ePortfolio Submission 1: Entries 1, 2 and 3

Entry 1: What Does Intelligence Mean to Me?

A. What is Intelligence and Where Did My Understanding of it Come from?
Before taking this course I had a pretty narrow view of intelligence. I based my
definition off of one from the dictionary- the ability to acquire and apply knowledge
and skills. I had believed that this definition applied only to academic knowledge and
skills. I knew somewhat of the idea of multiple intelligences, and differences in
intelligence, but I generally considered that being intelligent was equal to being
book smart. This notion of what intelligence is was further demonstrated
throughout my elementary and high school education. Subjects such as math and
science were believed by many to be of higher importance than subjects like art and
music. If you understood the content and did well in these important subjects, you
were smart. I also remember in this time stressing about getting good marks on IQ
tests, including the EQAO assessments, which only analyze ones academic skills.
Currently, my view of intelligence and what it is, is expanding. I have learned a little
bit more about differences in intelligence and so I no longer believe that being smart
requires a high IQ score and the ability to solve complex equations or quote
Shakespeare. While those skills can be considered intelligent, they are only a few
types of intelligence out of many. Along with mathematical and linguistic skills,
people can be musically gifted, for example, or have great street or life smarts, or
extraordinary artistic abilities, or even a combination. The definition of intelligence as
the ability to acquire and apply knowledge and skills not only applies to academic
knowledge and skills, but a wide variety of abilities.
What Does It Mean to Be a Smart Person? Who Are Some Smart People I
Know and Why Do I Think Theyre Smart?
When people are asked to think of a smart person, theyll often name people known
to have high IQs like Einstein, Tesla or Shakespeare. As mentioned above, I believe
that being smart involves more than having a high IQ, and that while one person may
be intelligent in the area of science, that does not necessarily mean that they are
smarter than someone who is a talented music composer. Humans can be smart in
many different ways. To me, as long as someone has the capacity to learn and
understand something, and then are able to apply that knowledge with creativity or
logic, they are smart. Some may have a higher capacity than others in certain areas
of intelligence.
The members of one of my favourite bands, Parachute, I consider to be very smart in
the musical sense. They write most of their own songs and each one tells a different
story. The lyrics along with the music create an atmosphere that has the ability to
incite emotions in whoever is listening. I know I would not be able to create music
quite on their level if I tried, I do not have the knowledge or the skills to do so.
Do I Think of Myself as an Intelligent Person? How Do I Know?
I do think of myself as intelligent. First, in the academic sense. I have always been a
high achiever in school, and usually am not happy with any grade below an A. I
received the honour roll throughout high school and in grade 7 and 8. I study hard
and seem to be able to grasp subjects like math and science relatively easily. In the
artistic sense, I seemed to have a natural ability to draw even from a young age. I

have an understanding of the key elements of art such as proportion and shading. I
received the arts award throughout high school as well. Drawing, specifically realistic
portraits, are my specialty and I have recently begun selling some of my work. While I
may have the capacity to learn and understand and apply skills in these areas, there
are many that I struggle with.

Is It Important to Understand My Own Intelligence? Why or Why Not?

