclinical purposes for administration as a "clinical test battery",[7] (2) point scale concept rather than age scale (3) incorporated a non-verbal performance scale. WAIS-III was released in 1997, before this was WAIS-R which was released in 1981. WAIS-III went step further and allowed measurements for Verbal IQ, Performance IQ, and Full Scale IQ, with an additional four secondary indices (Verbal Comprehension, Working Memory, Perceptual Organization, and Processing Speed). WAIS-IV is the recent up to date edition of WAIS testing, released in 2008. The verbal and performance subscales have been taken away from what was part of the previous version and subsequently replaced by the index scores.
Developing fluid intelligence[edit]
Since fluid intelligence depends on how powerful the innate abilities of an individual such as the functioning of the nervous system and sensory structures are, it is therefore, true to say fluid intelligence cannot be taught [8]. However, a person can develop and increase his or her fluid intelligence by practicing Metacognition which is also called “thinking about thinking.” This is one way of training the working memory which has a substantial influence on a person’s fluid intelligence. It is, however, important to acknowledge that grow of fluid intelligence does not happen overnight. It takes a deliberate move for one to gradually develop fluid intelligence. The higher the frequency of training the more one gains the capacity to apply logic and reasoning. For instance, one needs to come up with numerous ways of analyzing or evaluating a situation rather than rely on one solution.
References[edit]
- ^ Clauss-Ehlers, C. S. (2008). Encyclopedia of cross-cultural school psychology. New York: Springer,.
- ^ Cavanaugh, J. C., & Blanchard-Fields, F. (2009). Adult development and aging. Australia ; Belmont, CA : Wadsworth/Cengage Learning,.
- ^ O'Donnell, A. M., Reeve, J., & Smith, J. K. (2009). Educational psychology : reflection for action. Hoboken, NJ: John Wiley & Sons.
- ^ Strauss, E., Sherman, E. M., & Spreen, O. (2006). A compendium of neuropsychological tests : administration, norms, and commentary. Oxford [u.a.]: Oxford Univ. Press,.
- ^ Ashkanasy, N. M., & Cooper, C. L. (2008). Research companion to emotion in organizations. Cheltenham, UK : Northampton, MA : Edward Elgar,.
- ^ Kaufman, A. S., & Lichtenberger, E. O. (2006). Assessing adolescent and adult intelligence. Hoboken, N.J: Wiley,.
- ^ Kaufman, Alan S.; Lichtenberger, Elizabeth (2006). Assessing Adolescent and Adult Intelligence (3rd ed.). Hoboken (NJ): Wiley. p. 6. ISBN 978-0-471-73553-3. Lay summary (22 August 2010).
- ^ Whitbourne, S. K., & Whitbourne, S. B. (2011). Adult development and aging : biopsychosocial perspectives. Hoboken, NJ: Wiley,.