Lecture V

The human brain and its functions

Reading 7. What is intelligence? Psychometric approach;

Reading 8. Gardner’s eight intelligences. Learning styles;
Reading 9. The brain gain;

1.Jordan Peterson - Donald Trump's IQ https://www.youtube.com/watch?

v=EebRtIK4o7c&ab_channel=ManOfAllCreation
2. The dark history of IQ tests - Stefan C. Dombrowski
https://www.youtube.com/watch?v=W2bKaw2AJxs&ab_channel=TED-Ed
3. Different Forms of Intelligence | Jordan B Peterson
https://www.youtube.com/watch?
v=Hy5t3SnXpLU&ab_channel=JordanBPetersonClips

Teachers, like the rest of us, are continually making judgments about a person’s intelligence,
although it is difficult to define. Intelligence has been defined in many different ways.
Some have defined it as the sum total of everything you know, others have defined it as the
ability to learn and profit from experience, still others define it as the ability to solve
problems.
Of course, there is nothing wrong with any of these definitions of intelligence. The problem
is that not one of them alone seems to say it all. We use the term “intelligence” so often
as a general label for so many abilities, that it is now almost impossible to give it a specific
definition.
There are two texts in this Reading. Skim both of them and answer the questions:
What do you think intelligence is?
What qualities of a person make him or her intelligent? What is IQ? How to calculate it?

DETAIL QUESTIONS
Read and find the details in the text.
1) Do people generally agree about what intelligence is?
2) What is the first issue in understanding intelligence?
3) What is a norm? Does the context help you understand its meaning?
4) Do you think that the writer is in favour of IQ testing? Why or why not?
5) Does the writer believe that people with high IQs are more successful than people with
lower IQs?
6) Does the writer believe that intelligence is more than just the abilities a person is born
with?
 What is intelligence?
Intelligence is what you use
when you don’t know what to do.
Jean Piaget
The definition of intelligence has long been a matter of controversy. 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. 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, attempts to clarify and organize this
complex set of phenomena.
Although considerable clarity has been achieved in some areas, no such conceptualization
has yet answered all the important questions and none commands universal assent. Indeed,
when two dozen prominent theorists were recently asked to define intelligence, they gave
two dozen somewhat different definitions. Intelligence is a property of mind that
encompasses many related abilities, such as the capacities to reason, to plan, to solve
problems, to think abstractly, to comprehend ideas, to use language, and to learn. There are
several ways to define intelligence.
In some cases, intelligence may include traits such as: creativity, personality, character,
knowledge, or wisdom. However, some psychologists prefer not to include these traits
in the definition of intelligence.
Intelligence comes from the Latin verb intellegere, which means to understand. By this
rationale, intelligence (as understanding) is arguably different from being smart (able to
adapt to one’s environment), or being clever (able to creatively adapt). By the Latin
definition, intelligence arguably has to do with a deeper understanding of the relationships of
all things around us; and with a capability for metaphysical manipulation of such objects
once such understanding is mastered.
Swiss psychologist Jean Piaget would have described intelligence as the thinking ability that
helps a person solve problems and adapt to his or her environment. But this definition does
not include many other abilities and qualities that most of us would use to describe
intelligence. Intelligence could also mean the ability to do abstract thinking, to carry out our
plans, or to think logically; it also might mean everything that a person has learned in his or
her lifetime.
Before 1960, some people believed that, for the most part, intelligence was innate or inborn.
In other words, either you were born smart or you weren’t and nothing could change that.
More recently, scientists have begun to look at how a person’s environment might influence
the development of intelligence.
The other main issue in understanding intelligence is how to measure it. Two of the main
abilities that have been measured in IQ (intelligence quotient) tests are verbal
comprehension (understanding words) and the ability to think with and about numbers. IQ
tests also measure other parts of intelligence such as general thinking ability, vocabulary,
memory, and spatial ability. “Spatial ability” refers to the ability to figure out things in space.
For example, someone who is good with maps and directions probably has a lot of spatial
ability. However, other abilities often connected with intelligence, such as creativity, artistic
and musical talent, social skills, and regular common sense, are often not included on
standard IQ tests.
Psychometric approach

Intelligence is everything, and at the same time, nothing at all.