I believe it is important for me to understand my own intelligence. By knowing my
strengths and weaknesses I can assess what areas I can work on to improve, and
what areas I can use my knowledge in to help others. For example, in grade 12 I used
my skills in math to tutor grades 9-10 who were struggling. If I did not understand my
ability I might not have signed up to tutor others. On the other hand, I don not
believe I have the greatest interpersonal skills, as I am quite shy, and I recognize that
is something I can work on.
How Is Intelligence Related to Our Success in Our World, and What Are
Some Examples to Support This Belief?
Intelligence alone does not make a person successful. While being intelligent can
play an important role in success, other factors such as ones family background,
status, education and personality, specifically traits like being driven, hard-working,
and mature, to name a few, play a part. For example, someone who is extremely
gifted in science is not guaranteed success if they are not motivated to use that
intelligence to make goals, or willing to work hard in order to complete them.
How Will My Intelligence Affect My Own Success in Life? What Evidence Do I
Have to Support My Beliefs?
As I am in the ECE program, I hope to be a successful early childhood educator. It is
important for me to be intelligent in many areas in order to be successful in this goal,
because a good teacher must be able to pass on their knowledge to their students in
a way that makes sense to them. I must have interpersonal intelligence in order to
understand how to interact with parents, co-workers and children. I will also need
knowledge on the subjects I will be teaching and how to teach at a level that the age
group Im working with will understand. It is important that I have intelligence in
health and wellness and the ability to recognize if a child is in need of first aide. That
is why I am attending college, in order to learn these skills, to expand my knowledge
and intelligence in this area so that I can be the best teacher I can be. As for my
artistic career, I will be most successful if I continue to expand my intelligence in this
area by learning and practicing new techniques. I will also need to learn skills in
business if I want to be able to market myself and my work.
Can Intelligence Be Developed or Is It Something You Are Born with? How
Do I Know This?
I believe that intelligence is both innate and something you can develop. As I
mentioned previously, I see intelligence as the capacity to acquire and understand
knowledge and skills, and the ability to then apply these knowledge and skills.
Everyone has some capacity to learn, but each individual varies in their ability to
learn and understand in certain areas. They may be able to increase that capacity

through exploring and studying that certain area. I know this because I have
developed my intelligence in a variety of subjects (math, English, science, etc.) by
attending school to learn and make sense of them. Intelligence can also be
something you are born with. Many people seem to have a natural ability in a certain
area of intelligence, which I believe has something to do with certain regions of the
brain. For example, Mozart, a very intelligent musician, composed his first symphony
at the young age of eight. Of course, innate intelligences can be developed further
through study and practice.

How Does School Affect Human Intelligence? Can You Be Smart and Not Be
Successful in School? What Are Some Examples to Support My Beliefs?
School gives us the opportunity to develop our intelligence in certain subjects further.
By attending school, you increase your concentration skills, interpersonal skills, quick
and abstract thinking skills and you become familiar with testing and problem
solving, so learning to apply the knowledge you acquired. Much of the skills learned
would help a student perform well on an IQ test. A student who does not have the
capacity to understand the information taught in school is still smart, perhaps in
another area of intelligence not taught in school. For example, Quentin Tarantino
dropped out of school at the age of 15 yet went on to become a wildly successful and
award winning filmmaker and actor. Even students who do have a high intelligence
capacity in a subject taught in school can deal with factors that would cause them to
do poorly in school. For example, they may not learn best in a classroom
environment, they may not have personality traits as discussed earlier like
motivation and work ethic, or they may not have access to a good education.
Abraham Lincoln, a well known and beloved president of the United States did not
have access to school. He had only one year worth of classes between the ages of 6
and 15. He was able to educate himself by reading books, and go on to become a
successful leader.
B. What Did I Learn About Intelligence by Completing This Entry?
By writing this entry, I have learned more about my own understanding of what
intelligence is, how my definition of it has changed overtime from the idea that
intelligence is one thing, to the belief that it is many, and what factors influenced
these changes, like the pressure in school to do well on certain subjects.
What Have I Learned About Myself by Completing This Entry?
I have learned through completing this entry that I am an intelligent person, not just
academically but in others areas as well. I have recognized that being smart does not
guarantee success, and that other factors like self motivation and education/practice
play a part as well. I have set goals for myself, such as graduating from my program
and moving on to become a successful early childhood educator, and in order to do
so I realize I must continue to work hard and expand my knowledge.
I have also discovered how difficult it can be explaining exactly what I am thinking,
but this reflection does help.
What Did I Learn About My Own Learning by Completing This Entry?

By completing this entry, I have found that reflecting on my knowledge and thoughts
helps my own understanding of them. I believe this practice will be helpful as I
explore the course further.
What Challenges Did I Face in Completing This Entry?
I had some trouble figuring out exactly how to put into words what I was thinking
when writing about intelligence. Especially since human intelligence is such a
complex topic with so many different theories and beliefs surrounding it. Since I just
began this course, there is a lot more for me to learn about intelligence which will
help me add to my definition.

