Intelligence and Memory –  snippets of a bigger story.
 
Intelligence and memory rely on each other.
 
Intelligence - the ability to think, learn from experience, solve problems, and adapt to new situations. https://opentextbc.ca/introductiontopsychology/chapter/9-1-defining-and-measuring-intelligence/

Memory - encoding, storing, keeping, and recalling information and past experiences.
https://www.livescience.com/43713-memory.html

Scientists have not yet defined the boundaries of either intelligence nor memory. Humans are not the only species to show intelligence, and human intelligence is not the only type of intelligence.
 
Animal problem-solving and decision-making is a function of their nervous systems, including the brain. Intelligence is closely related to the nervous system and staying alive is dependent on intelligence. https://www.hopkinsmedicine.org/news/articles/qa--what-is-intelligence
 
Memory is important in developing intelligence. Without memory we start from the beginning over and over. Curiously, Slime Mold, a brainless, single-celled organism has a type of measurable intelligence and displays memory. Go to: https://www.pbs.org/newshour/science/the-sublime-slime-mold
 
Intelligence theorists abound, as do opinions of the types of intelligence. Aristotle is credited with the earliest reference to intelligence which he called “reason”. By the early 1900’s Sternberg developed the Triarchic Theory which describes (1) analytical or “book smart”, (2) creative or “light bulb” thinking, and (3) practical or “street smarts” types.
 
Then in 1905 Alfred Binet (1857 – 1911) and his student Theodore Simon (1873- 1961) developed a tool to measure intelligence. This tool was based on their theory of types of intelligence:

1. Fluid reasoning i.e., logical problem solving in novel situations.
2. Knowledge i.e., facts, concepts, procedures and metacognition, or what learners know about learning.
3. Quantitative reasoning i.e., basic mathematics skills.
4. Visual-spatial processing i.e., ability to imagine/visualize positions of objects, their shapes, their spatial relations, and their movement.
5. Working memory i.e., small amount of information held in the mind and used in thinking tasks. (See below for references.)

And so, the Intelligence Quotient (I.Q.) and the Stanford-Binet IQ test were invented. Today a range of IQ tests are available, each based on various theories of intelligence and increasingly reflecting the expanding concept of intelligence.
 
As always, psychologists have looked closely at some of the problems and ethics associated with IQ testing.

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid”
Albert Einstein
https://www.simplypsychology.org/intelligence.html

“Intelligence is what intelligence tests measure” 
E. G. Boring https://everydaypsych.com/the-history-of-intelligence/
 
Neurologists and researchers into brain plasticity have found strong evidence that brain memory exercises work and can also improve IQ.  While not everyone agrees with this, the exercises can still be fun:

• jigsaw puzzles
• crossword puzzles
• concentration card game, or card matching
• sudoku

https://www.healthline.com/health/how-to-increase-iq
https://www.verywellmind.com/does-brain-training-really-increase-iq-2795286),
 
See this month’s Powerpoint (below) for:

• How to improve your memory
• Memory games
• YouTubes about “Working Memory” and “Intelligence”
• Fun puzzles to challenge you … with the answers.
• On-line memory game.
• I.Q.s of famous people.

​
References for 1905 Alfred Binet (1857 – 1911) and Theodore Simon (1873- 1961) –

1. https://www.frontiersin.org/articles/10.3389/neuro.09.008.2007/full#:~:text=Fluid%20reasoning%20represents%20the%20capacity,McArdle%20and%20Woodcock%2C%201998%20).
2. https://cambridge-community.org.uk/professional-development
3. https://www.aacu.org/peerreview/2014/summer/elrod#:~:text=By%20one%20definition%2C%20quantitative%20reasoning,students%20in%20their%20daily%20lives
4. https://www.parentingforbrain.com/visual-spatial-reasoning-skills-stem
5. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207727/

 
NEXT gathering:   
10 – 12 noon Tuesday 2nd November – Cup Day
NB - Zoom or face to face to be confirmed.
 
TOPIC:   Why do we do these things? - Psychology of Christmas

• Shopping
• Lights and decorations
• …. …. …. and Jokes.

 
Cheers Everyone
Jane

 Her key points are:

• The psychological and behavioural aspects of this crisis are not being taken seriously enough.
• Psychological distortions are shaping governments' responses around the world.
• But this crisis also presents an opportunity for states to take these factors into more beneficial consideration.

Alannah Shaikh - the recommendation about mask wearing is one example of the type of change that we have accommodated during Covid-19.
 
It surprised me to discover that during Covid 19 what we “really want is to be told what to do” and that we enjoy being bossed around. Researchers found:

• Shut international borders - 8/10 respondents agreed.
• Support for state governments – 8/10 respondents agreed
• 7/10 respondents agreed that "sometimes people's freedoms need to be restricted to keep Australians safe “,
• 8.5/10 respondents said “Yes” to vaccines (strongest amongst young and older),

Reference: https://www.abc.net.au/news/2021-05-24/annabel-crabb-australia-talks-survey-analysis-covid-19/100142792
 
What surprised me about this research was that, rather than enjoying being told what to do, I thought I had trust in effective leadership at a time of great uncertainty.  I found some answers in these articles:

1. Five things we learned about crisis leadership during covid-19

Reference: https://www.anzsog.edu.au/resource-library/news-media/five-things-we-learned-about-crisis-leadership-during-covid-19

1. Three reasons why Jacinda Ardern’s coronavirus response has been a masterclass in crisis leadership

Reference: https://www.anzsog.edu.au/resource-library/news-media/three-reasons-why-jacinda-ardern-s-coronavirus-response-has-been-a-masterclass-in-crisis-leadership
 
The authors propose that “direction-giving”, “meaning-making” and “empathy” are outstanding characteristics of good crisis leadership. This made more sense than the thought of enjoying being told what to do.
 
Ethics in a Covid era:
There is nothing straight forward about ethics, so I’ll leave you to explore topics of interest in the session power point below. The session content included:

1. There are many models to help us understand and apply ethics.
2. Ethics can be divided into types

1. Utilitarian – greatest good for the greatest number of people,
2. Deontological – the idea that people should be treated with the greatest respect and dignity, 
3. Virtue – considering what virtues make the best public relations professional.

1. Ethics and Covid Vaccines.* “NEWSFLASH” Since the U3A session on 17 Sept this document has been sent to me. The document pages are not numbered. Scroll three quarters through the document to the heading PART 2 –VACCINE REQUIREMENTS IN RELATION TO COVID. See document at : https://www.fwc.gov.au/documents/decisionssigned/html/2021fwcfb6015.htm
2. Ethical distribution of health resources and standards of care in Covid.
3. Impact and expectations on businesses – “Rustik Café and Foodstore” a local example.

 
With such a lot to cover on this topic, I hope you cherry-pick something interesting and enjoy yourself.