David Shenk's book The Genius in Us All argues that intelligence is highly malleable and emerges from an interaction between genes and environment, rejecting the view that it is predetermined or fixed. The book presents the "interactionist" perspective that environment plays a far greater role in intelligence than many theorists acknowledge. Shenk believes intelligence is a dynamic process, not a discrete entity located in the brain. He does not attempt to address alternative views, but makes a persuasive case for his position that intelligence is plastic and influenced by numerous social and environmental factors.
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
This document discusses a study on developing scientific attitude, critical thinking, and creative intelligence in higher secondary school biology students using synectics techniques.
The study involved randomly assigning 30 students to experimental and control groups. Both groups were taught the same biology content, but the experimental group also received instruction using synectics techniques. Pre-tests and post-tests were administered to measure the effects.
Analysis found no significant differences between the groups on pre-tests, indicating they were equivalent. Post-test results revealed that using synectics techniques significantly increased the experimental group's scientific attitude, critical thinking, and creative intelligence compared to the control group taught with only routine methods. The study suggests synectics techniques can effectively supplement
1. Scientific thinking involves coordination of theories and evidence through metacognition, or thinking about one's own thinking. It develops with age as children build and revise theories based on new evidence.
2. Studies show that around ages 4-6, children start to differentiate evidence from theories and use evidence to support claims, though older children do this better. Encouraging scientific thinking in classrooms requires opportunities for students to actively engage in inquiry, experimentation, and discussion to develop metacognitive skills.
3. Teachers should focus on strengthening students' metacognitive skills and knowledge about scientific research strategies through social interaction and creative demonstration of their learning in order to develop their ability to think critically.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
This document discusses the potential for a marriage between cognitive science and education but also identifies risks and challenges. It outlines common interests in learning and teaching that could form the basis for collaboration. However, it also lists 10 "slippery slopes" such as getting the science wrong or overstating what can be directly applied. It raises questions about how to produce and disseminate knowledge in a usable way. Translational research models from evidence-based medicine and medicine are discussed as possible approaches but challenges in education are also noted, such as more spurious evidence and lack of infrastructure for classification and training.
Teaching critical thinking involves defining what it is, how to teach it, and why it is important. There is no consensus on a definition of critical thinking, how best to teach it, or whether it can be taught. Approaches include stand-alone courses focusing on general skills versus integrated approaches within specific subjects. While critical thinking is widely believed to be important, there is skepticism around whether it can truly be taught and evaluations of critical thinking programs have had mixed results.
The document discusses several concepts related to obstacles in learning science:
1. Children enter formal science education with intuitive "folk theories" about the physical and natural world developed from everyday experiences that can conflict with scientific explanations and be difficult to change.
2. These naive intuitions both help children learn by providing initial frameworks but also act as an obstacle if they contradict scientific facts. Overcoming these preconceptions requires conceptual change in how ideas are understood.
3. The process of conceptual change that replaces preconceptions with scientific concepts is debated, with differing views on whether change involves replacing whole theories versus more incremental adjustments to knowledge. Understanding conceptual change is important for improving science teaching.
The document discusses thinking and metacognition. It describes metacognition as thinking about the process of thinking and learning. It discusses various stages of creative thinking such as orientation, preparation, incubation, illumination and verification. It also discusses techniques for effective studying such as active reading, understanding main points, highlighting, and understanding concepts before criticizing them. The document aims to help understand principles of thinking and relevance for medical students.
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
This document discusses a study on developing scientific attitude, critical thinking, and creative intelligence in higher secondary school biology students using synectics techniques.
The study involved randomly assigning 30 students to experimental and control groups. Both groups were taught the same biology content, but the experimental group also received instruction using synectics techniques. Pre-tests and post-tests were administered to measure the effects.
Analysis found no significant differences between the groups on pre-tests, indicating they were equivalent. Post-test results revealed that using synectics techniques significantly increased the experimental group's scientific attitude, critical thinking, and creative intelligence compared to the control group taught with only routine methods. The study suggests synectics techniques can effectively supplement
1. Scientific thinking involves coordination of theories and evidence through metacognition, or thinking about one's own thinking. It develops with age as children build and revise theories based on new evidence.
2. Studies show that around ages 4-6, children start to differentiate evidence from theories and use evidence to support claims, though older children do this better. Encouraging scientific thinking in classrooms requires opportunities for students to actively engage in inquiry, experimentation, and discussion to develop metacognitive skills.
3. Teachers should focus on strengthening students' metacognitive skills and knowledge about scientific research strategies through social interaction and creative demonstration of their learning in order to develop their ability to think critically.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
This document discusses the potential for a marriage between cognitive science and education but also identifies risks and challenges. It outlines common interests in learning and teaching that could form the basis for collaboration. However, it also lists 10 "slippery slopes" such as getting the science wrong or overstating what can be directly applied. It raises questions about how to produce and disseminate knowledge in a usable way. Translational research models from evidence-based medicine and medicine are discussed as possible approaches but challenges in education are also noted, such as more spurious evidence and lack of infrastructure for classification and training.
Teaching critical thinking involves defining what it is, how to teach it, and why it is important. There is no consensus on a definition of critical thinking, how best to teach it, or whether it can be taught. Approaches include stand-alone courses focusing on general skills versus integrated approaches within specific subjects. While critical thinking is widely believed to be important, there is skepticism around whether it can truly be taught and evaluations of critical thinking programs have had mixed results.