Alfred Binet
Alfred Binet (1857—1911) was the leading psychologist in France at the turn of the century.
He worked at the psychology laboratory at the Sorbonne, studied hypnosis, abnormal
behaviors, optical illusions, and thinking processes, but by far his major concern was with
individual differences. In particular, Binet was curious about how people differed in their
ability to solve problems.
Despite the variety of concepts of intelligence, the most influential approach to
understanding intelligence (i.e., with the most supporters and the most published research
over the longest period of time) is based on psychometric testing. The IQ test was designed to
measure success in school. Alfred Binet was asked to develop the first IQ test in order to
identify “dull” children — the children who needed additional or remedial help in school.

This is important because many people might not think that school success is the only
kind of intelligence, yet this is all that IQ tests measure. Binet designed the test with
increasing levels of difficulty so that children of different ages could pass different parts of
the test. He tested many, many children, and then decided on age norms for the questions he
wrote. For example, a question that most six-year-olds could answer but most five-year-olds
could not answer was thought to show the average mental performance of a six-year-old.

The product of Binet’s test was a number showing a child’s mental age (MA). Mental age is
changed to an IQ score by dividing the MA by the child’s actual age and multiplying the
result by 100. Therefore, a 6-year-old who scored at a mental age of 6 would have an IQ of
100 (6/6 _ 100 = 100). This system allows us to compare the IQs of children of different ages.

A 6-year-old with an MA of 3 has an IQ of 50, and a 10-year-old with an MA of 5 also has

an IQ of 50 ფიფთინ. An average IQ is considered to be 100-ჰანდვრიდ, with a standard
deviation of 15 points (thus, the range of average IQs is from 85 to 115). Binet’s original test
was later modified by a researcher from Stanford University in California. The result is the
IQ test used today, called the Stanford Binet. Because they were developed to predict future
school success, IQ tests compare fairly well with actual school performance. What else do
they predict? If we think of them as measures of intelligence, we might expect them to
predict other things, such as job performance, or life satisfaction. Each of these factors has
been studied in relation to IQ scores.

Researchers have found that the average IQ of people who have more prestigious jobs (such
as doctor or lawyer) is higher than the average IQ of people in jobs with less prestige (such as
Farm hand or factory worker). In addition, researchers found that although there are highIQ
people in lower prestige jobs, there are no people with low IQs in high prestige jobs.
In many cases, IQ is not a good predictor of job performance. In professions with
intermediate status (such as electrician), IQ made a difference in job performance. However,
at the upper and lower ends, a person’s IQ score did not show any relationship to success on
the job.
Another question is whether high IQ people are happier, healthier, or more satisfied with
their lives than people with lower IQs. Terman did a study of children with very high IQs
(140 or higher). He found that they generally develop a little faster. In addition, they were
seen as more competent and better adjusted than children with lower IQs.
However, there was a problem with his study. Terman did not choose his subjects carefully
enough. His group of high IQ students contained too many children of educated, wealthy
and powerful parents. Therefore, these children had more educational opportunities, higher
social standing, and more money than many of the lower IQ children. All of these factors
have been shown to correlate with high IQ. Therefore, the success of these children may
have been more influenced by their social status than by their measured IQ.

1. Look back at the explanation of IQ scores. Then calculate the IQs for these people and
circle if they are high, low or average.
1) age 12 — mental age 8 IQ = 66_____ high/low/average
2) age 14 — mental age 16 IQ = ___87__ high/low/average
3) age 10 — mental age 16 IQ = _62___ high/low/average

2. Read the passage and underline verb forms in PassiveVoice (Present Simple, Past Simple,
Present Perfect, Past Progressive and Passive Infinitive).
IQ tests were originally devised specifically to predict educational achievement. The
inventors of the IQ did not believe they were measuring fixed intelligence. Despite this,
critics argue that intelligence tests have been used to support nativistic theories in which
intelligence is viewed as a qualitatively unique faculty with a relatively fixed quantity.
Intelligence, as measured by IQ and other aptitude tests, is widely used in educational,
business, and military settings because it is an effective predictor of behavior. Intelligence is
significantly correlated with successful training and performance outcomes.
In recent empirical research, it was found that IQis highly correlated with many important
social outcomes. Individuals with low IQs are more likely to be divorced, more likely to have
a child out of marriage, more likely to be incarcerated, and more likely to need long term
welfare support. Furthermore, high IQs are associated with more years of education, higher
status jobs, and higher income.
Howard Gardner’s Theory of multiple intelligences is based on studies not only on normal
children and adults but also by studies of gifted individuals, of persons who have suffered
brain damage, of experts and virtuosos, and of individuals from diverse cultures. Intelligence
is broken down into at least eight different components: logical, linguistic, spatial, musical,
kinesthetic, naturalist, intrapersonal and interpersonal intelligences.

