What is the ability to solve problems as well as learning from and adapting to experiences?

For over 60 years, Kepner-Tregoe has been helping companies across industries and geographies to develop and mature their problem-solving capabilities through KT’s industry leading approach to training and the implementation of best practice processes. Considering that problem solving is a part of almost every person’s daily life (both at home and in the workplace), it is surprising how often we are asked to explain what problem solving is and why it is important.

Problem solving is at the core of human evolution. It is the methods we use to understand what is happening in our environment, identify things we want to change and then figure out the things that need to be done to create the desired outcome. Problem solving is the source of all new inventions, social and cultural evolution, and the basis for market based economies. It is the basis for continuous improvement, communication and learning.

If this problem-solving thing is so important to daily life, what is it?

Problem-solving is the process of observing what is going on in your environment; identifying things that could be changed or improved; diagnosing why the current state is the way it is and the factors and forces that influence it; developing approaches and alternatives to influence change; making decisions about which alternative to select; taking action to implement the changes; and observing impact of those actions in the environment.

Each step in the problem-solving process employs skills and methods that contribute to the overall effectiveness of influencing change and determine the level of problem complexity that can be addressed. Humans learn how to solve simple problems from a very early age (learning to eat, make coordinated movements and communicate) – and as a person goes through life problem-solving skills are refined, matured and become more sophisticated (enabling them to solve more difficult problems).

Problem-solving is important both to individuals and organizations because it enables us to exert control over our environment.

Fixing things that are broken

Some things wear out and break over time, others are flawed from day-1. Personal and business environments are full of things, activities, interactions and processes that are broken or not operating in the way they are desired to work. Problem-solving gives us a mechanism for identifying these things, figuring out why they are broken and determining a course of action to fix them.

Addressing risk

Humans have learned to identify trends and developed an awareness of cause-and-effect relationships in their environment. These skills not only enable us to fix things when they break but also anticipate what may happen in the future (based on past-experience and current events). Problem-solving can be applied to the anticipated future events and used to enable action in the present to influence the likelihood of the event occurring and/or alter the impact if the event does occur.

Improving performance

Individuals and organizations do not exist in isolation in the environment. There is a complex and ever-changing web of relationships that exist and as a result, the actions of one person will often have either a direct impact on others or an indirect impact by changing the environment dynamics. These interdependencies enable humans to work together to solve more complex problems but they also create a force that requires everyone to continuously improve performance to adapt to improvements by others. Problem-solving helps us understand relationships and implement the changes and improvements needed to compete and survive in a continually changing environment.

Seizing opportunity

Problem solving isn’t just about responding to (and fixing) the environment that exists today. It is also about innovating, creating new things and changing the environment to be more desirable. Problem-solving enables us to identify and exploit opportunities in the environment and exert (some level of) control over the future.

Problem solving skills and the problem-solving process are a critical part of daily life both as individuals and organizations. Developing and refining these skills through training, practice and learning can provide the ability to solve problems more effectively and over time address problems with a greater degree of complexity and difficulty. View KT’s Problem Solving workshop known to be the gold standard for over 60 years.

Presentation on theme: "What Is Intelligence? The ability to learn from experience, solve problems, and use knowledge to adapt to new situations."— Presentation transcript:

1 What Is Intelligence? The ability to learn from experience, solve problems, and use knowledge to adapt to new situations

2 Intelligence  Is Intelligence One General Ability or Several Specific Abilities?  Intelligence and Creativity  Emotional Intelligence  Is Intelligence Neurologically Measurable? Just for Fun: Want to see some intelligent crows? Watch one devise an ingenious method to get his food (http://www.youtube.com/watch?v=BGPGknpq3e0) and another snowboard on a roof (https://www.youtube.com/watch?v=3dWw9GLcOeAn)http://www.youtube.com/watch?v=BGPGknpq3e0https://www.youtube.com/watch?v=3dWw9GLcOeAn

3 Intelligence is Socially Constructed Intelligence is a socially constructed concept that differs from culture to culture Intelligence is a socially constructed concept that differs from culture to culture Cultures deem “intelligent” whatever attributes enable success in their culture (so are Albert Einstein and Babe Ruth both intelligent? According to this definition, yes!) Cultures deem “intelligent” whatever attributes enable success in their culture (so are Albert Einstein and Babe Ruth both intelligent? According to this definition, yes!)