The document discusses several concepts related to obstacles in learning science:
1. Children enter formal science education with intuitive "folk theories" about the physical and natural world developed from everyday experiences that can conflict with scientific explanations and be difficult to change.
2. These naive intuitions both help children learn by providing initial frameworks but also act as an obstacle if they contradict scientific facts. Overcoming these preconceptions requires conceptual change in how ideas are understood.
3. The process of conceptual change that replaces preconceptions with scientific concepts is debated, with differing views on whether change involves replacing whole theories versus more incremental adjustments to knowledge. Understanding conceptual change is important for improving science teaching.
The document discusses thinking and metacognition. It describes metacognition as thinking about the process of thinking and learning. It discusses various stages of creative thinking such as orientation, preparation, incubation, illumination and verification. It also discusses techniques for effective studying such as active reading, understanding main points, highlighting, and understanding concepts before criticizing them. The document aims to help understand principles of thinking and relevance for medical students.
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
The document discusses various theories of intelligence. It begins by outlining three learning goals regarding arguments for general vs. multiple intelligences, differences between Gardner's and Sternberg's theories, and what comprises emotional intelligence. It then covers several influential intelligence theorists including Spearman and his general factor theory, Thurstone and his theory of seven primary abilities, Gardner's theory of multiple intelligences, Sternberg's triarchic theory, and Mayer and Salovey's theory of emotional intelligence. It also discusses research on the relationship between intelligence and brain anatomy/functioning as well as the distinction between intelligence and creativity.
This document will describe developmental theories of intelligence, including the information processing theory and biological theories. It will contrast the theories of fluid and crystallized intelligence proposed by Raymond Cattell and John Horn. Fluid intelligence is the ability to solve new problems, while crystallized intelligence involves skills and knowledge gained from experience. The document will also discuss how fluid intelligence tends to decrease with age while crystallized intelligence is less affected by aging. Additional topics include the relationships between intelligence and factors like brain size, reaction time, brain energy consumption, gender, age, race/ethnicity, socioeconomic level, and heredity versus environment.
The document discusses various definitions and theories of intelligence. It begins by defining intelligence as an umbrella term for mental abilities such as reasoning, problem solving, thinking abstractly, comprehending ideas, using language, and learning. It notes there is no single agreed upon definition. The document then examines several theories of intelligence, including Charles Spearman's theory of general intelligence, Louis Thurstone's theory of primary mental abilities, Howard Gardner's theory of multiple intelligences, Robert Sternberg's triarchic theory, and Daniel Goleman's theory of emotional intelligence. It also lists and describes nine proposed types of intelligence.
Stronger the Foresight Reflects The Stronger Scientific AcuityBalwant Meshram
Foresight is the ability to judge correctly what is going to be happened in the future and plan your actions based on the knowledge. It is a desirable capability that can be developed through engaging with strong and weak signals in the emerging environment, however, acuity is the ability to hear/ see/ think accurately and clearly. While discussing the acuity and foresight after science, several parameters require to be taken into account.
Article by Guy Mason from Testing Publication The Testing Planet: The Curious...Guy Mason
The document discusses how curiosity can shape a tester's behaviors and drive them to uncover more about the system or product they are testing. It describes how curiosity leads testers to explore avenues beyond what is necessary and experience surprises. A curious mind is inquisitive and seeks new information. The document argues that reawakening curiosity in testers by facilitating exploratory opportunities can help develop their lateral thinking skills and engagement with the testing process.
This document discusses what intelligence is and how it is measured. It defines intelligence as the ability to learn from experience, solve problems, and adapt to new situations. Psychologists measure intelligence using tests that assess general intelligence as well as specific abilities. Intelligence involves both fluid abilities that peak in youth and crystallized abilities that increase with age and experience. While intelligence was once thought to be a single entity, some researchers propose there are multiple types of intelligence. The document also examines how intelligence is assessed using standardized tests, the concept of the IQ score, reliability and validity of testing, factors that influence intelligence such as genetics and environment, and the ongoing debate around nature versus nurture.
This document discusses different perspectives on intelligence. It explores the idea that intelligence may consist of multiple abilities rather than a single general ability. Theories from Spearman, Thurstone, Gardner and Sternberg are summarized that propose intelligence involves factors like verbal, spatial, and logical reasoning abilities. The document also examines the origins of intelligence testing and how both genetics and environment influence intelligence. It notes there are differences in certain abilities between males and females.
Soini et al epistemologies for qualitative research, nexus vol-8 - 175 pLILI
This document provides an introduction to the book "Epistemologies for Qualitative Research" which explores different epistemological approaches in qualitative research. The introduction discusses key topics that were debated at the 9th annual meeting of the Center for Qualitative Psychology where participants discussed what they wanted to know about epistemology. The groups discussed that epistemology can be viewed as both a tool and stance in research. They also debated the different epistemologies that exist in psychology, such as rationalism/nativism and empiricism/associationism. The introduction emphasizes that the epistemological stance taken by a researcher should be carefully considered and argued rather than decided upon beforehand. It provides an example of a researcher who chose qualitative methods based
Reading and writing a massive online hypertext - Meetup session 3William Hall
This is the third of 23 presentations in a series introducing and outlining my hypertext book project, "Application Holy Wars or a New Reformation - A Fugue on the Theory of Knowledge. The project explores the interactions of technology and cognition in the extraordinary evolutionary history of the human species. This 3rd session covers three things about the hypertext: (1) how it reflects scholarly/scientific understanding, (2) how this is implemented and may be published, and (3) my apps toolkit.