TALKING POINTS
1) Have you ever taken an IQ test? If so, what was it like?
2) What are some benefits of IQ testing? What are some weaknesses?
3) If you had a child, would you have his or her IQ tested? Why or why not?
4) Do you know anyone with a high IQ? In what ways has their intelligence helped them? In
what ways has it hurt them?
5) Are there other tests that are used in your country to measure intelligence?
6) The IQ test has been eclipsed. Most people studying intelligence and creativity in the new
millennium now prefer a broader definition, using a multifaceted approach where talents in
many areas are recognized rather than purely concentrating on academic achievement. If we
are therefore assuming that talented, creative or gifted individuals may need to be assessed
across a range of abilities, does this mean intelligence can run in families as a genetic or
inherit tendency?
Mental dysfunction — such as schizophrenia — can, so is an efficient mental capacity passed
on from parent to child?

Reading 8
Skim the Reading to find the answer to the question: How is this Reading organized?

DETAIL QUESTIONS
1. Read and find the details in the text.
1) Can you get a general idea of the meaning of sensations?
2) What may help you to understand what type of thing amaze is? Mental age, standard,
standard deviation, factors, prestige, nature/nurture issue
3) Can you guess what Drs. means?
4) Is it difficult for visual learners to think logically, and sequentially?
2. Study the text on Gardner’s eight intelligences and Carbo, Dunn and Dunn’s learning
styles. Be prepared to discuss the validity of both theories and how they relate to each
other.

Gardner’s eight intelligences

Dr. Howard Gardner from Harvard University has identified the following intelligences:
1. Linguistic intelligence--ენობრივი
People with this kind of intelligence understand and use language easily. They think
logically and analytically. They enjoy reading and writing, memorizing information, talking
and building their vocabularies (they are great spellers). They may also be excellent
storytellers.

2. Logical-mathematical intelligence
People with lots of logical intelligence are interested in patterns, categories and relationships.
They are interested in arithmetic problems, strategy games, experiments and how things
work. They often find unusual ways to solve problems, but they may not be able to explain
how they did it.

3. Logical-mathematical intelligence
People with lots of logical intelligence are interested in patterns, categories and relationships.
They are interested in arithmetic problems, strategy games, experiments and how things
work. They often find unusual ways to solve problems, but they may not be able to explain
how they did it.
5. Musical-rhythmic intelligence-- მუსიკალურ-რიტმული ინტელექტი
Those with this kind of intelligence often sing or drum to themselves. They are usually quite
aware of sounds that other people may miss. These people are often careful listeners.

6. Interpersonal intelligence--. ინტერპერსონალური ინტელექტი

People who have a lot of interpersonal intelligence are often leaders. They are good at
communicating and seem to understand others’ feelings and motives.

7. Intrapersonal intelligence
These people may be shy. They understand themselves much better than others may
understand them. They are highly motivated to be true to their goals and do not care very
much about what other people think of them.

8. Naturalist intelligence
These people may be shy. They understand themselves much better than others may
understand them. They are highly motivated to be true to their goals and do not care very
much about what other people think of them.

Learning styles

1. Drs. Marie Carbo, Rita Dunn and Kenneth Dunn have described the following three styles
of learning: auditory, visual, tactile-kinesthetic.

2. Аuditory learners are logical, analytical thinkers. They are comfortable with typical school
tasks including analyzing sounds and numbers, following directions in order, and just
“doing the right thing.” They are usually successful in school. Much of what they learn is
from listening to information that is presented to them in class.

3. Visual learners learn best by seeing a visual representation of the material. They are global
thinkers. They like to see “the big picture” rather than the details. They can learn to think
logically, analytically and sequentially, but they must do this by working backwards from
the whole to the parts.

4. Tactile-kinesthetic learners learn best when they can touch things or move while they are
learning. Like visual learners, they are also global thinkers.

1. VOCABULARY CHECK
1) The adjective intelligent has lots of synonyms, but which word means the opposite of
intelligent?
a) smart c) thick
b) bright d) clever .

