Perspectives on intelligence
Intelligence is the ability to study, recall, and apply the acquired knowledge in adapting lively situations and solving arising problems. This journal displays the psychological analysis and description of intelligence and its influence on learners’ roles.
Several theories exist that explain various ways in which one can become intelligent as opposed to the historical perspective that believed in a specific general factor. The social nature of primates is an evolutionary source of their intelligence due to a developed brain capacity that facilitates long-term thinking (Deng, 2018). Knowledge is a genetic trait that is inherited and measured, displaying its nature between closely related people. It appears possible for an individual to possess intelligence in more than one way shown by students who pass evaluations at various levels entailing more than one domain of knowledge.
I believe in Multiple intelligences since a variety of institution offers opportunities and education for more than one field or lesson. These domains relate in a manner that an intelligent student requires two or more readings for success. For example, spatial area such as the distance appears applied in density calculation in the logical-mathematical field. In my opinion, the general factor does not hold because a student who performs better in the logical sector can be weak in another area (Deng, 2018).
My perspectives influence learners since the practicals conducted tend to improve their skills and attitudes towards the topic of study, enhancing their intelligence levels (Deng, 2018). The inheritance aspect of knowledge discourages weak learners who believe in being foolish since there take it as a trait inherited from their parents.
Conclusively, academic, creative, and practical aspects of leaning generate a completely intelligent student.
References
Deng, L. (2018). Artificial intelligence in the rising wave of deep learning: The historical path and future outlook [perspectives]. IEEE Signal Processing Book, 35(1), 180-177. https://ieeexplore.ieee.org/abstract/document/8253597/?casa_token=87kW_uPMw6IAAAAA:71pFEFJXOOyW_mvps1gZ0eyXU-Pmi0V2YeoWUCrF_6lAO3xuVn-0qR8cYVfs2TsERpZNI5c57w