The document discusses various topics related to intelligence, including definitions of intelligence, theories of intelligence, and factors that influence intelligence. It addresses the work of intelligence researchers like Spearman, Gardner, and Sternberg in proposing models of intelligence involving general and multiple intelligences. The document also examines genetic and environmental influences on intelligence based on twin and adoption studies. It discusses intelligence testing and assessments, noting the contributions of Binet, Terman, and Wechsler. Group differences in intelligence test scores are addressed, considering the roles of environment and genetics.
Critical thinking is reflective reasoning about beliefs and actions used to determine if claims are true. It traces to Socratic questioning in Ancient Greece and involves examining propositions to assess if they correspond to reality. Critical thinking requires skills like observation, interpretation, evaluation, and inference as well as intellectual traits like open-mindedness, integrity, and courage. The purpose is to use reason to improve the quality of thinking on any subject.
This document provides tips for effective communication and engagement. It advises to take time to listen, identify key spokespeople, communicate strategy clearly, set priorities and goals, provide consistent high-quality content, find engaged followers rather than focusing on numbers, innovate thoughtfully, plan for success, and evaluate impact instead of continuing without purpose.
Hrishikesh kulkarni's and madeline wills's powerpoint file on the talent code-O. R. Kumaran
The document discusses the science behind talent and greatness. It argues that talent is not innate but developed through deep practice that involves breaking skills down, slowing the learning process, and repeating it over time. This causes myelin sheaths in the brain to thickened, improving skills. Examples are given of how coaches helped ordinary children develop their talents through this type of focused, deliberate practice. The key is finding ways to motivate deep practice and ignite a passion for continuous learning and improvement.
The document provides market analysis information about the men's grooming industry. It finds that men's grooming products make up 8% of the global cosmetics market, with a compound annual growth rate of 5.68% from 2012 to 2017. The largest markets for men's grooming products are Western Europe, Latin America, and North America. The document also analyzes customer profiles for men's grooming product users in Taiwan, finding that department store customers tend to be 35 years old, have a graduate degree, earn $1,500-$3,000 per month, and spend their free time surfing the internet.
Admission Post-BAC (APB) 2016 en 6 étapes - www.SuperProfesseur.com by aideet...Super Professeur
Admission Post-BAC (APB) 2016 en 6 étapes - www.SuperProfesseur.com by aideetreussite.superprofesseur.com /Ronald Tintin/ Lyna Hussein & Ronning Against Cancer
1. Du 20 Janvier 9h au 20 Mars 18H pour toutes les formations
Inscription, saisie des vœux
2. Le 02 Avril
Date limite de confirmation des vœux et d’envoi des dossiers-papier
3. Du 03 Mai au 06 Mai
Vérification de la réception des dossiers-papier
…
Ronald Tintin, Founder of www.SuperProfesseur.com
Radical Abundance: How a Revolution in Nanotechnology will change civilizatio...Ashlin Burton
Unprecedented Production Capacity
Advance Electronics, Aerospace, and Medicine
Low-cost Solar Electric Power Systems
Transition to a Zero Net Carbon Economy
The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docxtodd241
The Creativity Crisis
By Po Bronson and Ashley Merryman
Filed: 7/10/10 at 4:00 AM | Updated: 1/23/14 at 4:19 PM
http://www.newsweek.com/creativity-crisis-74665
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”
The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
In the 50 years since Schwarzrock and the others took their tests, scholars—first led by Torrance, now his colleague, Garnet Millar—have been tracking the children, recording every patent earned, every business founded, every research paper published, and every grant awarded. They tallied the books, dances, radio shows, art exhibitions, software programs, advertising campaigns, hardware innovations, music compositions, public policies (written or implemented), leadership positions, invited lectures, and buildings designed.
Nobody would argue that Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults. Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Like intelligence tests, Torrance’s test—a 90-minute series of discrete tasks, administered by a psychologist—has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
Kyung H.
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
The document discusses various theories of intelligence. It begins by outlining three learning goals regarding arguments for general vs. multiple intelligences, differences between Gardner's and Sternberg's theories, and what comprises emotional intelligence. It then covers several influential intelligence theorists including Spearman and his general factor theory, Thurstone and his theory of seven primary abilities, Gardner's theory of multiple intelligences, Sternberg's triarchic theory, and Mayer and Salovey's theory of emotional intelligence. It also discusses research on the relationship between intelligence and brain anatomy/functioning as well as the distinction between intelligence and creativity.
This document will describe developmental theories of intelligence, including the information processing theory and biological theories. It will contrast the theories of fluid and crystallized intelligence proposed by Raymond Cattell and John Horn. Fluid intelligence is the ability to solve new problems, while crystallized intelligence involves skills and knowledge gained from experience. The document will also discuss how fluid intelligence tends to decrease with age while crystallized intelligence is less affected by aging. Additional topics include the relationships between intelligence and factors like brain size, reaction time, brain energy consumption, gender, age, race/ethnicity, socioeconomic level, and heredity versus environment.
The document discusses various definitions and theories of intelligence. It begins by defining intelligence as an umbrella term for mental abilities such as reasoning, problem solving, thinking abstractly, comprehending ideas, using language, and learning. It notes there is no single agreed upon definition. The document then examines several theories of intelligence, including Charles Spearman's theory of general intelligence, Louis Thurstone's theory of primary mental abilities, Howard Gardner's theory of multiple intelligences, Robert Sternberg's triarchic theory, and Daniel Goleman's theory of emotional intelligence. It also lists and describes nine proposed types of intelligence.
