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Positives and negatives of self confidence
Positives and negatives of self confidence
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Watching TV and listening to radio broadcasts, an audience would notice splendid speakers who are able to present marvelous speeches that impress their audience. This arouses the question of whether great speakers are born with ability of using words in a way that affect people, or whether they were given a special kind of training that entitled them to be good speakers and writers. Despite the widespread belief that verbally intelligent people were born with this language ability, the truth is that the process of linguistic intelligence is acquired, not innate. Anyone can be a verbally intelligent person through learning and training in the use of the right word in the right place. Also, a person who has speech impediments and disorders can be a good speaker through learning and training. There are many examples of famous people who succeeded in being good speakers after suffering from speech impediments.
Psychologists have made many studies to determine the different types of intelligence, and found that there are about nine types of intelligence in the human race(Howard Gardner). Among these kinds of intelligence, verbal intelligence is the most likely kind to be acquired. One of the reasons that makes verbal intelligence an acquired skill is that there are many helpful strategies to increase this skill, such as word games, drawing pictures and writing a story about it, debate and group discussion, reading books and many other activities. Therefore, verbal intelligence is not inherited as what many people may think, but it is an acquired skill that a person can learn and increase. Inherited traits such as skin color, hair color, facial features and others are what can be called the inherited characteristics. P...
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...verbal intelligence. ”Normal language develops over a period and it is sequential or ordered” (Crystal,1992)
To sum up, whether verbal intelligence is an innate or a taught attribute, is an arguable issue. According to the previous evidences mentioned above, it is very clear that any person can be intelligent by doing some activities as well as having good training. Another proof that verbal intelligence is not instinct is that educated people are more intelligent than illiterate people. Verbal intelligence is a learning process that could be increased and improved constantly. Furthermore, many people who suffered from speech disorders had become spectacular speakers. Verbal intelligence is a controlled skill that can be increased by learning and practicing. Many people can use words efficiently if they apply strategies of increasing verbal intelligence.
The definition of intelligence can be personalized to one’s culture. While some studies look to examine intelligence in an age bracket, an important feature that is not taken into account is how culture influences intelligence and development (Sternberg & Grigorenko, 2004). Stereotypes of race state Asians are proficient in mathematical areas, African-Americans are musical and artistic, and European-Americans are skillful in scientific areas. While these stereotypes may hold a small level of truth, they box each culture into a small section of intelligence while leaving out the cultural focus. Our daily behavior has influence over our intelligence, and our daily behavior is based around the culture in which we are raised (Sternberg & Grigorenko, 2004). This is the beauty of the cultural context. It allows culture to be incorporated as a major influence in intellectual development (Sternberg & Grigorenko, 2004 pp. 369).
Today, realising that genes and environment cooperate and interact synergistically, traditional dichotomy of nature vs. nurture is commonly seen as a false dichotomy. Especially operant conditioning, i.e. the learning of the consequences of one's own behavior can lead to positive feedback loops between genetic predispositions and behavioral consequences that render the question as to cause and effect nonsensical. Positive feedback has the inherent tendency to exponentially amplify any initial small differences. For example, an at birth negligible difference between two brothers in a gene affecting IQ to a small percentage, may lead to one discovering a book the will spark his interest in reading, while the other never gets to see that book. One becomes an avid reader who loves intellectual challenges while the other never finds a real interest in books, but hangs out with his friends more often. Eventually, the reading brother may end up with highly different IQ scores in standardized tests, simply because the book loving brother has had more opportunities to train his brain. Had both brother received identical environmental input, their IQ scores would hardly differ.
The bioecological model of intelligence, introduced by Stephen Ceci, concentrates on the potential abilities, environmental influence and internal motivation. To perform well in an intelligent test a person must have the necessary abilities, be in a positive environment and be motivated (Comer et al.,
Heritability is a term from the population of genetics. It refers to"the capability of being passed from one generation to the next [1]. Intelligence has for centuries been considered as fixed trait. A number of investigators have taken an approach that intelligence is highly heritable, transmitted through genes [3]. Kinship studies have shown that the habitability of IQ is significantly less than 1.0, and recent attempts to model kinship correlation especially in children have agreed that IQ is influenced both by the child's parent and the environment. Other factors such as parental affection, birth order, gender differences, and experiences outside the family, accidents, and illnesses may account for IQ.
