Intelligence Definition and Measurement Paper Essay

Intelligence Definition and Measurement Paper - Essay ExampleIn Part 1 of the article, empirical findings are listed that are consistent with a heterocyst hypothesis but render other hypotheses either implausible or in truth difficult to test. In Part 2, a formal model of the process of heterocyst is presented. The goal of the modeling is to develop a quantitatively rigorous method for estimating the emf contribution of heterocyst in the Flynn effect, as well as trends observed in other heritable traits and conditions.Numerous studies of the age-grade come on of school children have afforded convincing licence of the magnitude and seriousness of the retardation problem. Statistics collected in hundreds of cities in the United States show that between a third and a half of the school children bankrupt to progress through the grades at the expected rate that from 10 to 15 per cent are retarded two years or more and that from 5 to 8 per cent are retarded at least three years. More t han 10 per cent of the $400,000,000 annually expended in the United States for school command is devoted to re-teaching children what they have already been taught but have failed to learn.The first efforts at reform which resulted from these findings were based on the supposition that the evils which had been discovered could be remedied by the individualizing of instruction, by improved methods of promotion, by increased attention to childrens health, and by other reforms in school administration. Although reforms along these lines have been productive of much good, they have nevertheless been in a measure disappointing. The trouble was, they were too often based upon the assumption that under the right conditions all children would be equally, or almost equally, capable of reservation satisfactory school progress. Psychological studies of school children by means of standardized intelligence tests have shown that this supposition is not in accord with the facts. It has been fou nd that children do not fall into two well-defined groups, the feeble-minded and the normal. Instead, there are many grades of intelligence, ranging from idiocy on the one hand to genius on the other. Among those classed as normal, bulky individual differences have been found to exist in original mental endowment, differences which affect profoundly the capacity to profit from school instruction.We are beginning to name that the school must take into reputation, more seriously than it has yet done the existence and significance of these differences in endowment. Instead of wasting energy in the visionary attempt to hold mentally slow and defective children up to a level of progress which is normal to the average child, it will be wiser to take account of the inequalities of children in original endowment and to differentiate the course of study in such a way that each child will be allowed to progress at the rate which is normal to him, whether that rate be rapid or slow. While we cannot hold all children to the same standard of school progress, we can at least prevent the kind of retardation which involves failure and the repetition of a school grade. It is well enough recognized that children do not enter with really much zest upon school work in which they have once failed. Failure crushes self-confidence and destroys the spirit of work. It is a sad fact that a expectant proportion of children in the schools are acquiring