Stronger the Foresight Reflects The Stronger Scientific AcuityBalwant Meshram
Foresight is the ability to judge correctly what is going to be happened in the future and plan your actions based on the knowledge. It is a desirable capability that can be developed through engaging with strong and weak signals in the emerging environment, however, acuity is the ability to hear/ see/ think accurately and clearly. While discussing the acuity and foresight after science, several parameters require to be taken into account.
Article by Guy Mason from Testing Publication The Testing Planet: The Curious...Guy Mason
The document discusses how curiosity can shape a tester's behaviors and drive them to uncover more about the system or product they are testing. It describes how curiosity leads testers to explore avenues beyond what is necessary and experience surprises. A curious mind is inquisitive and seeks new information. The document argues that reawakening curiosity in testers by facilitating exploratory opportunities can help develop their lateral thinking skills and engagement with the testing process.
This document discusses what intelligence is and how it is measured. It defines intelligence as the ability to learn from experience, solve problems, and adapt to new situations. Psychologists measure intelligence using tests that assess general intelligence as well as specific abilities. Intelligence involves both fluid abilities that peak in youth and crystallized abilities that increase with age and experience. While intelligence was once thought to be a single entity, some researchers propose there are multiple types of intelligence. The document also examines how intelligence is assessed using standardized tests, the concept of the IQ score, reliability and validity of testing, factors that influence intelligence such as genetics and environment, and the ongoing debate around nature versus nurture.
This document discusses different perspectives on intelligence. It explores the idea that intelligence may consist of multiple abilities rather than a single general ability. Theories from Spearman, Thurstone, Gardner and Sternberg are summarized that propose intelligence involves factors like verbal, spatial, and logical reasoning abilities. The document also examines the origins of intelligence testing and how both genetics and environment influence intelligence. It notes there are differences in certain abilities between males and females.
Soini et al epistemologies for qualitative research, nexus vol-8 - 175 pLILI
This document provides an introduction to the book "Epistemologies for Qualitative Research" which explores different epistemological approaches in qualitative research. The introduction discusses key topics that were debated at the 9th annual meeting of the Center for Qualitative Psychology where participants discussed what they wanted to know about epistemology. The groups discussed that epistemology can be viewed as both a tool and stance in research. They also debated the different epistemologies that exist in psychology, such as rationalism/nativism and empiricism/associationism. The introduction emphasizes that the epistemological stance taken by a researcher should be carefully considered and argued rather than decided upon beforehand. It provides an example of a researcher who chose qualitative methods based
Reading and writing a massive online hypertext - Meetup session 3William Hall
This is the third of 23 presentations in a series introducing and outlining my hypertext book project, "Application Holy Wars or a New Reformation - A Fugue on the Theory of Knowledge. The project explores the interactions of technology and cognition in the extraordinary evolutionary history of the human species. This 3rd session covers three things about the hypertext: (1) how it reflects scholarly/scientific understanding, (2) how this is implemented and may be published, and (3) my apps toolkit.
The document discusses various topics related to intelligence, including definitions of intelligence, theories of intelligence, and factors that influence intelligence. It addresses the work of intelligence researchers like Spearman, Gardner, and Sternberg in proposing models of intelligence involving general and multiple intelligences. The document also examines genetic and environmental influences on intelligence based on twin and adoption studies. It discusses intelligence testing and assessments, noting the contributions of Binet, Terman, and Wechsler. Group differences in intelligence test scores are addressed, considering the roles of environment and genetics.
Critical thinking is reflective reasoning about beliefs and actions used to determine if claims are true. It traces to Socratic questioning in Ancient Greece and involves examining propositions to assess if they correspond to reality. Critical thinking requires skills like observation, interpretation, evaluation, and inference as well as intellectual traits like open-mindedness, integrity, and courage. The purpose is to use reason to improve the quality of thinking on any subject.
This document provides tips for effective communication and engagement. It advises to take time to listen, identify key spokespeople, communicate strategy clearly, set priorities and goals, provide consistent high-quality content, find engaged followers rather than focusing on numbers, innovate thoughtfully, plan for success, and evaluate impact instead of continuing without purpose.
Hrishikesh kulkarni's and madeline wills's powerpoint file on the talent code-O. R. Kumaran
The document discusses the science behind talent and greatness. It argues that talent is not innate but developed through deep practice that involves breaking skills down, slowing the learning process, and repeating it over time. This causes myelin sheaths in the brain to thickened, improving skills. Examples are given of how coaches helped ordinary children develop their talents through this type of focused, deliberate practice. The key is finding ways to motivate deep practice and ignite a passion for continuous learning and improvement.
The document provides market analysis information about the men's grooming industry. It finds that men's grooming products make up 8% of the global cosmetics market, with a compound annual growth rate of 5.68% from 2012 to 2017. The largest markets for men's grooming products are Western Europe, Latin America, and North America. The document also analyzes customer profiles for men's grooming product users in Taiwan, finding that department store customers tend to be 35 years old, have a graduate degree, earn $1,500-$3,000 per month, and spend their free time surfing the internet.
