Reflection on Individual Differences in Intelligence - Speech or Presentation Example

Presentation Reflection: Individual Differences in Intelligence

• Purpose

The purpose of the presentation was to explore the subject of intelligence. The main focus of the presentation was analyzing intelligence as from an individual perspective, with a view to defining intelligence, evaluating the different approaches to studying intelligence and explore the differences in intelligence between children and adults. The presentation also sought to cover the different levels of intelligence, defined in terms of the basic level and the higher level of intelligence that are differentiated by the speed of information processing and the working of memory. The presentation further sought to establish the connection between intelligence and experience. Several theories of intelligence and how each theory explores the concept of intelligence were also a major focus of this study, with the aim of establishing which theory offers the most valid and credible explanation of the concept of intelligence. Further, the presentation intended to cover the aspect of progression of intelligence from infancy through to childhood, with a keen interest to establishing at what age in life that intelligence stabilizes. In addition, the factors that affect intelligence, for example social stimulus and education formed another area of exploration of the presentation, with the aim of establishing how he environmental factors shapes the concepts of intelligence for individuals. Most fundamentally, the presentation purposed to establish the most influential factor in shaping individual’s intelligence, between the genetic and the environmental factors, especially because this subject is a major controversial aspect of numerous scientific studies. Lastly, the study aimed at establishing how cognitive abilities interacted with other factors, to shape individual’s intelligence.

• Preparation

The preparation for this presentation entailed a thorough and extensive inquiry of sources related to the subject of intelligence. The preparation started with revisiting the course materials and lectures in order to form a background for the inquiry, after which the research progressed to the inquiry of other external sources. Basically, the preparation for inquiry into this subject entailed defining the nature of materials to be recruited in the inquiry to the subject and the parameters that would govern the selection of such resources. The first step in the preparation for the presentation was determining the actual number of resources that would be sufficient to cover and inform the subject of ‘Individual Differences in Intelligence’ adequately. The revisiting of the lectures and course materials informed that a minimum of 7 resources would be adequate to inform the research and inquiry into the subject. The second step in the preparation was the determination of how old the resources would appropriately be, to inform the subject of inquiry sufficiently. Therefore, since the establishment of a historical background to the subject was deemed necessary, the selection of 2 resources that was older than ten years were selected, to form a foundational and historical background of inquiry into the subject. The preparation of the presentation ensured that the rest of the resources and materials from which the research was done were not older than 5 years, with 1 resource selected being published in 2011, 1 resource in 2013, one resource in 2014 and 2 resources in published in 2015, to ensure that the more current resources would be the major sources of information for the subject. The last step in the preparation of the presentation of the presentation entailed defining the actual nature of the sources to be used in the inquiry, since the more diverse nature of resources would be, the more credible, reliable and informative the findings of the inquiry. In this respect, a mix of academic sources was recruited for the study, ranging from books, credible journals and the visual-media sources. It is upon these preparation steps and parameters that the presentation was created.

• Integration

The integration of materials in the presentation was diverse. Prior knowledge and expertise in the area of academic research informed the strategic choice of materials and resources for this presentation, especially in relation to the date, type and content of such materials. The prior experience in research has been that the visual-media resources are highly informative especially in controversial subjects such as the subject of ‘Individual Differences in Intelligence’, since only distinguished academicians and other high-ranking authorities discuss the merits of such subjects in the media platform. As a result, the two visual-media sources from distinguished authorities in the subject of psychology of intelligence were recruited to inform on the research into the subject. Such media sources were selected based on their collaboration with the course materials, lectures and presentations and course readings. The media sources, course materials and readings were then integrated with other external sources that are informative of the subject, to create a wholesome informative presentation.

• Evaluation

Overall, the presentation can be ranked as effective in achieving its intended purpose due to the fact that all the target objectives and aims of the research and inquiry were accomplished. This is because, all the major components under the subject of ‘Individual Differences in Intelligence’, were investigated and the findings integrated into the presentation. In this respect, the presentation was highly effective and informative because it covered a range of sub-topics of the concept of intelligence, including the definition, exploration of theories and debating the merits for Genetics and environment as informative factors of intelligence. Further, the presentation succeeded in establishing the connection between cognitive abilities and intelligence and investigating the progression and realization of stability of intelligence across time. The effectiveness of the presentation arises from the fact that there was diversity both in the materials used to inform the subject and in the study team that was investigating this subject. Each of the team members made valuable contribution towards developing the presentation. My contribution to this process was also fundamental, because I was highly involved in the determination of the most appropriate resources and materials that should be used to research the topic. Therefore, through my contribution, the team was able to arrive at highly informative, credible and reliable material resources, which informed the findings of the study.

