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Isaías González
2006-Feb-21, 06:21 PM
How do you define intelligence?

NEOWatcher
2006-Feb-21, 06:24 PM
How do you define intelligence?

Oh, this one could get good, especially on this board. ;)

gwiz
2006-Feb-21, 06:41 PM
Ability to solve the problems that life presents you?

Disinfo Agent
2006-Feb-21, 06:47 PM
Oh, this one could get good, especially on this board. ;)Indeed. So What Really is Intelligence? (http://www.bautforum.com/showthread.php?t=34242&highlight=intelligence)

P.S. Welcome to the forum, Isaías.

TaoTeFarrell
2006-Feb-21, 06:48 PM
hmm.... that is a good question, i guess intelligence would have to be how you perceive your surroundings, and how you adapt to your environment.
:neutral:

Huevos Grandes
2006-Feb-21, 06:50 PM
Ability to solve the problems that life presents you?

I'll go with this.

Or, per Merriam-Webster (http://www.m-w.com/dictionary/intelligence) intelligence is: (1) : the ability to learn or understand or to deal with new or trying situations : REASON; also : the skilled use of reason (2) : the ability to apply knowledge to manipulate one's environment or to think abstractly as measured by objective criteria (as tests); ant.: the opposite of Britney Spears' operational guide to life.

Swift
2006-Feb-21, 10:40 PM
ant.: the opposite of Britney Spears' operational guide to life.
:lol:
"You mean there is a GUIDE!" Where can I get a copy? :eh:

Enzp
2006-Feb-22, 01:13 AM
The question is not well defined. If we mean intelligence as in asking what would make us consider an alien life form intelligent, we mean one thing. If we are asking what makes some individual in our world intelligent, we mean something else.

Isaías González
2006-Feb-24, 12:07 AM
Thank you Disinfo Agent.

More or less everybody say the same: ability to solve the problems that we face.

But, can a successful illiterate be as intelligent as us ? He solved the problems of his life.

Disinfo Agent
2006-Feb-24, 12:09 AM
Precisely.

Huevos Grandes
2006-Feb-24, 04:14 PM
:lol:
"You mean there is a GUIDE!" Where can I get a copy? :eh:

You won't need it, unless you plan on engineering a big fall from super-hyped stardom down into ridicule/poverty/pornography. There was that section on walking barefoot into gas-station restrooms though... :eh:

Isaías González
2006-Feb-25, 01:00 AM
The illetrate is intelligent because he adapted himself to the life, but if he would have studied something else, he would have had more success.

Other question:

Two girls have to do at home 20 additions of two numbers of five digits each one.

One of them is studious and attempts to do the additions but she can't. She asks to a brother if he can help her and the brother does the additions and she memorizes the results.

The other one is lazy and doesn't do the work at home.

The following day, in the mathematical class, the studious girl writes the additions as she memorized. The lazy does all the additions during the examination. The studious girl obtains an A and the lazy girl obtains a B.

Which of them is more intelligent?

Disinfo Agent
2006-Feb-25, 02:52 PM
My reply is that grades don't necessarily measure the 'intrinsic' intelligence of an individual (assuming there is such a thing). They measure all sorts of things, besides intelligence.

Isaías González
2006-Feb-26, 12:14 AM
You are right, Disinfo Agent.

My answer is:

The lazy girl is more intelligent because she can resolve all the additions. Insted of, the studious girl can't know the solutions of all the problems of the life and she will learn after painful and numerous mistakes. She can work giving informations to the people in a commercial center.

Here is applied the saying: "Give a fish to a man and he will eat that day. Teach him how to fish and he will eat all the life."

Other question:

Which of the following definitions of intelligence is the better one:

1) Intelligence is the ability to solve problems.

2) Intelligence is the ability to solve new problems.

Musashi
2006-Feb-26, 12:34 AM
#2

Knowledge_Seeker
2006-Feb-26, 03:16 AM
Intelleigence in knowing how not, to run with scissors :D

Isaías González
2006-Feb-27, 12:48 AM
Very funny, Knowledge Seeker.

The first definition is wide and covers the knowledge and the intelligence itself.
As "knowledge" I mean answers to the problems that we haven't gotten through our own experience but through the experience of other people, as the case of the studious girl.

The second one is nearer to the definition of the intelligence because the problems are solved withouth any external help and depends of the ability of the person.

"External" may mean also knowledges acquirired in the past by the same person.

Here we can say: knowledge = velocity, and inteligence = acceleration.

Question:

Have the artists high intelligence?

Disinfo Agent
2006-Feb-27, 10:24 PM
How does Robin Williams do it? (http://www.bautforum.com/showthread.php?t=38648)

Isaías González
2006-Feb-28, 12:33 AM
Answer:

Yes, the artists have high intelligence. But if they have not, they can increase it focusing their attention.

An american artist, Alonzo, does beautiful and perfectly realistic sculptures of animals and he is mentally retarded. Some autists do extraordinary things, for example, perfect drawings, or have high ability to remember facts. But when their are under psychological treatment to improve their perception of the external world, they lose the abilities.

If we simplify our lives, we can focus better our attention. But it is better to control it and not that the attention controles us. So, we can amplify or focus it, according with our necessities.

Question:

I don't believe in God but, can a saint be mentally retarded?

Isaías González
2006-Mar-01, 12:19 AM
Answer:

I don't know.

Question:

Is allways the intelligence over the knowledge?

Ara Pacis
2006-Mar-01, 08:35 AM
I would say that smarts is the ability to memorize, categorize, define and recite what facts are.

I would say that intelligence is knowing the concepts of how to apply those facts to achieve a desired result.

I would say that wisdome is knowing why, where, when and if those concepts of how to apply those facts should be undertaken, and for what purpose and by whom the result is desired.

Isaías González
2006-Mar-02, 01:48 AM
What you have said, Ara Paces, is a very wide definition of intelligence. There are other definitions, for example: ability to understand, ability to reason, ability to learn, and so on.

Answer:

Some times the knowledge is better than intelligence. For example, is better go in a car which driver has an average intelligence but has experience in driving than go in a car which driver has high intelligence but is learning to drive. Some times the knowledge goes faster than intelligence.

Question:

Which of the following definitions of intelligence is better:

1) Intelligence is the ability to see the most general and abstract.

2) Intelligence is the ability to see the most concrete and particular, to see the small differences.

Isaías González
2006-Mar-03, 01:30 AM
Answer:

Really none of the two definitions is better because both need the other one.

If a person only has abstracción and generalization, will fall in prejudices. For example, if he knows a person with some characteristics of personality and some characteristics in his clothes, then he will say "The people that dresses so is so".

And the people that see the smallest details can't interpret the reality in functions of more important process.

Question:

Have female and male the same intellectual abilities?

Isaías González
2006-Mar-04, 01:45 AM
Answer:

No. The female is better in languaje and the male is better in mathematics.

I've heard that when a female talks uses both cerebral hemispheres and when a male talks uses only one hemisphere. This explains why when I see a group of women, they talk at the same time and, however, they understand the other women.

Question:

Has the personality relation with intelligence?

Van Rijn
2006-Mar-04, 08:14 AM
Answer:

No. The female is better in languaje and the male is better in mathematics.


Or perhaps not:

http://www.psychologymatters.org/thinkagain.html

There are certainly some social biases, but actual cognitive biases are not terribly obvious.



I've heard that when a female talks uses both cerebral hemispheres and when a male talks uses only one hemisphere. This explains why when I see a group of women, they talk at the same time and, however, they understand the other women.


You've heard this? What does the research say?

Isaías González
2006-Mar-05, 02:20 AM
Thank you, Van Rijn, by your smart commentaries.

I read the paper in "Thinkagain.html" and I agree with it. The differences between the gendres are caused by the culture and not by the genetics. But the social behavior has changed. Before the women went in small quantitity to the universities. Now, the gap between the male and the female is smaller.

About the brain of the woman, if you read again it you will realize that it isn't written in a scientific style but in an informal style (although I really heard it).

I went to your site and I downloaded beatiful images. Thank you.

Answer:

The personality is very important in several ways:

1) The interest in something does that the individual developes some abilities.

2) If the individual suffers of bad attention, his perfomance will be low.

3) The mental pathologies distortion the knowledge and the intelligence.

4) A persistent personality solves better the problems because many problems only can be solved after many years.

Question:

Is better to learn understanding the content of the ideas or is better to learn although the meaning of the ideas is not understood?

Isaías González
2006-Mar-06, 12:50 AM
Answer:

Both ways of learning are very important.

When we understand something is easy memorize it because the general idea is like a thread that strings the pearls (ideas).

But frequently we have to memorize information without meaning. If we memorize it, it is more probable that in the future we can use this information to solve a problem. But the ideal is give meaning to the information since the beginning.

Question:

Is fantasy adventage or nuisance for the intelligence?

Isaías González
2006-Mar-07, 01:46 AM
Answer:

I define intelligence as imagination + reasoning. The imagination gives many images and the reasoning selects those images that are more related with the external reality.

If the imagination is stronger than the reasoning the person dreams but the reality hurts him.

If the reasoning is stronger than the imagination the person lacks of ideas for solving the problems that reality offers.

It's very important to have fantasies in the adolescence about the future but it's also important to work hard in order to get them. If there aren't fantasies there isn't motivation to work and if there are too many fantasies probably they won't be achieved.

Question:

Is the intelligence produced by the genes?

Isaías González
2006-Mar-08, 01:00 AM
Answer:

No. There isn't proof of this affirmation but frequentely is heard from physicians that some psychological characteristic of an individual is inherited from his parents because they also have the same characteristic. But they don't realize that this characteristic may be transmited through the education.

Question:

Come the reasoning from the consciusness (awareness) and the imagination from the unconsciousness?

Isaías González
2006-Mar-09, 12:37 AM
Answer:

Normally the unconsciousness is irrational and the consciousness is rational but a mix may be good as is good the mix imagination-reasonig.

However, may exist unconsciousness rational processes. Sometime, when I awaked in the morning before be totally conscious, I saw in the ceiling a very good invention in which I was working many weeks ago but my consciousness didn't realize about that. When we have an idea, before we were creating it in the unconsciousness.

And our consciousness has many irrational believes.

Question:

Is the consciousness related with the intelligence?

Isaías González
2006-Mar-10, 01:53 AM
Answer:

Yes. The development of the consciousness demands the knowledge of oneself. The knowledge of oneself is the culmination of the intelligence.

Question:

What does the philosophy say about the intelligence and the knowledge?

Isaías González
2006-Mar-11, 01:09 AM
Answer:

The philosophy presents three categories:

1) Idealism. The idealism says that the ideas are the only truth and rejects the existence of an external reality. This is the position of Plato and Kant.

2) Empiricism. The empiricism says that the external world is the only truth and that the knowledge only can be gotten through the senses. It also says that it's impossible the creation of the ideas through the combination of other ideas. This is the position of Hume and Lock.

3) Rationalism. The rationalism says that there are two worlds: the external world and the ideas, but puts the external world (or physic world) under the control of the reason. This is the position of Descartes, who said:

"In our search of the right path to the truth, we shouldn't occupy in objects from which we can't get a certainty equal to the mathematical demonstrations."

The psychology and the science say that the knowledge have two proccesses: an inductive proccess, that comes from the external world and arrives to the formation of general ideas and a deductive proccess that combines ideas with the purpouse of apply them to the external reality.

However, the philosophy isn't interested in this position. It seems to say: "Support a recalcitrant position in any human area and you will do history. Be reasonable and you will be ignored."

Question:

Are the psychological tests reliable?

Isaías González
2006-Mar-12, 01:52 AM
Answer:

The tests of intelligence have a satisfactory validity but have to be complemented, if it is possible, with interviews that show its functioning, the creativity, the motivation (that is the motor of the intelligence), etc.

As there are many test, it depends, of course, of the kind of the tests used.

With the development of the tests of intelligence and the tests of specific abilities, the psychology correlated the scores of the different tests. The interpretation of this results led to two theories about the nature of the intelligence: exists an only factor of the intelligence, the factor G or general intelligence, or exists several factors or abilities such as verbal ability, mathematical ability, abstract reasoning, spacial relations, memory, mechanical aptitude, etc. Both theories, however, are right.

Question:

Is it possible that a material structure like the brain has relation with a mental structure like the intelligence?

Knowledge_Seeker
2006-Mar-12, 04:59 AM
i know how to answer the question......

First of all intelligence is something that humans have created. It, in reality doesnt exist. We have made it to be what it currently is. If we wanted, stupidity could be today's intellegence. Just as gay, which at one point purely meant happy.


So intelligence is nothing.

It doesn't exist.

Isaías González
2006-Mar-13, 01:03 AM
You have said, Knowledge Seeker, an intelligent comment. Then, the intelligence exists.

Answer:

When I studied neurology in the university, I dreamed to find the "mother neuron", the neuron that rules the whole mental activity. Now I have other panorama.

Our body is composed of atoms an molecules. Those atoms and molecules disappear and other atoms and molecules replace them across the time. However, we are the same persons through our life. Then, we are a system of relations that survives and our life isn't in a point but in the whole body.

