Memory, Thinking, and Intelligence - Essay Example

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Academic intelligence may be defined as the mental capacity for the assimilation and processing of abstract terms and concepts and, above all, the ability to easily grasp knowledge. Several behaviours are demonstrative of academic intelligence, some of which are listed below:
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Memory, Thinking, and Intelligence
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Academic Intelligence Academic intelligence may be defined as the mental capa for the assimilation and processing of terms and concepts and, above all, the ability to easily grasp knowledge. Several behaviours are demonstrative of academic intelligence, some of which are listed below:
1. Does not have difficulty absorbing lectures
2. Gifted at reasoning
3. Has remarkable problem solving skills
4. Is perceptive
5. Is attentive
6. Can think in abstract terms and understands abstract discussions
7. Can relate the abstract to the practical
8. Has a very good memory as far as studies and lecture discussions are concerned
9. Processes and assimilates material; understands, rather than memorise material.
10. Makes valuable contributions to classroom discussions
11. Shows interest
12. Shows curiosity
13. Is challenged and motivated by studies and academic discussions
14. Is always prepared and up to date on studies; does not let himself/herself fall behind
15. Adapts to different classroom environments
16. Displays analytical skills
Everyday Intelligence
Everyday intelligence can best be defined as practical and social intelligence. It is the mental ability to assimilate and process social information. Several behaviours are indicative of everyday intelligence, some of which are listed below:
1. Understands different personalities
2. Is skilled at reading social situations
3. Gets along well with people
4. Is good at dealing with people
5. Can see things/issues from the perspective of others and, thus, acquires a better understanding and control of situations
6. Adapts to different social environments and situations
7. Has the capacity to grasp emotional messages, whereby can read people on both the emotional and the intellectual levels
8. Is open to new experiences
9. Learns from his/experiences and applies that learning to future situations
10. Displays a natural curiosity and interest in others and is able to communicate that interest and constructively exploit it
11. Has the capacity to shape the social environment to better suit his/her needs
12. Ability to figure out what one needs and how to attain it
13. Ability to figure out what others mean and respond to it
Sternberg proposes a theory of intelligence which he labelled the triarchic theory of intelligence.' This theory divides intelligence into three types. These are analytical, experiential and practical intelligence. The above listed behaviours for both academic and everyday intelligence fit into Sternberg's theory.
Academic intelligence corresponds with both experiential and componential intelligence, as defined by Sternberg. Experiential intelligence essentially refers to the capacity to comprehend tasks, even novel ones, and execute them efficiently. In relation to academic intelligence, it references the capacity to assimilate knowledge, comprehend abstract terms and apply that knowledge, including the translation of the abstract into the practical. As regards componential intelligence, it essentially refers to problem-solving which, in itself, is predicated on the intellectual analysis of the problem and the selection of the optimal solution. In others words, insofar as the behaviours listed for academic intelligence ultimately derive from the capacity to assimilate and apply new knowledge, they correspond to Sternberg's theory of intelligence.
As regards the behaviours listed for everyday intelligence, they correspond with Sternberg's experiential and practical intelligence. Experiential intelligence is a component of social intelligence insofar as the latter is partially predicated on the absorption of experiences and the later exploitation of lessons learnt. Everyday intelligence, in brief, can be expanded with experience as long as the person in question has the gift to assimilate and exploit those experiences. Similarly, everyday intelligence cannot be divorced from practical intelligence, whereby both are dependant on the individual's mental capacity to read situations and people and adapt to, or shape them. Accordingly, the behaviours listed are not just indicative of everyday intelligence but correspond to Sternberg's experiential and practical intelligence. Read More
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