Entry 2: Foundations of Human Intelligence

A. What Did I Learn About the Definition of Intelligence? How Did This Affect
My Understanding of What Intelligence Actually Is?
This week I have learned that there still is not one concrete definition of intelligence
that everyone can agree on. While a mainstream definition does exist, there are
many people who disagree with it. The meaning differs for individuals, cultures,
religions, etc. There are many questions I, and others still have. In the introduction
video for week 2 it is mentioned that it is better to think of intelligence as a concept
rather than a concrete thing, and I agree with this statement. (Week 2: Introduction:
Can We Define Intelligence, Intro to GNED 1141 Video).
Do I Think It Is Important to Understand Individual Differences in People?
I think it is very important to understand individual differences. Throughout life you
will come across people of all shapes and sizes and levels of intelligence, and it is
important that we understand that just because they think or believe or behave
differently, that does not make them less smart or less capable. I learned this week
that the study of individual differences paved the way for modern IQ tests. Chinese
Emperors tested officials this way to determine whether or not they were fit to hold
office. Government officials today are given civil service exams similarly (Week 2:
Understanding Individual Differences, Measuring Individual Differences). Individual
differences are important in these cases, because certain jobs will need their
employees to have skills and knowledge in certain areas so that they can perform
their job properly. As an ECE, I am going to be working with children of differing
levels of intelligence and different abilities, and it is extremely important that I
understand these differences so that I can help guide and teach them in the way they
learn best.
However, in some cases individual differences can be used in a negative way.
Physiognomy, a practice from 384 B.C. that believes a persons inner characteristics
can be determined by their outward appearance, particularly their facial features
(Week 2: Understanding Individual Differences, Physiognomy). While this is an
outdated practice, it is still seen today through stereotypes and discrimination. It is
important that we do not judge someones intelligence or abilities based on how they
look.
Explain How Phrenology Has Resulted in a Better Understanding of the
Brain and How it Works. Did This Information Surprise Me? Why or Why
Not?

Franz Gall developed the concept of phrenology in the mid 1700s. He believed that
the bumps on certain parts of the skull were related to brain functions. The shape of
ones head could determine their intellectual abilities and personality as different
parts of the brain are responsible for certain functions (Week 2: Understanding
Individual Differences, Phrenology). This theory has been found to be true, at least
concerning regions of the brain. Function is localized. For example, the frontal lobes
are responsible for emotions, thinking, decision making and planning, while the motor
cortex is responsible for movement (Week 2: Understanding Individual Differences, Is
Phrenology Actually Important After All Video). This did not surprise me too much as I
had learned about brain regions and their functions in a psychology class that I took
in high school.
What Did I Learn About the Concept of Human Intelligence by Researching
the Early Philosophers and the Modern Psychologists in the Interactive
Intelligence Map? How Did This Information Affect My Views on What
Intelligence Actually Is?
The early philosopher I looked at, Juan Huarte, was a forerunner in Phrenology who
believed intelligence was individual and based on a persons bodily build. As we
know, this belief later developed our understanding of how the brain functions in
different regions. The modern psychologist I looked at, Edward Throndike, believed
that human intelligence could be divided into three categories which are: abstract
intelligence (the ability to think and speak symbolically), mechanical intelligence (the
ability to manipulate objects and understand how the physical world works), and
social intelligence (the ability to communicate successfully) (Week 2: Differing Views
of Intelligence, Interactive Map). While the theorists I looked at mainly thought
intelligence to be multiple and unique to each individual, I learned by reading my
classmates posts that there were other theorists who saw intelligence as one thing,
or that the soul has an affect on our intellect (Plato), or that we develop cognitive
abilities in stages (Piaget) (Week 2: Differing Views of Intelligence, Discussion Board).
I tend to agree more with the theories I read about, although I still believe there is
more to intelligence that has not been discovered yet.
Do I Agree with Spearman That Intelligence is One Thing (G) or Do I Support
Thurstone in His Belief That Intelligence Is many Things? What Evidence Do I Have
to Support My Beliefs?
I tend to agree more with Thurstone. Spearman believed that intelligence could be
measured by completing tasks, and that a person who did well in one task or subject would
generally do equally well in all other subjects. This is how IQ tests developed. I think in some
cases this is true, as some people have a capacity to learn and understand multiple subjects,
but in another case someone who does well on math tests might not do so well on a science
test. That is what Thurstone believed. His theory was that human intelligence consisted of
PMAs, Primary Mental Abilities, independent intelligences that a person could possess in
varying amounts (Week 2: Differing Views of Intelligence, Charles Spearman/Thurstone).
What Did I Learn About Human Intelligence by Exploring the Information
Processing Model? Do I agree or Disagree with This Model? What Evidence Do I
Have to Support My Belief?
The Information Processing Model of Human Intelligence is the current model that thinks of
the brain as a computer, both functioning and processing information in a very similar way. I
agree somewhat with this model as our brains do have many functions that are similar to a
computer and that affect intelligence. Short-term memory which is the temporary recall of
information, is much like a computers RAM. It affects intelligence because it is what allows