The same thing may be said about the brain: our intelligence and the psychological functions are in the whole brain. As there are areas in the brain where the psychological functions are represented I must be wrong.

If we Analise an individual that is talking, the language zone is active (of course), the intellectual zones are actives, the motor zones are actives (the individual moves the mouth, the tongue, the lungs, their arms, etc) and their emotions about the theme he is talking are actives. Then, the psychological functions are in the whole brain and not in a small zone and is impossible to locate something like the ego, the I and the consciousness, although some areas are more important than other areas in relation to a particular mental function.

Question:

Have the animals the same kind of intelligence that we have?

Isaías González
2006-Mar-14, 01:51 AM
Answer:

The animals learn through four ways:

1) Imitation. When the youngs rise they do the same things that their parents do. This is a low lever learning .

2) Temporal association. If an animal has a satisfaction in the moment that happens something (sound, light, sensation, etc.), then it learns that each time the sound, light, etc. is produced, it will receive a satisfaction. The same thing will happen if it received a painful or unpleasant stimulus when a sound, light, etc. is produced: each time that the sound, light, etc. occurs, it will receive an unpleasant stimulus. This is an improvement of the learning.

3) Association by resemblance. If we present to an animal different images with different (or alike) shapes and colors, it can learn which of them will give pleasure and which of them will give pain or dissatisfaction. This is a superior intellectual level and implicates abstraction and is only used by superior animals.

4) Logic deduction. Some animals like chimpanzees can invent tools that they never have seen before with the purpose of getting something. Also it is present when a chimpanzee evaluates the better path among several, in order to get something. But this ability is scarce among the animals.

The human being uses the four types of intelligence but is more specific in the last two ways of knowlwdge.

Question:

Have the animals consciousness?

Isaías González
2006-Mar-15, 01:11 AM
Answer:

There isn't reason for saying that the animals don't distinguish their bodies of the bodies of the other animals. They imitate the animals of the same specie. Then, the animals have consciousness because they know the similarities between their bodies.

About the conscience (moral), it isn't easy to give an answer because many species are sociable. However, this behavior may be interpreted because of an egoistic interest. The dog loves the man because receives many things from him.

Recent researches show that the chimpanzees are disinterested when help the human being to do something.

About the moral conscience in the dog, we can read the case of the dog that injured the face of its owner.

"On May 27, after a very disturbing week and with lots of personal worries, I took drugs to forget," Ms. Dinoire said, adding that she passed out and fell against a piece of furniture.

"When I woke up, I tried to light a cigarette and didn't understand why it wouldn't stay between my lips."

"That's when I saw the pool of blood and the dog beside it."

Ms. Dinoire said she went to look at herself in a mirror and "couldn't believe what I was seeing — it was too horrible."

Her lips were gone, along with her chin and much of her nose, leaving her teeth and part of her lower jawbone exposed, her doctors said.

The dog was innocent of the injure that it had done.

Question:

Have the computers intelligence?

Isaías González
2006-Mar-16, 12:55 AM
Answer:

It depends of the level of freedom the man gives to the computer to solve the problems.

When we uses the computer in our daily works, the computer has not intelligence because it only obeys the instructions that we and the programmes demand. Then the intelligence is in the mind of the programmer and in our mind.

But in the case of a robot, like the robots that are in Mars, they have more freedom because they must resolve many problems without the help from Earth.

In the case of neuronal nets (a special kind of hardware and software), the freedom is higher. The software learn to learn. So, the programmers lose control of the computer and don't know what the computer is doing, although its performance is very good.

If we wish that the computers think as us, the freedom must be total.

Question:

What will do a computer if we give it a series of instructions, among them, "forbidden to forbid?"

Isaías González
2006-Mar-17, 12:36 AM
Answer:

It will be blocked because the sentence is contradictory. But the humans understand that the person who said that wants more liberty.

Here we can see that the perfect logic reasoning of a computer or of a mathematical algorithm can fail when the problem is ambiguous.

Question:

Is the person that has bigger brain more intelligent?

Musashi
2006-Mar-17, 02:20 AM
This is a very bizzare thread.

Isaías González
2006-Mar-18, 01:52 AM
Thank you, Musashi.

Answer:

The human brain grew from the ape to the australopithecus, from the australopithecus to the homo erectus, from the homo erectus to the homo sapiens. But the homo sapiens didn't increase the volume of his brain. Furthermore, the volume of his brain was smaller than the volume of the brain of the neanderthal, his contemporary, and the neanderthal was less intelligent.

The Einstein's brain weighed 1.230 grammes and the average weight is 1.400 grammes. The thickness of his cerebral cortex was inferior to the average.

Conclusion: the intelligence doesn't depend of the volume of the brain but of its functioning.

Question:

Is enough to understand to learn?

Isaías González
2006-Mar-19, 01:03 AM
Answer:

A professor says the following statements:

"Here we assume that the intelligence has to see mainly with the rational acts. From the ideal point of view, an intelligent agent is that undertakes the best action in a specific situation.

"An agent perceives the environment through sensory organs and acts on the environment through effector organs.

"Now, you have to construct a robot that cleans a room with a vacuum cleaner."

You can see that the first statement is confused but the following statements are clear and the student will not forget the meaning of them although the robot isn't constructed.

Question:

Is the tension an advantage or an obstacle for the intelligence?

identityless
2006-Mar-19, 03:45 AM
You guys to define intelligence based on an individual perspective. What about cultural differences? Take a man with an astronomer and place him/her in a rainforrest tribe in South America, and that person would be clueless of what to do, vice versa.

What about Howard Gardener's theory of multiple intelligence?


Types of Intelligences
1. Verbal-Linguistic: abilities to use vocabulary, do verbal analysis, understand metaphors, and comprehend and produce complex verbal material
2. Logical-Mathematical: involves numbers and computing skills, recognizing patterns and relationships, timelines, ability to solve different kinds of problems through logic
3. Visual-Spatial: involves visual perception of the environment, ability to create and manipulate mental images, and the orientation of the body in space
4. Bodily-Kinesthetic: physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities
5. Musical-Rhythmic: understanding and expressing onself through music and rhythmic movements or dance, or composing, playing, or conducting music
6. Naturalistic: understanding the natural world of plants and animals
7. Interpersonal: understanding how to communicate with and understand other people and how to work collaboratively
8. Intrapersonal: understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work them consciously

Isaías González
2006-Mar-19, 11:50 PM
Hello Identityless.

Certainly, there are cultural differences of what must be intelligence. Inside our culture there are many activities that demand a new class of intelligence. For example, the drawing, the mechanical, the speed of perception, the memory, the attention, the knowledge of oneself, the general culture and many others. All them demand a great ability. And each one can be compounded by other sub-abilities. For example, the drawing has two sub-abilities: artistic drawing and technical drawing. The mechanical demands several sub-abilities: calculus of the weight, calculus of the resistance of materials, calculus of the efforts, the ideation of movements. The memory may be of names, of dates, of numbers, of ideas, of faces, etc. And this sub-abilities can be divided too.

Answer:

If the tension is very high, it blocks the intelligence and if the tension is very low, there isn't motivation to push the intelligence to work and it's possible that the person is in danger.

There is a neurotic symptom that makes to block the intelligence and the behavior: the person fears too much and feels unable to do something; this fear carries to make unnecessary mistakes. Then, the mistakes produce more fear, and so on.

Question:

Which is the difference between sensation and perception?

Isaías González
2006-Mar-21, 12:34 AM
Answer:

The sensation is the physiological process that begins from the sensorial organ as the eyes, the ears, the skin, the stomach, etc., and goes in the nerves until the sensorial areas of the cerebral cortex. Still there isn't a psychological interpretation of the stimulus.

The perception is the interpretation that the brain does of the sensorial information. So, it may say that the stimulus is a house, or a book or a song, etc.

This process of interpretation is easy for us but for a baby is a hard work. When he is born, he only sees spots that move. Little by little he structures the objects, the persons, the sounds, the own body and so on.

Question:

Are there drugs that improve the intelligence?

Enzp
2006-Mar-21, 02:57 AM
The astronomer in the rain forest does not lack intelligence, he lacks knowledge. He may know nothing of his new environment, but he has the capacity to learn about it, ask the questions he needs to, and adapt to the changes. That is intelligence at work.

As cunning and adapted to nature as he might be, a jungle cat placed in an urban environment cannot ask questions, and can only continue to hunt prey. If he learns how to find enough prey before he starves, then he survives, otherwise he dies. He is not intelligent.

Isaías González
2006-Mar-22, 12:34 AM
Answer:

No, there aren't. But the amphetamines and the cocaine reduce the fatigue, mental and physic, and the person can work more time. The problem is that when the effect of the drugs has disappeared the fatigue is very big.

When an hallucinogenic is used, the person reports extraordinary knowledges. But, if the individual cannot communicate them to other people through any language, these extraordinary ideas won't be useful neither for other people nor for himself. If he cannot communicate them, he will forget the ideas. And the communication, if exists, will be difficult and may last all the life, idea that isn't good for the drug addicts.

Question:

What does Sigmund Freud say about the intelligence?

Isaías González
2006-Mar-23, 12:55 AM
Answer:

Freud is not interested directly in the intelligence but mentions the intelligence in the following statements:

1) The patient must have an intelligence superior to the average.

2) The instincts are controlled by the superego (social norms) and the reality principle (intelligence, physic laws and rational laws).

3) The intelligence and the knowledge are deformed by:

Repression: the individual rejects and forgets an idea or a feeling or an instinct because they are associated with traumatic situations.

Denial: the individual accepts a fact in his conciencious but he doesn't accepts the importance of it. For example, the alcoholic accepts that he drinks but says that he controls the drinking.

Rationalitation: is the justification of a behavior. For example, a person is confronted with his aggressiveness to other person. Then he says: "I did that because the law of the nature is 'kill or be killed', and we must accept the laws of the nature."

Fantasy: is the escape to the fantasy when a difficult situation is lived.

Displacement: when is impossible to allow the exit of a impulse to an external object, the person directs the impulse to other object but he isn't conscious about this.

Question:

Are genius and madness united?

Isaías González
2006-Mar-23, 11:59 PM
Answer:

Mental illness is obstacle for the creativity but in some cases, mainly artists, it can help to communicate certain kind of emotions.

Question:

Are we more intelligent than our ancestors?

Enzp
2006-Mar-24, 05:39 AM
No, just better informed.

It is rarely good form to ask questions for yourself to answer.

Fram
2006-Mar-24, 09:27 AM
No, just better informed.

And (on average, certainly in many countries) better nourished. A potentially intelligent baby can be made dumber by lack of nutritients, and much of this damage is irreversible. Probably other influences (medical posiibilities) can be shown as well.

Apart from that: this thread is a candidate for the award for most bizarre thread of the year, I think. Is soliloquy a sign of intelligence?
(A bizarre word, by the way: I thought it was spelled soliloqui)

Van Rijn
2006-Mar-24, 10:53 AM
Intelligence may be more than that - consider the Forbidden Experiment.

I suspect that the brain needs to be "programmed" properly to be intelligent in ways we can understand, and if someone doesn't get the right exposure while young, will never be intelligent in ways other than the specific survival skills learned while young.

It may very well be that modern humans are more "flexible" thinkers in general than our truly ancient ancestors. I suspect that is part of the reason it took so long to develop significant technology - it took many thousands of years during prehistory to develop sufficient concepts for it to snowball.

And yes, this is a strange thread.

Isaías González
2006-Mar-25, 12:49 AM
Dear Enzp:

I agree with you. We have better knowledge about almost everything. We can solve problems easily. But we have the same intelligence than our ancestors.

If we use the definition "Intelligence is the ability to solve problems", we are more intelligent because we have more knowledges. But if we use the definition "Intelligence is the ability to solve new problems", we have the same intelligence than our ancestors.

This can seen in this way: "Are we more rich than our ancestors?" The answer is yes. "Are we more industrious than our ancestors?" The answer is no.

Dear Fram:

I agree with you about the importance of the nutrition in the development of the intelligence. Furthermore, inside a poor environment there is also intellectual and emotional poverty.

I don't agree with you about this thread is a soliloquy: now we are dialogging. All depends of the cristal we use to see the reality. For example, the message of Musashi:

This is a very bizzare thread.
__________________
Hwæt! We Gardena in geardagum,
þeodcyninga, þrym gefrunon,
hu ða æþelingas ellen fremedon.

is bizarre from my point of view.

Dear Van Rijn:

You hit in the target: we are more flexible than our ancestors and this means that we are more intelligent than them.

Musashi
2006-Mar-25, 02:22 AM
To clarify, I don't mean that the thread is bad or wrong or evil, it is just strange. Are you posting questions that you already have the answers to, or are you posting questions and then thinking about it and coming up with the answers?

Disinfo Agent
2006-Mar-25, 02:05 PM
Isaías, although this forum is for general science, the website is devoted mostly to astronomy, and that's what most posters here are primarily interested in. As you can see, not too many people feel they have much to say about intelligence. It doesn't seem stimulating to have a conversation practically all by yourself. You might get more interesting replies in another kind of message board, perhaps one dedicated to psychology.

