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Music and Intelligence, 2007.
This paper explores the impact of music on child development.
1,987 words (approx. 7.9 pages), 20 sources, MLA, $ 63.95
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Abstract
The paper notes the controversy about the impact of music on intelligence but discusses how studies shows that music has other positive impacts on infants and young children. The paper explores the researched effects of music on fetuses, newborns and children.
From the Paper
"The actual research evidence on music and the baby brain is very limited. Whether or not there is a "Mozart effect" is debatable. Harvard University researchers Ellen Winner and Lois Hetland cautioned in 1999, for example: "Since 1997, we have been analyzing the research relevant to the claim that the arts lead to academic success. So far we have found no actual scientific evidence on the effect of music on infant brain development and subsequent school success." Even the original researchers at UCLA state that Tomatis did not report their findings accurately."
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The Possibility of Intrinsically Intelligent Artificial Intelligence, 2001.
An analysis of Searle's argument against the possibility of strong Artificial Intelligence.
1,825 words (approx. 7.3 pages), 0 sources, $ 58.95
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Abstract
This paper examines Searle's original argument against the possibility of strong Artificial Intelligence, or what he calls intrinsically intelligent AI. This argument was presented in "Minds, Brains, and Programs" which contains his original formulation of the Chinese Room example and many others. This paper explains Searle's original view (which has been slightly modified in recent years) against the possibility of strong AI. It then examines the serious shortcomings in his argument, namely his flagrant assumption that intelligence is a bio-chemical property, something that he barely mentions in his text. Holfstadter later called this view "bio-chauvinist." The writer examines what it is Searle is trying to say, where his bio-chauvinism comes into play, and what the end result is.
From the Paper
"In his paper "Minds, Brains, and Programs," John R. Searle attempts to establish the impossibility of strong artificial intelligence (AI), that an "appropriately programmed computer" can have genuine mental states. The validity of strong AI implies a direct correspondence between mental states and formal processes, and as such, insists that a properly defined program is sufficient for producing understanding and intentionality in the thing instantiating that program. Searle refutes this claim, arguing that a program could not be sufficient for producing intentionality because for any program it is possible to instantiate it in something without producing mental states in the thing. In elucidating this central point, Searle derives a distinction between "intrinsic" intentionality and "derived" intentionality. He defines intrinsic intentionality as the sort present in things that clearly have mental states, such as people. Searle distinguishes this from derived intentionality, which he claims is ascribed by those with intrinsic intentionality to things that "perform the sort of functions that we perform on the basis of our intentionality," but that do not actually possess mental states or a genuine intentionality. With this distinction, Searle's claim that programs are not sufficient, or even necessary, for producing intentionality becomes a claim that mere things - namely computers for our purposes - can only have derived intentionality and never can possess intrinsic intentionality. Searle's argument, pushed by his example of the Chinese room, at first seems to raise an alarming challenge to AI proponents, but on closer examination it becomes clear that the thrust of Searle's claim relies on some highly debatable intuitions and assumptions he makes a priori. In this paper I will argue that Searle's conclusion is entirely dependent these contestable assumptions and intuitions. I will then attempt to construct what Searle's response to this objection would likely be, and I will conclude by discussing the significance of this debate with regards to AI and all of cognitive science."
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Genes and Intelligence, 2005.
This paper discusses the contribution of genes to general intelligence, although intelligence cannot be defined clearly.
1,875 words (approx. 7.5 pages), 4 sources, MLA, $ 59.95
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Abstract
This paper explains that research demonstrates that chromosomes, the gene-carrying structures of an organism, are able to determine the level of an individual's intelligence. The author points out that scientists can measure particular inherited features by studying identical twins, who share the same genes, and can use molecular psychiatry to identify specific genes related to intelligence. The paper stresses the problem in genetic identification is that there are several forms of intelligence, such as academic intelligence, which is the traditional construct of intelligence; analytic intelligence, which is similar to academic intelligence and is suitable for testing on I.Q. tests; creative intelligence, which is, for example, a musical or artistic intelligence and cannot be accurately tested because it cannot be clearly defined; and practical intelligence, which cannot be tested because it, too, cannot be clearly defined.