4 Intelligence is Socially Constructed (cont.) Take Joseph Glick’s study of Liberia’s Kpelle tribesmen as an example: Take Joseph Glick’s study of Liberia’s Kpelle tribesmen as an example: Glick asked the tribesmen to sort a group of objects sensibly. To his puzzlement, they insisted on grouping the objects by function (for example, placing a potato with a hoe) rather than by taxonomy (placing the potato with other foods). Glick asked the tribesmen to sort a group of objects sensibly. To his puzzlement, they insisted on grouping the objects by function (for example, placing a potato with a hoe) rather than by taxonomy (placing the potato with other foods). On the basis of Western standards, this indicated an inferior style of sorting and lower intelligence. On the basis of Western standards, this indicated an inferior style of sorting and lower intelligence. After Glick demonstrated the “correct” answer, one of the tribesmen remarked that only a stupid person would sort things that way. After Glick demonstrated the “correct” answer, one of the tribesmen remarked that only a stupid person would sort things that way. When Glick thereafter asked tribesmen to sort items the way a stupid person would, they sorted them taxonomically without hesitation or difficulty. When Glick thereafter asked tribesmen to sort items the way a stupid person would, they sorted them taxonomically without hesitation or difficulty.

5 Other Cultural Examples Robert Sternberg and James Kaufman show how, in contrast to Western cultures: Robert Sternberg and James Kaufman show how, in contrast to Western cultures: African and Asian cultures are much more likely to emphasize social skills in their conception of intelligence. African and Asian cultures are much more likely to emphasize social skills in their conception of intelligence. For example, in Africa, intelligence includes skills that help to establish and maintain harmonious and stable intergroup relations. For example, in Africa, intelligence includes skills that help to establish and maintain harmonious and stable intergroup relations. Chewa adults in Zambia emphasize social responsibility, cooperation, and obedience as important to intelligence. Intelligent children are expected to be respectful to adults. Chewa adults in Zambia emphasize social responsibility, cooperation, and obedience as important to intelligence. Intelligent children are expected to be respectful to adults. Kenyan parents emphasize responsible participation in family and social life as important aspects of intelligence. Kenyan parents emphasize responsible participation in family and social life as important aspects of intelligence. In Zimbabwe, the word for intelligence, ngware, means to be prudent and cautious, particularly in social relationships. In Zimbabwe, the word for intelligence, ngware, means to be prudent and cautious, particularly in social relationships.

6 The skills and knowledge that are crucial to success vary from one culture to the next. IQ tests were designed to assess the skills and knowledge valued in modern, Western cultures. They have proven useful in some non-Western cultures that value similar sets of skills, but they have also proven irrelevant in many cultures.

7 What is Intelligence? In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.” In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.” Reification: viewing an abstract, immaterial concept as if it were a concrete thing Reification: viewing an abstract, immaterial concept as if it were a concrete thing I.Q. is not something that somebody has, it is how they scored on a test I.Q. is not something that somebody has, it is how they scored on a test Ongoing Debates: Ongoing Debates: Is intelligence one overall ability, or many? Is intelligence one overall ability, or many? Can neuroscientists locate and measure intelligence within the brain? Can neuroscientists locate and measure intelligence within the brain?

8 Theories of Intelligence Ability or Abilities?

9 Major Intelligence Theorists Psychometric Theories of Intelligence (psychometrics is the field of “mental measurements”) Psychometric Theories of Intelligence (psychometrics is the field of “mental measurements”) Charles Spearman – General Intelligence (g) Charles Spearman – General Intelligence (g) L.L. Thurstone – Primary Mental Abilities L.L. Thurstone – Primary Mental Abilities Raymond Cattell – Fluid and Crystallized Intelligence Raymond Cattell – Fluid and Crystallized Intelligence Cognitive Theories of Intelligence (believe intelligence involves cognitive processes that contribute to success in many areas of life – not just school) Cognitive Theories of Intelligence (believe intelligence involves cognitive processes that contribute to success in many areas of life – not just school) Howard Gardner – Multiple Intelligences Howard Gardner – Multiple Intelligences Robert Sternberg – Triarchic Theory Robert Sternberg – Triarchic Theory Daniel Goleman (and others) – Emotional Intelligence Daniel Goleman (and others) – Emotional Intelligence

