".the resultant of the process of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills". The aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. Judgment, otherwise called "good sense", "practical sense", "initiative", the faculty of adapting one's self to circumstances. īesides those definitions, psychology and learning researchers also have suggested definitions of intelligence such as the following: Indeed, when two dozen prominent theorists were recently asked to define intelligence, they gave two dozen, somewhat different, definitions. Although considerable clarity has been achieved in some areas, no such conceptualization has yet answered all the important questions, and none commands universal assent. Concepts of "intelligence" are attempts to clarify and organize this complex set of phenomena. Although these individual differences can be substantial, they are never entirely consistent: a given person's intellectual performance will vary on different occasions, in different domains, as judged by different criteria. Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. įrom Intelligence: Knowns and Unknowns (1995), a report published by the Board of Scientific Affairs of the American Psychological Association: Rather, it reflects a broader and deeper capability for comprehending our surroundings-"catching on," "making sense" of things, or "figuring out" what to do. It is not merely book learning, a narrow academic skill, or test-taking smarts. Some groups of psychologists have suggested the following definitions:įrom " Mainstream Science on Intelligence" (1994), an op-ed statement in the Wall Street Journal signed by fifty-two researchers (out of 131 total invited to sign): Ī very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. The definition of intelligence is controversial, varying in what its abilities are and whether or not it is quantifiable. "Intelligence" has therefore become less common in English language philosophy, but it has later been taken up (with the scholastic theories which it now implies) in more contemporary psychology. Hobbes for example, in his Latin De Corpore, used " intellectus intelligit", translated in the English version as "the understanding understandeth", as a typical example of a logical absurdity. This approach to the study of nature was strongly rejected by the early modern philosophers such as Francis Bacon, Thomas Hobbes, John Locke, and David Hume, all of whom preferred "understanding" (in place of " intellectus" or "intelligence") in their English philosophical works. This term, however, was strongly linked to the metaphysical and cosmological theories of teleological scholasticism, including theories of the immortality of the soul, and the concept of the active intellect (also known as the active intelligence).
In the Middle Ages, the word intellectus became the scholarly technical term for understanding, and a translation for the Greek philosophical term nous. The word intelligence derives from the Latin nouns intelligentia or intellēctus, which in turn stem from the verb intelligere, to comprehend or perceive.
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