Table of Contents
Introduction to Essay
General Information on Genes and Chromosomes
Information on Intelligence Tests
Positive Aspects on Intelligence Tests
Negative Aspects on Intelligence
What Can and Cannot Be Tested
Research and Experiments Conducted on Topic
Proposals from Scientists
Hypothesis from Experts
Conclusion
From the Paper
"Intelligence is the measure of a person's mental ability to function and to solve everyday problems as well as random odd problems. Individuals differ from one another in their ability to adapt to the environment, to understand complex ideas, to learn from experience and to overcome certain obstacles by taking thought. All of these concepts make up an individuals intelligence level. The most common way to measure a person's intelligence in today's society, is the IQ test. The IQ test is a series of questions involving mathematics and other types of problems that is completed by the recipients and later graded. The grade on the test determines the person's intelligence level."
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Intelligence Gathering, 2006.
A discussion on which method of intelligence gathering the intelligence community should rely on in order to counter terrorism.
1,821 words (approx. 7.3 pages), 14 sources, MLA, $ 58.95
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Abstract
This paper examines how, in recent years, there has been much debate in the intelligence community relating to the balance between human intelligence (humint), and technical intelligence (techint), in satisfying a state's intelligence requirements. This paper addresses the argument from both sides and suggests that there has been an over reliance on techint in recent years, leading to inadequacies in intelligence gathering.
From the Paper
"The current debate, although not unique to the post 9/11 period, is certainly prevalent today, and has generally involved the advocates of techint in disagreement with those that suggest humint has been neglected as a result of this. Perhaps typical of those advocates is Turner (1985. p92. cited in Shulsky. p34. 2002), who states that 'One way or another, we should soon be able to keep track of most activities on the surface of the earth, day or night, good weather or bad.' As we shall see, the idea that one collection method is favoured over the other is not helpful to the ongoing debate on intelligence reform in the U.S. and that supporters of techint's superiority are misguided, perhaps because of what Emerson (2003. p2) describes as the 'American love affair with technology.' "
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What Is Intelligence?, 2002.
A discussion on what intelligence is and the types of intelligence there are.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper explores what intelligence is. It discusses whether there is more than one kind of intelligence, whether people can be smarter in some ways than others and whether we can really measure intelligence accurately. It explores whether biology or environment has the most influence on a person's intelligence.
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Emotional Intelligence, 2006.
A review of issues in theoretical construct and measurement (emotional intelligence) pertaining to business administration.
8,036 words (approx. 32.1 pages), 104 sources, APA, $ 173.95
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Abstract
This dissertation proposal examines the relationship that exists between the role of 'emotional intelligence' and 'effective leadership and job success'. According to the paper, the theory of emotional intelligence states that emotional intelligence "is a combination of the intelligence we have that helps us both know and manage ourselves well, and the intelligence that we have that helps us understand, motivate and relate effectively to other people." The paper further discusses how even the most academically brilliant among us are vulnerable to being undone by unruly emotions.