Admission Post-BAC (APB) 2016 en 6 étapes - www.SuperProfesseur.com by aideet...Super Professeur
Admission Post-BAC (APB) 2016 en 6 étapes - www.SuperProfesseur.com by aideetreussite.superprofesseur.com /Ronald Tintin/ Lyna Hussein & Ronning Against Cancer
1. Du 20 Janvier 9h au 20 Mars 18H pour toutes les formations
Inscription, saisie des vœux
2. Le 02 Avril
Date limite de confirmation des vœux et d’envoi des dossiers-papier
3. Du 03 Mai au 06 Mai
Vérification de la réception des dossiers-papier
…
Ronald Tintin, Founder of www.SuperProfesseur.com
Radical Abundance: How a Revolution in Nanotechnology will change civilizatio...Ashlin Burton
Unprecedented Production Capacity
Advance Electronics, Aerospace, and Medicine
Low-cost Solar Electric Power Systems
Transition to a Zero Net Carbon Economy
The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docxtodd241
The Creativity Crisis
By Po Bronson and Ashley Merryman
Filed: 7/10/10 at 4:00 AM | Updated: 1/23/14 at 4:19 PM
http://www.newsweek.com/creativity-crisis-74665
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”
The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
In the 50 years since Schwarzrock and the others took their tests, scholars—first led by Torrance, now his colleague, Garnet Millar—have been tracking the children, recording every patent earned, every business founded, every research paper published, and every grant awarded. They tallied the books, dances, radio shows, art exhibitions, software programs, advertising campaigns, hardware innovations, music compositions, public policies (written or implemented), leadership positions, invited lectures, and buildings designed.
Nobody would argue that Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults. Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Like intelligence tests, Torrance’s test—a 90-minute series of discrete tasks, administered by a psychologist—has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
Kyung H.
Recent commentary on parenting has concentrated on the importance of the first three years with a particular emphasis on neuroscience. It is suggested that between 0 and 3 years the infant brain develops the capacity for empathy and concern but stress, abuse, deprivation, poor parenting, poverty or some combination of those and similar factors can prevent this development. More worryingly, once prevented, there is no means to later learn empathy and concern because of permanent changes in brain organization and brain chemistry.
What We Know about Emotional Intelligence How It Affects Learning, Work, Rela...KorieArsie
This document provides an overview of a book about emotional intelligence. The book examines what is known about emotional intelligence, how it develops over the lifespan, its relationship to intelligence and personality, and its role in learning, relationships, work, and mental health. It aims to present the current state of research on emotional intelligence and evaluate both scientific evidence and popular claims about the topic.
The document discusses issues with cultural bias in IQ tests. It begins by using an analogy of giving different animals the same test of climbing a tree, which would clearly favor some over others. It then provides background on the origins of IQ tests in 1904 when Alfred Binet created the first intelligence test to help identify students struggling in France. The test was later expanded by Lewis Terman into the Stanford-Binet intelligence test used in the US. However, the document notes that IQ tests may be culturally biased as they often reflect the cultural experiences of their creators rather than being a fair assessment of intelligence across different cultures.
Archetypal Origins Biology Vs. Culture Is A False DichotomyAndrea Porter
This document discusses the debate around whether archetypes are transmitted biologically or culturally. The author argues this is a false dichotomy, as some psychological contents do not neatly fit into either category. Examples are given of contents that develop reliably without significant learning, suggesting an innate origin, and contents that require cultural learning. However, some contents like language and motor skills have both innate and learned aspects. The author concludes that considering alternative categories beyond just biological vs cultural transmission can provide a more nuanced understanding of archetype theory.
This document provides an autobiographical introduction to the author's lifelong interest in memory from his childhood experiences in Vienna in 1938 up until receiving the Nobel Prize in Physiology or Medicine in 2000 for his contributions to the study of memory storage in the brain. It describes the author's vivid childhood memories of his 9th birthday and the events of Kristallnacht a few days later when his family was forced to leave their home. This traumatic experience sparked his early interest in understanding human behavior and memory, which first manifested as a focus on history and psychoanalysis in college, before turning to the biological study of the brain and memory in a scientific career spanning over 50 years.
This document discusses theories of cognitive development from Piaget and Vygotsky. It summarizes Piaget's theory that children progress through stages of cognitive development as their schemas and ability to assimilate and accommodate new information develops. It also discusses Vygotsky's view that cognitive development is influenced by social and cultural contexts, and introduces the concepts of the zone of proximal development and scaffolding.
A Unified Theory of Development A Dialectic Integration of Na.docxdaniahendric
A Unified Theory of Development: A Dialectic Integration of Nature
and Nurture
Arnold Sameroff
University of Michigan
The understanding of nature and nurture within developmental science has evolved with alternating ascen-
dance of one or the other as primary explanations for individual differences in life course trajectories of suc-
cess or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is
suggested to interpret the evolution of developmental science in similar terms to those necessary to explain
the development of individual children. A unified theory of development is proposed to integrate personal
change, context, regulation, and representational models of development.
The attention of philosophers and then scientists to
human development has always begun with a con-
cern that children should grow up to be good citi-
zens who would contribute to society through
diligent labor, moral family life, civil obedience,
and, more recently, to be happy while making these
contributions. The motivation for these concerns
was that there were many adults who were not.
Although attention was paid to the socialization
and education of children, it was ultimately in the
service of improving adult performance. The socie-
tal concern has always had a life-span perspective.
Without healthy, productive adults no culture
could continue to be successful. This concern
continues to be a major motivator for society to
support child development research. Although the
intellectual interests of contemporary develop-
mental researchers range widely in cognitive and
social–emotional domains, the political justification
for supporting such studies is that they will lead to
the understanding and ultimate prevention of
behavioral problems that are costly to society.
