What is Intelligence? || The Human Potential Lab
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- Опубліковано 1 лют 2023
- Welcome to The Human Potential Lab! In this special series of The Psychology Podcast, I will be doing solo episodes answering your burning questions about the mind, brain, human behavior, and human potential.
In the first episode of this series, I will be tackling a question I’ve been obsessed with virtually my entire life: What is Intelligence?
Ever since I was a kid, I’ve wondered what it means to be smart. Does it simply mean high IQ? Are there other ways of being intelligent? Do multiple intelligences exist? What does it mean to be generally intelligent? As a kid I was placed into special education due to an auditory learning disability which I eventually outgrew. I would look around and see greater potential among all my friends in special ed than other people gave them credit for.
This ignited my passion for understanding intelligence, which carried me through to college where I started to scientifically study this fascinating topic, and I have been studying this topic ever since. I understand that the science of intelligence can be a controversial topic, but in today’s episode I’m just going to focus on the facts and the science, and attempt to show you why this topic is so fascinating and so important to study for a broader understanding of how to unlock the potential of all people.
Website: scottbarrykaufman.com
Twitter: @psychpodcast & @sbkaufman
Topics
01:28 What is intelligence?
02:43 History of IQ tests
05:06 The g factor
11:40 IQ and academic achievement
15:21 Theory of Multiple Intelligences
27:17 Theory of Successful Intelligence
30:06 Talent or intelligence?
32:46 Emotional intelligence
39:26 External factors affecting achievement
40:31 Gifted education
41:29 Theory of Personal Intelligence
45:45 There are infinite intelligences
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🎯 Key Takeaways for quick navigation:
00:02 *🧠 Understanding Intelligence*
- Different cultural perspectives on intelligence exist, such as Confucian and Taoist views.
- Western definitions often focus on learning, reasoning, and mental activity.
- Historical IQ tests stemmed from Alfred Binet's work but evolved in usage over time, straying from Binet's original intent.
03:00 *📊 Measurement of Intelligence*
- IQ tests encompass various cognitive tasks like arithmetic, vocabulary, and reading comprehension.
- Tests exhibit positive correlations, suggesting the presence of general intelligence.
- Fluid reasoning, as measured by tasks like analogical reasoning, correlates strongly with general intelligence.
08:36 *🎯 Fluid Reasoning and Problem-Solving*
- Fluid reasoning, assessed by tasks like Raven's Progressive Matrices, requires integrating and synthesizing information.
- Performance on fluid reasoning tests correlates with the executive attention brain network.
- Fluid reasoning abilities correlate with school achievement and predict certain life outcomes.
12:56 *📚 IQ and Academic Achievement*
- IQ correlates with academic achievement but doesn't perfectly predict it.
- While IQ stabilizes after a certain age, it doesn't entirely determine future success.
- IQ testing in childhood has limitations in predicting lifelong potential.
15:31 *💡 Multiple Intelligences Theory*
- Psychologists expanded the notion of intelligence beyond general intelligence to include multiple intelligences.
- Howard Gardner's Theory of Multiple Intelligences proposed various domains like linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and potentially naturalistic and existential intelligences.
- Gardner's criteria for identifying intelligence include isolation by brain damage, existence of exceptional individuals, distinctive developmental history, distinctive evolutionary history, susceptibility to encoding in a symbol system, and supportive evidence from cognitive experimental research.
20:59 *🧠 Criticisms of Multiple Intelligences Theory*
- Multiple intelligences theory by Howard Gardner faces criticism from academics.
- Academics argue that the proposed intelligences don't meet all criteria and correlate with each other, forming a general intelligence factor (g factor).
- Research shows strong correlations between linguistic, spatial, and logical-mathematical intelligences with the g factor.
27:19 *📚 Theory of Successful Intelligence by Robert Sternberg*
- Robert Sternberg's theory includes practical and creative intelligence alongside analytical intelligence.
- Practical intelligence, akin to street smarts, is emphasized in the model.
- The theory suggests that success in life is determined by a combination of these three intelligences.
32:52 *🧭 Emotional Intelligence: Beyond IQ*
- Emotional intelligence, popularized by Daniel Goleman, encompasses various skills beyond IQ.
- John Mayer and Peter Salovey proposed a model with four branches of emotional intelligence: perception, facilitation, understanding, and regulation.
