Post 2: Drink Lots of Fluids

I admit, I was not well versed in fluid intelligence prior to this class.  As a follow-up to a reading from the EDUC 8401 Module 2 resource list, I decided to look into the crux of this neuroscience topic a little further. First, let us take a look at what fluid intelligence is (NOT) according to this demotivational poster.

There are a number of theories of intelligence.  Horn and Cattell’s theory is based on two types of intelligences – fluid and crystallized.  Fluid abilities (Gf) involve abstract thinking/reasoning and problem solving strategies.

Crystallized abilities (Gc) involve prior knowledge and experiences. Gf and Gc have been referred to as the mechanics and pragmatics of cognition, respectively.  

Their theory suggests that general intelligence involves a set of non-learning and learning abilities that work together in various ways and to certain degrees over the course of one’s lifespan.  This graph depicts what happens to each set of abilities across a learner’s lifespan.  As one gets older, Gf decreases and Gc increases .

Recent research involving young adults suggests that rehearsing a certain working memory task may improve fluid intelligence.  Mental training using the n-back test can actually help improve one’s IQ.  Brain fitness software from MindSparke, online brain-training games from Lumosity, or various SmartPhone apps can improve one’s processing speed, working memory, and long-term memory.  New technology activities and applications like these can be used by teachers as fun and productive brain-breaks for students during instruction, or by aging adults who want to sharpen their cognitive processing skills.  I think these strategies are engaging because they involve the use of relevant technologies and are intellectually stimulating.  By consistently working to improve one’s fluid intelligence capacity, the learner may realize increased educational and employment achievements  for years to come.


References:

Campus Mantra (n.d.). Assessment service: Questionnaire. Retrieved December 27, 2013, from http://www.campusmantra.com/questionnaire.html

Cherry, K. (2013). Fluid intelligence vs. crystallized intelligence. Retrieved from http://psychology.about.com/od/cognitivepsychology/a/fluid-crystal.htm

Dual-n-Back (2010). IQ boost with dual n-back task. Retrieved December 27, 2013, from http://dual-n-back.com/

Eaton, K. (2013, June 12). A workout for your brain, on your smartphone. Retrieved from http://www.nytimes.com/2013/06/13/technology/personaltech/brain-workouts-on-your-smartphone.html?_r=0

Howard-Jones, P. (2010). Introducing neuroeducational research: Neuroscience, education and the brain from contexts to practice. New York, NY: Routledge.

Kay, J. (2005) Crystalized intelligence versus fluid intelligence. Psychiatry: Interpersonal & Biological Processes, 68(1), 9-13. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=7a3cc471-c3a7-4b90-a7d1-70b72bdea60d%40sessionmgr110&vid=21&hid=125

LessWrong (2011). Age, fluid intelligence, and intelligence posts [blog]. Retrieved from http://lesswrong.com/lw/4gi/age_fluid_intelligence_and_intelligent_posts/

Lumosity (n.d.). Challenge your brain with scientifically designed training. Retrieved December, 27, 2013, from http://www.lumosity.com/landing_pages/427?gclid=CNX6rIzj0rsCFYlAMgod9BUAPQ

MindSparke (n.d.). Brain fitness pro. Retrieved December 27, 2013, from http://www.mindsparke.com/

Plucker, J. (2013). Biographical profiles: Raymond B. Cattell. Retrieved from http://www.intelltheory.com/rcattell.shtml

The University of North Caroline (UNC). (n.d.). SOWO 103: The IQ and intelligence [online course]. Retrieved from http://www.unc.edu/~rooney/iq.htm