Isaías González
2006-Mar-25, 03:17 PM
Musashi:

I understand your reasoning. I will change the method.

Desinfo Agent:

I began the thread "The Intelligence" because it is totally present in the science and this forum is scientific. I searched in the forum the category "Psychology" and I didn't find it.

In this order of ideas, I will ask a question about the intelligence each three days, with two free days in the middle.

About the question we have analyzed, I think that there is another idea that support the improvement of the intelligence in our generation: if the past generations didn't study, then it was impossible for them to develop their intelligences.

Disinfo Agent
2006-Mar-25, 03:23 PM
Desinfo Agent:

I began the thread "The Intelligence" because it is totally present in the science and this forum is scientific. I searched in the forum the category "Psychology" and I didn't find it.We don't have a psychology category in the forums. It's a nice place, with lots of interesting articles and discussions posted, if you're interested in astronomy, physics, cosmology, and space. But, if your interests lie more with the social sciences, there are better message boards for you.

Isaías González
2006-Mar-27, 01:36 PM
Question:

What similarity (in intelligence) have an engineer, a lwayer, a manager, a physician and a general?

Isaías González
2006-Mar-30, 02:12 PM
Answer:

They:

1) Identify the problem.

2) Gather information about it.

3) Make the diagnostic.

4) Analise the resources to face the problem.

5) Act over the problem if the resources are enough or wait until there are resources.

6) See the results of the action to calculate the next action.

After the gathering of information there is an inductive process with the purpose of understanding the problem and a deductive process with the purpose of knowing its causes and to establish the actions to follow.

Question:

Are the sayings "Four eyes see better than two" and "Two heads think better than one" true?

Isaías González
2006-Apr-02, 02:01 PM
Answer:

It depends of the personality of each one. If we consider a good (G) intelligence as equal to 1 and a fair (F) intelligence as equal 0.5, there are several combinations if the personality of each one is dominant (D) or cooperative (C).

GC + GC = 1 + 1 = 2
GC + FC = 1 + 0.5 = 1.5
FC + FC = 0.5 + 0.5 = 1
GC + GD = 0 + 1 = 1 (the cooperative is annulled by the dominant)
GC + FD = 0 + 0.5 = 0.5 (the cooperative is annulled by the dominant)
FC + GD = 0 + 1 = 1 (the cooperative is annulled by the dominant)
FC + FD = 0 + 0.5 = (the cooperative is annulled by the dominant)
FD + FD = 0 + 0 = 0 (the dominates annul mutually)
GD + GD = 0 + 0 = 0 (the dominates annul mutually)

This is valid if they must offer an unique result.

Naturally, these statements are too simple and mechanical and is possible that 1 + 1 = 0 and that 0.5 + 0.5 = 2.

Question:

Are the homeless boys less intelligent than the normal boys?

Isaías González
2006-Apr-03, 08:57 PM
Answer:

If you examine homeless boys with a test related to academic performance, you will obtain low scores. But if you place normal boys in the streets without any protection they won't survive.

When I studied psychology, I applied the Goodenough test to homeless boys. With this test the intelligence is measured through the drawing of a human image. The results were evaluated with the scale obtained with normal boys of United States. Their IQ average was 120. The possible interpretation is that these boys have to know very well the people to survive. When one talks with them, they seem like adult people.

Question:

Have the plants intelligence?

Isaías González
2006-Apr-05, 01:52 AM
Answer:

The tropism is the nearest to the intelligence in the plants. The roots grow downward, inside the soil, and the stems grow upward, searching the light. There are other tropisms, according to the necessities of each organism.

One could think that the plant "knows" where is the soil and where is the light. Really there isn't "knowledge", there are only reflexes, as the balls of a billiard. There isn't a system that registers the actions and their results with the purpose of taking the best decisions. It is necessary some kind of "nervous system" that registers information and manipulates it before reacting toward the environment. But the plant only has chemical processes that work as a chain, a process gives rise other process and so on.

Question:

Have the people that read the news in the television high, medium or low intelligence?

Isaías González
2006-Apr-06, 12:32 AM
Answer:

When a child learns to read, he joins the letters to form words. When he is adult, he joins the words to form sentences. Some people are able to join sentences to form lines. An adult, when reads, doesn't see letters but complete words, and this demands more intelligence. More intelligence is demanded when whole lines are read, like the announcers in television.

In order to read correctly is necessary to understand the meaning of the text (note that is difficult to read something written in a language that we don't know or to read unknown names). When we understand the meaning, only few words are probable and when they appear in the sentence we recognize them faster, although sometimes they induce errors when a word is similar to a word that we expect to find.

When one listens to a television reader that talks about any improvised issue, one can realize that he talks as well as the journalist that writes a news. Then, they have high intelligence.

Some people propose eliminate the spelling. But, if that occurs, will convert us almost like illiterates because the shapes of the words would be different each time that we read something.

Question:

Which relation have the intelligence and the freedom?

Isaías González
2006-Apr-08, 12:18 AM
Answer:

The intelligence offers more solutions, gives more options. Then, gives more freedom.

On the other hand, the freedom makes the individual more independent and able to get what he needs to survive. Then, the freedom develops the intelligence. Of course, if he is a child, the freedom has to be given dosed, according with the development of his responsibility.

Question:

If you have to select salesmen, do you use a test as those used to enter into the university?

clop
2006-Apr-08, 10:43 AM
per clop - intelligence is "the ability to understand the mechanics of a novel problem".


And slightly off-topic but kind of fun; a series of simple questions meant to test intelligence. Children apparently score better than adults in this test. Please answer at will.

1) How do you put an elephant in a fridge?
2) How do you put a tiger in a fridge?
3) The lion calls a meeting of all the animals. Which is the only animal that does not attend the meeting?
4) You are standing on the bank of a crocodile-infested river. There is no bridge and no boat. How can you cross the river without being eaten?

clop

Isaías González
2006-Apr-09, 01:01 AM
Hello Clop.

Very difficult questions. I couldn't solve them. Which are the solutions?

Answer (of the test for selecting salesmen):

An intelligence test is not useless for selecting salesmen because this profession demands other aptitudes, interests, attitudes and personality features.

1) Interest in commerce.

2) Interest in social relations.

3) Fighting spirit.

4) Leadership.

5) High self-esteem (for avoiding the depression because a failure in a sale).

But, if we go to select a sales manager, is something useful to apply an intelligence test.

Question:

Is totally explained the spacial perception by the presence of two eyes?

clop
2006-Apr-09, 01:07 AM
Hello Clop.

Answer (of the test for selecting salesmen):

Question:

Is totally explained the spacial perception by the presence of two eyes?

Forgive me for sounding abusive but what on earth is the point of asking questions and then answering them yourself? It seems like the epitome of egocentricness. I apologise in advance if you have a mental disorder that makes you behave in this way.

clop

clop
2006-Apr-10, 01:08 AM
1) How do you put an elephant in a fridge?
2) How do you put a tiger in a fridge?
3) The lion calls a meeting of all the animals. Which is the only animal that does not attend the meeting?
4) You are standing on the bank of a crocodile-infested river. There is no bridge and no boat. How can you cross the river without being eaten?
clop

OK I will give you the answer to question 1

"Open the fridge door, place the elephant in the fridge, close the fridge door."

Now try question 2.

clop

Isaías González
2006-Apr-10, 01:18 AM
No. I'm not egocentric. There are people that may be interested in the questions and the answers, although they aren't members of this forum or belong to this forum but they don't wish to debate the questions.

On the other hand, I asked you three questions. That means that I'm interested in other people.

Answer:

Really, the space is more an idea than an image. Furthermore, if we move laterally or forward we will see the relative movements of all the objects that say us about the relative distances among them and our position in the whole space. The dimensions of objects that we recognize tell us also the distance between them and us.

When we drive a car, there are other cars and objects that approach and move away or around us, or objects that we saw by the rear view mirrors although we don't see at some moments. These elements help us to form the idea of the place in which we are and in which we move. So we can calculate possible crashes if the vehicles go in a particular direction and go with a particular speed. I would call this space "dynamic space."

I know a dentist and a mechanic that only see with an eye and, however, they work very well. And there are animals which eyes don't see forward with the purpose of having an wider vision and run away of predators.

Question:

Is more important to know what a thing is than to know what a thing is not?

Isaías González
2006-Apr-10, 01:24 AM
The obvious answer to the second question would be: "Open the fridge door, place the tiger in the fridge, close the fridge door."

But I suspect I'm in a trap.

clop
2006-Apr-10, 02:07 AM
The obvious answer to the second question would be: "Open the fridge door, place the tiger in the fridge, close the fridge door."

But I suspect I'm in a trap.


I suspect you are right about the trap.

The correct answer is

"Open the fridge door, take the elephant out of the fridge, place the tiger in the fridge, close the fridge door."

Now try question 3.

clop

Isaías González
2006-Apr-11, 12:31 AM
You are right: we can accept that an elephant fits in the fridge but we cannot accept that the elephant and the tiger fit in the fridge at the same time. It would be too much.

About the meeting of animals, I guess that the tiger won't go because it is in the fridge.

Isaías González
2006-Apr-11, 12:55 AM
Answer:

But things are important. For example, you see an object but the object is placed over a background and you can asses better an object if it is compared with the background.

However, many times we have in our mind the images of the objects without a background and we gives more importance to individual objects.

These ideas are very useful when we face a complicate problem. Sometimes we find the solution of a problem very fast and we think that the problem is over. However, we need to know which are the wrong solutions with the purpose of avoiding difficulties. It is like a dangerous path: we need to know the right path but it is equally important to know where we shouldn't walk.

Question:

Does exist innate ideas?

clop
2006-Apr-11, 07:51 AM
You are right: we can accept that an elephant fits in the fridge but we cannot accept that the elephant and the tiger fit in the fridge at the same time. It would be too much.

About the meeting of animals, I guess that the tiger won't go because it is in the fridge.

Yay. Correct!

Now try question 4.

4) You are standing on the bank of a crocodile-infested river. There is no bridge and no boat. How can you cross the river without being eaten?

clop

Isaías González
2006-Apr-12, 12:27 AM
I throw the tiger in the river for entertainment of the crocodiles. Then, I cross the river mounted on the elephant.

Perverse logic.

Isaías González
2006-Apr-12, 01:18 AM
Answer:

The animals have many innate ideas. Birds that construct complex nets without seeing before a nest, bees that construct complex honeycomb, animals that migrate without knowing before the destination, etc. All these behaviors are indispensable for surviving, the individual and the specie. But their lives are simple.

The human being, however, has a very complicate and variable life and it is impossible that all the behaviors and knowledges that we need in our life come with us in our birth. So, the human being has few innate ideas but he has a great capacity of learning, although he needs big protection by their parents and the learning and eventual independence last two decades.

If we compare the human brain with a computer, we can say that the computer has a BIOS (Basic Imput and Output System) since it leaves the factory. Without this elemental software it is impossible that it functions. This software demands a diskette or a hard disk where the operative system (DOS, Windows, Xenix, etc) is written or demands a keyboard, etc. The human being at his birth also demands information and cares from his parents and gives information about his necessities.

But these innate ideas may appear months and years after his birth, for example, the sexual drive. But his sexual drive is moulded by his social environment and by himself.

There are innate ideas as motherhood, food, people, enemy, curiosity , seizure of objects and other elemental ideas and impulses.

Question:

What similarity have a test of verbal ability and a test of mathematical problems?

clop
2006-Apr-12, 12:01 PM
I throw the tiger in the river for entertainment of the crocodiles. Then, I cross the river mounted on the elephant.

Perverse logic.

Sorry. Wrong. You just swim across the river. The crocodiles are at the meeting.

You scored 2 out of 4. 50%. Poor. See me.

clop

Isaías González
2006-Apr-13, 12:48 AM
Sorry but I swim only downward. I prefer cross the river mounted on the tiger. It is more sure.

Isaías González
2006-Apr-13, 01:05 AM
Answer:

Both have words. Their difference is that the mathematical test has numbers while the verbal test possibly hasn't numbers and its contents any type of ideas and, perhaps, emotions.

Apparently the words of the numerical question are secondary but they let us to do a clear statement of the problem and this means that we have solved the half of the problem.

Question:

What is syncretic thinking?

Isaías González
2006-Apr-14, 01:17 AM
Answer:

The syncretism is the union of two different systems without rational coherence. In the creation of the religions elements of different origin are integrated. For example, the cuban santería took catholic elements that were mixed with african believes. Because the religions are founded more in the faith than in the reason, the syncretism is frequent.

The children use frequently the syncretism. For example, they mix different tales in only one.

In architecture, the syncretism is permanent: some new styles become popular and form classic styles.

In exact sciences the syncretism is impossible although the fluid mechanics and the quantum theory were rejected an accepted simultaneously because they weren't coherent with the official position of the physics.

Some jokes are based in the syncretism. Let's see the following joke:

A patient and a physician go out from a consulting room:

Patient: Then doctor, sagittarius?

