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Race, IQ and Intelligence, 2006.
This paper examines whether or not a link exists between race, IQ and intelligence or if this is just a myth known as the imaginary white-black gap.
2,491 words (approx. 10.0 pages), 5 sources, MLA, $ 75.95
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Abstract
This paper opens with a clear definition of both IQ and intelligence. The writer of this paper contends that IQ does not measure racial characteristics or individual phenotypic characters such as height or weight. IQ results are a measurement of the rank order or relative standing of test scores in a given population. IQ tests measure only cultural content, values and assumptions taught through formal education. This paper discusses the myths about race and IQ which go back a long way, to a time before IQ tests. The writer cites various philosophers and social scientists who believed that the branches of humanity were distinguishable both temperamentally and intellectually. The writer of this paper attempts to legitimize the viewpoint that intelligence is culturally based, not genetically based and that IQ is a measure of very limited usefulness in very limited situations with a very narrowly defined cultural group. This paper also analyzes one's exposure to technology and educational content and its impact on IQ scores, regardless of race or ethnicity.
Table of Contents:
Defining IQ and Intelligence
What About Race?
Conclusion
References
From the Paper
"The myths about race and IQ go back a long way, to a time before IQ tests. Philosophers Hume, Kant and Hegel all believed that the various branches of humanity were distinguishable both temperamentally and intellectually. As difficult as it is to credit today, Kant and Hume associated "the dark pigmentation of persons of African origin with cognitive deficiencies, and Hegel wrote disparagingly of the natural temperament of Africans as explanatory of their cultures." They came by their prejudice 'honestly': Aristotle had argued that the dark pigmentation of the Africans of Egypt and Nubia in ancient times signaled cowardice. Thereafter, while philosophers no longer seemed to dabble in racial issues, social scientists did."
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Intelligence & Race, 1999.
Critical analysis of efforts to use science to link race, IQ & Darwinian evolutionary theory.
1,800 words (approx. 7.2 pages), 9 sources, $ 63.95
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From the Paper
" A number of efforts have been made since the onset of the scientific age toward measuring various traits in order to identify specific characteristics differentiating racial characteristics, often in an attempt to show that certain groups are inferior to the majority Caucasian group. Such "scientific rationality" often tries to prove that such characteristics as intelligence are racially linked, and statistics are developed to show that whites on the average are more intelligent than blacks and that there is a biological basis to differences seen in test scores. Such efforts have been undertaken many times in this century, most recently in the book The Bell Curve, which revived an old debate as to the possibility of proving this sort of theory and the biased nature of intelligence tests. An examination shows that scientific rationality continues to be.."
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| Term Paper # 28697 |
temporarily unavailable
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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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| Term Paper # 93644 |
temporarily unavailable
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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 Testing, 2005.
A discussion on the various techniques that can be utilized to measure the intelligence quotient (IQ) in children.
1,427 words (approx. 5.7 pages), 9 sources, MLA, $ 47.95
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Abstract
This paper examines how the Stanford-Binet test, Wechsler intelligence scales for children, and the Bayley scales of infant development can all be used to measure IQ in children. It provides an overview of all three tests and evaluates some of their limitations.
From the Paper
"Individuals have always differed in intelligence, at least partly because of heredity, but these differences have come to matter more because social status now depends more on individual achievement. The consequence of this trend is the bipolarization of the population, with high-IQ types achieving positions of power and prestige, low-IQ types being consigned to the ranks of the impoverished and the impotent. As Stern wrote in 1914: "No series of tests, however skillfully selected it may be, does reach the innate intellectual endowment, stripped of all complications, but rather this endowment in conjunction with all influences to which the examinee has been subjected up to the moment of testing." IQ tests can be made to compare students to each other (norm-referenced tests) or to see whether students have mastered a body of knowledge (criterion or standards-referenced tests)."
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Emotional Intelligence (EI), 2007.
This paper is a literature review to define the hypotheses for further research on the relationship of emotional intelligence (EI) to success as a sales person.
