Showing papers on "Human intelligence published in 1976"

Self-Concept as a Function of Intelligence and Creativity in Gifted Israeli Children.

Abstract: The relationship of creativity and intelligence to self-concept was examined in Israeli children (N = 159) of superior intelligence (mean WISC IQ = 140) across a wide age range (Grades 4–8). The instruments were the Wallach & Kogan Creativity battery, a group intelligence test and the Tennessee Self-Concept Scale. It was concluded that for children of superior intelligence, differences in creativity level were far more implicated in personal-social adjustment than were differences in intelligence level.

Memory and Intelligence in the Child

Abstract: Since the days of Ebbinghaus, a long tradition of research has been devoted to the laws of memory Against this background our manner of approaching the study of memory may appear somewhat unusual However, in some respects our work harks back to Bartlett, about whose theories we shall have more to say later on

Natural language processing

Abstract: Despite the apparent lack of effect, people frequently talk to their machines. To replace such fruitless monologs with productive dialogs is probably the most important and most ambitious goal of artificial intelligence. Since nearly all of man’s intellectual activities involve language, a full mechanical language processing capability would seem to imply competence in most aspects of human intelligence.

Ethical Dimensions of Optimizing Human Intelligence

Abstract: The volume ofwriting in recent years pertaining to the public stake in the characteristics of human intelligence, including its mean and distribution in populations, appears to have accomplished little more than defining a polarity of opinions. Throughout there has been virtually no examination of the value assumptions underlying these opinions. It seems quite clear that we must clarify moral values and realistic social goals with respect to whether and how we shall optimize human intelligence. In this paper I will develop those biological and social factors pertinent to the so-called intelligence or IQ debate which call for ethical definition. Hopefully this will provide a creative paradigm for thinking about the value and functions of intelligence. In industrialized societies there is explicit preference for high intelligence, and many processes ensure that this preference is defended and pursued. A rather general definition of intelligence will suffice for this discussion. The common instruments for quantifying cognitive skills are obviously not free of educational and cultural bias. They do, however, correlate in some measure with learning ability and problem-solving ability. Furthermore, when applied to any given population they define a spectrum of problem-solving abilities within a given population even though the instrument was not standardized in that population. For purposes of this discussion our definition of intelligence can be taken as being that which is reflected in scores on a variety of tests for cognitive skills. Our definition does not require that we have assessed intelligence comprehensively, nor that we quantify the relative contributions of genes and environment to the measured IQ. It suffices that we are observing a cognitive characteristic which is quantitatively variable within a defined population. Parenthetically, let us observe that intelligence has all the marks of