- Emotional intelligence predicts certain life outcomes better than IQ, particularly in areas like relationships and life satisfaction.
42:37 *🎯 Theory of Personal Intelligence*
- General intelligence acknowledges cognitive mechanisms but overlooks personal intelligence.
- Personal intelligence emerges from engagement and commitment to personal goals over time.
- The dynamic interplay between ability and engagement shapes personal intelligence.
47:26 *💡 Reconceptualizing Intelligence*
- Intelligence extends beyond traditional measures like IQ to include personal intelligence.
- Engagement and motivation play a crucial role in demonstrating personal intelligence.
- Opportunities to pursue personal goals reveal unique forms of intelligence in individuals.
49:27 *🤔 Nuanced Understanding of Intelligence*
- Both general intelligence and multiple intelligences coexist.
- Acknowledging personal intelligence alongside traditional measures enriches our understanding of intelligence.
- Personal intelligence manifests when individuals are given the chance to pursue their passions and goals.
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Thank you Dr. Scott! We are sharing this episode with our students.
such a good video
The ending bit on personal intelligence was fantastic and highly thought provoking! Thanks!
This was fantastic. Can't wait for more!
Great job! Looking forward to seeing an episode (or more) on personality.
I was hoping you would go over the law of conformity, and about how our biological pull towards the group affects our intelligence on a personal, collective scale. I'm also very curious about how the public education systems affects children on a psychological level. I would like to know your thoughts about what the education system can do to prevent the obvious, and pernicious decay of the developing intellect. I mean the potential for education, especially in the US could really be something revolutionary--we have all the resources, and knowledge to create a incredible public education system. I feel like it's not getting nearly enough thought, and attention.
Listening to your talk, here a few thoughts on what was covered (bearing in mind I am new to the topic you cover!):
It might be useful to utilise the following abstraction when you define intelligence. Perhaps take a systems approach. A system being an interconnected network or mechanization. If you define intelligence in this context as “the capacitiy to perform a function” which is what a system does and it may be made up of other sub functions.
If you think in terms of function, this allows you to attribute intelligence to a type. Then there is the capacity for function of every type (your infinite types of intelligence).
The process of Self-Actualisation a type of function becomes Self-Actualising Intelligence or the capacity to perform self-actualisation. Then one may focus on the attributes that would display the performance level or current capability.
To me this makes it apparent that there is an innate priority to what measure of intelligence or capacity to perform a function is of most value to the individual, ie your Personal Intelligence or Self-actualising intelligence as we all strive to improve our quality of life which is the process of Self-Actualisation. So from this you can really explore where everyone wants to be, which is inspired by life.
Then you spoke about talent and what it maybe classified as. From this line of thinking if someone is talented at something (ie a function) and they display a great level of capacity to perfom this, it is a display of intelligence by definition. What might be useful to understand here is what attributes they utilise to create this level of functioning.
Really pleased you are talking about Self-Actualising Intelligence. For me it has to be the most valuable intelligence for humanity to focus on as I desire to create an inspiring life for myself.
Will 😀
The Raven is not as central to g as people have claimed anyway. Quantitative reasoning is closest.
How do you know this?
Hey Scott! thanks for bringing us all this series. My key take away was toward the end, where I imagined you were alluding to the idea that the gateway to closing the gap between potential and performance may be in supporting a child's motivated movement toward self-actualisation, and/or pursuit of purpose. I'd be curious to learn if you know of any research and studies that identify key age and developmental points where this might be more pivotal - where the opportunity is ripe, so to speak. Super keen, also, to hear you speak to your wisdom in the twice exceptional space, and the impact neurodivergent profiles (ADHD, ASD, SLD etc) have on our standardises tests to 'guess-timate' potential and promote indicators for supporting improved performance. Here in Australia, this group of kids are under-identified, and we have no national guidelines that support policies for our approach to their education, which, as you know, is unique in its needs. Look forward to seeing and hearing you share!! I'll be wildly applauding over the internet!! Thanks again!!
general intelligence is set up for correlation. however, my only problem with intelligence test resulting in the G factor and even your physical fitness f-factor is example is that it does factor in motivation when test taking. Using your physical factor - i heavyweight kid or the non-confidence kid who doesn't care about fitness will not try as hard in those test as a kid who love athletics and feel confident i their body. Same as intelligence test, depending on your zip code and other factors, kids aren't motivating to give it their best because they don't value what's at stake. There are a lot of kids who take those test just wanting to get over them. If it weren't for me going to a Jesuit prep school, i would have not known the value of taking the SAT, even if i wanted to go to college verses my very wealthy classmate who know what was at stake.. SOrry for long response. Is their anything to account for motivation in measure the outcomes of these test.
