• Arabic: (ðáki)
• Dutch: intelligent
• Finnish: älykäs
• French: intelligent , intelligente
• German: intelligent
• Japanese: (, sōmei-na)
• Portuguese: inteligente
• Russian: умный (úmnyj), разумный (razúmnyj)
• Swedish: intelligent, klyftig (colloquial), klok

• Dutch: intelligent, doordacht
• Finnish: älykäs
• French: intelligent , intelligente
• German: intelligent
• Portuguese: inteligente
• Russian: умный (úmnyj), продуманный (prodúmannyj)

Translations to be checked

• ttbc Catalan: intel·ligent
• ttbc Chinese: 聪颖的 (cōngying de)
• ttbc Esperanto: inteligenta
• ttbc Interlingua: intelligente
• ttbc Italian: intelligente
• ttbc Korean: 지적인 (jijeokin)
• ttbc Spanish: inteligente
• ttbc Telugu: తెలివైన (telivaina)

French

Etymology

Latin intelligens.

Pronunciation

• /ɛ̃teliʒɑ̃/
• /E~.te.li.ZA~/

Adjective

1. intelligent

See also

• intellect
• intellectuel
• intelligence
• intelligemment
• intelligible

German

Etymology

From Latin intelligens

Adjective

1. intelligent

Related terms

• Intelligenz
• Intellekt
• intellektuell

Swedish

Adjective

intelligent

1. intelligent, bright

Intelligence (also called intellect) is an umbrella term used to describe a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. There are several ways to define intelligence. In some cases, intelligence may include traits such as creativity, personality, character, knowledge, or wisdom. However, some psychologists prefer not to include these traits in the definition of intelligence.

Definitions

Intelligence comes from the Latin verb "intellegere", which means "to understand". By this rationale, intelligence (as understanding) is arguably different from being "smart" (able to adapt to one's environment), or being "clever" (able to creatively adapt).

At least two major "consensus" definitions of intelligence have been proposed. First, from Intelligence: Knowns and Unknowns, a report of a task force convened by the American Psychological Association in 1995:

A second definition of intelligence comes from "Mainstream Science on Intelligence", which was signed by 52 intelligence researchers in 1994:

Researchers in the fields of psychology and learning have also defined human intelligence:

Theories of intelligence

The most widely accepted theory of intelligence is based on psychometrics testing or intelligence quotient (IQ) tests. However, dissatisfaction with traditional IQ tests has led to the development of a number of alternative theories, all of which suggest that intelligence is the result of a number of independent abilities that uniquely contribute to human performance.

Psychometric approach

Despite the variety of concepts of intelligence, the approach to understanding intelligence with the most supporters and published research over the longest period of time is based on psychometrics testing. Such intelligence quotient (IQ) tests include the Stanford-Binet, Raven's Progressive Matrices, the Wechsler Adult Intelligence Scale and the Kaufman Assessment Battery for Children.

All forms of IQ tests correlate highly with one another. The traditional view is that these tests measure g or "general intelligence factor". However, this is by no means universally accepted. Charles Spearman (1924) is credited with having developed the concept of g. g can be derived as the principal factor using the mathematical method of factor analysis. One common view is that these abilities are hierarchically arranged with g at the vertex (or top, overlaying all other cognitive abilities). G itself is sometimes considered to be a two part construct, gF and gC, which stand for fluid and crystallized intelligence. Carroll expanded this hierarchy into a Three-Stratum theory, also known as the Cattell-Horn-Carroll theory of cognitive abilities (or simply CHC Theory).

Intelligence, as measured by IQ and other aptitude tests, is widely used in educational, business, and military settings due to its efficacy in predicting behavior. G is highly correlated with many important social outcomes - individuals with low IQs are more likely to be divorced, have a child out of marriage, be incarcerated, and need long term welfare support, while individuals with high IQs are associated with more years of education, higher status jobs and higher income. Intelligence is significantly correlated with successful training and performance outcomes, and g is the single best predictor of successful job performance.

Controversies

IQ tests were originally devised specifically to predict educational achievement. The inventors of the IQ did not believe they were measuring fixed intelligence. Despite this, critics argue that intelligence tests have been used to support nativistic theories in which intelligence is viewed as a qualitatively unique faculty with a relatively fixed quantity.