10 Spearman’s General Intelligence (g) and Factor Analysis Charles Spearman (1863-1945) Charles Spearman (1863-1945) To understand Spearman’s theory, you need to know about To understand Spearman’s theory, you need to know about Factor Analysis – a statistical procedure that identifies clusters of related items on a test. Factor Analysis – a statistical procedure that identifies clusters of related items on a test. Used to identify different dimensions of performance that underlie one’s total score Used to identify different dimensions of performance that underlie one’s total score

11 Spearman’s General Intelligence (g) and Factor Analysis He saw using factor analysis that doing well in one area of a test predicted that you will do well in another. Spearman noticed that people who score high in one area, like verbal intelligence (vocabulary and reading comprehension), will typically also score high in other areas, like spatial and reasoning ability Spearman noticed that people who score high in one area, like verbal intelligence (vocabulary and reading comprehension), will typically also score high in other areas, like spatial and reasoning ability Charles Spearman therefore believed a common skill set, or a common level of intelligence (which he called the g factor for general intelligence) underlies our performance across all intellectual domains. Charles Spearman therefore believed a common skill set, or a common level of intelligence (which he called the g factor for general intelligence) underlies our performance across all intellectual domains.

12 Thurstone’s Primary Mental Abilities L.L. Thurstone (1887-1955) disagreed with Spearman L.L. Thurstone (1887-1955) disagreed with Spearman He identified 7 different clusters of primary mental abilities He identified 7 different clusters of primary mental abilities Word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory. Word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory. He did not rank individuals on a single scale of general aptitude He did not rank individuals on a single scale of general aptitude His results, however, still showed some evidence of a g factor (people who excelled in one of the 7 clusters generally scored well on the others) His results, however, still showed some evidence of a g factor (people who excelled in one of the 7 clusters generally scored well on the others) Intelligence compared to athleticism…? Intelligence compared to athleticism…? Several distinct abilities, which correlate enough to define a small general factor Several distinct abilities, which correlate enough to define a small general factor

13 Cattell’s Fluid and Crystallized Intelligence Raymond Cattell (1963) used mathematical techniques to determine that general intelligence can be broken down into two relatively independent components Raymond Cattell (1963) used mathematical techniques to determine that general intelligence can be broken down into two relatively independent components Crystallized intelligence – the knowledge a person has acquired, plus the ability to access that knowledge (storing and retrieving info. from semantic memory) Crystallized intelligence – the knowledge a person has acquired, plus the ability to access that knowledge (storing and retrieving info. from semantic memory) Tested with vocabulary, arithmetic, and general information Tested with vocabulary, arithmetic, and general information Fluid intelligence –the ability to see complex relationships and solve problems (using algorithms and heuristics) Fluid intelligence –the ability to see complex relationships and solve problems (using algorithms and heuristics) Tested with block design and spatial visualization Tested with block design and spatial visualization Remember that as we get older, crystallized intelligence increases and fluid intelligence decreases

14 A New Way of Thinking About Intelligence Most psychologists now believe that intelligence is not a single, unitary trait that we could call general intelligence. Most psychologists now believe that intelligence is not a single, unitary trait that we could call general intelligence. Most believe that people have a variety of distinct mental abilities—specific intelligences or multiple intelligences— above and beyond any general form of intelligence. Most believe that people have a variety of distinct mental abilities—specific intelligences or multiple intelligences— above and beyond any general form of intelligence.

15 Gardner’s Theory of Multiple Intelligences Howard Gardner (1883, 1999) disagreed with Spearman’s g and instead came up with the theory that intelligence comes in multiple forms Howard Gardner (1883, 1999) disagreed with Spearman’s g and instead came up with the theory that intelligence comes in multiple forms Gardner came up with this idea because he noticed that brain damage may diminish one type of ability but not others. In particular, he studied savants, people who have limited mental abilities but are exceptional in one area. Gardner came up with this idea because he noticed that brain damage may diminish one type of ability but not others. In particular, he studied savants, people who have limited mental abilities but are exceptional in one area. People with savant syndrome excel in abilities unrelated to general intelligence.

16 Howard Gardner’s Eight Intelligences AptitudeExample 1. Linguistic (“word smart”)Toni Morrison, writer 2. Logical-mathematical (“number smart”)Albert Einstein, scientist 3. Musical (“music smart”)Tommy Dorsey, musician 4. Spatial (“art smart”)Frida Kahlo, artist 5. Bodily-kinesthetic (“body smart)Tiger Woods, athlete 6. Intrapersonal (“self smart”)Anna Freud, psychoanalyst 7. Interpersonal (“people smart”)Mahatma Gandhi, leader 8. Naturalist (“nature smart”)John Audubon, naturalist Gardner proposes eight types of intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence. Gardner proposes eight types of intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence.