Outline:
Introduction
Emotional Intelligence Theory
EI as a Form of Intelligence
Spearman - Psychological Ability
Thorndike Social Intelligence
Weshsler - "Non-Intellective Abilities"
Howard Gardner - "Multiple Intelligences"
Mayer & Salovey - "Four Branch Model"
Daniel Goleman - Personal and Social Competencies
Reuven Bar-On - EI in the Context of Personality Theory
Emotional Intelligence and Leadership
EI and Successful Organizational Leadership
Summary and Conclusion
From the Paper
"Emotion Quotient Inventory (EQ-I) self report measure of emotionally and socially intelligent behavior that provides an estimate of emotional-social intelligence. The EQ-I was the first measure of its kind to be published by a psychological test publisher (BAR-On, 1997a) Contains 133 items (short sentences) (5 point response scale) takes 40 minutes to complete (scales are scored on 15 subscale scores: Intrapersonal (self-regard, emotional , self-awareness, assertiveness, Independence, self actualization) Interpersonal (empathy, social responsibility, interpersonal relationship) Stress management (stress, tolerance, impulse control) Adaptability (reality testing, flexibility and problem solving) General Mood (optimism, happiness) Scores computer generated/raw scores auto. tabulated and converted into standard scores based on a mean of 100 and standard deviation of 15. Resembles IQ scores - (E) Ave to above ave EQ scores - suggest respondent = effective emotional and social functioning. Higher scores - more positive prediction for effective functioning in meeting daily demands/challenges. Low - inability to be effective due to emotional, social or behavioral problems. Has built in correction factor automatic adjustment of scale scores based on scores obtain from two of the instrument's validity indices (positive impression and negative impress) Important feature for self-report reducing potential of distortion in effects of response bias with increased accuracy in results."
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Emotional Intelligence in the Workplace, 2006.
An overview of the concept of emotional intelligence and how it is applied in the workplace.
3,900 words (approx. 15.6 pages), 12 sources, MLA, $ 106.95
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Abstract
Emotional intelligence is as an individual's ability to understand other's emotions and to use that understanding to successfully interact with others. It has been argued that emotional intelligence is more important as compared to traditional intelligence or IQ. This paper provides a detailed description of the concept of emotional intelligence, before examining how it is applied in the workforce, as well as in business leadership.
Paper Outline:
Introduction
Emotional Intelligence at the Workplace
Achieving an Appropriate Level of Emotional Intelligence at the Workplace
Creating Opportunities for Emotional Intelligence: Important Considerations
Promoting Emotional Intelligence in Organizations
Emotional Intelligence and Business Leadership
Learning Emotional Intelligence
Conclusion
Works Cited
From the Paper
"Motivation helps the individuals to define new and improved methods of completing a certain task or performing a job. It also creates loyalty among the individuals, towards their cause. In addition to this, the element of empathy further contributes towards the development of emotional intelligence in an individual. It allows the individual to consider the feelings of the individuals who are expected to be affected by his or her decisions. Emotional Intelligence helps the individuals to realize the fact that their decisions are going to affect others in a positive or a negative manner and therefore they should consider the consequences of their decisions. Finally, social skills allow the individuals to come close to their peers and subordinates and understand their emotional needs."
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Emotional Intelligence (EI), 2007.
This paper is a review of research literature to identify and evaluate where voids or gaps currently exist in identifying how emotional intelligence (EI) relates to sales outcomes.
2,570 words (approx. 10.3 pages), 20 sources, APA, $ 77.95
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Abstract
This research study examines how emotional intelligence may impact sales outcomes, and to what extent the research conducted in the past has effectively explored the direct relationship between sales outcomes and emotional intelligence. The paper explains that the literature review focused on previous methodologies, hypothesis, concepts and analytical procedures to help establish whether data correlating emotional intelligence scores to sales outcomes was more qualitative or quantitative in nature. The author points out that, from the review of the literature, it is clear that much of the research focused broadly on the ways emotional intelligence may impact outcome without too much specificity given to the topic of sales outcomes. The paper concludes that future research needs to focus on exploring the exact impact emotional intelligence has on sales outcomes, exploring how negative emotional intelligence affects the organization and examining what tools, aside from applied learning or goal orientation, can be used to transform negative emotional intelligence into positive intelligence.
Table of Contents:
Literature Review
Emotional Intelligence Defined
Review of Popular Studies
Summary of Literature Analysis of Gaps
From the Paper
"Ashkanasy (2002) conducted a study of emotional intelligence and perception of emotion in organizations in an attempt to improve understanding of "organizational behavior through investigation of the cognitive and affective processes" underlying attitudes among employees and behavior. The author hypothesized that leaders within an organization are characterized by certain traits or outcomes that may predispose them to their roles within the organization, concluding that attribution theory is most likely the best causal explanation for why people act the way they do, and how this may impact organizational efficacy, as in the case of sales.