• Reflection

The subject of ‘Individual Differences in Intelligence’ is a highly complex subject, because it cut-across a range of discipline that includes psychology, philosophy and human developmental science. Nevertheless, through a systematic and comprehensive research, the subject can create fundamental insights and knowledge. The research into this subject was highly informative, because through the research, I was able to learn several valuable lessons about the human intelligence. One of the most fundamental lessons I learned through the presentation is that genetics and the environment play almost equal roles in determining the human intelligence level. From the presentation, I was able to learn that approximately 50% of human IQ is hereditary, while approximately 50% of the IQ is attributed to the environmental factors. Before the presentation, my assumption was that genetics dictates the highest percentage of human intelligence, with the environmental factors contributing the rest. However, it was very insightful and informative to find that both hereditary and environmental factors are equally important determinants of human intelligence. The insight on the 50-50 IQ contribution of genetics and environment to the human intelligence did not only act as informative, but also motivated the revelation in me that if human beings are to achieve their full potential in this life, their social environment must be right. The revelation stemmed from the findings of the presentation that even adopted children who have no biological relationship with their adopting parents can acquire a high level of IQ, for as a long as they are exposed to the right social environments. The study two studies by Scarr and Weinberg (1976, 1992) reported that black children adopted by white parents from the low-income black communities acquires 20% higher IQ compared to the black children living with their biological parents in the low-income black communities. In this respect, I know consider the social environment just as paramount as the heredity factors, in shaping the human intelligence.

The other important insight I learned from the presentation is that the infancy stage is not as much an influential stage in determining the human intelligence, as is the childhood state between the age of 3 and 8 years. According to two different studies explored in the presentation, Bayley (1949) and Honzik, Macfarlane, & Allen (1948), the correlation between the infants IQ at 12 months and a young adult at 18 years was found to be 0. On the other hand, the studies reported that the correlation in IQ started to increase at the age of 3 years and stabilized starting the age of 8 years onwards. The major lesson I learnt from these findings of the presentation is the fact that; exposing children to the right social environment during their childhood stages of 3-8 years is essential, because it effectively determines the level of intelligence that the children acquires and exhibits throughout the rest of their lives. In this respect, I have gained the realization that; if children between the age of 3 and 8 years are not exposed to the right intelligence stimulating social environments, they may not be able to achieve their full potentials in life.

Such insights will go a long way in shaping how I mould the social environment around children in the future.

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Therefore, since the establishment of a historical background to the subject was deemed necessary, the selection of 2 resources that was older than ten years were selected, to form a foundational and historical background of inquiry into the subject. The preparation of the presentation ensured that the rest of the resources and materials from which the research was done were not older than 5 years, with 1 resource selected being published in 2011, 1 resource in 2013, one resource in 2014 and 2 resources in published in 2015, to ensure that the more current resources would be the major sources of information for the subject. The last step in the preparation of the presentation of the presentation entailed defining the actual nature of the sources to be used in the inquiry, since the more diverse nature of resources would be, the more credible, reliable and informative the findings of the inquiry. In this respect, a mix of academic sources was recruited for the study, ranging from books, credible journals and the visual-media sources. It is upon these preparation steps and parameters that the presentation was created.

• Integration

The integration of materials in the presentation was diverse. Prior knowledge and expertise in the area of academic research informed the strategic choice of materials and resources for this presentation, especially in relation to the date, type and content of such materials. The prior experience in research has been that the visual-media resources are highly informative especially in controversial subjects such as the subject of ‘Individual Differences in Intelligence’, since only distinguished academicians and other high-ranking authorities discuss the merits of such subjects in the media platform. As a result, the two visual-media sources from distinguished authorities in the subject of psychology of intelligence were recruited to inform on the research into the subject. Such media sources were selected based on their collaboration with the course materials, lectures and presentations and course readings. The media sources, course materials and readings were then integrated with other external sources that are informative of the subject, to create a wholesome informative presentation.

• Evaluation

Overall, the presentation can be ranked as effective in achieving its intended purpose due to the fact that all the target objectives and aims of the research and inquiry were accomplished. This is because, all the major components under the subject of ‘Individual Differences in Intelligence’, were investigated and the findings integrated into the presentation. In this respect, the presentation was highly effective and informative because it covered a range of sub-topics of the concept of intelligence, including the definition, exploration of theories and debating the merits for Genetics and environment as informative factors of intelligence. Further, the presentation succeeded in establishing the connection between cognitive abilities and intelligence and investigating the progression and realization of stability of intelligence across time. The effectiveness of the presentation arises from the fact that there was diversity both in the materials used to inform the subject and in the study team that was investigating this subject. Each of the team members made valuable contribution towards developing the presentation. My contribution to this process was also fundamental, because I was highly involved in the determination of the most appropriate resources and materials that should be used to research the topic. Therefore, through my contribution, the team was able to arrive at highly informative, credible and reliable material resources, which informed the findings of the study.

• Reflection

The subject of ‘Individual Differences in Intelligence’ is a highly complex subject, because it cut-across a range of discipline that includes psychology, philosophy and human developmental science. Read More