Critics of the psychometric approach point out that people in the general population have a somewhat different and broader conception of intelligence than what is measured in IQ tests. In turn, they argue that the psychometric approach measures only a part of what is commonly understood as intelligence. Furthermore, skeptics argue that even though tests of mental abilities are correlated, people still have unique strengths and weaknesses in specific areas. Consequently they argue that psychometric theorists over-emphasize g.

Researchers in the field of human intelligence have encountered a considerable amount of public concern and criticism-- much more than scientists in other areas normally receive. A number of critics have challenged the relevance of psychometric intelligence in the context of everyday life. There have also been controversies over genetic factors in intelligence, particularly questions regarding the relationship between race and intelligence and sex and intelligence. Another controversy in the field is how to interpret the increases in test scores that have occurred over time, the so-called Flynn effect.

Stephen Jay Gould was one of the most vocal critics of intelligence testing. In his book, The Mismeasure of Man, Gould argued that intelligence is not truly measurable, and also challenged the hereditarian viewpoint on intelligence. Many of Gould's criticisms were aimed at Arthur Jensen, who responded that his work had been misrepresented, also stating that making conclusions about modern IQ tests by criticizing the flaws of early intelligence research is like condemning the auto industry by criticizing the performance of the Model T.

Multiple intelligences

Howard Gardner's theory of multiple intelligences is based on studies not only on normal children and adults but also by studies of gifted individuals (including so-called "savants"), of persons who have suffered brain damage, of experts and virtuosos, and of individuals from diverse cultures. This led Gardner to break intelligence down into at least eight different components: logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal and interpersonal intelligences. He argues that psychometric tests address only linguistic and logical plus some aspects of spatial intelligence; other forms have been entirely ignored. Moreover, the paper and-pencil format of most tests rules out many kinds of intelligent performance that matter in everyday life, as social intelligence.

Most of theories of multiple intelligences are relatively recent in origin, though it should be noted that Louis Thurstone proposed a theory of multiple "primary abilities" in the early 20th Century.

Triarchic theory of intelligence

Robert Sternberg's triarchic theory of intelligence proposes three fundamental aspects of intelligence-analytic, creative, and practical--of which only the first is measured to any significant extent by mainstream tests. His investigations suggest the need for a balance between analytic intelligence, on the one hand, and creative and especially practical intelligence on the other.

Emotional intelligence

Daniel Goleman and several other researchers have developed the concept of emotional intelligence and claim it is at least as important as more traditional sorts of intelligence. These theories grew from observations of human development and of brain injury victims who demonstrate an acute loss of a particular cognitive function -- e.g. the ability to think numerically, or the ability to understand written language -- without showing any loss in other cognitive areas.

Empirical evidence

IQ proponents have pointed out that IQ's predictive validity has been repeatedly demonstrated, for example in predicting important non-academic outcomes such as job performance (see IQ), whereas the various multiple intelligence theories have little or no such support. Meanwhile, the relevance and even the existence of multiple intelligences have not been borne out when actually tested. A set of ability tests that do not correlate together would support the claim that multiple intelligences are independent of each other. However, thus far no one has developed such a set of tests.

Evolution of intelligence

Our hominid and human ancestors evolved large and complex brains exhibiting an ever-increasing intelligence through a long and mostly unknown evolutionary process. This process was either driven by the direct adaptive benefits of intelligence, or − alternatively − driven by its indirect benefits within the context of sexual selection as a reliable signal of genetic resistence against pathogens.

Factors affecting intelligence

Intelligence is an ill-defined, difficult to quantify concept. Accordingly, the IQ tests used to measure intelligence provide only approximations of the posited 'real' intelligence. In addition, a number of theoretically unrelated properties are known to correlate with IQ such as race, gender and height but since correlation does not imply causation the true relationship between these factors is uncertain. Factors affecting IQ may be divided into biological and environmental.

Biological

Evidence suggests that genetic variation has a significant impact on IQ, accounting for three fourths in adults. Despite the high heritability of IQ, few genes have been found to have a substantial effect on IQ, suggesting that IQ is the product of interaction between multiple genes.