With these motivations and supports there have
been major advances in our understanding of the
intellectual, emotional, and social behavior of
children, adolescents, and adults. Moreover these
understandings have increasingly involved multi-
level processes cutting across disciplinary bound-
aries in the social and natural sciences. This
progress has forced conceptual reorientations as
earlier unidirectional views that biological or social
circumstance controlled individual behavior are
becoming multidirectional perspectives where indi-
vidual behavior reciprocally changes both biologi-
cal and social circumstance.
The models we use to understand how individ-
uals change over time have increased in complex-
ity from linear to interactive to transactive to
multilevel dynamic systems. Was this progression
in complexity an expression of empirical advances
in our developmental research or is it related to
more general progressions in the history of science
as a whole? Several years ago during a discussion
of a need for a critical social history of develop-
mental psychology by a number of distinguished
scientists (Bronfenbrenner, Kessel, Kessen, &
White, 198 ...
Process
Nathaniel Barr, PhD
What is creativity, anyway?
“Creativity is the ability to produce work that is both novel and appropriate”
~ Sternberg & Lubart
“Humans are animals that specialize in thinking and knowing, and our extraordinary cognitive abilities have transformed every aspect of our lives. In contrast to our chimpanzee cousins and Stone Age ancestors, we are complex political, economic, scientific and artistic creatures, living in a vast range of habitats, many of which are our own creation.”
-Cecelia Hayes
3
Systems view of Creativity
Hennessey & Amabile, 2010,
Annual Review of Psychology
“The term ‘cognition’ refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations... Given such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon.”
Ulric Neisser, 1967, Cognitive Psychology
5
Spontaneous or deliberate creativity
Spontaneous: Insight
Deliberate: CPS
Meliorism
“humans can, through their interference with processes that would otherwise be natural, produce an outcome which is an improvement over the aforementioned natural one”
In order to interfere with processes and improve them, we need to know how things work…
Understanding your mind
Interfering with the natural way you think
Improvement of performance
Deliberate creativity
J.P. Guilford’s 1950 APA Address
“The neglect of this subject by psychologists is appalling…I examined the index of the Psychological Abstracts for each year since its origin. Of approximately 121,000 titles listed in the past 23 years, only 186 were indexed as definitely bearing on the subject of creativity.”
-Guilford
J.P. Guilford’s 1950 APA Address
“In other words, less than two-tenths of one per cent of the books and articles indexed in the Abstracts for approximately the past quarter century [1925-1950] bear directly on this subject.”
-Guilford
Intelligence
“Some of you will undoubtedly feel that the subject of creative genius has not been as badly neglected as I have indicated, because of the common belief that genius is largely a matter of intelligence and the IQ.”
-Guilford
Galton, Cattell, Cox, Terman, Spearman
Not just intelligence
Guilford’s address marked the “the emergence of a wider psychological interest in the non-intellective components of cognitive performance.”
-Shouksmith, 1970, p. 205
Increased attention
In decade following Guilford’s address, more than 800 records exist
-Arons, 1965
1927-1950: 4.5 papers per year
1950-1960: 80 papers per year
Ways of thinking, not just raw ability
“It took the genius of thinkers like Alex Osborn, an advertising executive, and Sidney Parnes, an academic research, to realize that ...
Cognitive Psychology Essay
Examples Of Cognitive Psychology
Cognitive Psychology Essay
Seven Major Themes Of Cognitive Psychology
Cognitive Psychology Essay
Assignment Of Cognitive Psychology
History of Cognitive Psychology
Theories Of Cognitive Theory
Cognitive Psychology Essay
Cognition Essay
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The Evolution of Cognitive Psychology Essay
Assignment On Cognitive Psychology
Cognitive Psychology Paper
Cognitive psychology . Essay
Cognitive Behavioral Psychology In Inside Out
1. How do people make decisions?
2. The adolescent brain and theories of decision-making
3. What can we do to help
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
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The document discusses the challenges of writing a cause and effect essay. It notes that researching and identifying causal relationships between events requires exploring various sources. Crafting a coherent essay structure with a logical flow between introduction, body paragraphs, and conclusion is also difficult. Additionally, using analytical skills to interpret causal connections and express complex relationships with clarity requires finesse. Meeting all these challenges results in a rewarding exploration of the intricate web of relationships in the world. Resources like HelpWriting.net can provide expertise to guide writers through the process.
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The author argues against critics who claim that neuroscience is just the latest reductionist paradigm and will not provide meaningful insights into the mind. The author makes three key points:
1) Neuroscience is not just another paradigm but a branch of biology that provides a direct connection between the mind and brain that was long hoped for.
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Artpdf58
1. David Shenk’s
The Genius in Us All
This review also appears on my blog, www.22cplus.blogspot.com
“This book is not a dispassionate presentation of all scientific points of view. Instead it
embraces the arguments of the Interactionists, whose views I came to trust most after
much reading, conversation and consideration.”(p. 148)
So writes David Shenk in The Genius in All of Us, and true to his word he is. Shenk’s
book is not a strictly scientific investigation of intelligence or giftedness, but a personal
presentation for the case that intelligence is highly malleable, and that it emerges from
the interaction of genes and environment. His case differs from many mainstream
representations of intelligence in that he finds environment plays a far greater role than
many intelligence theorists acknowledge. Intelligence, states Shenk, is a process, more
so than a discrete entity which sits in the physical structure of the brain. He writes:
A book review by
Marcus T. Anthony (PhD)
2. “…intelligence isn’t fixed. Intelligence isn’t general. Intelligence is not a thing.