2) If someone is clever, we can say “she is as bright as a …”

a) bottom c) light
b) button d) star

3) The adjective stupid has lots of synonyms (words with a similar

meaning), but which word means the opposite of stupid?
a) thick c) dull
b) dim d) brainy

2. Go to EXTENSION ACTIVITIES AND BRAINTEASERS and do the test “Are you an

analytical or global thinker?” After you finish the test, answer the following questions.
1) Which combination of intelligence type and learning style type do people who are
successful in school often have?
2) Will analytical or global thinkers probably adapt better to a traditional school
environment? Which characteristics will help them the most?
3) What do yon think is Gardner’s opinion of IQ tests? Why?
4) Why do you think auditory learners do well in school?
5) Can people choose which kind of intelligence or which learning style they want to have?
6) Which intelligences do you think are necessary for each of these jobs? Complete the chart.
An example has been done for you.

TALKING POINTS
1) How might knowing about Gardner’s theory affect how a person feels about himself or
herself?
2) Is it important for teachers to know about the theories of multiple intelligences and
learning styles? Why or why not?
3) Do schools try to help visual and tactile-kinesthetic learners enough? Should they try to
help them more? How?

Job Intelligence type(s)

———————————————————————————————————————
——
1) bank teller logical-mathematical--- Logical-mathematical intelligence
People with lots of logical intelligence are interested in patterns, categories and relationships.
They are interested in arithmetic problems, strategy games, experiments and how things
work. They often find unusual ways to solve problems, but they may not be able to explain
how they did it.

———————————————————————————————————————
——
2) lawyer-- —Visual-spatial intelligence People with this type of intelligence think in
images and pictures. They have a very good sense of direction and enjoy maps. They may be
fascinated with mazes or jigsaw puzzles, or spend free time drawing, building things or
daydreaming. People with strengths in this area have the most potential to be successful in
new technological fields such as computers.
——————————————————————————————————————

———————————————————————————————————————
——
3) mechanic
———————————————————————————————————————
——
4) teacher-- Linguistic intelligence
People with this kind of intelligence understand and use language easily. They think
logically and analytically. They enjoy reading and writing, memorizing information, talking
and building their vocabularies (they are great spellers). They may also be excellent
storytellers.
—————————————————————————————————————

———————————————————————————————————————
——
5) doctor--- Interpersonal intelligence
People who have a lot of interpersonal intelligence are often leaders. They are good at
communicating and seem to understand others’ feelings and motives.
————————————————————————————————————
———————————————————————————————————————
——
6) gardener-- Naturalist intelligence
People with a strong naturalist intelligence have an outstanding knowledge of things in the
natural world, such as plants and animals. They also have the ability to see how things fit
into different natural categories. They like to fish, garden, cook and carefully observe things.
—————————————————————————————————————

———————————————————————————————————————
——
7) architect--———

———————————————————————————————————————
——
8) ice skater-- Bodily-kinesthetic intelligence
These people process knowledge through bodily sensations. They are often athletic; they
may be dancers or good at crafts such as sewing or woodworking. They enjoy training their
bodies to do their physical best. Having to sit for a long time is very uncomfortable for them.

Reading 9
Skim the Reading to find the answers to the questions below. Are there subtitles in Reading
9? This Reading has three different styles of print. What is each style used for? How does the
formatting help the reader understand the organization
of the text?

DETAIL QUESTIONS
Read and find the details in the text.
1) Quickly read the introduction to find out what this Reading is about. Can you restate it
here in one sentence?
2) Who is asking the questions?
3) Who is answering them?
4) Do you know the meaning of inspiring?
5) What part of speech is brainy? What does it probably mean?
6) Define intelligence as Gardner uses it here. Explain it in your own words.
7) What three pieces of advice does Dr. Gardner give?

- - The brain gain

Some educators are challenging the traditional measures of intelligence such as IQ tests. Оne
leader of this rebellion is Howard Gardner, Ph. D., a Harvard University psychologist,
We are talking about the IQ test and ntelligence. also Harvard University psychologist
who says that there are actually eight kinds of intelligence these are:— linguistic, logical,
musical, spatial, kinesthetic, intra-personal, interpersonal and naturalistic. He says that those
who
take advantage of their natural strengths can go far. Those who rely on their weaknesses
probably won’t have much success.
Also Here Gardner gives the interviewer a few tips on using our inner genius.

