g factor (psychometrics) The g factor (short for "general factor") is a construct developed in psychometric investigations of cognitive abilities. It is a variable that summarizes positive correlations among different cognitive tasks, reflecting the fact that an individual's performance at one type of cognitive task tends to be comparable to his or her performance at other kinds of cognitive tasks. The g factor typically accounts for 40 to 50 percent of the between-individual variance in IQ test performance, and IQ scores are frequently regarded as estimates of individuals' standing on the g factor.[1] The terms IQ, general intelligence, general cognitive ability, general mental ability, or simply intelligence are often used interchangeably to refer to the common core shared by cognitive tests.[2] The existence of the g factor was originally proposed by the English psychologist Charles Spearman in the early years of the 20th century. Mental tests may be designed to measure different aspects of cognition.
Genius A genius is a person who displays exceptional intellectual ability, creativity, or originality, typically to a degree that is associated with the achievement of an unprecedented leap of insight. This may refer to a particular aspect of an individual, or the individual in his or her entirety; to a scholar in many subjects (e.g. Gottfried Wilhelm Leibniz or Leonardo da Vinci or Marie Curie)[1] or a scholar in a single subject (e.g., Albert Einstein or Charles Darwin). There is no scientifically precise definition of genius, and the question of whether the notion itself has any real meaning has long been a subject of debate. Etymology[edit] Historical development[edit] Galton[edit] The assessment of intelligence was initiated by Francis Galton and James McKeen Cattell. Galton is regarded as the founder of psychometry (as well as other fields of assessment, such as fingerprinting). Galton now departed from Gauss in a way that became crucially significant to the history of the 20th century AD.
Triarchic theory of intelligence Different components of information processing[edit] Schematic illustrating one trial of each stimulus pool in the Sternberg task: letter, word, object, spatial, grating. Sternberg associated the workings of the mind with a series of components. The metacomponents are executive processes used in problem solving and decision making that involve the majority of managing our mind. Sternberg’s next set of components, performance components, are the processes that actually carry out the actions the metacomponents dictate. The last set of components, knowledge-acquisition components, are used in obtaining new information. Whereas Sternberg explains that the basic information processing components underlying the three parts of his triarchic theory are the same, different contexts and different tasks require different kind of intelligence (Sternberg, 2001). Componential / Analytical Subtheory[edit] Sternberg associated the componential subtheory with analytical giftedness. Challenges[edit]
Latent inhibition Theories[edit] The LI effect has received a number of theoretical interpretations. One class of theory holds that inconsequential stimulus pre-exposure results in reduced associability for that stimulus. The loss of associability has been attributed to a variety of mechanisms that reduce attention, which then must be reacquired in order for learning to proceed normally.[2] Alternatively, it has been proposed that LI is a result of retrieval failure rather than acquisition failure.[3] Such a position advocates that, following stimulus pre-exposure, the acquisition of the new association to the old stimulus proceeds normally. Variation[edit] LI is affected by many factors, one of the most important of which is context. Physiology[edit] The assumption that the attentional process that produces LI in normal subjects is dysfunctional in schizophrenia patients has stimulated considerable research, with humans, as well as with rats and mice. Pathology[edit] Low latent inhibition[edit] Notes[edit]
Theory of multiple intelligences The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence.[1] These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. The different abilities[edit] Musical–rhythmic and harmonic[edit] Interpersonal[edit]
Intellectual giftedness Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have been based on IQ in the top 2 percent of the population, that is above IQ 130. The various definitions of intellectual giftedness include either general high ability or specific abilities. For example, by some definitions an intellectually gifted person may have a striking talent for mathematics without equally strong language skills. Identifying giftedness[edit] Overview[edit] Definitions of giftedness[edit] In Identifying Gifted Children: A Practical Guide, Susan K.
Gifted education Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), or G/T) is a broad term for special practices, procedures, and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is. In 2011, the National Association for Gifted Children published a position paper that defined what a gifted student is. The term "gifted," in that position paper, describes individuals who demonstrate outstanding aptitude or competence in one or more domains. An "aptitude" is there defined as an exceptional ability to learn or reason. History[edit] Classical era to Renaissance[edit] Gifted and talented education dates back thousands of years. Sir Francis Galton[edit] Lewis Terman[edit] At Stanford University in 1918, Lewis Terman adapted Alfred Binet's Binet-Simon intelligence test into the Stanford-Binet test, and introduced intelligence quotient (IQ) scoring for the test.
Multipotentiality Multipotentiality is an educational and psychological term referring to the ability of a person, particularly one of intellectual or artistic curiosity, to excel in two or more different fields.[1] It can also refer to an individual whose interests span multiple fields or areas, rather than being strong in just one. Such individuals are called "multipotentialites." On the contrary, those whose interests lie mostly within a single field are called "specialists." While the term multipotentialite can be used interchangeably with polymath or Renaissance Person, the terms are not identical. Leonardo da Vinci may be the best historical example of an acknowledged genius who struggled with the difficulties associated with multipotentiality. Other notable multipotentialites throughout history are Averroes, Thomas Jefferson, Benjamin Franklin, René Descartes, Sir Isaac Newton, and Aristotle. External links[edit] Notes[edit]
Polymath Leonardo da Vinci is regarded as a "Renaissance man" and is one of the most recognizable polymaths. A polymath (Greek: πολυμαθής, polymathēs, "having learned much")[1] is a person whose expertise spans a significant number of different subject areas; such a person is known to draw on complex bodies of knowledge to solve specific problems. The term was first used in the seventeenth century but the related term, polyhistor, is an ancient term with similar meaning. The term applies to the gifted people of the Renaissance who sought to develop their abilities in all areas of knowledge as well as in physical development, social accomplishments, and the arts, in contrast to the vast majority of people of that age who were not well educated. This term entered the lexicon during the twentieth century and has now been applied to great thinkers living before and after the Renaissance. Renaissance ideal[edit] Robert A. Related terms[edit] Polymath and polyhistor compared[edit] See also[edit]
Emotional intelligence Emotional intelligence (EI) can be defined as the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior.[1] There are three models of EI. The ability model, developed by Peter Salovey and John Mayer, focuses on the individual's ability to process emotional information and use it to navigate the social environment.[2] The trait model as developed by Konstantin Vasily Petrides, "encompasses behavioral dispositions and self perceived abilities and is measured through self report" [3] The final model, the mixed model is a combination of both ability and trait EI, focusing on EI being an array of skills and characteristics that drive leadership performance, as proposed by Daniel Goleman.[4] It has been argued that EI is either just as important as one's intelligence quotient (IQ). History[edit] Definitions[edit] Ability model[edit] Measurement[edit]