Tim Wise gave me an idea on the difference between being educated, and skilled. Wise went out of his way to educate himself on his opinions, and gathered up knowledge in order to convey his message. His speaking ability, and the technique he used to convey his message relates to the skill he displayed at the speech. Without being educated on his topic, he wouldn’t have been able to have the knowledge needed to make an argument. If he was a monotonous, boring speaker, with no sense of humor, he’d be displaying poor skill in his speaking
Loehlin, John C., Lindzey Gardner, and J.N. Spuhler. Race Differences in Intelligence. San Francisco: W.H. Freeman and Company, 1975.
Throughout history, psychologists have made hundreds of attempts to define intelligence and measure it precisely. However, none of these attempts have been accepted by all because Intelligence is so broad. Intelligence has been defined by many things, by Weschler, who made the most used psychological test today, as “the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment.” However, while he may have created the most successful test, his definition is not the only definition of intelligence, for psychologists such as Gardner, believed that there was more than just knowledge to intelligence, and Sternberg, who defined intelligence as “mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life.” Intelligences has been measured in a variety of ways throughout psychologists, however because intelligence is such a broad concept, there is no single definition and method of testing it.
This is an essay about the different theories of intelligence; it will discuss which theory is best at determining intelligence in my opinion. The information provided will help describe the pros and cons of each of the theories being used to define intelligence, explain why is it important to assess children’s intelligence, and discuss the type of intelligence I possess. The different theories of intelligence are complex and understanding the elements of each can help an individual choose the one that they believe is the best for determining intelligence. Comparing the positive and the negative elements of each theory of intelligence will allow an individual to see both sides of the theory and the flaws that may be twisted
“Stop trying! You’re never going to succeed. Stay and work in the house. You’re just a woman.” In society currently, omen would ignore a comment like this made by a man, but in the early and middle 1900s, they heard this or a similar phrases constantly. Women were expected to take care of the household and let the man be the head of it. They were supposed to have dinner ready, the kids clothed and the house clean when the husband returned home from work. Since women spent most of their time completing these laborious tasks, they did not have time to object to them. One woman that did, however, was Georgia Douglas Johnson. She decided to become a poet as well as complete her responsibilities in her home, and she loved it. But she wanted others
The true nature of intelligence has been debated more intensely then ever over the last century. As the science of psychology has developed one of the biggest questions it had to answer concerned the nature of Intelligence. Some of the definitions that have been given for intelligence have been the ability to adjust to one’s environment. Of course by such a definition even a person who is generally considered to be dull can be regarded as being intelligent if he can take care of himself. Other definition is such as having the tendency to analyze things around yourself. However it can be argued that such behavior can lead to over-analyzing things and not reacting to one’s environment and dealing with it in an intelligent manner.
A number of aspects can influence one’s mind and its relationship with the world, and how it grows and flourishes. Both genetic and environmental traits have a contribution to the development of cognition and intelligence. Biologically, a person is born with the same number of brain cells they will ever possess, however, a person’s complete brain function capacity and strength will take years to solidify as neural networks grow more complex (Hank, 2014). Biological maturation will allow for such growth processes, and it enables orderly changes in behavior to take place. Cognitive development refers to how thought, intelligence, and language processes change as people mature (King, 2017). The development of thought processes, including memory, problem-solving, and decision-making, expand from childhood through adolescence to adulthood. Jean Piaget (1896-1980), proposed his theory on how children actively construct and seek to
Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.
Horn, J. L., & Cattell, R. B. (1967). ‘Age differences in fluid and crystallized intelligence’. Acta Psychological, 26, 107-129.
Communication is essentially important in our daily lives. Some people are born with the ability to use verbal-linguist intelligence. No matter how people are able to communicate they find a way to address an issue and are successful to get their point across. This can be expressed in many different ways. The ability to take a word and use in the correct context takes great comprehension of its definition and meaning.
The effect of language on intelligence has long been debated. Educational psychologists reported the effects of language proficiency on intelligence but somehow their results are contradictory. Arsenian (1937) found no detrimental influence on mental ability and development by the acquisition of two languages. Bilingualism showed adverse effect on obtained IQ of bilinguals (Eichorn-Jones 1952), they suffer from language handicap in verbal intelligence test (Darcy 1953, 50). ), Spoerl found no difference in test scores among college students (Spoerl 1944).