Some of the dictionaries support this idea, for example, Merriam-Webster define intelligence as a “Factor that is possible to gain or improve by hard work and experience”. Predicting a person’s intelligence is possible by his ability to solve problems in different kind of fields, such as, math, art science, music. However, intelligent people should also be able to show ability of fitting in the community and communication with others. A difference between an intelligent and a high achieving person is that an intelligent person does not have to apply as much effort into work due to his an ability to learn faster. A person who applies a lot of effort might not achieve as much as an intelligent person because he is only able to apply the knowledge he gained, but not use it to prove or investigate something new.
Schools are the backbone to a good education. Yet, some believe that schools should encourage critical thinking as it develops your mind, and it also promotes originality. In spite of this, many students benefit from the more conventional ways of learning. Firstly, critical thinking develops your mind and results in people being more open-minded. The ability to think critically helps one to analyse the deeper meaning of certain concepts as well as helping with the analysis of certain words or phrases.
I agree with this view because I have a high intelligence in linguistic, but I do not have a very high intelligence in mathematical. I like the way that Gardner split up the intelligences because I do not think that everyone could have a high intelligence in all of the areas. Every person has an intelligence that they are good at and also a weakness that needs worked on(M. Mclean, DQ 2 week 3, February 16th 2013). People can take IQ tests to discover their intelligence but they have to be aware that it could be biased. Logical-Mathematical is where a person will detect patterns, reason, and think logically and your thoughts will have scientific and mathematical reasoning.
Speech and language, in addition to the concepts used by younger children to order the world, are thought to be used differently than in older children and adults as they will change as they grow and develop. Another of the similarities within both theories is that cognitive development does not take place within vacuum, as other factors such as interaction with the environment enables the construction of knowledge. Vygotsky and Piaget have both had significant implications for education; Piaget (1952) stated that
Can intelligence change? To what extent is intelligence malleable? Extended Essay: Psychology Name: Candidate number: School: Nörre Gymnasium Word count: 37811 Abstract This essay investigated the research question: To what extent is intelligence malleable? It was necessary to start by presenting the debate on defining intelligence since there is not a complete consensus among psychologists, however, this paper accepted a definition which is generally accepted by respected psychologists; that ‘intelligence is the ability to deal with cognitive complexity’ (Gottfredson, 1998). In presenting and analysing empirical evidence such as Howe (1997) supporting the thesis that intelligence can, in fact, change under the right conditions and given enough time, a strong indication of malleability is provided.
For example, it gives students more of an individualized learning experience and it provides students with more freedom and flexibility. In spite of those who favor homeschooling, others still view it as a hindrance to a child’s social, emotional, and psychological development. Some say that homeschooling poses socialization problems for its students. For example, in the article, “Academic Achievement and Demographic Traits of Homeschool Students: A Nationwide Study”, author Ray states that one of the main questions posed about socialization, “. .
Self-esteem is one’s respect for oneself, our overall opinion of ourselves. It shouldn’t be surprising for students to have problems in recognizing themselves since they’re still undergoing puberty, in which they’re still “discovering” themselves in a lot of ways. But why are our students having lower-than-normal self-esteem in particular when comparing to students of other countries? To begin with, I think we should first look into the problem in terms of intellectual ability. Intellectual ability is the ability to understand things and to think intelligently.
The communicative activities are focused on target language fluency through practice. Finding the right balance between communicative and non-communicative activities can affect the motivation of the students. Not all students would want to continuously tackle grammar and vocabulary, whereas some will feel confident dealing with language construction and structures, but will fall apart when it comes to the usage of the language. It is this balance of assisting the students to develop their English language knowledge supplemented with English language practice through raising their motivation levels that can prove to be a conundrum. Yuru
It means that aptitude was not used to determine the learners’ success or failure in learning the target language but explain why there are some learner can learn faster than the others. Motivation and attitudes (Lett & O’Mara, 1990) refers to the learner’s attitudes towards L2 learning and how desire they are to achieve the goal of learning the language. As a
However, they are essential because exams test students' skills and enable them to overcome their nerves. Many people may claim that examinations test a limited range of skills. They favour people, who have a good memory and techniques (and they especially favour people without language barriers and cultural barriers to cross). They are theoretical and useless because students may forget the subjects, which have been learned, as time goes by. However, coursework and exams may test a greater range of skills.