17 Gardner’s Eight Intelligences Learn More about Gardner

18 Sternberg’s Triarchic Theory (Gardner Simplified) Robert Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three (tri = three) intelligences rather than eight. Robert Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three (tri = three) intelligences rather than eight. For Sternberg, each one of these abilities is relatively independent of the others. Each theory represents a different dimension for describing and evaluating human performance. For Sternberg, each one of these abilities is relatively independent of the others. Each theory represents a different dimension for describing and evaluating human performance. Practical intelligence – the ability to cope with the people and events in one’s environment (“street smarts”) Practical intelligence – the ability to cope with the people and events in one’s environment (“street smarts”) Analytical intelligence (or logical reasoning) – Includes the ability to analyze problems and find correct answers (“school smarts”) Analytical intelligence (or logical reasoning) – Includes the ability to analyze problems and find correct answers (“school smarts”) Creative intelligence – the ability to develop new ideas and see new relationships among concepts (Picasso’s cubism, or Sternberg coming up with this theory!) Creative intelligence – the ability to develop new ideas and see new relationships among concepts (Picasso’s cubism, or Sternberg coming up with this theory!) For Sternberg, each one of these abilities is relatively independent of the others. Each theory represents a different dimension for describing and evaluating human performance. For Sternberg, each one of these abilities is relatively independent of the others. Each theory represents a different dimension for describing and evaluating human performance. Read Sternberg’s article in the Washington Post about how the college admissions process should use different measures instead of just GPA and SAT/ACT scores (based on his triarchic theory): http://www.washingtonpost.c om/wp- dyn/content/article/2010/11/ 19/AR2010111902997.html http://www.washingtonpost.c om/wp- dyn/content/article/2010/11/ 19/AR2010111902997.html

19 Sternberg’s model of intelligence consists of three parts: the contextual subtheory, the experiential subtheory, and the componential subtheory. Much of Sternberg’s research has been devoted to the componential subtheory, as he has attempted to identify the cognitive processes that contribute to intelligence. He believes that these processes fall into three groups: metacomponents, performance components, and knowledge- acquisition components. All three component processes contribute to each of three aspects or types of intelligence: analytical intelligence, practical intelligence, and creative intelligence. Sternberg’s Triarchic Theory of Intelligence

20 Table 11.2 Myers: Psychology, Eighth Edition Copyright © 2007 by Worth Publishers

21 Emotional Intelligence (EQ) First called social intelligence. Daniel Goleman and others argue for the concept of emotional intelligence, which is the ability to perceive, understand, manage, and use emotions. The test of emotional intelligence measures its four components: Perceive: recognizing them in faces, music, and stories Understand: to predict them and how they change and blend Manage: know how to express them in varied situations Use: utilize emotions to adapt or be creative Some studies show EQ to be a greater predictor for future success than IQ Enables success in career, marriage, and parenting situations Gardner and others criticize the idea of emotional intelligence and question/worry whether we stretch this idea of intelligence too far when we apply it to our emotions. Shaking Hands Activity

22 The Marshmallow Study Daniel Goleman suggests that no psychological skill is more fundamental than impulse control. He cites the marshmallow challenge used by psychologist Walter Mischel during the 1960s at a preschool on the Stanford University campus. Daniel Goleman suggests that no psychological skill is more fundamental than impulse control. He cites the marshmallow challenge used by psychologist Walter Mischel during the 1960s at a preschool on the Stanford University campus. Mischel invited 4 year olds into a small room and offered them a marshmallow. They were told, however, that if they were willing to wait while he ran an errand, they could have two marshmallows on his return. Mischel invited 4 year olds into a small room and offered them a marshmallow. They were told, however, that if they were willing to wait while he ran an errand, they could have two marshmallows on his return. Some children grabbed the single treat the minute he was out the door. Some lasted a few minutes before they gave in. Others were determined to wait. In the seemingly endless 15 – 20 minute interval, they resisted temptation in a variety of ways. They covered their eyes, they sang to themselves, they played games with their hands and feet, and some even tried to go to sleep. Some children grabbed the single treat the minute he was out the door. Some lasted a few minutes before they gave in. Others were determined to wait. In the seemingly endless 15 – 20 minute interval, they resisted temptation in a variety of ways. They covered their eyes, they sang to themselves, they played games with their hands and feet, and some even tried to go to sleep.

