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Choose only two of my classmate's posts and reply to their posts. Each reply should be about one paragraph long. The responses should be informal and conversational, using expressions like "I agree," "I disagree," "I like your points on...", "I found your post really interesting," "You have a good point...", "When I read your post I...", "I believe that..." or similar phrases. The goal is to engage with their ideas thoughtfully and casually, reflecting on what they shared about their understanding of intelligence and the effect of this chapter on their perspective.
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In examining the reflections of my classmates on their understanding of intelligence both before and after engaging with the chapter, I find a variety of insightful perspectives that deepen the conversation about what constitutes intelligence. For example, Sarah's post resonated with me because she highlighted that traditional notions often associate intelligence with academic success and test scores, but she also recognizes the importance of considering cultural and racial biases in these assessments. I agree with her point that intelligence is better understood as the capacity to understand the world, think rationally, and use resources effectively when faced with challenges. Her emphasis on developing more inclusive and multifaceted intelligence tests is an important addition to the ongoing discussion around measurement accuracy and fairness. I also found Jessica's views interesting because she emphasized the subjective nature of intelligence, noting that people tend to perceive intelligence based on knowledge and brightness, but this can be misleading as it overlooks various domains of skills and abilities. Her critique of traditional IQ tests' limited scope highlights a crucial issue: that intelligence is multifaceted and cannot be fully captured by standardized testing alone.
When considering the different viewpoints, Shereef's thoughts stood out to me because he advocates for a more qualitative and individualized approach to understanding intelligence. His idea of moving away from single scores toward a profile that highlights strengths and weaknesses in various areas aligns with contemporary theories of multiple intelligences. I believe that incorporating diverse skills, including physical and artistic abilities, into our understanding of intelligence is vital for appreciating the full range of human potential. Gardner’s theory of multiple intelligences, which Shereef touches on, supports this broader view by illustrating how intelligence manifests in various domains beyond academic or logical abilities. I agree with his point that current tests tend to focus narrowly on academic skills and that more comprehensive assessments could give a more accurate picture of a person’s capabilities, fostering a more inclusive view of what it means to be intelligent.
References
- Cherry, K. (2013). Theories of Intelligence. Verywell Mind. https://www.verywellmind.com
- Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
- Pulaski, F. (1971). Piaget's Theory of Cognitive Development. Developmental Psychology.
- Sternberg, R. J. (2019). Successful Intelligence. Cambridge University Press.
- Gottfredson, L. S. (1997). Mainstream Science on Intelligence. Intelligence, 24(1), 13-23.
- Neisser, U., et al. (1996). Intelligence: Knowns and Unknowns. National Academies Press.
- Horner, R. H. (2010). Developing Alternative Assessments of Intelligence. Journal of Educational Psychology.
- McGrew, K. S. (2009). CHC Theory and Cattell-Horn Intelligence Test Battery. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary Intellectual Assessment.
- Roe, C. A., & McDonald, S. (2017). Cultural Bias and Intelligence Testing. Journal of Cultural Psychology.
- Unsworth, N., & Spillers, G. J. (2010). Working Memory and Individual Differences. Perspectives on Psychological Science.