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Sex Intelligence Differences, 2007.
This paper discusses the Wechsler Intelligence Scale for Children--Revised (WISC-R) and its findings regarding intelligence factors between the sexes.
1,409 words (approx. 5.6 pages), 4 sources, APA, $ 46.95
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Abstract
The paper explores the innate differences between the intelligence factors of the sexes and when the intelligence factors between the sexes may begin to diverge. The paper discusses the Wechsler Intelligence Scale for Children--Revised (WISC-R) which shows no difference in intelligence and cognitive abilities between the sexes early in life, even though there is a probability the relationships between these factors change over time. The paper explains that this change in relationships may occur due to male-related bias in general knowledge or it may have to do with socialization and societal expectations.
Outline:
Introduction
Position
Conclusion
From the Paper
"Typically, measures of human intelligence and cognitive abilities are measured independently according to age groups, as well as independently according to sex. The differences between the sexes are frequently documented in adults, particularly in terms of general knowledge. Some questions exist, however, regarding the innate differences between the intelligence factors between the sexes and in when the intelligence factors between the sexes may begin to diverge."
"Although intelligence factors between the sexes can be seen in adults, the results shown by 1868 participants in a white sub-sample of individuals who have taken the Wechsler Intelligence Scale for Children--Revised (WISC-R) do not reflect such a difference."
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Intelligence, 2003.
A comparison between the theories of single intelligence and multiple intelligences.
690 words (approx. 2.8 pages), 2 sources, APA, $ 23.95
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Abstract
This paper examines the nature of learning. The paper defines, compares and contrasts Charles Spearman's theory of single intelligence and Howard Gardner's theory of multiple intelligences.
From the Paper
"The attempt to understand different learning and thinking styles is based on different arguments with respect to the nature of intelligence. Such arguments traditionally fall into two categories..."
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Emotional Intelligence, 2007.
An analysis of literature regarding emotional intelligence and the impact of emotional intelligence on an individual's success.
2,336 words (approx. 9.3 pages), 15 sources, MLA, $ 71.95
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Abstract
This paper presents reviews of literature discussing emotional intelligence. The paper discusses the relationship between transformational leadership and emotional intelligence, as well as emotional intelligence in gifted adolescent students. It then goes on to analyze the methods used in the studies and to describe the studies' limitations.
Table of Contents:
Introduction
Survey Method
Experiment
Conclusion
From the Paper
" In all three studies, the impact of emotional intelligence on an individual's success rate was tested. Whether it was a survey, experiment or assessment used all three tested the same basic elements using different populations and different approaches. Overall it appears that the research supports the belief that emotional intelligence is a factor to consider when studying human nature and drive, however, there may be elements of certain populations (IE gifted) where other factors override therefore de-emphasis the significance of emotional intelligence with regard to success. These three studies are important to the future examination of the topic because they indicate that there may well be variations in the type of person who benefits from having a high emotional intelligence. This will be important to understand for the purpose of career training and educational paths in the future."
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The Multiple Intelligence Theory, 2005.
This paper is a literature review of Howard Gardner's multiple intelligence theory in preparation for the development of a classroom project.
1,960 words (approx. 7.8 pages), 15 sources, MLA, $ 62.95
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Abstract
This paper explains that Howard Gardner's multiple intelligence theory defines a person's intellectual capacity as eight different intelligences: Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intra-personal and naturalist intelligences. The author points out that one of the most powerful aspects of the multiple intelligence theory is how it provides eight different potential pathways to engage and stimulate children of all intelligence instead of a one-size-fits-all program. The paper relates that, because the act of learning involves a student using his or her own talents to engage with the material, non-standard, experiential and, hands-on activities such as storytelling, drama, dance, music, art, observation, experiment, constructing, problem-solving, discussion, reading and writing are all important.