23 Why do we care about the marshmallows??? The importance of how children reacted to the marshmallow challenge became clear some 12 to 14 years later. Those who resisted temptation at age 4 were, as adolescents, more socially competent, personally effective, and self-assertive. They were less likely to freeze under stress and pursued challenges even in the face of difficulties. They were more self- reliant, confident, trustworthy, and dependable. The importance of how children reacted to the marshmallow challenge became clear some 12 to 14 years later. Those who resisted temptation at age 4 were, as adolescents, more socially competent, personally effective, and self-assertive. They were less likely to freeze under stress and pursued challenges even in the face of difficulties. They were more self- reliant, confident, trustworthy, and dependable. Even more remarkable was that when again evaluated as high school graduates, those who resisted were far superior students to those who acted on whim. They were better able to put their ideas into words, to use and respond to reason, and to concentrate, and they were more eager to learn. Even more remarkable was that when again evaluated as high school graduates, those who resisted were far superior students to those who acted on whim. They were better able to put their ideas into words, to use and respond to reason, and to concentrate, and they were more eager to learn.

24 They also had dramatically higher scores on their SAT tests. The one-third of children who at 4 grabbed for the marshmallow most eagerly had an average verbal score of 524 and a quantitative score of 528. The one-third who waited the longest had average scores of 610 and 652, respectively, a total score that was 210 points higher than the scores of those without self-control. They also had dramatically higher scores on their SAT tests. The one-third of children who at 4 grabbed for the marshmallow most eagerly had an average verbal score of 524 and a quantitative score of 528. The one-third who waited the longest had average scores of 610 and 652, respectively, a total score that was 210 points higher than the scores of those without self-control. Walter Mischel suggested that the “goal- directed self-imposed delay of gratification” is the essence of emotional self-regulation. It represents the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley Cup. Walter Mischel suggested that the “goal- directed self-imposed delay of gratification” is the essence of emotional self-regulation. It represents the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley Cup. Why do we care about the marshmallows??? (cont.)

25 A Recreation of the Marshmallow Challenge A Recreation of the Marshmallow Challenge Watch at home: http://www.ted.com/talks/lan g/eng/joachim_de_posada_ says_don_t_eat_the_marsh mallow_yet.html http://www.ted.com/talks/lan g/eng/joachim_de_posada_ says_don_t_eat_the_marsh mallow_yet.html

26 Intelligence and Creativity Creativity: the ability to produce ideas that are both novel and valuable Creativity: the ability to produce ideas that are both novel and valuable It correlates somewhat with intelligence It correlates somewhat with intelligence Components of Creativity Components of Creativity – a well-developed knowledge base Expertise – a well-developed knowledge base (think outside the box) – the ability to see things in novel ways Imaginative thinking skills (think outside the box) – the ability to see things in novel ways – a personality that seeks new experiences rather than following the pack Venturesome personality – a personality that seeks new experiences rather than following the pack – a motivation to be creative from within Intrinsic motivation – a motivation to be creative from within – a creative and supportive environment allows creativity to bloom. A creative environment – a creative and supportive environment allows creativity to bloom.

27 Testing Creativity A variety of tests have been designed to assess creativity. In the Unusual Uses Test, respondents are given two minutes to name as many uses as they can for a common object such as a toothpick, a brick, or a paper cup. A variety of tests have been designed to assess creativity. In the Unusual Uses Test, respondents are given two minutes to name as many uses as they can for a common object such as a toothpick, a brick, or a paper cup. For example: For example: Uses for a wire clothes hanger: Uses for a wire clothes hanger: Hang clothes on. Hang clothes on. Unbend and use curled end to jab ineffectually at rubber ball plugging up rainspout. Unbend and use curled end to jab ineffectually at rubber ball plugging up rainspout. When visiting an enemy, place wire hanger in one of his closets containing other wire hangers, thus triggering wire hangers’ well-known propensity to tangle with other wire hangers and inducing nervous breakdown in enemy when he goes to closet. When visiting an enemy, place wire hanger in one of his closets containing other wire hangers, thus triggering wire hangers’ well-known propensity to tangle with other wire hangers and inducing nervous breakdown in enemy when he goes to closet.

