Intelligence is acquired/developed or inborn..or should i say Intelligence has many channels. Many studies has been made by many different intelligent people:

Here are a few examples:

In 1973 Lillian Belmont and Francis Marolla published family size, birth order and intelligence test (Dutch version of the Raven Progressive Matrices) data from nearly the entire population of 19 year-old Dutch men (386, 114 subjects). Their study design was complex, so interested readers should consult the primary source. However, a general overview of the results will be presented here. Belmont and Marolla found:

1)  "Children from large families tend to make poorer showings on intelligence tests and on educational measures, even when social class is controlled."

2)  "Within each family size (i) firstborns always scored better on the Raven than did later borns; and (ii) with few inconsistencies, there was a gradient of declining scores with rising birth order, so that firstborns scored better than secondborns, who in turn scored better than thirdborns, and so forth."

3)  "In general, as family size increased, there was a decrease in Raven performance within any particular birth order position." For example, a thirdborn born child from a 3-child family would be expected to score higher than a thirdborn child from a 4-child family. A thirdborn child from a 5-child family would be expected to score even lower, and so on.

Three kinds of intelligence:

1) Analytical intelligence  is the ability to analyze and evaluate ideas, solve problems and make  decisions.

2) Creative intelligence  involves going beyond what is given to generate novel and interesting ideas.

3)  Practical intelligence  is the ability that individuals use to find the best fit between themselves and the demands of the environment.


You are welcome to  comment or add on the subject :

Let me start: i'm both with the number one and number two analitycal and creative intelligence it helps me a lot in my kind of job...Sometimes Practical is tooo much for a person like me....i kinda of mess up when it comes to practical things...but it's not that bad...

Duhhhhhhhh.......................what does intelligence mean? :crazy:

Interesting. I guess maybe that's why my older brother and sister are smarter than me. ;D

Can't say what I think makes me intelligent though. Been sort of having a mental block for some time now.

use your sarcasm elsewhere! palibhasa di marunong mamili ang bababuyin! :knuppel:

back to the topic:

I'm the last child in our family...does that mean I'm 10th fold unintelligent??  :-\

I think i got all three intelligence and I use them appropriately! 8)

I think that Belmont & Marolla’s study have exceptions, my uncle was the 9th child but much more intelligent than his older siblings. And besides, the range of intelligence among siblings may vary; one is more analytically intelligent, while the others are more creative or practical. I got all three but I think the other overshadows one..

TWAT!

i don't think i'm intelligent but people around me do think and say that i am....duh :....toinks :2funny:

you can't judge yourself eh, i really find these kind of questions so difficult to answer eversince... Hindi rin kc yata tayo likas na makakapal ang mukha to appreciate ourselves, if we ever do it, most of the time thy're within ourselves lang...

i just rely on how people judge me as i am by my decisions, by the things i do and by the things i say...

the bottomline here is that as long as i know what is right, i'd do what is right. For whatever mistakes i've done (either words said, wrong decisions, whatever), i'l make them as my learning experience...

you made me think again Jumeirah, hehehe! thanks anyway! 

Very interesting answers guys thanks for the input as for others to say we are all intelligent people it all depends where that intelligence is used.. I find it amazing that some people even without education can really be a genuis. I know a family who were not fortunate to have enough financial funds to get them to school. they were eight siblings but four of them went to school as scholars..the youngest is a genius and could add numbers in thrillion without calculators. His answers were correct from the dicimal points. This guy didn't go to school because of genes disfunctional mechanisim...too intelligent people tend to be abnormal...

Now If these guy had been educated the more intelligent he becomes...his inborn intelligent..

let me use my intelligence, i think i know you Jumeirah.... it is very similar....

I KNOW AM NOT.....BUT I DID NOT CARE....ALL U NEED NOW A DAYS IS BEING AWARE OF WHAT IS AROUND YOU AND LEARN OR BENEFIT FROM IT.....

A WHOLE LOT OF COMMON SENSE....

A BALANCED AND HAPPY LIFE.....

I'D RATHER BE SMART THAN INTELLIGENT

I don't think that at all. I hate studying but I really like learning. Now does that make me stupid? hehehe  ;D

Regarding the theory that you presented, I think that is just one of the many... That theory does not apply to me or my family.  :angel:

Oh I see....what is similar? ....you are indeed intelligent if you know who I am........pm me and I'll see if you're correct..

That's alright Overload...you're not stupid you are intelligent in your way...cheers!!!

I'm glad you have all of the three ....just be careful not to over intelligent yourself.....joke..peace Jimili.... :angel:

Way to go Igorota...!!!

check your pm ma'am... hehe

Not quite mountainer....incorrect........

Issues Surrounding the Use of IQ Tests

Intelligence tests have encountered criticism from some. For example, minority and economically disadvantaged students tend to score lower than other students and, consequently, are often underrepresented in gifted and talented programs.

Further, some critics charge that the current, widely used, IQ tests are not guided by a plausible theory of how the brain actually operates and do not accurately measure more contemporary ideas of what "intelligence" actually is. Indeed, some feel that an expanded view of intelligence should guide the testing process (e.g. Plucker, 1998). An example of such an expanded view would be Gardner's theory of Multiple Intelligences (Gardner, 1983). Gardner's theory has gained a lot of momentum in the last twenty years. It proposes the existence of at least eight distinct areas in which a student may be particularly adept. Proponents of this theory like the way that it widens the net in terms of identifying more areas in which a student may be talented and, so, in how many different children might be identified. This has particular implications for the identification of some minority groups who traditionally have been under-identified with more conventional approaches. Critics of Gardner's theory contend that it has not been thoroughly validated through statistical measures. For a more in depth look at contemporary and newly emerging conceptions of Intelligence, see the Hot Topic Intelligence Theory and Gifted Education.

Another major issue is the inconsistent use of these tests. Some school districts rely heavily, or even exclusively, on standardized IQ test scores to identify giftedness, yet other districts may use a multidimensional procedure that views test scores as only one piece of a much larger picture of a child's talents. Indeed, opponents of "IQ-only" identification point out that these tests may assess only a narrow range of ability, neglecting a child's strengths in other areas, such as spatial reasoning or nonacademic talents.

Still, such tests have their merits. Individually administered tests, such as the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and the Stanford-Binet, Fourth Edition (SB-IV) (Note: newer versions of each of theses scales have recently been published), have been researched and analyzed to a great extent. While they do not lend themselves perfectly to some views of intelligence, they have historically been fairly good predictors of school achievement (expected "ability"). These tests are highly reliable - they provide similar results if taken, say, several months apart - and they have been studied and refined over many years or decades with thousands of children. So, intelligence tests can, and do, provide valuable information regarding a child's abilities and, despite some criticism, they are still widely used to make placement decisions for gifted, as well as learning disabled and intellectually challenged students. Because they have been standardized and researched to a great deal, they are often seen as adding a degree of accountability to the identification process.

For some, having one standardized score from a highly researched and used instrument may make decision-making an easier, less relative process. Further, their solid statistical properties have probably led to their use in decisions where accountability issues and government funding are at stake. As we will see next, however, IQ tests should always be considered in the context of a larger, more thorough, process of consideration.