This is a great series. And I'm glad to have a good video I can keep in my pocket to share with people.. Also I love how that I Wonder book looks in the back
Would love to hear you address how to effectively reduce ableism in public education. You allude to it several times in how schools & teachers may be, perhaps unconsciously, preventing students from reaching their full potential. I like your idea about the significance of motivation, which I suspect is related to ableism in that many students like myself (& you) were severely discouraged from academic performance because we appeared unmotivated & judged as lazy &/or unreachable, internalize that as true, & then do not get the support needed for academic success, & slip through the cracks. Implicit bias like ableism in systems like schools, government, & business- any organization is vulnerable to a “normalization of deviance” in every setting. We’re not just “leaving”potential on the table, we’re doing great harm to students who could be clearly successful, like yourself.
Great topic! I was wondering what kind of aptitudes solving The Monty Hall Problem would require.. IQ? Creativity? 1st principles thinking? Ability to accurately translate word problems into numbers? I think the big hurdle to understanding Monty Hall is understanding the perspectives/knowledge/uncertainty of the HOST and GUEST...But what part/process of cognition allows one to identify this..?
(For clarity, the host always has perfect knowledge, so when he chooses a door, he ALWAYS chooses a goat door because he always has the option. Therefore, from the GUESTS POV, by changing his guess, he is effectively choosing TWO doors instead of one. Again, imagine the host is trying to fool the guest for moment. The host has perfect knowledge while the guest is in the dark. The host reveals, but he is not doing so randomly. It's almost feels like he's trying to fool the guest if you infer a loose narrative.)
Can you please do a one on your work on DMN , creativity etc.
yup, probably the next episode of this series!
@@nyc1234100 What is more important to academic achievement, ability or effort?
Thank-you for sharing your knowledge and approach to understanding intelligence! I too was highly influenced by Daniel Goleman's books on Emotional Intelligence and Social Intelligence and Gardner's book on multiple intelligences. I was also highly influenced by Teresa Amabile's book Creativity in Context and by Carol Dweck's research on growth mindset. Would you add creating a classroom (and home) environment for growth mindset to flourish to your list of factors in addition to IQ that correlates with academic achievement? Also perhaps creating a classroom (and home) environment for creativity to flourish per Amabile's work. Motivation to me is key to creativity which lends support to your theory of personal intelligence - Sir Ken Robinson and Keith Sawyer (Zig Zag) argue the importance of domain intelligence to creativity.
At 8:26, isn't analogical reasoning transfer of learning, and specifically far transfer of learning? And how does this square with the well-known fact -- after over a century of research -- that only some people can transfer learning?
The personal goal part of the definition bugs me because it might actually be right, despite people that want to serve the greater good. It either excludes people that want to preserve things for posterity, or preserving things for posterity is actually a personal goal. We could just say that preserving things for posterity is actually a personal goal, but how do we irrefutably prove that? Even recognizing impermanence can include recognizing some things last longer than others.
Can preserving free speech for posterity be other than a personal goal?
To a generalist it is convenient to believe a specialist isn't really intelligent, because their strength is too limited, but to a specialist, a generalist isn't intelligent at all.
Please add timestamps
SBK!!!!
God, why are we still confusing learning ability for 'intelligence'. The problem with the general factor is not that it doesn't exist (it does) - it is rather that it does not reflect the sum of intelligence proper in very basic conceptions. In the rationalist perspective, g is related to 'intelligence'. For an empiricist worldview, it misses knowledge, expertise, and intuitions (which involves a lot of automatic developement). And an empiricist sees IQ tests as 'backwards', in the sense that they position pure reasoning , without any preanalytical footwork. That's Plato vs Aristotle, respectively.
Did you even listen to the episode? Sounds like you didnt
Knowledge and expertise have nothing to do with intelligence. Intelligence may allow you to develop knowledge and expertise with more ease, but it is fundamentally about cognitive ability and not about knowing "things" or "facts". Having a high IQ or g or whatever you'd like to call it is only an indicator of your potential when it comes to practical matters.