us to hold information in our mind for a short amount of time when we need it to carry out a
task, like the ability to read this sentence, recalling what was written at the beginning and
using that to understand what the rest is saying. Both a computer and our brains have longterm memory, an attention system, etc. Like computers, humans vary in how much and how
they make sense of the information they receive (Week 2: Our Brains As Computers,
Information Processing Model of Intelligence). On the other hand, our brains are much more
complex, and there are other factors that can influence intelligence that would not affect a
computer (emotions, environment, etc). We also must learn, through experiences and
observations. And, if we do not use information, we will often lose our ability to recall it,
unlike a computer. As mentioned in this weeks lesson, scientists are still trying to create a
computer that can think like a human. Another piece of evidence to disprove this model that
was discussed this week is Epsteins experiment. Humans when given the task to draw a
one-dollar bill from memory were not able to do so very accurately, despite seeing the bills
many times before. If given a computer the task, it could go back into its stored files and spit
out an exact copy (Week 2: Our Brains As Computers, Human Memory v.s. Computer
Memory).
What Do I Think Is Missing from The Information Processing Model of Intelligence?
Give Examples to Support Response.
The Information Processing Model of Intelligence, as I mentioned above does not consider
how humans grow and learn through their experiences and by observing, and how often
times we must use information so that we dont lose it. It also does not factor in human
emotions and self-awareness that a computer does not possess, that can affect how we
think and behave. For example, studies have shown that when someone is in a highly
stressful situation they will likely have trouble retaining and recalling that information later
on, which is why eyewitness accounts are not always entirely accurate.
Evaluate Michio Kakus Arguments About the Evolution of Intelligence as
Presented in Class Content. What Does He Say That Makes Sense and What Does
He Say That Maybe Doesnt Make Sense?
I think how Michio explained individual differences in intelligence makes sense. He believes
that there are at least three factors that are responsible for our intelligence and that
separate humans from other species. These are opposable thumbs, which allow us to
manipulate the world around us, language which allows us to communicate our knowledge
and culture and pass it on to future generations, as well as our physiognomy and brain size
(Week 2: Have We Evolved to Be Smart, Michio Kaku on the Evolution of Intelligence Video).
However, he is basically saying that intelligence belongs to humans, and that other species
do not possess these key characteristics. This is not true. Animals are intelligent in different
ways than humans, but as Ive said multiple times in these first entries, there are multiple
areas of intelligence. Michio also says in the video clip that predators are smarter than prey
because they have learned over time to hunt and be stealthy, another statement which is
untrue. For example, the elephant, an animal and one considered prey. It has been
discovered by researchers in the University of Sussex that African Elephants can distinguish
differences in humans by gender, age, race and the sound of their voice. Elephants, despite
not having opposable thumbs, still are able to utilize tools, such as branches, in order to
solve a problem, they are facing, like accessing food that is out of reach. They mourn their
dead, they can recognize themselves in a mirror (self-awareness), they understand body
language (language), and they have incredible memories (Sara Boboltz, Huffington Post).
They demonstrate the key characteristics, as well as others, in different ways, and are still
highly intelligent creatures. Another example of a very smart animal is the dolphin. They are
similar to humans in how they learn as individuals through experience, but are also able to
pass their own knowledge onto others (language, culture, ability to learn). They are also self
aware (Brain Power, WDC).