INT: Your theory says we’re all just as smart as the brain surgeon that we met at a party. Can
that possibly be true?
HG: Well, because he works with knives, I hope he has greater kinesthetic intelligence than
you do. But the fact that a person has a high IQ doesn’t mean he’s “smart.” We need to ask
“smart in what”? You could be intelligent in school, in business or in the arts. Intelligence is
really about using all of your abilities to do something well. What you are trying to do
determines which intelligence is most important. For example, logical intelligence is highly
valued in today’s society, but naturalistic intelligence — the ability
to read changes and indications in the environment— was the most important intelligence
for thousands of years.
INT: Doesn’t IQ consider all those different abilities?
HG: No. For instance, Ronald Reagan probably had 50 fewer IQ points than Jimmy Carter or
Herbert Hoover, but he was a much more effective president than either. Why? Because he
had greater linguistic and interpersonal intelligence. He could motivate people. A leader’s
success depends on his ability to tell inspiring stories and to make others believe them. I like
to listen to Bill Clinton because he’s a terrific storyteller.
INT: So you’re saying all of us are extremely brainy in some way?
HG: Yes. All human beings are capable of high performance in something — if they use their
strongest intelligences. Unfortunately, many people focus on their weaknesses. For instance,
the lawyer who writes excellent legal analyses may be terrible in court. He may see himself
as a failure. The problem is that he is relying on his interpersonal intelligence which is
probably only average. Meanwhile he is ignoring his high logical or even spatial intelligence.
If he’d take advantage of his natural strengths, he’d succeed and be less frustrated.
INT: What’s the best way to find “hidden” intelligences?
HG: Take a hard look at yourself and your history. Think of tasks that were easy and hard for
you. Think about what they have in common. If you’re doing extremely well in a particular
facet of your career, look at it carefully. What skills do you use? Most important, listen to
what others say about you. If someone says, “You draw well,” or “You resolved that conflict
easily,” don’t ignore it. Take it seriously. They’re giving you the most reliable clues about
your natural intelligences.

COMPREHENSION CHECK
What inferences can you make about the Reading? Put a check mark next to all of the
statements about the Reading that are correct.

Dr. Gardner probably believes that ...

1) __ each of us has only one of the eight intelligences.
2) __ some intelligences are more useful than others in today’s society.
3) __ these intelligences are innate (inborn).
4) __ many people do not know which of these intelligences they have.
5) __ your IQ determines how successful you will be.

GRAMMAR CHECK
2. Read the passage and complete it with the correct verb forms.

In animals, the brain or encephalon, the Greek word for “in the skull,” ( it) the control center
of the central nervous system, responsible for behavior. The brain ( location) in the head,
protected by the skull and close to the primary sensory apparatus, balance, sense of taste, and
olfaction. While all vertebrates (to have) a brain, most invertebrates (to have) either a
centralized brain or collections of individual ganglia. Primitive animals such as sponges do
not have a brain at all. Brains can be extremely complex. For example, the human brain ( to
contain) more than 100 billion neurons, each linked to as many as 10,000 other
neurons.
The brain (to compose) of two broad classes of cells, neurons and glia, both of which contain
several different cell types which perform different functions. Interconnected neurons ( to
form) neural networks or neural ensembles. These networks are similar to man-made
electrical circuits in that they contain circuit elements or neurons connected by biological
wires which (to call) nerve fibers. These (do to form) simple one-to-one electrical
circuits like many man-made circuits, however. Typically neurons ( tare connected) to at
least a thousand other neurons. These highly specialized circuits ( make up) systems which
are the basis of perception, different types of action, and higher cognitive function.
In mammals, the brain (to surround) by connective tissues called the meninges, a system of
membranes that (to separate) the skull from the brain. This three-layered covering ( to
compose) of (from the outside in) the dura mater, arachnoid mater, and pia mater. The
arachnoid and pia (to connect) and thus often considered as a single layer, the pia-arachnoid.
Below the arachnoid is the subarachnoid space which ( to contain) cere-brospinal fluid, a
substance that (to protect) the nervous system. Blood vessels (to enter) the central nervous
system through the perivascular space. The cells in the blood vessel walls ( to join) tightly,
forming the blood-brain barrier which ( to protect) the brain from toxins that might enter
through the blood.
The brain (to bathe) in cerebrospinal fluid (CSF), which ( to circulate) between layers of the
meninges and through cavities in the brain called ventricles. It is important both chemically
for metabolism and mechanically for shock_prevention. For example, the human brain ( to
weigh) about 1—1.5 kg. The mass and density of the brain are such that it will begin to
collapse under its own weight if unsupported by the CSF. The CSF ( to allow) the brain to
float, easing the physical stress caused by the brain’s mass.