Other biological factors correlating with IQ include ratio of brain weight to body weight and the volume and location of gray matter tissue in the brain.

Because intelligence appears to be at least partly dependent on brain structure and the genes shaping brain development, it has been proposed that genetic engineering could be used to enhance the intelligence of animals, a process sometimes called biological uplift in science fiction. Experiments on mice have demonstrated superior ability in learning and memory in various behavioural tasks.

Environmental

Evidence suggests that family environmental factors may have an effect upon childhood IQ, accounting for up to a quarter of the variance. On the other hand, by late adolescence this correlation disappears, such that adoptive siblings are no more similar in IQ than strangers. Moreover, adoption studies indicate that, by adulthood, adoptive siblings are no more similar in IQ than strangers, while twins and full siblings show an IQ correlation.

Consequently, in the context of the nature versus nurture debate, the "nature" component appears to be much more important than the "nurture" component in explaining IQ variance in the general population.

Cultural factors also play a role in intelligence. For example, on a sorting task to measure intelligence, Westerners tend to take a taxonomic approach while the Kpelle people take a more functional approach. For example, instead of grouping food and tools into separate categories, a Kpelle participant stated "the knife goes with the orange because it cuts it"

Ethical issues

Since intelligence is susceptible to modification through the manipulation of environment, the ability to influence intelligence raises ethical issues. Transhumanist theorists study the possibilities and consequences of developing and using techniques to enhance human abilities and aptitudes, and ameliorate what it regards as undesirable and unnecessary aspects of the human condition; eugenics is a social philosophy which advocates the improvement of human hereditary traits through various forms of intervention. The perception of eugenics has varied throughout history, from a social responsibility required of society, to an immoral, racist stance.

Neuroethics considers the ethical, legal and social implications of neuroscience, and deals with issues such as difference between treating a human neurological disease and enhancing the human brain, and how wealth impacts access to neurotechnology. Neuroethical issues interact with the ethics of human genetic engineering.

Other species

Although humans have been the primary focus of intelligence researchers, scientists have also attempted to investigate animal intelligence, or more broadly, animal cognition. These researchers are interested in studying both mental ability in a particular species, and comparing abilities between species. They study various measures of problem solving, as well as mathematical and language abilities. Some challenges in this area are defining intelligence so that it means the same thing across species (eg. comparing intelligence between literate humans and illiterate animals), and then operationalizing a measure that accurately compares mental ability across different species and contexts.

Wolfgang Köhler's pioneering research on the intelligence of apes is a classic example of research in this area. Stanley Coren's book, The Intelligence of Dogs is a notable popular book on the topic. Nonhuman animals particularly noted and studied for their intelligence include chimpanzees, bonobos (notably the language-using Kanzi) and other great apes, dolphins, elephants and to some extent parrots and ravens. Controversy exists over the extent to which these judgments of intelligence are accurate.

Artificial intelligence

Artificial intelligence (or AI) is both the intelligence of machines and the branch of computer science which aims to create it, through "the study and design of intelligent agents" or "rational agents", where an intelligent agent is a system that perceives its environment and takes actions which maximize its chances of success. General intelligence or strong AI has not yet been achieved and is a long-term goal of AI research.

Among the traits that researchers hope machines will exhibit are reasoning, knowledge, planning, learning, communication, perception and the ability to move and manipulate objects.

See also

• Active intellect
• Educational psychology
• Individual differences psychology
• Passive intellect
• Systems intelligence

References

Further reading

• The development of intelligence in children
• Intelligence: multiple perspectives
• On intelligence
• The g factor: the science of mental ability
• The measurement of intelligence ASIN B000H5DEOM

External links

• href="http://www.apa.org/releases/intell.html">http://www.apa.org/releases/intell.html APA Task Force Examines the Knowns and Unknowns of Intelligence - American Psychological Association, Press release
• IQ Since "The Bell Curve" by Christopher F. Chabris - Commentary magazine
• The cognitive-psychology approach vs. psychometric approach to intelligence - American Scientist magazine
• History of Influences in the Development of Intelligence Theory and Testing - Indiana University

Scholarly journals and societies

• The Journal Intelligence
• International Society for Intelligence Research

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