B. What Did I Learn About Intelligence by Completing This Entry?

I have discovered this week the many different theories there are surrounding
intelligence. I learned more about individual differences and the early ways in which
they were studied, such as phrenology or physiognomy. I also found out that the
current model for the brain and intelligence is the Information Processing Model of
Intelligence, which compares the brain to a computer in the way it functions and
processes information. I found through reading about this model that it has both pros
and cons, much like the early theories we learned about, which would indicate that a
new model is most likely going to be discovered that is able to describe intelligence
more proficiently. We also looked at the evolutionary or Darwinian theory of
intelligence that many consider valid today, but it was disproved by Michio in his
video.
What Did I Learn About Myself by Completing This Entry?
I enjoyed writing this entry. I learned how interesting I find reading about early
theories on intelligence and comparing them to more modern theories.
What Did I Learn About My Own Learning by Completing This Entry?
I found it very helpful that we were required this week to summarize 3 different
theories, as well as reading others. In this entry, I was required to reflect on what I
learned from these theories and how they affected my understanding of intelligence.
Organizing and reviewing my thoughts has helped me to establish my definition of
intelligence. Finding evidence to support my different beliefs on certain topics in this
entry also helped me to understand why I believe those things.
What One Thing Stands Out for Me About This Entry?
I found it very interesting how many different theories there are on what intelligence
is, how it can or cant be measured. Most interesting of all to me was Machio when he
said that to be intelligent is to be human. At first I agreed with him, especially when
he spoke about how we have isolated genes like language processing and brain size,
and that if we altered these genes in apes, the closest species to our own, wed just
be creating more humans. But, reflecting on the definitions of multiple intelligences,
which are ones that I mostly agree with, I realized that humans are not the only
intelligent species, animals are intelligent in different ways. This got me to look at
studies on different animals, like the elephant and the dolphin. This entry, specifically
this question, helped my understanding of individual differences.

What Could I Have Done Differently in Completing This Entry?

I could have used more examples or evidence, especially from sources other than the
course content in order to back up my beliefs and expand my learning. That is
something I struggled with this entry, as most of the questions required me to do so.
Outline the Steps Taken to Complete This Entry. What Was My Thinking
During Each Step?

First I would read the question and go back into my notes/course content on that
topic to review. I would rewrite what I learned from that section and try to expand on
that information with my own thoughts if I could. For some questions, I looked for
further information, like with the elephants and dolphins.
How Does My Learning from This Section of the Course Relate to Other
Courses You Have Taken, or to Your Own Life?
Much of this weeks content was focused on individual differences in intelligences. As
mentioned previously, I am in the ECE or Early Childhood Education program. I hope
to go to University after Durham and eventually work with children with special
needs. These children are often overlooked or judged and deemed as not intelligent
when they are, just in different ways. Whether I work with infants, kindergarten, or
special education, I can take what I learn about individual differences and use it to
help each student understand and learn in a way that suites them.