Intelligence is a dynamic, diffuse and ongoing process.” (p.42)
So, David Shenk does not even attempt to be even-handed, and barely addresses the
criticisms to the interactionist position. Some readers won’t like the book for that
reason.
I had no problem with reading the book. There is no law which says that a non-fiction
book has to take a critical approach to its own thesis. If you are looking for a look at the
arguments from multiple perspectives, this is not the book for you. You might instead
try Howard Gardner’s Intelligence: Multiple Perspectives, or Ken Richardson’s brilliant
little book, The Making of Intelligence (though both books largely comply with Shenk’s
position). These are very readable and concise volumes.
Personally, I liked The Genius in Us All a great deal, and no doubt this reflects the fact
that I agree with Shenk’s essential argument. I have spent many years investigating
cognitive development, including researching and practicing “learning how to learn”,
accelerated learning, intelligence theory, and neural plasticity. On top of this I have
explored other ways of knowing, including the meditative and intuitive. Many years ago
my older brother (who just happened to nick-name me “Dope” as a child – children are
cruel!) was diagnosed with some mental problems. He was given an intelligence test. His
IQ attribution was about half of the score I have been assigned in such tests, and it
struck me that genetics are probably a poor explanation for the very different adults we
had turned out to be. As a child, my brother had no interest in the scholastic at all, while
I was obsessed with reading and writing. Later I developed myself further through years
of mental work. I have come to strongly believe that mental ability is far more malleable
than what is popularly depicted in mainstream science and the mass media. Given this, I
am very sympathetic to Shenk’s argument.
The Genius in All of Us is well written. Shenk’s writing style is highly lucid, and he
embellishes his ideas with interesting examples from real-life case studies. The book is
divided into two sections. The first is some 130 pages of easy-to-read prose, which
outlines Shenk’s thesis, without the interruption of excessive references and quotations.
These he leaves for the second half of the book. Those who wish to follow up with a more
critical investigation of the subject, can proceed to this section after completing the first.
Personally, I found the second half just as fascinating, but many may wish to conclude
with the first. In short, The Genius is an excellent layman’s account of the argument for
the plasticity of intelligence. Shenk’s enthusiasm for the subject shines through on all
pages, and so I give it five stars. It achieves exactly what it sets out to do.
David Shenk believes that the concept of “g” (IQ), may have developed from the fact that
western education teaches the very abilities that IQ tests test for. The entire IQ game
then become a self-fulfilling prophecy, as those who work hard and succeed in the
education system then test higher in IQ assessment. An interesting aside, although
Shenk does not state this himself, is that the success of Asians in IQ tests can probably
be attributed (in part) to the endless schooling and tests they do in their exceedingly
rote-centred education systems (I have taught in Asia for ten years at all levels of the
3. system). In this sense, IQ tests may reflect academic achievement as much as innate
intelligence.
David Shenk
Shenk does not dismiss genetics and natural ability altogether as contributing to human
intelligence. He simply states that their contribution is overstated. Something as
complex as intelligence cannot be attributed, reductionist style, to the micro-processes
within cells. Shenk quotes Cambridge university psychologist Patrick Bateson as saying
that genes:
“…store information coding for the amino acid sequences of proteins… That is all. They
do not code for parts of the nervous system and they certainly do not code for particular
behavior patterns.” (p. 21)
Hard work, discipline and self-sacrifice lie at the heart of many a story of “genius”,
Shenk finds. Amongst many examples, the author refers to the biography of Mozart,
whose life is often cited as an example of innate giftedness. In fact, according to Shenk,
Mozart was exposed to an extraordinarily stimulating musical environment almost from
the moment he was born; and thus his remarkable achievements were at least in part a
function of the environment in which he was raised, not to mention his extreme
dedication to his chosen profession.
A related point raised by Shenk is that some evidence suggests children diagnosed as
“gifted” rarely go on to be adult creators of note. Citing research from Stanford
psychologist Carol Dweck, Shenk argues that a belief that intelligence is innate, rather
than an interactive process, actually retards the full development of ability. Those with
an interactionist perspective of intelligence tend to be far more intellectually ambitious
and successful. (p. 235). It may be an irony that thinking you are born smart makes you
dumb – well, dumber than you might otherwise have been. Further, child prodigies can
become “frozen into expertise”, and turn into risk avoiders. In short, their capacity for
4. innovation is reduced by attitudes which emerge from their childhood self-concept and
worldview. The reverse side of this coin is where people believe that they have an innate
lack of intelligence and ability, and don’t even try to express their potential capacities.
One recurring reference in The Genius is that of the Flynn effect - the fact that IQ scores
are increasing about three points per generation. A fascinating statistic is that ninety-
eight per cent of IQ test takers do better today than their counterparts did in 1900.
Shenk rightly points out that if intelligence is purely genetic, IQ scores should remain
stable from generation to generation. Clearly then, there is something important
happening here. Shenk puts it down to the demands of modern education, and the fact
the industrial and information society demand the development of a greater cognitive
complexity, especially in the workplace. Increased leisure time may be another factor,
including the influence of radio, television and the internet placing increasing demands
on the intellect. Shenk also argues that dominant concepts within society help facilitate
the expansion of intelligence. Recent centuries have seen the emergence of the idea of
evolution, and the development of abstract thought, and the deep questioning of
information. Flynn himself described the generations expansion of intelligence as a
“cultural transition from pre-scientific to post-scientific thinking”, and that it
represented “nothing less than the liberation of the human mind.” (p.36) These
culturally mediated shifts in thinking are deeply ingrained in western populations today,
but this was not always the case.