TALKING POINTS
Discuss the following questions:
1) Do you believe Dr. Gardner’s theory of multiple intelligences? Why or why not?
2) Can you think of any other intelligence types
that you think Dr. Gardner should include in his list? What are they?
3) Are the “intelligences” that Dr. Gardner talks about here the same as a person’s “skills” or
“abilities”? Explain.

SUMMARIZING
Being able to write a summary is an important skill. It shows that you have understood what
is most important in the Chapter. A summary is different from a paraphrase.
When you paraphrase, you look at a small part of the text and rewrite it in your own words.
When you summarize, you look at the whole text (or even texts) and reduce it to a few
sentences (still using your own words, not the author’s).
Summarize what you have learned in this Chapter ;

Vocabulary

-a matter of controversy--საპირისპირო საკითხი

Traits- თვისებები

To differ from- განსხვავდება

Substantial- არსებითი

Innate- თანდაყოლილი

Inborn-დაბადებული

spatial ability- სივრცითი უნარი

abnormal behaviors- არანორმალური ქცევა

optical illusions- ოპტიკური ილუზია

remedial help- გამაჯანსაღებელი დახმარება

Mental age- გონებრივი ასაკი

standard deviation- სტანდარტული გადახრა

eclipsed- დაბნელდა

purely concentrating- წმინდა კონცენტრირება

haptics — the study of human touch- ჰაპტიკოსები

tactile-kinesthetic learner- ტაქტილურ-კინესთეტიკური მოსწავლე

tactile adj.
1 Of, relating to, or involving touch. n.
2 A person whose characteristic style of mental imagery is tactile rather than visual,
auditory, or motor. Also (rarely in psychology) called tactual. Compare audile (2), motile (2),
visualizer. [From Latin tactilis tactile, from tactus touched, from tangere to touch + -il(is)
indicating capability or relationship
brain gain- ტვინის მომატება
brain n.The part of the central nervous system that is enclosed within the skull, comprising,
from the top down, the cerebrum, midbrain, cerebellum, pons, and medulla oblongata. The
remainder of the central nervous system is the spinal cord. The adult human brain weighs
1300–1400 grams (about 3 pounds), contains about 80 billion neurons (50 billion of them in
the cerebral cortex), each typically forming synapses (1) with hundreds or thousands of other
neurons, and consumes about 20 per cent of the body's total oxygen intake. See also cerebral
cortex.[From Old English brægen a brain, cognate with Greek bregma the front part of the
head]

brain weight the weight of a brain, which is about 1,450 g for a young adult human. Brain
weights for elephants and whales may exceed 7,000 g and 9,000 g, respectively. Human brain
sizes usually increase until around the age of 20, then gradually diminish. Brain weight
correlates significantly (on average, r = 0.4) with intelligence. See also brain growth
brain growth the increase in size, mass, and complexity of the brain. In humans, the brain
grows very rapidly in the fetus and during the early postnatal years, reaching its maximum
mass at about 20 years, after which there is a slow decline. Some regions of the brain grow
more rapidly than others, well into the teenage years
Mental age- გონებრივი ასაკი
mental age n.
A child's performance on a test of mental ability expressed as the average age of children
who achieved the same level of performance in a standardization sample. Thus a 10-year-old
child who achieves the same score as the average 12-year-old child in a standardization
sample has a mental age of 12. The concept was introduced in 1905 by the French
psychologists Alfred Binet (1857–1911) and Théodore Simon (1873–1961). See also Binet-
Simon scale, IQ. Compare chronological age, social age. MA abbrev.
intellect n. 1. the intellectual functions of the mind considered collectively. 2. an individual’s
capacity for abstract, objective reasoning, especially as contrasted with his or her capacity for
feeling, imagining, or acting. —intellectual adj.

intellectual function any of the mental functions involved in acquiring, developing, and
relating ideas, concepts, and hypotheses. Memory, imagination, and judgment can also be
considered intellectual functions. Also called intellectual operation

intelligence n. the ability to derive information, learn from experience, adapt to the
environment, understand, and correctly utilize thought and reason. See also iq; measures
of intelligence. —intelligent adj

IQ Tests

What is your ghost story IQ?

