The+History+of+Intelligence


 * __Another student example: LESS COMPELLING!!!!!!!!!!!!!__**

__A Timeline__
 * 1859 Charles Darwin began investigating the origin of the species.
 * 1869 Francis Galton (Darwin's cousin) investigated the heritability of human intelligence. He developed the concept of fixed intelligence (the amount of intelligence at birth remained the same throughout a person's life). He also developed the first intelligence test based on scientific data.
 * 1905 Alfred Binet developed intelligence scales, the concept of mental age, and the intelligence quotient (IQ). This was an effort by the French government to separate out the slow learners so that special curriculum could be developed. Binet believed intelligence could be taught and was not fixed at birth.
 * 1912 Wilhelm Stern developed the IQ as a score on an intelligence test.
 * 1921 Lewis Terman revised the Binet Intelligence Scale to create the Stanford-Binet Intelligence Scale. The IQ was the indicator of score. The average population scores between 90 and 110. Giftedness is reflected by a score of 132 or higher.
 * 1930-1940s Intelligence testing was used to determine career placement, scholastic ability, predict success in marriage, and army placement. The IQ score was kept secret even from participants or their parents.
 * 1930-1950 G. Stanley Hall and Arnold Gesell believed that development of intelligence was predetermined (which assumes that a person is programmed in a sequentially time-controlled way and regardless of events or our environment, our program will always take over.)
 * 1952 Jean Piaget studied his own children and described the growth and development of intelligence. He theorized that intellectual growth resulted from the learner's active participation in the learning process. He believed children moved through stages of development and the progress of movement through the stages depends on the genetic traits of the child and the quality of the environment the child explores.
 * 1956 J.P. Guilford introduced the Structure of Intellect Model which extended the concept of intelligence to 120 factors including creativity (divergent thinking) and showed their interconnectiveness. Guilford believed that education could improve intelligence.
 * 1960s Intelligence is finally seen as educable, changeable, and dependent on the interaction between genetics and environmental stimuli. Researchers of this era include Bruner, Hunt, Kagan, Rosensweig, and Krech. Also, Lev Vygotsky's work became available to the United States from Russia.
 * 1964 Benjamin Bloom saw that children accomplish 50% of the deviation in IQ that they will acquire during the first four years of life. By age 6, they will accomplish an additional 30%, which creates a total of 80% of the deviation of adult IQ. Using these results, Bloom showed how the early years of education and stimulation are so important. His work helped to establish the Head Start program and to help write the //Taxonomy of Eduational Objectives,// which is used in many GATE programs.
 * 1983 Howard Gardner proposed the theory of multiple intelligences. His theory included seven original areas of intelligence, but was later increased to eight. They are linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Optimal learning comes from playing to the strengths of the child and their personal focus of intelligence.
 * 1984 Robert Sternberg created a triarchic concept of intelligence that includes meta-processes, performance processes, and knowledge-acquisition processes. Meta-processes are used to plan, monitor, and evaluate one's problem solving. Performance processes are used to carry out the instructions of the meta-processes. Knowledge-acquisition processes are used to figure out how to solve problems. These processes result in the three types of giftedness: Analytic (academic), Synthetic (creative or intuitive), and Practical (ability to apply the other two to real-life problems). Wisdom was included with practical giftedness.
 * 1995 The focus of intelligence moved to within the brain processes from behavior based intelligence. Intelligence is seen as multi-dimensional and is affected by both genetics and the environment in which one lives. By creating rich and engaging environment, parents and educators can increase the potential for giftedness. What was originally called theories of intelligence, are now seen as the behavioral outcomes of being intelligent.
 * 2000 Researchers and neuroscientists extend the concept of intelligence beyond behavior and look at how intelligence operates and develops within the brain. The researchers and neuroscientists include Diamond, Kandel, LeDoux, and Siegel. They found that nearly all children posses the equipment necessary to develop intelligence.
 * 2004 Jeff Hawkins explores intelligence based on the knowledge of brain functions. It is through challenging inquiry and engagement with the environment that the brain strengthens itself. The brain creates more connections between neurons so that it can process information at a faster rate. Although the cells of the brain cannot increase in number, they can become larger and stronger. For intelligence, it is about quality, not quantity. The more connections and the stronger the brain, the higher the potential for intelligence.

The following map comes from a site on human intelligence. The actual map allows you to click on each of the names to learn more information about their findings and influences on the concept of intelligence.

__References__ Clark, B. (2008). //Growing up gifted//. Upper Saddle River: Pearson Education, Inc. Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved October 20, 2010, from [|http://www.indiana.edu/~intell]