Doctor: No. Cancer! Cancer!

Here, the patient has done a syncretism with medicine and astrology.

The dreams are 100% syncretism and have a hidden meaning.

Question:

What is the eclecticism?

Isaías González
2006-Apr-15, 01:30 AM
Answer:

Eclecticism is to choose the better things of different ideologies.

In politics, is frequent to observe parties (moderate) that integrate ideas and programs of other parties, generally radical parties.

In human sciences is common to observe the eclecticism because the ideas and contents are flexible. For example, in psychology are studied many schools, theories, approaches, etc., and the psychologist selects the point of view more appropriate to the problem.

In exact sciences isn't possible the eclecticism, as the syncretism.

While in the human sciences is accepted the eclecticism, the syncretism is rejected. The syncretism in psychology is observed, for example, when the scientific psychology is mixed with theology, esoterism, parapsychology, etc.

The eclecticism is reasonable, the syncretism is absurd.

Question:

Does the philosophy go forward of the science?

Isaías González
2006-Apr-15, 11:24 PM
Answer:

The philosophy and the science were borne in Greece. During the Medieval Age, the science disappeared and the philosophy and the theology worked together. With the Renaissance the theology was losing force, the science was growing and the philosophy continued although its objectives changed. With the experimentation, the science was taking off space to the philosophy because, instead of speculating about something, the science tested experimentally an issue and worked with facts. So, appeared the cosmology, the physics, the chemistry, the geology, the biology, the psychology and many other sciences.

In the twenty century, the philosophy was unable to forecast the revolutions in the conception of the universe and of the man with the theory of the relativity, the quantum theory, the evolution of the man, the psychoanalysis, the genetics, etc.

Now, the philosophy looks to the past.

Question:

How does the human being react faced to the unknown?

Isaías González
2006-Apr-17, 01:15 AM
Answer:

It depends of four factors: intelligence, personality, nature of the object/situation and external pressure.

1) The intelligence determines the control of the situation (high or low).

2) Personality. Determines the attitude in front of the object/situation (optimist or pessimist).

3) Nature of the object/situation (frightful or friendly).

4) External pressure (free or obligatory).

If we consider grades in these factors, the combinations are very high. For example, if we add average intelligence, realistic personality and neutral object/situation, the analysis will be very hard. Then, let's consider simple combinations.

When a comet in the sky appears or there is an eclipse, people with low intelligence is afraid and people with high intelligence is wondered. However, now the people is well informed and everybody is marveled.

When there is an unknown insect, intelligent people observe it and dull people run away. But if a dull person is optimistic, probable he will approach to the insect in an imprudent way. And if it is obligatory, he will do it surely.

If an intelligent individual is pessimistic and have to travel by a forest in the night, he probably will do it but he will take many precautions, maybe too many.

If an intelligent individual is free to solve a puzzle, probable he will do it. But if he is dull and optimistic, probably he won't do it but he will work hard. If the before individual is obligated, he will feel bad although he won't be depressed. If he hasn't to do the task, probably he will do other things.

Excuse me by this puzzle.

Question:

How is the intelligence of the psychotic patient?

Isaías González
2006-Apr-17, 11:37 PM
Answer:

The popular name of psychosis is madness. There are many kind of psychosis:

1) Schizophrenia. Is the worst psychosis. The thinking of the schizophrenic is highly syncretic, the physical and logic laws are defective, the image of his own body is deformed, the perception of the external world is altered and has hallucinations, he has delirius ideas or wrong interpretations of the reality (he believes that is persecuted, that is destined by God to do very important things, etc.).

2) Manic depressive psychosis. The alteration of the intelligence and of the thinking is lower than the schizophrenia but intense emotional happiness or depression states are present.

3) Hysteric dissociate psychosis. Is more superficial. It is a false psychosis because it is a manipulation with the purpose of attracting the attention, although the patient has a real mental illness (affect necessity).

There are other psychosis caused by external factors like drugs, sleep deprivation, neurological alterations, etc.

In the three psychosis above mentioned, there are strong emotional problems that deform the thinking and the intelligence, caused by a bad familiar environment in the infancy. The higher negative environment, the higher intelligence damage.

There is an analogy with the physical concepts of space and gravity: The gravitational force deforms the space as the emotional force deforms the intelligence.

Question:

Is remember easier than recognize?

Isaías González
2006-Apr-19, 12:53 AM
Answer:

The process of remembering demands that we search actively something that we don't know. We select the variables where we suppose the idea or the image are. Then, an unconscious process produces many ideas or images filed with that characteristics and the conscientiousness accepts or rejects them.

When we recognize something there isn't work and the idea or image goes to the unconsciousness and gives the "coordinates" where they are filed. Then, we recognize the idea or image.

The exams are difficult because we must bring from the unconsciousness the ideas. Instead of, the test with several alternatives makes us to recognize the answer.

When we meet a person that many years ago we knew, it is possible that in the interval of that time we had forgotten him. If we wouldn't have seen him now, it is possible that we had forgotten him forever.

Question:

Which is the process of a new information in the mind?

Isaías González
2006-Apr-20, 12:22 AM
Answer:

The new information must be “digested”. It is compared with a big quantity of other ideas to reformulate them and to search their impact in the purposes of the life, if it is necessary. This digestion can last up to years or decades.

A characteristic of the great artistic work (novel, theater, movie, music, painting) is that push us to read or see or hear them again because they have more depth and we want to discover new things.

Question:

Have the societies intelligence?

Isaías González
2006-Apr-21, 12:51 AM
Answer:

The societies have intelligence, personality, motivation and many psychological characteristics than normally are in the human being.

As it's said, "The whole is bigger than the addition of the parts", a society is more than the addition of the people that belong to the society. The interactions among them develop a special behavior that has its own dynamic.

Is it possible that those "social organism" are really people like us? Is it possible that the History is a powerful entity that places and takes off the people as puppets?

I can't give an answer.

Question:

How the intelligence can resolve very complex problems?

Isaías González
2006-Apr-22, 01:16 AM
Answer:

The way to resolve big problems is reducing them in many small problems. One big problem must be solved immediately and it demands, perhaps, an intelligence that we haven't. But we can face simpler problems, although the time spent is bigger. However, the work can be made.

When a problem is solved with modules, it is necessary to define the interfaces of the modules. For example, if several programmers write a software, the output of each module must be "understood" by the following module and it is unnecessary that the second module "knows" what operations the first module did.

The same things may be said with a machine, a movie, a factory, etc.

Question:

Which are the differences between a casuistic demonstration and an experimental demonstration?

Isaías González
2006-Apr-22, 11:53 PM
Answer:

The casuistic demonstration is used by the people everyday. For example, somebody may say: "The lecithin is very good. I had a headache and it disappeared with a pill of lecithin". But the headache could have disappeared by other cause, for example, he ate a very high portion of chocolate several hours ago and the headache produced by the chocolate ended because the organism metabolized the chocolate in the moment he took the pill. And, there are many other possible hypothesis.

With the purpose of verifying if the lecithin is good for the headache, we give a pill of lecithin to many people with headache and we observe the results. If the results are that 40% of the patients improved, we may say that the lecithin is effective. However, do we know the evolution of a headache with or without lecithin? It's possible that the headache disappears spontaneously with or without medication. Then, it is necessary to do this investigation before interpreting the results.

Suppose that the interpretation said that the lecithin was effective. Could be that the people improved by psychological suggestion? Then, we must give a pill without lecithin (only with flour) to other people with headache with the purpose of comparing both groups. If both groups improve 40% the lecithin isn't effective. If 20% or less of the group that took flour don't improve, the lecithin is effective. This process, simplified, shows the evolution from the casuistic method to the experimental method. It may be refined but here it is unnecessary.

However,the experimental method frequently can't be applied and we must use the casuistic method. For example, if a particle accelerator hasn't the power that we need in a research, we can observe the phenomenon in an astronomical object that accelerates particles, although there are possible forces and variables that we can't control that influence the results.

The casuistic method is intuitive. The quantification is limited. However, it can give some approach to the problem.

Question:

Is a precocious boy a future genius?

kmarinas86
2006-Apr-23, 02:15 AM
Funny note:

aim:goim?screenname=SmarterChild

She has a similar way discussing.

How are you today?

kmarinas86
2006-Apr-23, 02:20 AM
Notice:

We are currently experiencing the wind of a free association scheme in the from of A/Q. Be advised.

Question:

When does this stop?

Isaías González
2006-Apr-24, 12:30 AM
Answer:

This will stop when it ends.

Isaías González
2006-Apr-24, 01:10 AM
Answer:

The majority of the prodigy children will be bright professionals, some will do original contributions and very few will be a genius.

The problem with the prodigy children is that they don't have intelligence creative but intelligence reproductive. They learn very well but they don't create something new. They know how to resolve the problems of the books but not the problems of the reality or the problems arisen by the people. Their intelligences are based in the memory.

Question:

What is the proactive intelligence?

Isaías González
2006-Apr-25, 01:03 AM
Answer:

When we learn, we get many incomplete ideas, ideas that haven't sense and that we easily forget.

However, those ideas can be memorized with the purpose of having them present in the future, when other ideas can assemble with those incomplete ideas.

Still more, it is possible to investigate which "shape" the missing idea has with the purpose of finding it.

The first way of learning is passive, the second one is active and the third one is proactive.

Question:

Can the EEG (electroencephalogram), the CAT (computed axial tomography), the MR (magnetic resonance) and the PET (positron emission tomography) measure the intelligence?

Isaías González
2006-Apr-26, 01:09 AM
Answer:

The EEG registers the variations of the voltage of the brain. When a person is relaxed, the frequency of that variations of voltage is different than the frequencies that he has when is concentrated solving a problem. However, this phenomenon isn't useful to measure the intelligence because it shows the work that the brain do, not the results of this work (correct or incorrect).

The CAT and the RM are as x-ray of the brain but in three dimensions. They show the morphology of the brain very accurately. They not either measure the intelligence because the shape of the brain or its structures hasn't to do with the intelligence.

The PET shows the functioning of the brain. A small quantity of radioactive glucose is injected in the circulatory system of somebody. As the glucose is the fuel of the organism, if we demand him to the do something or to face a situation, the radioactive glucose goes to the places of the brain that are involved in the action. With the PET, a ring around the head of the individual, it is possible to register the radiation of the radioactive glucose. However, up to the present day, the PET hasn't be useful to detect intelligence, although it is useful for other psychological functions (or dysfunctions).

Question:

Is there other natural systems to register information (the nervous system is one of them)?

Flying Deuces
2006-Apr-26, 04:12 AM
Absolutely. I cannot offer proof. I am not making a scientific statement, when I say absolutely. I'm talking about feelings and intuitions. Perhaps that is not what you asked.

Other natural systems register information, from natural sources including other humans. We seem unable to devise a means of testing these other natural systems, in fact, it seems these natural systems cannot be tested - sort of a quantum effect if you will - the act of measuring disrupts the process of transferring and registering information.

Perhaps we will become more adept in devising testable predictions with regard to measuring feelings and intuitions. Some natural system is at work in both.

Isaías González
2006-Apr-27, 01:12 AM
Dear Flying Deuces:

Yes. The human being register information, but this is an artificial way. About the physics, the messenger particles transmit information but nothing is said about the registry of information.

Answer:

The DNA is to the species as the nervous system is to the individual (animal with nervous system).

The species learn as an animal learn: by trial and error. There are fortuities changes in the DNA molecule and the natural selection says whether a change is useful to the survival of the species or, on the contrary, whether the change will finish the survival of the species.

Other way of learning of the species is the sexual reproduction: each sex gives genes that are pre-selected because each organism has survived after some mutations (although it also can give defective genes). The genetic recombination of some microorganisms has the same purpose.

We can ask us whether the species learn combining information stored in the genes as the intelligence does it with the ideas.

Probably not.

Question:

Which abilities must have a manager?

Isaías González
2006-Apr-28, 12:44 AM
Answer:

1. High intelligence.
2. Very high dynamism.
3. Very high ability to get results through other people.
4. Good ability to give independence to promote the initiative but without giving up the supervision.
5. Good ability to press and to encourage, according with the situation.
6. Delegation of duties because the trees may hide the forest.
7. Good interest in learning.
8. Good control of his emotions.
9. Very high responsibility.
10. High honesty.
11. Good interpersonal relations and communications in both ways.
12. High self-criticisms.

Question:

The scientists may be classified in two categories. Which are they?

Isaías González
2006-Apr-28, 11:52 PM
Answer:

Those interested in the theory and those interested in the experimentation.

Those interested in the theory don’t like the “dirty” work of the recollection of the information. Stephen Hawking said that when he was studying collaborated with an astronomer in an astronomical research. He had to register information about a star but the image seen through the telescope was very fuzzy and very difficult to be focused. Then, he preferred to become a theoretician.

Those interested in the experimentation are practical people, they prefer the action and they get bore with abstract disquisitions.

Tycho Brahe and Keppler was a mixture of both kind of scientist. Tycho Brahe gathered the information about the movements of the planets and Keppler constructed the theory that explained those movements.