Do you like ghost stories? Everybody does. Some ghost stories have been told so often that
you know the endings without having to hear them. Below are some variations of some
very familiar stories. Can you guess the endings?

Story one
John was driving home late one night when he saw a young lady waiting by a bus stop. He
stopped his car and told her that he didn’t think the buses were running that late at night
and offered to give her a ride. The fall night air was getting chilly, so he took off his jacket
and gave it to her. John found out that the girl’s name was Mary and she was going to her
home. After an hour’s drive, they arrived at her home and he let her off by the front door.
John said good night and then went home himself. The next day John remembered that
Mary still had his jacket. He drove to her house and knocked on the door. An old woman
answered. John told her about the ride he had given her daughter, Mary, and told her that he
had come to get back the jacket he had lent her. The old woman looked very confused. John
then noticed a picture of Mary on the fireplace mantel. He pointed to it and told the old
woman that it was a picture of the girl to which he had given a ride. With her voice shaking,
what did the old woman tell John?

Story two
Long ago, a young man met and fell in love with a beautiful young woman. She was always
dressed exquisitely and she always wore a black ribbon around her neck. Soon the man and
the woman were married and moved into a little cottage by the sea. They started out very
happily, but soon the young man became more and more curious as to why his wife wore a
ribbon around her neck all the time. One day he decided to ask her. The only answer he
received was that he would be sorry if she took it off, so she would not take it off. The young
man was not happy with his wife’s answer. Time passed and eventually all he could think
about was that black ribbon. One day, he awoke before his wife, went into her sewing box
and got a pair of scissors, and cut off the ribbon that was around her neck. What happened
next?

Story three
Suzy and her mother were on summer vacation. They had enjoyed a wonderful day at the
beach and had stayed longer than they had expected. They were driving home, very late at
night, when a fierce thunderstorm broke out. Suzy’s mother could hardly see to drive. Then
suddenly, in the glare of some lightening, they saw a house with a sign in front that said
Welcome Inn. Suzy mother thought it would be a good idea to stop for the night and go
home in the morning. They parked in front of the door, hurried up the stairs which lead to
the frontdoor, and knocked. An elderly woman in rather outdated clothes answered the door
with a smile. She welcomed them into the house as if she had been expecting them. After
enjoying a warm meal, the woman took them to a cozy room to stay the night. Suzy and her
mother slept soundly. When they awoke in the morning, the elderly woman could not be
found. They decided to leave some money and a thankyou note on the front hall table and
be on their way. A few miles down the road, they stopped for gas. While paying for the gas,
Suzy’s mother told the station attendant about the wonderful night they had spent at the
Welcome Inn. What did the station attendant tell Suzy’s mother?

Story four
Herman was spending the night with some friends who lived in the country. He went to bed
late and did not sleep well. Off in the distance he thought he heard the sound of a horse
drawn carriage. He got up, went to the window, and looked out. There, in the full moon, he
saw the carriage he had heard right outside of the house. The carriage looked like it was
carrying a coffin. The driver of the carriage looked up at the window where Herman
stood. The driver’s face was ghostly pale and very thin. “All aboard, ”the driver said to
Herman. Herman stepped back from the window and lay back down on the bed. He
eventually fell back into a fitful sleep. The next morning, he told his friends about the
carriage and driver and they all decided that he just must have had a very bad dream. Later
that day, Herman went back home to his apartment in the city. Just as he started to board the
eleva - tor, he looked at the elevator operator. What did Herman see?

Are you stumped? If you are, here are the endings to the stories.
Compare them with what you have suggested.

Story one
The old woman told John that her daughter had been dead for many years and was buried in
a cemetery that was a about an hour’s drive away near a bus stop. John went to the cemetery.
He saw his jacket folded neatly on top of a grave. The name on the tombstone was Mary.

Story two
His wife woke up with a start. Her head fell off and rolled onto the floor while the woman
screamed, “I told you you’d be sorry!”

Story three
With a look of surprise, the station attendant told Suzy’s mother that the Welcome Inn had
burned down twenty years before and the old woman who ran the place had lost her life in
the fire. Suzy and her mother went back to the Inn in disbelief. But, when they arrived at the
place where they had spent the night, all that they saw was a singed sign and the shell of the
house. Where the front hall had been, there was a dilapidated table and on the table was the
envelope containing their thank you note and money.

