/sci/ - Science & Math

>>5145332
>Define intelligence

http://www.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf
>1. Intelligence is a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings - “catching on,” “ making sense” of things, or “figuring out” what to do.

http://www.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf
>Since the publication of "The Bell Curve," many commentators have offered opinions about human intelligence that misstate current scientific evidence. Some conclusions dismissed in the media as discredited are actually firmly supported.

>This statement outlines conclusions regarded as mainstream among researchers on intelligence, in particular, on the nature, origins, and practical consequences of individual and group differences in intelligence. Its aim is to promote more reasoned discussion of the vexing phenomenon that the research has revealed in recent decades. The following conclusions are fully described in the major textbooks, professional journals and encyclopedias in intelligence.

http://www.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf
>This statement outlines conclusions regarded as mainstream among researchers on intelligence, in particular, on the nature, origins, and practical consequences of individual and group differences in intelligence. Its aim is to promote more reasoned discussion of the vexing phenomenon that the research has revealed in recent decades. The following conclusions are fully described in the major textbooks, professional journals and encyclopedias in intelligence.

[...]

>Individuals differ in intelligence due to differences in both their environments and genetic heritage. Heritability estimates range from 0.4 to 0.8 (on a scale from 0 to 1), most thereby indicating that genetics plays a bigger role than does environment in creating IQ differences among individuals. (Heritability is the squared correlation of phenotype with genotype.) If all environments were to become equal for everyone, heritability would rise to 100% because all remaining differences in IQ would necessarily be genetic in origin.

http://www.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf
>Since the publication of "The Bell Curve," many commentators have offered opinions about human intelligence that misstate current scientific evidence. Some conclusions dismissed in the media as discredited are actually firmly supported.

>This statement outlines conclusions regarded as mainstream among researchers on intelligence, in particular, on the nature, origins, and practical consequences of individual and group differences in intelligence. Its aim is to promote more reasoned discussion of the vexing phenomenon that the research has revealed in recent decades. The following conclusions are fully described in the major textbooks, professional journals and encyclopedias in intelligence.

>>3692318
>You can't accurately quantify intelligence. My IQ is in the genius range but that doesn't mean anything.

http://www.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf
>Intelligence is a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings -- "catching on," "making sense" of things, or "figuring out" what to do.

>Intelligence, so defined, can be measured, and intelligence tests measure it well. They are among the most accurate (in technical terms, reliable and valid) of all psychological tests and assessments