Newton was a theoretical and an experimentalist (and a mathematician). Darwin gathered information about the species and constructed the Theory of the Evolution.

Two aberrant extremes of both tendencies are the idealism and the empiricism.

Question:

Which abilities demands the chess?

clop
2006-Apr-29, 04:58 AM
I'm sorry but it has to be said.

Isaías González you are a total fool.

Isaías González
2006-Apr-30, 01:07 AM
What does "it" mean?

Isaías González
2006-Apr-30, 01:08 AM
Answer:

Some ideas about this can be seen at www.research.ibm.com/deepblue

Does Deep Blue "learn" its opponent as it plays? No. It has a huge database of opening games, games at the middle and finals played by grandmasters over the last 100 years and then calculating the most appropriate response to an opponent's move. Deep Blue is less "intelligent" than the stupidest person. It doesn't think, it reacts. Deep Blue has no psychological perception, can neither intimidate nor be intimidated,

Deep Blue's evaluation function looks at four basic chess values: material, position, King safety and tempo. Material is based on the "worth" of particular chess pieces. A pawn is valued at 1, the knights and bishops are valued at 3, the rook is worth 5 and the Queen is valued at 9. The simplest way to understand position is by looking at your pieces and counting the number of safe squares they can attack or controlling the center area of the board. Tempo is related to position but focuses on the race to develop control of the board. A player is said to "lose a tempo" if he dillydallies while the opponent is making more productive advances.

Earlier computer designs that tried to mimic human thinking weren't very good at it. No formula exists for intuition.

For Deep Blue only is needed the memory and the arithmetic additions. For the human being are needed memory, arithmetic additions, attention , learning of the style of the opponent, psychological pressure and intuition. Is the fight between the intelligence and the brutal force.

Question:

When we are in a problem, must we do something in order to go out of it?

ASEI
2006-Apr-30, 01:34 AM
More or less everybody say the same: ability to solve the problems that we face.
Evolution has to be one of the "dumbest" algorithms on earth. It stores massive amounts of data, makes random alterations to it, and then hurls it randomly at reality. Extrodinarily slow and inefficient. What works propogates, what doesn't dies, and yet the whole thing "learns" and solves problems over time. Does the dumbest algorithm on earth qualify as a ridiculously slow 'learning' program? It might not qualify as intelligent, because though the results improve with trials, the control rule does not.


Which abilities must have a manager? What do you mean by "manager?". Some things, like balance or coordination as in the autonomous use of an appendage just require simple feedback loops with simple control rules. In fact, feedback loops probably have a lot to do with the difference between inert reaction and "controlled" reaction, though they are nowhere near sufficient to qualify as intelligent. For learning, you need the feedback loop to be able to modify the control rule in a benificial way (as opposed to having a fixed control rule). Keep adding millions on millions of feedback loops taking millions of sensory inputs and modifying billions of control variables, and eventually you have a brain.

I wonder if we will be able to develop very simple brains soon, as adaptive controllers for complex devices or something?

(PS, I prefer a bottom up approach to doing things. Comprehending reality, solving problems, ect. My model of how intelligence works seems to be more of a bottoms-up one than most people's. Many people start with extremely complex things like abstract concepts and mental models of the world, to say nothing of conciousness, and try to work their way down.)

kmarinas86
2006-May-01, 12:04 AM
I'm sorry but it has to be said.

Isaías González you are a total fool.

Eccentric, but not a fool. Someone who likes to express understanding rather than belief. Most of what he says is right, but he talks like "SmarterChild" on AOL Instant Messenger, and that's what puts a lot of people off.

An obsession with this is no more foolish than is spending many hours on a personal website which most people ignore or don't see.

Isaías González
2006-May-01, 02:14 AM
Quote:

Evolution has to be one of the "dumbest" algorithms on earth. It stores massive amounts of data, makes random alterations to it, and then hurls it randomly at reality. Extrodinarily slow and inefficient. What works propogates, what doesn't dies, and yet the whole thing "learns" and solves problems over time. Does the dumbest algorithm on earth qualify as a ridiculously slow 'learning' program? It might not qualify as intelligent, because though the results improve with trials, the control rule does not.

Dear Asai:

My personal idea, and the idea of the scientific community, is that such "algorithm" doesn't exist. The evolution, before the man, was the product of aleatory genetic mutations and the natural selection killed the inferior organisms (with mutations with not positive adaptations) and allowed to live to the organism with positive mutations. Then, the descendants of the positive adaptations survived. If you talk about an algorithm, your position is equal to the position of the catholic church that says that the evolution was the product of the God's will.

About the "manager", I couldn't understand your reasoning.

Isaías González
2006-May-01, 02:24 AM
Answer:

In some special circumstances, it is better don’t do something.

Example 1. We fly in an airplane and we have an emergency that forces to the pilot to land on a desert plain. There isn’t radio or GPS and the nearer village is 100 kilometers far away. There isn’t enough water and it is impossible to walk up to there. The only thing that we can do is to remain there and to wait that other airplanes search us.

Example 2. In a box fight that I saw, there was a technical and powerful boxer that beat very hard to the other boxer. However, the bad boxer tolerated the punishment. The good boxer was exhausted and the bad boxer knocked out him.

Example 3. During the Cold War, some people said that the only way to finish the communist dictatorships was to wait until they fell without external intervention.

Question:

Are the fantasies undesirable?

Isaías González
2006-May-02, 12:40 AM
Answer:

The fantasies are undesirable when are considered as an final objective instead of a provisional aim. Then, the individual shuts in himself, doesn’t do something and the reality knocks him.

The fantasies are useful when the person can’t exit of a very difficult problem: it gives a relief that helps to survive an additional time.

They arise possible situations, useless in the present time but that may give many solutions to eventual alternatives and problems at the future.

They motive to develop new projects.

Question:

How can we evaluate the intelligence during an interview?

kmarinas86
2006-May-02, 01:38 AM
Question:

How can we evaluate the intelligence during an interview?

By evaluating the quality, clarity, and timeliness of the responses.

Isaías González
2006-May-03, 12:56 AM
Answer:

You are right, Kmarinas86, but there are more:

1. Clearness in the answers.
2. Additional details but without going out of the topic.
3. Grasp of the general meaning of the questions.
4. Variety of interest.
5. Adequate solutions to the problems of the life.
6. Order in the expressions of the ideas.
7. Tact.
8. Control of the emotions.
9. Criterion.
10. Interest in intellectual issues.
11. Depth.
12. Good information.
13. Objectivity.
14. Correct reasoning.
15. Self-criticism.
16. Search of the causes.
17. Absence of contradictions.
18. Flexibility.
19. Realistic description of the facts.
20. Programming of activities.
21. Ability to understand the other people.
22. Analysis.
22. Synthesis.
23. Good attention.

Question:

Are the mathematic useful to develop the intelligence?

Isaías González
2006-May-04, 01:06 AM
Answer:

Very useful. They develop the logical thinking. But they must practical.

The teaching of mathematical logic in the school has not relation neither with the student’s life nor with his other mental function and the student forgets it very fast without integrating it to his life. It does not help to think because it is not applied neither in the daily reasoning nor in other mathematical areas.

Something similar occurs with the classification of the plants: in the scientific information received during the life the classification of the plants does not appear. On the contrary, the classification of the animals is very useful.

Question:

Is the programmed learning the best?

Isaías González
2006-May-05, 12:51 AM
Answer:

The programmed learning is to teach a subject with a perfect and logical sequence in such a way that each information gives the necessary elements to solve the following question. It is something like to digest the information that the student receives. There is not’t space to doubts and it is useful to detect the point where the student is aground.

This way of teaching is different to the traditional way in which the teacher talked very much and the student wrote a precarious summary.

However, the programmed learning fails because it does not’t give space to think, to analyze, to discuss, to see the general ideas and says something like: “Don’t worry. Now, the science is complete. The only thing you have to do is to learn about its perfection.”

Question:

How the intelligence is shown in the drawings ?

Isaías González
2006-May-06, 12:58 AM
Answer:

The color is the affectivity, the form is the intellectuality. The details are the depth in the knowledge, the whole is the ability to synthesize and to see the more important. The perfect delineation of the outline is the control that the intelligence has over the affectivity and, sometimes, repression of impulses by social factors. Fuzzy outline and color that surpasses the delineation means that the affectivity is more important that the intellectuality (remember the Impressionism). The search of realism means objectivity and control of oneself but also may be perfectionism, that is neurotic feature, if it is united to too much work. The representation of movement is dynamism and creativity. The content of the drawings shows the interests of the person and his creativity. Big errors and incoherence in the shape indicates psychosis, mental retardation (if the person is adult) or cerebral dysfunction (organic illness).

Question:

Are the stimulus of the modern city good for the intelligence?

Isaías González
2006-May-07, 12:15 AM
Yes. But there are some problems:

The individual does what the other people do but not what the reason says.
The excessive stimulus made difficult the concentration and, as consequence, made difficult the solutions of problems.
The trees don’t allow to see the forest.
The sensory stimulus floods the mind and the intellectual stimulus disappears.
The excessive activity doesn’t give time to think.
The excessive social contact doesn’t time to think although can offer opportunities to learn.
May have a sexual overexcitement that made difficult the concentration.
The people search the enrichment over other values although intellectual activities related with the enrichment can be developed.

Question:

Which are the emotions related to the intelligence?

kmarinas86
2006-May-07, 12:29 AM
Question:

Which are the emotions related to the intelligence?

Feelings which help open the mind to think about new stimuli.

Isaías González
2006-May-08, 12:54 AM
Yes, Kamarinas86, what you describe is, more or less, curiosity.

Answer:

Mystery. It is the pleasure of knowing what is beyond. For the religious person is the wish to know what is beyond the death. For the astronomer is the unknown beyond the limits of the universe. For the explorer is to go to a place where nobody has gone.

Beauty. For the mathematician is the elegant demonstration that unites two concepts through a hidden path. For the physic is to see how the electricity and the magnetism are united in the Maxwell’s equations.

Power. For the programmer is to see that his software works perfectly and that it will eliminate huge quantity of manual work. For the people is to talk by cellular from opposite sides of the world.

Entertainment. For the fractal’s lover is to see how many different images are produced only changing a number. For the movies’ lover is to live a fantastic world.

Gratitude. For the patients is the solution of a delicate health’s problem. For the lost village is the arrive of the electricity.

Question:

Which abilities demands the children’s up bringing?

Isaías González
2006-May-09, 12:58 AM
Answer:

The ability to differentiate between the things that they can do and the things that they can’t do, with the purpose of protecting them of dangers and with the purpose of giving them freedom to stimulate them the development of their abilities in order they can be independent and mature people.

The ability to establish a system of rewards and sanctions in order to stimulate the good behaviors and to control the bad behaviors.

The ability to be logic and consequent in the daily life.

The ability to transmit logic and creative thinking.

The ability to transmit them the interest in the science, the knowledge and other developments.

There are other elements but they are in other areas, as ethics, love, example, etc.

Question:

Is the Psychology a science?

Isaías González
2006-May-10, 12:46 AM
Answer:

The information about a person may be gathered through psychological tests, direct observation (person-person interaction), experimentation and references of people that know him.

The psychological test has been previously applied to people with the features that the test pretends to measure and has demonstrated that the people with that feature get high scores in the test. So, in a mathematical test, the engineers have high scores while the artists have low scores. In a test of spatial relations, the architects has high scores while the lawyers have low scores. In a verbal test, the lawyers have high scores while the mathematician have low scores. In a test of reaction speed, the pilots have high scores and the lawyers have low scores. However, it is frequent that a person has high scores in two or more tests and that a person has low scores in two or more tests.

The direct observation is more qualitative than quantitative but is real and gives large contribution to the diagnostic The neurologists also do this kind of exam when they ask questions that must be answered with words by the patient and the neurology is a science.

Great quantity of information about the human being is gathered with experimentation. For example, the sleep deprivation with volunteers shows how the mind functions.

And the references may be less accurate but cover high quantity of time that is not covered by the clinical observation done by the psychologist and are more natural than the interview.

Question:

Which is the difference between science and technology?

Isaías González
2006-May-11, 12:46 AM
Answer:

The science is theoretical.
The technology is practical.
The aim of the science is the knowledge.
The aim of the technology is to solve a practical problem.
Working with science some times are discovered practical inventions.
Working with the technology some times scientific knowledge is discovered.
The science works with ideas.
The technology works with things.
The science requires experimental demonstrations that demand technology.
The technology is enhanced when the scientific substratum of the technology is discovered.
Both, science and technology, are always mixed, in large or in small proportion.

Question:

In intelligence, does the ontogenesis repeat the phylogenesis?

Isaías González
2006-May-12, 12:25 AM
Answer:

The life began with microorganisms inside the water. They aggregated and formed multicellular organisms. Then, a vertebral column appeared and inside it a nervous system with a primitive brain. They evolved in fishes with fins and gills, the fishes went out to the land , the fins were transformed in legs and the gills were transformed in lungs, and the rest of the story is known: appeared the man. This is the phylogenesis, the genesis of the human’s specie.