Entry 3: Assessing Human Intelligence

A. Why Would It Be Important to Be Able to Measure Human Intelligence? Use
Evidence from Class to Support Response.
It is beneficial to use tests similar to IQ tests to measure the intelligence of school
children, especially early on, to assess who might need extra attention or help.
Measuring intelligence in certain areas is important in the workforce as different jobs
need employees who have adequate knowledge in their field. In the example given in
class, measuring intelligence was vital to the survival of patients in China during the
communist era. Doctors were believed to be too intelligent and were replaced by
inexperienced young kids. Since the intelligence was not evaluated in these new
doctors, in was unknown that their knowledge in medicine was not sufficient and
many died as a result (Week 3: Intro: Why Measure Intelligence, To Live Clip).
Explain How and Why IQ Tests Were First Developed by Referring to Class
Content, and How They Were Meant to Help Children in School. Do I Support
the Use of IQ Tests for this purpose? Why or Why Not?
The first IQ, or Intelligence Quotient, test was developed by psychologist, Alfred
Binet. He wanted to know if there was a way to measure the intelligence level of
children regardless of their education. He was given the task, by French officials, to
identify which children might need more academic help by ranking them on their
intelligence. His tests were designed to measure their innate ability. The intelligence
they are born with, and he did this by asking children to perform logical tasks (ex.
Putting things in order, identifying patterns). Lewis Terman later revised Binets tests
and formed the Stanford-Binet Iq test which is still used today. The test taker is asked
to solve mental puzzles, and based on how well they do, receive a number grade with
100 being the average. (Week 3: The Birth of Intelligence, Intelligence Testing and
Types Video). Previously, I had considered IQ tests helpful in regards to determining
gifted children or children with learning disabilities, since they test knowledge which
is generally taught in school. It would make sense that a child who does poorly on the
IQ test would do poorly in a classroom. But, IQ tests are simply comparing a childs
results to the average collected by a test group (standardized). There is no standard
measure, it is a construct. These tests also do not account for test anxiety, or
unfamiliarity with testing processes, which may cause a child to produce a poor
result. IQ tests may tell you which students may need more help, but not what the
best way to intervene would be. Perhaps, for these reasons, observing the child in the
classroom would be a more effective way to determine a childs ability.

Many studies have been done proving that IQ tests are not reliable for determining
learning disabilities in students. One such study took 65 psychologists, and 38 special
education teachers who were given the IQ test scores from 9 students with learning
disabilities, and 9 without. They were supposed to differentiate between the two
groups of students based on their IQs, but were only about 50% accurate (Learning
Disabilities and IQ Tests: Diagnostic Practices Under the Microscope).
Discuss Results On the Army Alpha Test Taken in Class. Do I Think That the
Questions Fairly Evaluated My Intelligence? What About the Intelligence of
Soldiers? Why or Why Not?
The official site of the ASVAB had 12 sample questions from the Army Alpha, an IQ
test developed by Terman and used in the first World War to classify draftees into
various military positions. I scored 12/12 on these sample questions. The actually test
had much more questions and a variety of sections that tested different cognitive
abilities. The questions that I had answered were fairly simple, and seemed rather
random, so did not accurately measure my intelligence in my opinion. Of course, the
actual test included much more. I do not believe that it fairly evaluated soldiers
either, as it is said to have been bias and disregarded cultural differences. Something
interesting to mention is that the average mental age of adults that this test
measured was only 13 years old (Essentials of Testing and Assessment: A Practical
Guide for Counselors, Edward Neukrug). I think that the Army Alpha paved the way
for modern IQ tests, but I do not think it was a fair indicator of intelligence.
Which of the Four IQ Tests We Learned About in Class Do I Think Would Be
the Best Measure of Human Intelligence? What Is It About This Test That
Makes Me Think It Would Be Better Than the Others?
Out of the four intelligence tests, Wechsler Adult, Stanford-Binet, Woodcock-Johnson,
and Raven Progressive, the Woodcock-Johnson Tests of Cognitive Abilities is the best
measure of human intellect. Originally, I had considered the Wechsler Adult
Intelligence Scale to be superior as it had a variety of skills that it measured and
many subtests involved, but it is only used on adults which a standardized sample
group of 16-90 year olds. However, The Woodcock-Johnson may be administered to
children from ae 2 to adults in their 90s. It is also a well rounded test, praised for
covering a wide assortment of cognitive skills, comprehension-knowledge, long term
retrieval, visual-spatial, auditory processing, fluid reasoning, processing speed, shortterm memory, quantitative knowledge, and reading-writing (Week 3: Modern Day IQ
Testing, Woodcock-Johnson Tests of Cognitive Abilities). Compared to the Raven
Progressive, which only tests the users ability to complete patterns. The participant
is given 2 scores, BIA (Brief Intellectual Ability) from verbal comprehensionknowledge, fluid reasoning, and processing speed scores, and GIA (General
Intellectual Ability) which provides a more comprehensive assessment of general (g)
ability, formed from a combination of tests that best represents the users area of
intelligence. The Woodcock-Johnson is also one of the quicker tests compared to the
others, as it only takes about 10-15 minutes to complete. So it is useful if test results
are needed as soon as possible, while at the same time being accurate as it tests a
wide range of skills, and it can be given to people of all ages.