Story four
He saw the same pale, thin face that had belonged to the carriage driver. The elevator
operator looked at Herman and said “All aboard.” Herman stepped back from the elevator
and stood as if in a trance until a few moments later he was startled by a loud crash. The
elevator cable had broken and the elevator had plum -meted down, killing everyone on
board. Later investigation discovered that the elevator operator had been a temporary
employee and hired only for that one day.

Activity 12
Sonata for two can change your IQ In most lines of the following text, there is one
unnecessary word. It is either grammatically incorrect or does not fit in with the sense of the
text. Underline every unnecessary word and then write it in the space on the right. If a line
is correct put a tick or C. There are two examples at the beginning, and 11 more unnecessary
words to find.
Listening to Mozart can significantly increase your ------C-------
intelligence according to the researchers in America. ----the------
Unfortunately, the effect is temporary and only lasts 1------------
about 15 minutes long. Dr. Frances Rauscher and two 2------------
colleagues from the Uni ver si ty of California were 3-------------
reported the findings in the journal Nature. They 4------------
asked 36 college students to undergo standard of 5-----------
psychological tests after listening to a tape of Mozart's 6----------
sonata for the two pianos in D major. They found 7-----------
that the students did best after listening to this 8-----------
music than they did so after hearing a ten-minute 9-----------
tape of instructions designed to make them to relax, 10-----------
or ten minutes of silence. Although the researchers 11-----------
could offer no explanation for the finding, but they 12-----------
said that there had long been a belief that people 13-----------
who are interested in music are tend to perform better 14----------
at intellectually demanding tasks. They believe that 15-----------
the beneficial effect which depends on the complexity 16-----------
of the music played and they intend to try the other 17-----------
compositions and musical styles to prove the point. 18-----------
They also plan further tests to see if a listening for 19-----------
longer periods produces even greater effects. 20-----------

Activity 13
Brainteasers

1) Two US coins equal thirty cents. One is not a quarter. What are the two coins?
2) A man walked into a pet shop and bought a parrot. The parrot was guaranteed to repeat
everything it heard. However, the parrot never said a word. Why not?
3) A plane crashed on the border of Canada and the United States. Where should they bury
the survivors?
4) Suppose you are driving from Philadelphia to Boston at a speed of 90 miles per hour
(mph). At the same time your friend is driving from Boston to Philadelphia at a speed of
60 mph. When the two cars meet? Who is closer to Boston?
5) Two brothers were born on the same day, at the same time, in the same year and at the
same hospital. They have the same mother and father, but they are not twins. What are
they?
6) A ship has a ladder on one side. There are 25 cm between each step. Ten steps of the
ladder are under water at high tide and twenty steps are above water. If the water level goes
down 75 cm at low tide, how many steps will be outside the water?
7) A spider is at the bottom of a thirty meter hole. The spider is trying to climb out. It climbs
up four meters in daylight, but at night it becomes confused and climbs down three meters.
At this rate, how long will it take the spider to crawl out?
8) John, Carol, Steve, Tom, Mary, and David all like music. Two of the people are teachers
and the other four are students. The teachers give lessons in two of the following
instruments: tuba, saxophone, guitar, or drums. The students each take lessons in one of
those instruments.

Use the clues below to answer the following questions:

a) Who are the teachers?
b) Which two instruments do they teach?
c) Who are the students?
d) Which instrument is each one learning?

CLUES:
• The drum student is not a woman.
• Carol has never played a brass instrument.
• Mary has never met Tom.
• Steve often helps the saxophone teacher give lessons.
• The tuba teacher told her student to practise more.
• John is the saxophone student.
• Steve is a teacher.

HOMEWORK:

1.Comprehension of the given texts;

2.Read and analyze the text “The brain gain”; (Reading 9)
3. Vocabulary; Paraphrase 3 words;
4. Activities and IQ Tests from lecture V;
5. Grammar Review-Tenses pp.374-395;

Keys:
Reading 8

2. 1) thick, 2) button, 3) brainy.

Reading 9
2. Is, is located, have, have, contains, is composed, form, are called, do not form, are
connected, make up, is surrounded, separate, is composed, are connected, contains, protects,
enter, are joined, protects, is bathed, circulates, weighs, allows.