2,735 words (approx. 10.9 pages), 21 sources, APA, $ 81.95
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Abstract
This paper explains that a series of studies have linked emotional intelligence (EI) with increased performance outcomes in the workplace such as employee effectiveness ratings, sales quota indices, leadership capacity, career commitment and managerial advancement. The author points out that the commonly accepted models of emotional intelligence (EI), which differ from the logical type termed as IQ or general intelligence, share several basic concepts including self-awareness, self-management, social awareness and relationship management. The paper suggests that hypotheses for research should be to acknowledge the need to establish further the connection between emotional intelligence and work outcomes and to establish the greater impact of EI scores on sales performance as contrasted to IQ scores.
Table of Contents:
Introduction
Background of the Study
Statement of the Problem
Definition of Terms and Suggested Measures
Hypotheses of the Study
Further Research and Limitations of the Study
From the Paper
"The Goleman-Boyatzis-Hay Emotional Competency Inventory is also based on a series of statements - but since it's a 360-degree instrument, individuals other than the test's subject are asked to answer the same questions about that subject. In this case, the ratings run from one to seven, with one being "slightly" and seven, "very." In practical terms, the Goleman-Boyatzis-Hay approach has focused less on training emotional intelligence than on addressing specific deficiencies in those competencies."
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| Term Paper # 94961 |
temporarily unavailable
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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, 2002.
A look at the concept of emotional intelligence (EI), compared to IQ.
1,750 words (approx. 7.0 pages), 7 sources, MLA, $ 56.95
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Abstract
This paper compares emotional intelligence (EI) to our intelligence quotient (IQ). It explains that EI has to do with such things as instinct, feelings, and responses to stimuli; it is based, to a large degree, in our evolution. Our IQ, on the other hand, can be thought of as a measure of our rational mind, how we remember what we are taught and then apply those lessons to certain situations.
From the Paper
"Thus, emotions play a vital role in our daily lives. They affect everything: how we respond to a given situation, how we learn, how we interact with others, and more. It is very difficult, if not impossible, to separate emotions from intellect. Unfortunately, when it comes to children ? and to their schooling in particular ? that is exactly what happens. Book learning and how well children can regurgitate lessons learned takes precedence over whether or not children are actually comprehending and learning. In other words, EI often takes a backseat to IQ."
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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, 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 (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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The KAIT Intelligence Test.
This paper critiques the intelligence test, KAIT, which is the Kaufman Adolescent and Adult Intelligence Test, authored by Alan S. Kaufman and Nadeen L. Kaufman.
940 words (approx. 3.8 pages), 3 sources, APA, $ 33.95
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Abstract
This paper explains that the theoretical design of the KAIT is problem-solving skills using fluid and crystallized abilities, rather than merely measuring intelligence capacity, as based on the Cattell-Horn model of fluid/crystallized intelligence. The paper points out that, because KAIT de-emphasizes response speed and motor proficiency, it is especially useful when testing the elderly or other groups where measuring cognitive functioning separately from psychomotor ability is important, or in comparing young children, where psychomotor ability has a higher correlation to intelligence. The paper relates that the composite IQs on the KAIT demonstrate high construct validity with tests such as WISC-R, WAIS-R, and K-ABC; the manual reports KAIT profiles for clinical samples, including neurologically impaired (left vs. right), clinically depressed, reading disabled, and Alzheimer's-type dementia.
Table of Contents
General Information
Test Description
Purpose of Test
Technical Evaluation
Reliability
Internal Consistency
Test-Retest
Adequacy of Reliability Evidence to Support Potential Uses of the Test Validity
Summary, Evaluation, and Critique
From the Paper
"The crystallized (or learned) scale consists of three, separately scaled and then collectively computed elements. The first is "Auditory Comprehension." This involves "listening to a recording of (or examiner reading aloud) a news story, then answering literal and inferential questions about the story. Then, "Double Meanings" which involves "studying two sets of word clues, then thinking of a word with two different meanings that fits both sets of clues." Finally, "Definitions" or "integrating two types of clues-a word with some of its letters missing and an oral clue about the word's meaning-to identify the word."
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