28 Your Turn! Take 2 minutes to write down all the different uses you can think of for an ordinary paper clip. Take 2 minutes to write down all the different uses you can think of for an ordinary paper clip. Score your responses by adding up the total number of uses and dividing by two to give an average number per minute. Score your responses by adding up the total number of uses and dividing by two to give an average number per minute. This test is given in schools and business organizations to determine “inherent creative capacity.” This test is given in schools and business organizations to determine “inherent creative capacity.” An average score is 4, 8 is an unusually high score, 12 is very rare, and 16 makes you better than one in a thousand. An average score is 4, 8 is an unusually high score, 12 is very rare, and 16 makes you better than one in a thousand. How creative are you??? How creative are you???

29 Figure 9.24: Estimated prevalence of psychological disorders among people who achieved creative eminence. Ludwig (1995) studied biographies of 1004 people who had clearly achieved eminence in one of 18 fields and tried to determine whether each person suffered from any specific mental disorders in their lifetimes. The data summarized here show the prevalence rates for depression and for a mental disorder of any kind for four fields where creativity is often the key to achieving eminence. As you can see, the estimated prevalence of mental illness was extremely elevated among eminent writers, artists, and composers (but not natural scientists) in comparison to the general population, with depression accounting for much of this elevation.

30 Is Intelligence Neurologically Measurable? What our brains can tell us about intelligence

31 Brain Size and Intelligence What can the size of our brains tell us about our intelligence? What can the size of our brains tell us about our intelligence? Recent studies indicate some correlation between head size (+.15, relative to body size) and IQ score and between brain size (about +.40) and IQ score Recent studies indicate some correlation between head size (+.15, relative to body size) and IQ score and between brain size (about +.40) and IQ score Brain size and non-verbal intelligence test scores decrease in later adulthood Brain size and non-verbal intelligence test scores decrease in later adulthood Autopsies of highly educated people revealed above average volumes of synapses and gray matter Autopsies of highly educated people revealed above average volumes of synapses and gray matter

32 Figure 10.2 Gray matter matters Myers: Psychology, Ninth Edition Copyright © 2010 by Worth Publishers A frontal view of the brain shows some of the areas where gray matter is concentrated in people with high intelligence scores, and where g may therefore be concentrated.

33 Brain Size and Intelligence (cont.) Don’t confuse correlation with causation! Don’t confuse correlation with causation! Large brain may enable greater intelligence OR Large brain may enable greater intelligence OR Greater intelligence may lead to experiences that exercise the brain and build more connections OR Greater intelligence may lead to experiences that exercise the brain and build more connections OR A third factor may be at work A third factor may be at work

34 Brain Function and Intelligence Higher performing brains use less glucose than lower performing brains. Higher performing brains use less glucose than lower performing brains. Studies of brain functioning show that people who score high on intelligence tests tend also to retrieve information from memory more quickly, and to perceive stimuli faster. Studies of brain functioning show that people who score high on intelligence tests tend also to retrieve information from memory more quickly, and to perceive stimuli faster. These differences are reflected in neurological studies that show faster brain response times These differences are reflected in neurological studies that show faster brain response times

35 “Battle of the Brains” Watch this short film where they take “geniuses” from different areas of intelligence (like a quantum physicist, an artist, a chess grandmaster, a musical prodigy, etc.) and put them through a battery of tests to find out who is really the smartest of them all! Watch this short film where they take “geniuses” from different areas of intelligence (like a quantum physicist, an artist, a chess grandmaster, a musical prodigy, etc.) and put them through a battery of tests to find out who is really the smartest of them all! Part 1 starts here: http://www.youtube.com/watch?v=kY exLjWY5KE. Be sure to watch all 6 parts (about an hour total). Part 1 starts here: http://www.youtube.com/watch?v=kY exLjWY5KE. Be sure to watch all 6 parts (about an hour total). http://www.youtube.com/watch?v=kY exLjWY5KE http://www.youtube.com/watch?v=kY exLjWY5KE

What is the ability to solve problems as well as learning from and adapting to experiences quizlet?

What is the ability to reason and solve problems?

Is the ability to apply what you've learned to new situations or to solve new kinds of problems?

Which of the following types of intelligence refers to the ability to use language effectively?