Another strong theme in the book is that genes do not encode for intelligence, and that
the function of genetics in intelligence theory has been overstated (and in many other
domains of enquiry). This oversell has occurred both in scientific and popular circles.
Personally, I would go even further than Shenk in the evaluating the implications of
intelligence as malleable process.
Shenk states that the developmental paradigm “will… require not just a new intellectual
leap, but also a moral, psychological, and spiritual leap.” (p. 95) He cites biological,
economic, cultural, nutritional, parental, and ecological” influences on cognitive
development.” (p.95). Quoting neuroscientists Mark H. Johnson and Annette Karmiloff-
Smith, Shenk finds that cognitive development “is an activity-dependent process at the
molecular, cellular, and organismal levels involving probabilistic epigenisis
(biodirectional relatio0ns between genes, brain and behavior).” (p. 106)
Shenk is right to point out (citing McGill’s Michael Meaney) that the intracellular
environment (within cells) emerges from the genetic makeup of the cell and the
extracellular environment (e.g. hormones, the immune system, neurotransmitters and
nutrients), and that these in turn are influenced by the individual environment (p. 159).
Neurotransmitter and hormonal activity, for example, are influenced by social
interactions.
Yet beyond all these regulators of cognitive development there is the domain of
“motivation”, and this is what really fascinates me. Shenk addresses human intention
briefly, but does not explore it depth, preferring to leave it as a kind of mystery. The
5. author quotes Ellen Winner as saying that creators have a desire to shake things up, and
are restless, rebellious, and dissatisfied with the status quo. They are “courageous and
independent” (p. 226) But where do such qualities come from? It is here that
mainstream science is at its weakest, and quite surprisingly, Shenk also.
At this juncture we begin to address the intangible, qualitative domains of
consciousness, and ultimately the “spiritual”. What is it that drives a person to dedicate
the “magic” figure of 10 000 hours to develop his/her genius to a level of mastery?
Shenk has stretched the dominant paradigm -but I believe that it will be stretched even
more in the coming decades and centuries, and that eventually it will “bust”. Constricted
by an overly reductionist model of mind and biology, Shenk stops enticingly short of
expanding into the real frontiers of human intelligence – consciousness itself. He states
that “any individual gene or environmental event produces an effect only by interacting
with other genes and environments.” (160, my italics) In other words intelligence is only
ever gene or environment mediated. This is an unnecessary delimitation.
For example, he writes:
If genes are merely the bricklayers, where’s the foreman. Where’s the architect?
Amazingly, there’s no architect. Like ant colonies, galaxies, and other complex emergent
systems, the human body is a dynamic assembly abiding by certain strict laws of science
but not following any master set of instructions. The outcome is a function of the
ingredients and the process. (p. 159)
It appears that Shenk sees ontogeny (individual development) as an essentially random
process, parroting the very worldview of the mechanistic views of mind and body that he
seeks to discredit. This is an almost inexplicable contradiction to Shenk’s a central tenet
of his main thesis - that motivation is a prime driver in the development of intelligence
and genius.
The next great step in the examination of intelligence will incorporate an expansion of
the understanding of consciousness itself (though this may be a long way off). At one
level, for example, we have human intention – the myriad of thoughts and emotional
energies that run through the mind, generated both consciously and unconsciously by
the individual. Thinking affects physiology, and in turn, the expression of genetic
potential. So, first-person thought, or human intention will have to be added to the
genetic and environmental mediators of intelligence that Shenk refers to . This is just
common sense, and a surprising omission from Shenk’s thesis.
Yet this is only the tip of the iceberg. Increasing evidence points to the fact that
consciousness, like intelligence, is not a discrete entity which exists in finite brains, but
is a system of information (much as I hate the word, I cannot think of a better one)
which transcends the brain. There is no physicalist framework which adequately
6. accommodates this expression of mind. Ultimately we will need to incorporate the
concept of consciousness fields.
It won’t be long before the whole book has to be re-written. In just one recent paper
published in Nature (463, 644-647 -4 February 2010). Elisabetta Collini and other
scientists presented evidence “ that long-range quantum coherence between molecules
can… be sustained in complex biological systems.” The evidence is only going to become
greater, and it won’t be confined to cellular biology. Once it is established that
“environment” incorporates consciousness fields that extend (theoretically) into infinite
space (and beyond), the entire field of cognitive development, indeed cognitive science,
will have to expand massively beyond its currently narrow confines. Once that happens,
David Shenk’s thesis will not appear so outrageous – in fact it will appear relatively
conservative.
Flynn saw the development of scientific thinking as liberation from pre-scientific
thinking. But the liberation is not yet complete. This recent “critical rationality” (as I call
it) will eventually be enhanced by an intelligence which embraces the transrational
intellect, and which incorporates brain-transcendent cognition - or what I call
“integrated intelligence”.
Still, one cannot blame David Shenk for simply “nibbling” at the periphery of the
frontiers of human intelligence. As futurist John Naisbitt has commented, if you get too
far ahead of the parade, nobody will be able to see you. No doubt I’ve lost a few readers
since the beginning of this review!
Shenk is correct. A whole new definition of intelligence will soon be required, and he has
done a noble job in getting the ball rolling.
Marcus T. Anthony (PhD), author of “Integrated Intelligence” and “Sage of
Synchronicity” Email: mindfutures@yahoo.com