The genesis of a particular human being is very similar: from the fecundated egg a multicellular structure is formed, then the vertebral column appears, and inside, a primitive nervous system with a little brain. Up to now, this human embryo is almost equal to the embryo of a fish or of a primitive reptile. Finally, the fetus appears and he is almost similar to a human being. This is the ontogenesis, the genesis of the individual.

This long disquisition carries us to the question: does the genesis of the intelligence of the child evolve as evolved the intelligence of the human specie?

The answer is “yes.” The primitive australopithecus used primitives tools as a baby does with the things that are within his reach. The homo erectus developed a primitive communication as the older baby. The homo sapiens developed a magic thinking and the child passes through a period of illogic fantasies. Finally, both arrive to the rational intelligence.

Question:

If we would be able to see the ultraviolet light and to hear the ultrasonic sounds, would we more intelligent?

Isaías González
2006-May-13, 01:10 AM
Answer:

Initially the intelligence develops with the help of the sensorial organs but subsequently it continues the development in an independent way. If is possible to cross the barrier, there are good opportunities to have a normal intelligence.

The daltonian people have a normal intelligence (I know a daltonian physician). There are blind people that end university studies, although a special effort is required. The same thing occurs with deaf people.

Question:

Which effects has the depression over the intelligence?

Isaías González
2006-May-14, 12:11 AM
Answer:

1. Low attention.
2. Absence of interest in the solution of problems.
3. Disfigurement of memories.
4. Low interest in ideas different of those related with the depression.
5. Slow thinking.
6. Fault’s feelings far away of the reality.
7. In psychotic depression, hallucinations.

Question:

Is the order a necessary characteristic of the intelligent work?

Isaías González
2006-May-15, 01:02 AM
Answer:

The word “order” has different meanings for the people. For example, the inventor does his work in a systematic way but his wife possibly says that he is very untidy because he has the tools and the stuffs disordered. In chess, a player may place the pieces orderly, in a threatening appearance, but he isn’t interested in real strategies to defeat the other player.

Many problem’s solutions demand an ordered and systematic work. But frequently the order is placed over the solution of the problem. There is a mental pathology, the obsessive-compulsive neurosis, where the whole live of the person is dedicated to the order, forgetting the other things necessary for living.

The solutions of many problems are found in a non systematical work. The solutions may appear in any circumstance, when we are doing or thinking other things.

Question:

Which is the way to learn a second language?

Isaías González
2006-May-16, 03:36 PM
Answer:

In past epochs, the second language was taught showing the similarities between them. So, the grammar’s structure of one of them was transplanted to the other one. The learning was an intellectual work, a deductive process, and the student had to think very much before to talk or to write. Inclusive, inside the second language the grammatical structure was presented in a logical process.

Later, the methodology changed toward the opposite side, and instead of thinking , the student had to talk very much, with or without knowledge of grammar, and he had to hear with or without knowledge of vocabulary. So, the student was learning as a child learns to talk. The child memorize the sentences and later repeats them. The adult people don’t teach him the grammatical rules. The child, unconsciously, obtains the rules by a inductive process, from the sentences to the grammatical rules. This formation of rules can be seen when the child says “breaked” instead of “broken”. He has obtained the rule and he applies it to all the verbs.

The practical method has the inconvenient that it functions if the student lives in the country of the language he wants learn. Is more difficult if he only practice the language one hour daily. In my opinion, the use of both methods guarantee a good learning.

Question:

Are there ideas that don’t have correspondence with the emotion?

Isaías González
2006-May-17, 11:29 PM
Answer:

There are different kinds of discordance:

1. Dissociation of the emotional content. The person is imperturbable in front of an idea or an image that should produce an intense emotion. This is caused by a traumatic experience, which the individual wants to forget with this action. In this situation, the dissociation is pathologic because the person hasn’t control over it.

2. Dissociation of the idea/image. Here, the idea/image is separate of the emotion. This is the case of the anguish attack, where the individual feels an intense emotion of anguish, without motive, idea or image. This dissociation is pathologic because is out of control.

3. Control. The person is imperturbable because he has control over the situation. This a case of a physician that examines a beauty woman or a pilot that is faced to an emergency. Here there isn’t pathology.

4. Repression. Here, the idea or image produces anguish because are associated to a traumatic experience, and they are forgotten by the individual, also with the emotion tied to them. This is the case when somebody rejects his sexuality and represses the idea or image and the emotion tied to them. Here there isn’t dissociation as was before defined, but the idea/image and the sexual drive are dissociated simultaneously. There is pathology because the person hasn’t control over the conflict and the “solution” given to it.

Question:

What relation have had the intelligence and the force?

Isaías González
2006-May-19, 01:32 AM
Answer:

The life before the nervous system was supported by tow forces: the physic force and the chemical force. With the nervous system the intelligence appeared and the organism was able to know the environment. Now, it could search the food and run way from the enemies. Although it hadn’t neither physic nor chemical force it could live.

When the organism lived in the middle of organisms that also had nervous system, there was a race which aim was improve the intelligence. But the organisms could have physic force and chemical force too. The race was won by the force, with dinosaurs, while the mammals lived hidden. With the death of the dinosaurs, the intelligence had an opportunity and developed, but the physical force return and the force and the intelligence coexisted.

With the appearance of the man the intelligence had a big development but with the wars the intelligence was put under the service of the physical force, till the middle of the twenty century when the nations realized that is better to construct richness than robber it to other countries. Now, the intelligence and the economic power coexist.

Question:

Which are common mistakes that we commit when we deduce something?

Isaías González
2006-May-20, 12:00 AM
Answer:

1. Somebody said that to sleep 5 hours each day produces mental illness. But the mental illness can produce insomnia and doesn’t be the effect but the cause of the insomnia. Or a feed back can be produced between them.

2. Somebody drunk wine and rum the thursday and he got drunk. The friday drunk rum and whisky and got drunk. The saturday drunk rum and vodka and got drunk. Then, he deduced that what got drunk was the rum because was the only liqueur that he drunk every day.

3. A sailor promised to his mother that he will return several months later. The mother permanently sees the street, looking for her son. A day, the son appears, she is happy and say: “The telepathy exists. I thought in you today and you came today.”

4. I talked with a woman that had esoteric believes. She said that a technique to forecast the future was scientific because there was mathematical computation. Also, she said: “I drink my own urine and I have good health.” And I answer: “I don’t drink my urine and I have good health too.”

5. Remember the example of the individual who took lecithin.

6. The natural is good, the artificial is bad. This is the position of the naturists. But they don’t remember that the marijuana is natural and the naturists are destroying the nature with the natural remedies (they kill the rhinoceros to use the horn, they kill the sharks to use the fins, etc.). Really, the things are not good or bad themselves but it depends of the use that we give them.

Question:

What does the behaviorism say about the intelligence?

Isaías González
2006-May-20, 11:54 PM
Answer:

The Behaviorism doesn’t name the word “intelligence”. The concept more similar to “intelligence” is “learning”. The Behaviorism says that the human being learns through two ways: imitation and trial and error. The behavior that produces satisfaction is reinforced and the behavior that produces dissatisfaction is forgotten. The Behaviorism doesn’t interest in the learning by combination of ideas/images that are screened by the logic reasoning in order to produce a new idea or a new image The Behaviorism is not interested in reasoning with the patient or the child and prefers the learning through rewards for positive behaviors and punishments for negative behaviors.

There is a modification of the Behaviorism above mentioned. Is the Radical Behaviorism of Skinner. The radical thing that Skinner did was to admit mental states. In his view, each of us is affected by the external environment and by our own internal environment. About the internal environment (thoughts, feelings) , lets see the following example: A tennis player tells himself: “When I hit the ball, I must see the ball”. As consequence, the ball is where the tennis player wanted to place it and the internal command of seeing the ball is reinforced.

Question:

Is the professional a scientist?

Isaías González
2006-May-22, 01:02 AM
Answer:

The scientist produces ideas. The professional applies them to particular cases. The scientist works with the intelligence. The professional works with the knowledge.

However, in the work of the professional the situation isn’t so simple. What the scientist says is partially correct or appears other factors that the scientist hadn’t considered or the ideas of the scientist react among them and produce unexpected results, etc. Then, the professional has to adapt them to the special circumstances that he faces and each case is different.

The professional has to work with scientific knowledge and with intuition. The intuition is a science or an art that we have learned through our personal experience but that is very difficult to communicate to other people (frequently the people that have intuition don’t know how they get a creative idea). With the scientific method we can communicate the scientific ideas because it has a language known and accepted by the community. The scientist may have intuitive ideas to initiate a scientific research but he has to demonstrate them with a scientific method and written in a scientific language.

However, a professional can offer ideas in order to begin a research. Great quantity of scientist have worked first as professionals.

Question:

Which are the main deficiencies of the elder’s intelligence?

Isaías González
2006-May-22, 11:51 PM
Answer:

1. Rigidity. If we divide in two parts an aquarium with a glass, at the beginning the fishes will crash against it because they don’t see it, but they learn and avoid it. After several days we remove the glass and we observe that the fishes continue in the small space that they had. The older people remain inside the oldest mental structures and don’t want to change them because it demands efforts that they don’t want to do.

2. Memory. The memory is affected mainly by neurological processes. However, the accumulation of information that can’t be managed and the lack of interest in the personal history may be other factors that affect the memory.

3. Fall of the abilities. There is a neurological deterioration of the mental abilities. At a psychological level, the retired person assumes a passive attitude and withdraws from the social activity. These behaviors impair the abilities.

4. Lack of interest in learning. This summarizes the other three features.

Question:

What are the mental experiments of which Einstein talked?

Isaías González
2006-May-24, 12:21 AM
Answer:

With the aim of establishing a scenario of his ideas, Einstein gave examples like this (is unnecessary to understand its meaning):

Suppose that an elevator is in the higher floor of a very high building. Suppose that the cable is broken and the elevator falls. A passenger of the elevator takes a pen and let it fall down. For an external observer the pen falls but for the passenger of the elevator the pen doesn’t fall.

From those mental experiments he developed transcendental ideas. However, we make every day this kind of mental experiments. For example, if we want to construct something new, we imagine the necessary materials, the tools, the pieces, its functioning, etc., and we deduce how it has to be constructed (it must be compared the form, not the content).

Question:

Which is the main goal of the algebra?

ASEI
2006-May-24, 12:36 AM
Are you posting to yourself? I've almost concluded you're a robot.

Isaías González
2006-May-26, 12:29 AM
Answer:

To work with the unknown.

If you ask to the people if they can work with something that they don’t know, the answer is: “How is possible to work with something that I don’t know?”

The unknown (x, y, z) is included inside the solution of the problem. It is something uncomfortable to work with it. Something similar occurs with the concept of active intelligence, that maintains in the mind an idea without meaning.

This is the elegance of the mathematics: it doesn’t force the reality and accepts the limitations that it imposes.

The science walks in the same direction: our eyes can’t see the quarks and the genes but with the science we can see them and we can know their functioning. The science faces permanently problems with partial information about them and, however, it makes a detour and appears back of the problem.

Question:

How does the lawyers interpret the law?

ASEI
2006-May-26, 12:39 AM
I think we have a spammer.

HenrikOlsen
2006-May-26, 09:16 AM
Or a preacher.

He's definitely made this threat meaningless.

Isaías González
2006-May-27, 12:25 AM
Answer:

The lawyers interprets the law by its spirit and by the letter.

If we read the complete text of a law, we extract the meaning and the purpose of the law. If we read a fraction of it, sometimes we will find small deviations to the general meaning. When this happen, the general interpretation is applied.

Something similar happen with the conflicts between the Supreme Court of Justice and the Constitutional Court: the Constitutional Court defends the human rights and the Supreme Court of Justice defends the laws.

Question:

Which is the relation between the intelligence and the conscientiousness?

Isaías González
2006-May-28, 12:03 AM
Answer:

The trial and error is a primitive intelligence that lets the organism to do an abstraction, to do an induction that carries to the formation of ideas. In this point, there isn’t conscientiousness, although an action of knowledge indirectly implies the separation between the object known and the organism that knows.

The solutions of many problems requires a directed and coordinated action. The words for what synthesize this action. They are associated with a conscientious purpose and they are the birth of the conscientiousness. The majority of the animals acts without understanding the meanings of its actions, and they acts as a chain of reflex acts.

In the case of the man, the meaning of the life and the existence is the maximum of the for what and is the maximum of the conscientiousness.

The conscientiousness moves us away from the slavery of the natural forces and let’s to control our lives and give us more liberty because we see them from some distance and we aren’t objects but subjects. But this conscientiousness and this freedom have some cost: the anguish.

When the man had a relief because he had the basic needs solved, he look to himself and the conscientiousness and the conscience appeared. The knowledge of oneself develops the introspection and the self-criticism.

But the conscientiousness needs the memory because it would be impossible to construct an identity through the time. Each act of conscientiousness would be destroyed immediately.

Question:

Are equal all the cultures?