Discuss How the Abilities Measured by IQ Tests as Presented in Class

Content (e.g. Processing Speed, Working Memory) Are Similar to the
Functions of a Computer. Do I Think That Comparing Human Intelligence to
a Computer is a Good Analogy? Why or Why Not?
IQ tests measure a variety of functions including working memory, processing speed,
fluid thinking, crystallized intelligence, information processing, and executive
functioning. Working memory is short-term memory where information is stored
until it needs to be used. This information must be transferred to long-term memory
in order to keep it. This is very similar to a computers RAM (random access memory),
which is work that it temporarily held in the computers memory. In order to keep it,
the work must be saved, transferring it to the hard drive. Processing speed is the
speed at which one can make sense out of information they are taking in through
different sense. This is linked to information processing, which is how easily one
can grasp new information. The neurons and synapses firing in our brain 100 times
per second is like a machines processor that performs x amount of operations per
second. Crystallized intelligence is the ability to make use of information or
knowledge that was learned. This is similar to the computers hard drive, or long-term
memory, mentioned above. Executive functioning is the part of the brain that
controls ones ability to manage themselves and their cognitive resources in order to
achieve goals. A computer functions in a similar way, storing and managing
information until that information is required. Last is fluid thinking, or the ability to
use information in new ways; to think on ones feet (Week 3: What Do IQ Tests
Measure, Infographic). A computer can innovate by using predetermined algorithms
to merge ideas. I think comparing the brain to a computer is a good analogy, as they
both have many similar functions. I think its one of the more accurate models we
have of the brain today. However, the human brain is more than simply a computer. A
computer acts on logic, while the brain is affected by emotions, which a computer
does not possess. We have common sense, and are able to learn through experiences
and observations, where a computer relies only on instructions and rules set by its
programmer. Lastly, our fluid thinking, imagination and creativity is much more vast
than a computers.
Which of the Four Practice Tests in the Mini IQ Experiment Did I Do Well
with, and Which Did I Struggle with? Do I Think These Types of Tests
Measure My Own Intelligence? Why or Why Not?
I did pretty decently on the working memory (level 8), processing speed (100), and
executive functioning. However, I struggled with fluid reasoning, which required
choosing the next step in the pattern. I figured I would do pretty well on these tests
as they test for g intelligence (Week 3: Modern Day IQ Testing, Whats It Like to
Take an IQ Test?) , and it is believed if you do well in one you will do well in all, and it
is also believed to be related to how well one does in school. I was somewhat
surprised that I struggled with fluid reasoning, as I have always believed math and
art my stronger subjects and I am a visual learner as well. I believe these test
measured a small part of intelligence, but there is more to being smart than
memorizing patterns or processing things quickly.
Do I Think Intelligence is Something That is Physically Located in the Brain?
Or is Intelligence More About Our Thought Processes? Use Class Content to
Explain Response.
I think intelligence is very much controlled by many parts of the brain. I think part of
what makes someone smart has to do with thought process, but the way we think,
learn, process and put to use knowledge is very largely related to the regions of our