Table of Contents
Introduction
Statement of the Problem
Literature Review
From the Paper
"Walter McKenzie's "Multiple Intelligences and Instructional Technology" also provides a wealth of ideas on the incorporation of Gardner's theory in the classroom setting, including at the Grammar School level. McKenzie brings together theory and tool for a practical implementation that might benefit all students in the class. He provides a detailed rationale for modifying standard lesson plans that exalt the reading, writing, and arithmetic so prevalent in established curriculum, and even helps teachers decide what intelligences are best incorporated into their unique learning environments. He hails the POMAT method in design, the theory of "backward planning" supported by Jay McTighe and Grant Wiggins."
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Spearman and Gardner Intelligence, 2007.
This paper explores models of intelligence by Charles Spearman and by Howard Gardner.
750 words (approx. 3.0 pages), 1 source, MLA, $ 26.95
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Abstract
In this article, the writer looks at intelligence as knowledge that allows a person to learn from experience and observation. The writer notes that intelligence also allows humans to adapt to changes in their environment, or to adapt the environment through manipulation and the use of tools. Further, the writer points out that there is much debate, regarding the nature of intelligence and what cognitive functions comprise intelligence. This paper compares and contrasts two prevailing theories of intelligence, proposed by Charles Spearman and by Howard Gardner.
Outline:
Spearman's Model
Multiple Intelligence
Many Forms of Intelligence
Works Cited
From the Paper
"Howard Gardner, a cognitive theorist, pursued this idea further by proposing a theory of multiple intelligences. Gardner devised a criteria of eight intelligences, including linguistic skills, bodily-kinesthetic skills and logical-mathematical skills. According to Gardner, people can have different profiles of intelligence, meaning that they can have challenges in some areas but exhibit strengths in others. Because of these different forms of intelligence, Gardner proposed that people also have distinct learning styles. Thus, a person with strengths in kinesthetic and spatial intelligence will have very different learning styles from people who have strong linguistic and logical-mathematical skills."
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Emotional Intelligence, 2006.
This paper reviews D. Goleman's book "Emotional Intelligence: Why it can Matter More than IQ", in which this author defines emotional intelligence and discusses its importance.
915 words (approx. 3.7 pages), 1 source, MLA, $ 32.95
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Abstract
This paper explains, based on D. Goleman's book "Emotional Intelligence: Why it can Matter More than IQ", that emotional intelligence includes the ability to empathize and to hope, which are qualities more valuable than the high IQ that schools still insist is the measure of a child's ability. The author points out that Goleman states that emotional intelligence allows a person to motivate him or herself, persist when frustrated, control impulses, delay gratification, regulate his or her own moods and be able to think even when distressed. The paper relates that the author points out that, because their brains are not fully formed yet, it is possible to teach children to become aware of their emotions and how to control them appropriately; therefore, the schools have a genuine opportunity to make children emotionally literate.
From the Paper
"Violent criminals often lack empathy and have no sympathy or feeling for their victim's suffering. Violence in schools, sometimes ending in the death of students, is a direct result of emotional illiteracy. We need to pay more attention to this problem rather than making reading and writing the end-all and be-all of education. Goleman argues that childhood has been poisoned by hectic, instable, and inconsistent family life as well as all the negative influences surrounding children, and emotional malaise in children is the price that is being paid."
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Where Does Intelligence Come From?, 2002.
Looks at many of the theories regarding intelligence and concludes with the argument that intelligence is influenced by hereditary and environmental factors.
4,150 words (approx. 16.6 pages), 17 sources, $ 151.95
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Abstract
This paper looks at the notion of intelligence as a hotly contested debate that continues today. Theorists have suggested widely different definitions: that intelligence is a purely inherited trait, that it is environmentally fostered, and that it is something in-between. This paper suggests that after examining the numerous studies performed in the field of psychology, it must be concluded that intelligence cannot be reduced to the sole product of either heredity or environment, and can in fact be attributed to an integration of both. One's intellectual potential is genetically determined; however, the extent to which that potential is realized depends on one's environment.
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