Isaías González
2006-May-29, 12:42 AM
Answer:

My professor of anthropology said that all the cultures are equal. But when one observe the different cultures, one see good and bad features in them. Furthermore, it would be impossible the development of a culture because the future culture will deny the former culture. Note that the best characteristics of a culture were, in their time, innovations and negations of a former culture.

With the futurism, there was a destruction of the past. Fortunately, now there is a conscience about the importance of the past. My opinion is that each generation (I don’t mean 30 years) has a foot in the future and a foot in the past. The foot of the future will be the past of the next generation.

But, what kind of relation have these comments with the intelligence? A conservative way of thinking immobilizes the mental development and an excessive negation of the past will be rejected and the development of the intelligence will be stopped too (remember “The shock of the future“).

Question:

Is the logical deduction more intelligent than the empiric process of trial and error?

Isaías González
2006-May-30, 12:21 AM
Answer:

If we consider the intelligence as the ability to solve problems (or new problems), frequently the empiric process of trial and error is better or the unique method.

With the objective of observing the behavior of a new airplane, the constructers always test a model in the air tunnel. Normally we consider that physics is an exact science, then, why don’t they deduce its behavior with mathematical processes? The answer is that the mathematics can work only with two bodies that interact between them. The air in an air tunnel has a fantastic quantity of molecules and their behaviors are impossible of forecasting because a movement of one molecule produce a movement in the rest molecules, and this new movement of each molecule will influence the movement of the other molecules, etc. The computer simulation imitates the real process with the molecules and goes in the same direction.

The mathematicians say that the majority of the equations haven’t solution through a mathematical and deductive process. But, in a process of trial and error with a computer, they can be resolved replacing the values x, y or z (and more) with an arbitrary value, with the purpose of observing if this value solve the equation. If the value doesn’t resolve the equation, the process continues with other values.

Question:

What does mean “understand”?

Isaías González
2006-May-30, 11:44 PM
Answer:

In philosophy, existed a position that said that the science should be interested only in the measurement of a phenomenon through its tools and instruments but not in the construction of theories that explain the phenomenon. It is the positivism.

In psychology, the behaviorism says something similar: the psychology only must interested in the stimulus that goes in the brain and the response that the brain gives to the environment. For the behaviorism, in the middle of the stimulus and the response there is a black box, the subjective world, which we aren’t interested in knowing because is opposed to the objective world, the science.

When we understand a phenomenon we “explain” it, we fill the black box with processes that explain why something that goes in is transformed in other thing that goes out. For example, a child doesn’t want to go to school. For the behaviorists, the phobia to the school is eliminated associating the school with something pleasant and they aren’t interested in the cause of the phobia. For other psychologists, the problem is resolved talking with the child with the purpose of knowing what perturbs the child (other child that beats him, or threats of the teacher, an object that remember him an traumatic experience etc.) and then they act to change the causes of the problem.

When we understand a problem, we explain the why, the for what, and the how. Of course, the for what is applied only to conscientious processes of the human being and superior animals and is used in other natural processes only as an image that helps us to understand these processes.

Question:

Is the identification with other people a help or an obstacle for the intelligence?

Gillianren
2006-May-31, 05:16 AM
Um, wow. I've stumbled into a very incoherent psychology/sociology lecture by someone who doesn't know much about mental illness.

For example, no one I know with clinical depression (which is not, to my knowledge, considered a psychosis, at least that's what they told me at my last psych exam) hallucinates. What's more, there tends to be a very strong correlation between intelligence and certain mental illnesses, manic depression among them. For a start, if you just listen to the music of Tschaikovsky, you can hear his mood swings.

We may not accomplish much during the actual depressive episodes, but manic depressives and chronic depressives are generally quite creative and intelligent.

HenrikOlsen
2006-May-31, 08:07 AM
This isn't really a lecture, it reads more like intellectual masturbation to me.

Gillianren
2006-Jun-01, 12:09 AM
I assure you, I know a great deal about manic depression from a very intimate perspective, and you are wrong. Given that I have an IQ that is almost embarassingly high, how high do you think it would be were I not manic depressive?

And, in fact, when I refer to intelligent manic depressives, I'll admit that I'm thinking of people who generally lived before such a diagnosis was available, but I think historical evidence can be shown to demonstrate that Edison, Van Gogh, Leonardo, Tschaikovsky, Abraham Lincoln, and scores of others were both intelligent and/or creative and manic depressive.

And, again, it's not a psychosis and I don't hallucinate.

Isaías González
2006-Jun-01, 12:15 AM
Dear Guillianren:

Your comment is very important. According with the international classification of mental illnesses, the manic-depressive psychosis may be classified in bipolar manic-depressive psychosis and monopolar manic-depressive psychosis. This means that if the patient has a period manic and later he has a depressive period and later he has a manic period, etc., the patient suffers a bipolar manic-depressive psychosis. If the patient suffers only of manic psychosis or suffers only of depressive psychosis, we have a case of monopolar manic-depressive psychosis (manic psychosis and depressive psychosis).

In the three diagnosis, the patient may have hallucinations but it is infrequently seen because the patient is inside a hospital and his sickness is acute.

There is other depression: the neurotic depression. In this case, there isn't hallucinations.

About the intelligence and the creativity, they are lowered by the sickness. However, maybe you are thinking in Van Gogh. It is impossible to know if his bipolar manic-depressive psychosis increased or decreased his creativity because he always was sick when he painted.

Answer:

If we paint in a screen some irregular lines, possibly we can’t know which is their meaning. But if we project in the screen the picture of a person, we observe that all the lines coincide with some features of the picture. Then, we deduce that these lines correspond to the picture of that person and that is impossible that coincide with the picture of other person.

In this order of ideas, when we identify with other person we can say: “If that person shows some almost invisible behaviors, that other people wouldn’t identify, I can reconstruct the rest of his mind, I can know what is thinking and I can forecast his behavior.”

Question:

Which profession has the integration of many other professions?

HenrikOlsen
2006-Jun-01, 09:49 AM
Dear Guillianren:

Your comment is very important. According with the international classification of mental illnesses, the manic-depressive psychosis may be classified in bipolar manic-depressive psychosis and monopolar manic-depressive psychosis.
Your words seem intended to falsly imply that manic-depressives are psychotic.
Checking ICD_10 (http://www3.who.int/icd/currentversion/fr-icd.htm), only F30.2, F31.2 and F31.5 includes psychotic symptoms, so by talking about the manic-depressive psychosis as if it was the only one, you're lying by omission.
Those chapters (F30/F31) reads as if the classification has been written to get every combination in whether they occur in real life or not.

Additionally, you should be aware that the ICD is not a catalog and/or reference work on diseases, but is a tool for classification to keep statistics consistent internationally and that the inclusion of several classifications as diseases are hotly contended, especially in the F64 and F65 groups.


Answer:
Teacher.

Question:
Why are you talking to yourself?

Isaías González
2006-Jun-02, 12:56 AM
Quote:

7. In psychotic depression, hallucinations.

Dear Henrik Olsen:

Our analyzes is about the hallucinations in the psychotic depression. This depression is classified in F32.3. Then, is correct that in the psychotic depression there are hallucinations.

About your question, I don't talk with myself. You can see in the page www.bautforum.com/forumdisplay.php?f=18 that 2.531 people have read the comments in this thread.


Answer:

My opinion is as follows:

1. Detective: psychology, medicine, intuitive physics, laws, anthropology, sociology.
2. Judge: laws, psychology, medicine, intuitive physics, sociology, finances.
3. Manager: administration, finances, marketing, production, human resources, engineering.
4. Interviewer of personnel selection: psychology, administration, sociology.
5. Congress members: finances, education, health, laws, administration, justice, history, sociology, etc.
6. Actuary of insurance: he has to know the behavior of everything that is insured.

The detective has to work deeply in those subjects in order to get the true without trails.
The judge has to know about everything, although is relatively passive.
The manager has to know many things related to his business though he has the advantage of delegating.
The interviewer has to know the environment in which the applicant has moved.
The congress members has to know about everything but really they know little and they are many.
The actuary has to know about everything but he has to do small modifications to a past work.

Question:

Which is the relation between the position of the skeleton (external/internal) and the intelligence?

ASEI
2006-Jun-02, 01:49 AM
Perhaps a blog would be better suited to this sort of posting, if this is for the consumption of anonymous readers.

HenrikOlsen
2006-Jun-02, 04:22 AM
About your question, I don't talk with myself. You can see in the page www.bautforum.com/forumdisplay.php?f=18 that 2.531 people have read the comments in this thread.

The thread has been viewed 2,538 times now.
This is not 2,538 distinct people, this is the number of times people have clicked on the thread, many of these clicks are not to read it but to get it marked as read.

If you look at the other threads you'll see that all threads with many posts get high numbers of clicks. This is not an indication that you're writing anything interesting, just an indication that new posts are looked at because they are new.

Since you answered the question you asked instead of accepting my answer as an entry in the thread, I'm forced to conclude that you are indeed engaged in a monologue, and since it's one I consider wordy, poorly though out and based on shallow learning, I'll refrain from wasting my time with it anymore.

Isaías González
2006-Jun-02, 11:48 PM
OK

Answer:

The insects and the arachnids have the rigid structure out (exoskeleton) The mammals and the birds have the rigid structure inside (endoskeleton).

The animals with exoskeleton bet on the physical force (physical protection) and the animals with endoskeleton bet on intelligence. The exoskeleton gives more protection but lowers the elasticity in the relation with the environment. The organism with endoskeleton is more delicate but that allows more knowledge of the environment and more accuracy in the action and in the reaction.

Which is better? The answer is other question: Better for what? If the answer is “Better to survive” there isn’t clearness because both survive. The answer I’ve find is: the species of the animals that have exoskeleton live more time and the individuals of the animals with endoskeleton live more time (and maybe better).

Question.

Does the science demand necessary the experimentation?

ASEI
2006-Jun-03, 01:16 AM
What does that have to do with anything. And no, not all endoskeletal animals are dependent on intellegence (tetra fish for example). This is simplistic to evaluate the evolutionary advantages of a creature based solely on a skelatal structure.

Insects can't get any bigger than they are (hence an opportunity perhaps for greater intellegence), not because of their skeleton, but rather their circulatory system being open.

Isaías González
2006-Jun-04, 12:05 AM
You are right, Asei, the endoskeleton is not the unique cause of the development of the intelligence. It is necessary the development of a nervous system, sensorial organs, etc.

Answer:

Instead of “experimentation” it’s better to talk of “observation of the reality” or, simpler, “observation” and the experimentation is a kind of observation.

The astronomy is an example of this. Keppler described perfectly the movements of the planets around the Sun without experimentation because it would be impossible. But his conclusions were based in an extraordinary quantity of observations made by Tycho Brahe. And this must be applied to the whole astronomical observations. Of course, it is ideal to do experiments in the Earth with the conditions of the astronomical phenomenon but very few times this is possible.

In medicine, something similar happens: it is impossible to do some experiments with the human being. We can’t do experiments with a group of people that receives a special treatment and other group that doesn’t receive the same treatment, if the life of the second group is in danger. Instead of, the physician has to build and intuitive idea of the problem and so, apply the best treatment to both groups, inclusive, the treatment of the research.

Other experiments that we can’t do is when we want test the characteristics of an object that has high value and the object may be damaged.

However, in the totality of the sciences is possible to do observations and to extract valid conclusions of them without experimentation

Question:

Has the art intelligence?

Gillianren
2006-Jun-04, 12:18 AM
Question:

Has the art intelligence?

No, because it has nothing with which to have intelligence. If you give any other answer, I'm done, too--I should be anyway, because you're clearly not listening to anything anyone else is saying to you.

Isaías González
2006-Jun-05, 12:28 AM
Hello, Gillianren.

Your position is interesting because if we define intelligence as the ability to solve problems that the external reality gives, the art has nothing to do with the intelligence. But, are the artists fool?

I think the artist are very intelligent. They don't solve external problems but internal problems and they use the adequate language to describe them.


Answer

I define the art as a technique of communicating emotions. But it can’t be confused with the direct communication of the emotions when we laugh, when we are raged, etc., because the artist must describe the emotion, he can’t express it without elaboration and it is necessary that the communication is intuitive (“the intuition is a science or an art that we have learned unconsciously through our personal experience but that is very difficult to communicate to other people”).

In the classic paint, the emotion was contained in realistic images. So, the art demanded high abilities (and intelligence) to represent objects and people. The emotions were communicate through the expressions of the persons, the light, the colors, the shadows, the themes and the emotion caused by the perfection.

In the modern paint, the expressions of the emotions is not limited by the perfection of the forms and is directly expressed through the colors, light, shadows and abstract forms. Today there are many paints with ambiguous forms and colors, that don’t say us anything but that transmit the ambiguity in our life. The letters of the advertisements are imperfect and irregular and they express the rejection of the ideal of perfection inside the society.

It is indispensable to know intuitively and unconsciously what the painter wished to express respect the paint that he did, with the purpose of seeing if the paint expresses that message. And the observer must have the ability to understand it.

Question:

Does the high school prepare for the science?

ASEI
2006-Jun-05, 02:57 AM
Are you trying out some sort of posting bot or something? Your answers follow a rigid pattern, and you don't get the content of our responses at all. Instead, you are posting based loosely (if at all) based off of keywords that are within our text.

