Terms
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Emotional intelligence
Emotional intelligence ( EI ) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. It can be divided into ability EI and trait EI . Ability EI is usually measured using maximum performance tests and has stronger relationships with traditional intelligence, whereas trait EI is usually measured using self-report questionnaires and has stronger relationships with personality. Criticisms have centered on whether EI is a real intelligence and whether it has incremental validity over IQ and the Big Five personality traits . [ not in citation given ] [ 1 ] [ edit ] History
Polymath
Leonardo da Vinci is regarded as a "Renaissance man" and is one of the most recognizable polymaths A polymath ( Greek : πολυμαθής , polymathēs , "having learned much"), [ 1 ] sometimes (if male) referred to as a Renaissance man , is a person whose expertise spans a significant number of different subject areas. In less formal terms, a polymath (or polymathic person) may simply be someone who is very knowledgeable. Most ancient scientists were polymaths by today's standards. [ 2 ] The term was first used in the seventeenth century but the related term, polyhistor , is an ancient term with similar meaning.
Gifted education
Gifted education (also known as Gifted and Talented Education ( GATE ), Talented and Gifted ( TAG ), or G/T ) is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented . There is no standard global definition of what a gifted student is. In 2011, the National Association for Gifted Children published a position paper that defined what a gifted student is. Gifted describes individuals who demonstrate outstanding aptitude or competence in one or more domains.
Multipotentiality is an educational and psychological term referring to the ability of a person, particularly one of intellectual or artistic curiosity , to excel in two or more different fields. [ 1 ] It can also refer to an individual whose interests span multiple fields or areas, rather than being strong in just one. Such individuals are called "multipotentialites." On the contrary, those whose interests lie mostly within a single field are called "specialists." While the term multipotentialite can be used interchangeably with polymath or Renaissance Person, the terms are not identical. One need not be an expert in any particular field to be a multipotentialite. Other terms used to refer to multipotentialites are scanners, slashers, [ 2 ] and multipods, among others.
Multipotentiality
The theory of multiple intelligences was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences as a model of intelligence that differentiates intelligence into specific (primarily sensory) "modalities", rather than seeing it as dominated by a single general ability. Gardner argues that there is a wide range of cognitive abilities , and that there are only very weak correlations among them. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task. The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level.
Theory of multiple intelligences
Intelligence quotient
An intelligence quotient, or IQ, is a score derived from one of several standardized tests designed to assess intelligence . The abbreviation "IQ" comes from the German term Intelligenz-Quotient , originally coined by psychologist William Stern . When modern IQ tests are devised, the mean (average) score within an age group is set to 100 and the standard deviation (SD) almost always to 15, although this was not always so historically. [ 1 ] Thus, the intention is that approximately 95% of the population scores within two SDs of the mean, i.e. has an IQ between 70 and 130. IQ scores have been shown to be associated with such factors as morbidity and mortality , [ 2 ] parental social status, [ 3 ] and, to a substantial degree, biological parental IQ. While the heritability of IQ has been investigated for nearly a century, there is still debate about the significance of heritability estimates [ 4 ] [ 5 ] and the mechanisms of inheritance . [ 6 ]
Intellectual giftedness is an intellectual ability significantly higher than average. It is different from a skill , in that skills are learned or acquired behaviors. Like a talent , intellectual giftedness is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Various ideas about the definition, development, and best ways of identifying intellectual giftedness have been put forward. Intellectual giftedness may be general or specific.
Intellectual giftedness
A genius is a person who has exceptional intellectual ability, creativity , or originality , typically to a degree that is associated with the achievement of unprecedented insight . There is no scientifically precise definition of genius, and the question of whether the notion itself has any real meaning has long been a subject of debate. The term is used in various ways: to refer to a particular aspect of an individual, or the individual in his or her entirety; to a scholar in many subjects (e.g. Gottfried Wilhelm Leibniz or Leonardo da Vinci ) [ 1 ] or a scholar in a single subject (e.g., Albert Einstein or Srinivasa Ramanujan or Stephen Hawking ). Research into what causes genius and mastery is still in its early stages, and psychology offers relevant insights.
Genius
Latent inhibition is a technical term used in classical conditioning to refer to the observation that a familiar stimulus takes longer to acquire meaning (as a signal or conditioned stimulus) than a new stimulus. [ 1 ] The term "latent inhibition" dates back to Lubow and Moore (1959). The LI effect is "latent" in that it is not exhibited in the stimulus pre-exposure phase, but rather in the subsequent test phase. "Inhibition", here, simply connotes that the effect is expressed in terms of relatively poor learning.