brain (thanks to phrenology), and how they communicate. We know for sure that
parts of the brain are responsible for controlling memory, and emotion, as
demonstrated by Phineas Gage, who injured his left prefrontal cortex which caused
changes to his thinking and behavior (Week 2: Understanding Individual Differences,
Stabbed in the Brain: Phineas Gage Video). This week, we watched a documentary on
intelligence. A group of people with a variety of skills were taking IQ tests. One
participant, Nathan, who is an IQ tests expert scored 162; well above average.
Researchers had Nathan take a brain scan and found that his brain is actually
organized differently than the average brain, it is more efficient and requires less
energy. Einsteins brain was organized in much the same way. New research shows
that two particular regions of the brain, the parietal region and the frontal region, are
responsible for intelligence. People with higher IQ scores tend to have more activity
in these regions, and better communication between them (Week 3: Is Intelligence
Found in the Brain, BBC Documentary).Because of these differences, we can assume
that a more efficient brain is more intelligent, and also that intelligence Is related to
brain functions, at least in the areas that are tested in IQ tests. This would also lead
us to believe that if a brain is organized differently it could also cause someone to be
more creative artistically or musically, or more skilled in languages or emotions
(differences in intelligence).
What Stands Out for Me About the MEG Imaging Video Seen in Class, and
How Did This Video Affect My Understanding of Intelligence? Support
Response with Information from Class.
The MEG imaging video shows a persons brain (in the MEG machine) while they are
deciding if a flash they see on a screen is on the right or left. This takes place very
quickly, but slowed down you are able to clearly see information flowing through
different parts of the brain, starting at the back, going through the parietal lobe and
ending in the frontal lobe (Week 3: Is Intelligence Found in the Brain, MEG Imaging
Video). These are the two key regions related to intelligence, mentioned above. This
again demonstrates how intelligence, at least a majority of it, is dictated by the
regions of the brain and how they communicate.
B. What Did I Learn About Intelligence by Completing This Entry?
I learned the variety of ways in which intelligence can be measured, as well as what I
believe to be the most efficient IQ test. I learned a bit of what my own abilities are
concerning working memory, fluid reasoning, processing speed, and executive
functioning. I expanded my understanding of the Information Processing Model of
Intelligence by learning what functions IQ tests generally measure, and how these
functions relate to a computer. I also learned that an intelligent brain is more
efficient, that intellect is largely related to the regions of the brain and how they
communicate, specifically the parietal and frontal lobes. Finally, I discovered that
brain scans might replace IQ tests in the future as a means to measure intelligence.
What Did I Learn About Myself by Completing This Entry?
I learned that I have good working memory, processing speed and executive
functioning, but need to improve my fluid reasoning, according to online tests.
What Did I Learn About My Own Learning by Completing This Entry?
I learned that a more efficient brain is more intelligent, at least intelligence measured
in IQ tests, as demonstrated by Nathan in the BBC documentary. According to
studies, you can cause your brain to become more efficient and require less energy

to complete a task by learning or practicing regularly. In order to help my own

understanding of subject and do well on tests I should study frequently.
What One Thing Stands Out for Me About This Entry?
The one thing that stood out to me was that people with a higher IQ have smaller
brain regions, because they are more efficient. I had previously assumed that higher
intellectual ability would be related to a larger brain size, so it was interesting to
discover that my hypothesis was untrue.
What Did I Do Well in Completing This Entry? What Were My Successes?
I think I did well balancing my answers in this entry with relating them back to course
content, a few examples from other resources and my own opinions. I think it would
be beneficial for me to continue this so that I can reflect on what I learned in class,
expand that learning by finding more research done on the topic of intelligence, and
use the knowledge Ive gained to form my own thoughts.
How Does the Information from This Section of the Course Meet My
Expectations for the Course?
I enjoyed this section very much. I found it very interesting to learn about the
different modern IQ tests and what exactly they measure, as well as having the
opportunity to try samples of them myself, especially the Army Alpha which I had
never heard of before. Reflecting back on the early intelligence tests and comparing
them to todays, its interesting to see how theyve adapted and changed. Looking to
the future, IQ tests might be replaced by brain scans, which I also was unaware of. I
had an understanding of the importance of brain regions and how the communicate
with each other which I learned in my psychology class, but I did not know that
smaller, more efficient brains tend to be more intelligent. Overall, I learned a lot of
new information this week which I found very fascinating. This course is exactly what
I expected and I cannot wait to discover even more!