Stop spamming the thread.

Gillianren
2006-Jun-05, 04:12 AM
Stop spamming the thread.

. . . That you yourself created.

Look, I'm not sure you get the point, here. The point of a board like this is give and take. Discussion. For example, several of us have provided answers that have flat contradicted things that you say. You tell us we're wrong, even if we have evidence that we're right. You keep babbling about whatever it is you're talking about. This is what blogs are for, not bulletin boards.

Isaías González
2006-Jun-05, 11:33 PM
Let it be

Answer:

The high school prepares for the profession but not for the scientific research. The high school is more interested in memorizing information but not in learning the way to develop new scientific knowledge.

Of course the knowledge is very important to have a wide vision of a scientific subject but it would be better to eliminate some of it to open some space to samples that show the evolution of that science, in an individual level and in a social level (scientific community).

Inclusive, in the emotional field, to face the student against concepts very complex and structured makes him to feel inferior and unable to follow a scientific career.

I don’t mean experiments because this may be too simple or too complex or too expensive. I mean the history of a discovery.

Question:

Is the forgetting something undesirable?

HenrikOlsen
2006-Jun-06, 01:59 AM
The mathematicians say that the majority of the equation shaven’t solution through a mathematical and deductive process. But, in a process of trial and error with a computer, they can be resolved replacing the values x, y or z (and more) with an arbitrary value, with the purpose of observing if this value solve the equation. If the value doesn’t resolve the equation, the process continues with other values.
This is just so wrong that it's difficult to see how you got to it, please elaborate.

Who are "The mathematicians", which equations are "The equations", and where on earth did you get this weird concept of arbitrary trial and error solving of mathematica equations.

ASEI
2006-Jun-06, 11:15 AM
Perhaps the whole point of this thread was to give "The Intelligence", this guy's posting bot, something to do. It wasn't so obvious when real posters were making up the bulk of the conversation.

Isaías González
2006-Jun-06, 05:55 PM
Answer:

The forgetting may be desirable in the following circumstances:

1. When the quantity of information is excessive and fills our memory. In this case, we may memorize only the important information or we may structure it because it is easier to memorize.

2. When a traumatic experience is remember continuously without necessity and causes mental ill.

3. When we want to cover something unpleasant. For example, when we are eating and we see something repugnant. We see other things and we forget the disgusting thing.

4. When an wrong idea interfere with other idea and makes us to mistake.

Question:

Which are the main errors of the historian?


Answer:

They are interested in the figures and in the dominant societies but aren’t interested in the background of them, in the other societies that surround the dominant societies.

For example, Rome and their protagonists are described very deeply but the other countries, with some exceptions, are almost unknown. They are described as “barbarians”. But if we study them, we find that they had higher culture. Also, the communication among them and the mutual knowledge were higher.

Other error is the absence of explanations about many things, for example, a coup d’état, defeat in a battle field, etc. The study in the high school should give less importance to the concepts and more importance to memorize the exact dates of the events. When I studied history, I couldn’t understand why three or five persons could knock down a government in a coup d’état. If the historicists were interested in describing how the power functions, I would had learned more and better history. The same thing may be said about a battle: how and why an army defeats the other army? The knowledge of the psychological and the social processes of this kind of events would give us a better understanding of the history and the forces that modeled it.

Question:

What does the materialism say about the reality?


Answer:

The traditional materialism says the matter is the unique thing that exists and that the spirits don’t exist. The unique reality is those that is possible to touch and to see.

So, a neurologist said that the soul doesn’t exist because he had searched it in the brain and he hadn’t found it, and Yury Gagarin, the first astronaut, said that God doesn’t exist because he hadn’t found him in his travel around the Earth. This kind of materialism lasted up to the nineteen century.

Although without the aim of becoming materialists, the first scientists that studied the heat during the nineteen century believed that the heat is a substance. Now we know that the heat is produced by the velocity of the molecules.

At the beginning of the twenty century, the science worked with many entities that hadn’t those properties and the materialists reformulated it with the purpose of including the new properties of the matter.

My position is that the spirit exists but it always is tied to the body. We are compounded of molecules. Those molecules change and other molecules fill the space leaved by the older molecules and, however, we are the same person and our spirit is the same. Really, we are a system of interrelations and it doesn’t main that the matter of our body changes. But the spirit can’t travel independently of the matter.

Question:

Is preferable the excess of information than lack of information?


Answer:

I bought (by catalog) a book about experimental design with 900 dense pages, with 30 complex equations in each one, with very few text and without author’s help. That isn’t a book but a medieval fortress. It would be necessary to study it from the beginning until the end with the aim to know if it is useful for our purposes..

Another case are the newspapers. Some people feel overwhelmed because some newspapers are very thick. However, there are differences: one can discard sections that aren’t interesting and read only headlines. So, we can do a ranking with the headlines and begin with the more important news.

Of course, for some people that enjoy the reading with obsessive passion there is a problem. They read anything, from the beginning to the end.

I think that a book (not a novel) must have at the beginning a synthesis and after it may deepens progressively in the theme.

About the question, I prefer excess of information because there is a hope of getting something. If we lack information, probably we can’t do anything.

Question:

What roll plays the question in the cognitive process?


Answer:

Frequently somebody asks us a question that is impossible to answer immediately and later, when we face it, we find that it origins many interesting ideas. We had those ideas hidden but we hadn’t realized. This idea (the question) is as a string where the other ideas were stringed.

Somebody said that the intelligence of a person can be evaluated better by the questions that he asks than the answers that he says.

Many people haven’t ideas because they haven’t questions. Everything is normal. They neither marvel by the things that they find in their lives nor they ask themselves which is the meaning of the things.

But isn’t necessary that other people ask us a question. We can do it. Einstein began the theory of the relativity when he asked himself: “How I would see the universe if I travel with the speed of the light.”

Question:

Has the inculcation of moral principles to do with the development of the intelligence?


Answer:

1. Work. The work is reflected in the studies and the studies develop the intelligence.

2. Responsibility. The same thing that the work.

3. Respect for the other people. If we respect the other people, we must develop the intelligence in order to get the things because we have more obstacles.

4. Honesty. The intelligent people know that it is more easy that a lying falls than a lame person.

Question:

Can we have ideas without images?


Answer:

When we think about things, it is obvious that the image of each thing appears in our mind. But when we think in abstract ideas, we would think that they haven’t associated images.

However, try with abstract ideas like “justice”, “liberty”, “goodness”, “ignorance” etc., and you will realize that they have many associated images.

Possibly, this phenomenon id caused by the process of learning of the child, who begins with particular facts and later learns the abstract concepts, although the adult elaboration is that we remember.

In the computers, we see that people like icons, possibly because it is easier to work with images than with words.

Question:

What relation has the sexuality and the intelligence?


Answer:

In the first half of the twenty century, the woman studied little and married early. Her duties were the administration of the house, the upbringing of the children and the satisfaction of the husband‘s sexuality. In the second half of the twenty century, the woman studied and worked, her intelligence was developed, and her sexuality had better satisfaction.

In the first half of the twenty century, the man rejected the homosexuality (and the lesbianism), the masturbation, the sexuality before the marriage, the sexual “perversions”, etc. In the second half the man studied more and had a better acceptation of those behaviors.

In both cases, the sexuality was more free, was considered an aim of itself and not a simple mean to have children, and the orgasm was delayed with the purpose of enjoying sexual games. Also, the marriage was postponed to study more and to have a better economic situation.


Question:

Which solutions assumes the nature to solve the problem of the perpetuity of the specie?


Answer:

The nature assumes two solutions:

1. To have many descendants. If there are many, the predators can’t kill all them. This strategy bets to the quantity over the quality.

2. To have few descendants, but protecting them a large period of their lives. If there is long period of upbringing, the descendants receive more learning to face the difficult problems of their lives. This strategy bets to the quality over the quantity, the intelligence over the force of the quantity (as the human being and the superior animals).

This two categories are similar to the learning by trial and error and the learning by logic deduction (the last one is more selective).

Also, we may classify the reproduction in sexual reproduction and asexual reproduction. But they assume the quantity and the quality strategies too and the sexual solution is better to solve the problem of the specie’s perpetuation.

Question:

Which are the conscientiousness’ levels?


Answer:

1. Corporal conscientiousness. It is the body image that we have of ourselves. We have an internal image that we know through the internal senses (heat, cold, pleasure, pain, itch, hunger, fatigue, etc) and an external image, as we see in pictures, in the mirror and directly. The internal image is constructed over the sensations but it is an idea that not represents pleasures, pains, etc.

2. Social conscientiousness. It is the image that people have of ourselves. This image can be of our physical body, our personality, our abilities, our norms, etc.

3. Psychological conscientiousness. It is the combination of the corporal image, the social image and the personal image that we have of ourselves.

We attempt to join the three images, but not always it is possible.

Question:

Does the hypnosis help to remember something?


Answer:

The following comments can be found at:

www.apa.org/divisions/div1/news/Spring2002/MemoryMisconceptions.pdf

“The author explained that empirical evidence suggests that hypnosis does not improve memory.” (Wagstaff, G. F., 1999).

“We found no evidence that hypnosis increases accurate recall…The hypnosis increased the production of inaccurate memories, especially in highly suggestible participants that were given positive information about the effects of hypnosis on memory committed more errors during hypnosis” (Burgess, C. & Kirsch, I., 1999).

“Hypnosis does not facilitate the retrieval from memory concerning meaningful material presented several days earlier” (Whitehouse, W.G., Dinges, D.F., Orne, E.C, & Orne, M.T., 1988).

“Research related to hypnosis and memory, found evidence that does not support the belief that hypnosis enhances memory” (Nogrady, McConkey & Perry, 1985).

In some cases, the hypnosis induces false memories when the hypnotist suggests them.

Question:

Is the common sense a good sense?


Answer:

We pour a glass of a pollution substance in the ocean and we wait the time necessary to be homogenized in the Earth’s oceans. Then, we obtain a sample of water with a glass. Is the sample contaminated?

The common answer is that the water is not contaminated because the oceans are very big and the glass of the sample contains very small quantity of water. However, as the molecules are very small, a glass of ocean’s water contains at least one molecule of the pollution substances (there are more quantity of molecules in a glass than water glasses in the oceans).

The common sense says that the Sun, the planets and the stars spin around the Earth.

However, the common sense is useful when we revise the mathematical calculus went out from the computer: some quantities seem too large or too small.

There is a paradox related with the common sense: after the navigation around the world, the people of Europe ought to ask themselves why the water of the other side of Europe didn’t fall. At least Galileo had to realize this, but Newton was the person that understood it and developed the gravitation theory

That's all.

Thank you.

Isaías González Valdenebro

igonzalez@epm.net.co

HenrikOlsen
2006-Jun-06, 08:21 PM
So this was just a very long shallow, incoherent rant in a very strange format.

Gillianren
2006-Jun-07, 02:22 AM
Yup. The last few posts haven't even pretended to pay attention to us.

howard2
2006-Jun-10, 06:13 PM
Well it's very simple really. The IQ or intelligence quotient is merely the ability to learn relative to time. If you can learn something faster than me, then you have a higher IQ. That said, I have met a number of intelligent idiots in my 60 odd years. People who have the ability and think they are the bees knees and don't use what they have. Then again, there are those average, well motivated people who put the effort in to use what they have. These people I call 'Clever'. So, the upshot is, being intelligent doesn't make you clever. It's what you do with it that determines that.

ASEI
2006-Jun-10, 06:20 PM
That said, I have met a number of intelligent idiots in my 60 odd years. Unfortunately I qualify as an intelligent idiot! Yesterday, after programming a numerical integration routine, I began to dissasemble a giant tangled kludge of electrical equipment - with the power still connected! Gaah! Almost didn't come home from work!

howard2
2006-Jun-14, 04:22 PM
How do you define intelligence?

Intelligence is simply the ability to learn relative to time. If you can learn something faster than me your I.Q. (Intelligence Quotent) is higher.
This doesn't make you smart or clever. It's what you do with it that determines that. In my 60+ years I have met a lot of intelligent idiots. I have met some average IQ people who put the effort in to use what they have and they are clever people.

Gillianren
2006-Jun-14, 07:38 PM
I don't think he's coming back. He's finished his lecture--and man, am I tired of people whose only purpose here is to post lectures!

Disinfo Agent
2006-Jun-17, 05:09 PM
Unfortunately I qualify as an intelligent idiot! Yesterday, after programming a numerical integration routine, I began to dissasemble a giant tangled kludge of electrical equipment - with the power still connected! Gaah! Almost didn't come home from work!Yes, thinking too hard can make fools of all of us.

th1rst
2007-Feb-18, 07:00 PM
When I was in high school somebody in the class asked my physics teacher what was the difference between being smart and intelligent.

to witch he replied

being intelligent is your capacity for deduction and reasoning, and begin smart is you ability to use the intelligence available to you(he jokingly meant that you can be highly intelligent but just as lazy and fail all your classes)

it always stuck with me for some reason