مطلوب بحث بلانجلش عن موضوع الذكاء عند الانسان
سوا كان ذكاء ف الكره او ف الدراسه او فاي شي
المهم هو موضوع عن ذكــــــــــــاء الانسان

وبعرضلكم بعض من العناوين واختارو اي واحد تشوفو انفسكم تقدرو تساعدوني فيه

intrapersonal intelligence
او
body-kinesthetic
او
naturalistic intelligence

وارجو من الجميع المساعده





و لكم اطيب الشكر

ان شالله بحاول عسى نفيدك بشي

السلام عليكم

مع ان افهم شي بالانجلش بس بحاول اشوووف الشباب وان شاء الله نقدر نفيدك

ما ادري حصلت لك بحث جاهز ع الجوجل .. اذا تريديه راسلني ع الخاص لاني ما اعرف ارفع ملفات ..!!

البحث مكون من 29 صفحة بس ما اعرف اش المضمون فيه .. لاني ما اعرف الانجلش ..!!

http://www.pdf-search-engine.com/int...gence-pdf.html


وهذي وصاة فيها مجموعة عنواين ممكن تفيدك بشي ..!!


ونزلت بحث بصيغة pdf في كلام وايد ..!!

هلا اخوي


بداية.... ناا استخرجت لك معلومات من خلال الويكيبيديا :


اول شي مقدامت عن الذكاء

Intelligence (also called intellect) is an umbrella term used to describe a property of the 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, most psychologists prefer not to include these traits in the definition of intelligence.

Theories of intelligence can be divided into those based on a unilinear construct of general intelligence and those based on multiple intelligences. Francis Galton, influenced by his cousin Charles Darwin, was the first to advance a theory of general intelligence. For Galton, intelligence was a real faculty with a biological basis that could be studied by measuring reaction times to certain cognitive tasks. Galton's research on measuring the head size of British scientists and ordinary citizens led to the conclusion that head size had no relationship with the person's intelligence.

Alfred Binet and the French school of intelligence believed that intelligence was an average of numerous dissimilar abilities, rather than a unitary entity with specific identifiable properties. The Stanford-Binet intelligence test has been used by both theorists of general intelligence and multiple intelligence.
هنا تعريف الذكاء وأصل اللفظـ .....

[:::::: Definitions
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). At least two major "consensus" definitions of intelligence have been proposed. First, from Intelligence: Knowns and Unknowns, a report of a task force convened by the American Psychological Association in 1995:

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, as judged by different criteria. Concepts of "intelligence" are 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]

-تعريف ثاني :


A second definition of intelligence comes from "Mainstream Science on Intelligence", which was signed by 52 intelligence researchers in 1994:

A 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. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on", "making sense" of things, or "figuring out" what to do.

وتعريف اخر :

Another simple and efficient definition is: the ability to apply knowledge in order to perform better in an environment.

Researchers in the fields of psychology and learning have also defined human intelligence:

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وبالاضافه الى ,,,,,,

نظريات الذكااااء ....:

: Theories of intelligence
The most widely accepted theory of intelligence is based on psychometrics testing or intelligence quotient (IQ) tests[citation needed]. However, dissatisfaction with traditional IQ tests has led to the development of a number of alternative theories, all of which suggest that intelligence is the result of a number of independent abilities that uniquely contribute to human performance


اول نظريه :

Psychometric approach:

Despite the variety of concepts of intelligence, the approach to understanding intelligence with the most supporters and published research over the longest period of time is based on psychometrics testing. Such intelligence quotient (IQ) tests include the Stanford-Binet, Raven's Progressive Matrices, the Wechsler Adult Intelligence Scale and the Kaufman Assessment Battery for Children.

All forms of IQ tests correlate highly with one another. The traditional view is that these tests measure g, or "general intelligence factor". However, this is by no means universally accepted. Charles Spearman is credited with having developed the concept of g. g can be derived as the principal factor using the mathematical method of factor analysis. One common view is that these abilities are hierarchically arranged with g at the vertex (or top, overlaying all other cognitive abilities). g itself is sometimes considered to be a two part construct, gF and gC, which stand for fluid and crystallized intelligence.[10][11] Carroll expanded this hierarchy into a Three-Stratum theory, also known as the Cattell-Horn-Carroll theory of cognitive abilities (or simply CHC Theory).[12]

Intelligence, as measured by IQ and other aptitude tests, is widely used in educational, business, and military settings due to its efficacy in predicting behavior. g is highly correlated with many important social outcomes - individuals with low IQs are more likely to be divorced, have a child out of marriage, be incarcerated, and need long term welfare support, while individuals with high IQs are associated with more years of education, higher status jobs and higher income. Intelligence is significantly correlated with successful training and performance outcomes, and g is the single best predictor of successful job performance.

وثاني نظريه :

:( Triarchic theory of intelligence)
Robert Sternberg's triarchic theory of intelligence proposes three fundamental aspects of intelligence — analytic, creative, and practical — of which only the first is measured to any significant extent by mainstream tests. His investigations suggest the need for a balance between analytic intelligence, on the one hand, and creative and especially practical intelligence on the other.

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بالاضافه الى هذي العناوين متعلقه بالذكاء .....


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Evolution of intelligence-:

Our hominid and human ancestors evolved large and complex brains exhibiting an ever-increasing intelligence through a long and mostly unknown evolutionary process. This process was either driven by the direct adaptive benefits of intelligence[18], or − alternatively − driven by its indirect benefits within the con**** of sexual selection as a reliable signal of genetic resistance against pathogens.[19]

: Factors affecting intelligence
Intelligence is an ill-defined, difficult to quantify concept. Accordingly, the IQ tests used to measure intelligence provide only approximations of the posited 'real' intelligence. In addition, a number of theoretically unrelated properties are known to correlate with IQ such as race, gender and height but since correlation does not imply causation the true relationship between these factors is uncertain. Factors affecting IQ may be divided into biological and environmental.



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اول نقطه : (التأثير الحيوي ) :

Biological:

Evidence suggests that genetic variation has a significant impact on IQ, accounting for three fourths in adults. Despite the high heritability of IQ, few genes have been found to have a substantial effect on IQ, suggesting that IQ is the product of interaction between multiple genes.

Other biological factors correlating with IQ include ratio of brain weight to body weight and the volume and location of gray matter tissue in the brain.

Because intelligence appears to be at least partly dependent on brain structure and the genes shaping brain development, it has been proposed that genetic engineering could be used to enhance the intelligence of animals, a process sometimes called biological uplift in science fiction. Experiments on mice have demonstrated superior ability in learning and memory in various behavioural tasks

والنقطه الثانيه : التأثير البيئي :

: Environmental

Evidence suggests that family environmental factors may have an effect upon childhood IQ, accounting for up to a quarter of the variance. On the other hand, by late adolescence this correlation disappears, such that adoptive siblings are no more similar in IQ than strangers.[21] Moreover, adoption studies indicate that, by adulthood, adoptive siblings are no more similar in IQ than strangers, while twins and full siblings show an IQ correlation.

Consequently, in the con**** of the nature versus nurture debate, the "nature" component appears to be much more important than the "nurture" component in explaining IQ variance in the general population.

There are indications that, in middle age, intelligence is influenced by life style choices (e.g., long working hours[22]).

Cultural factors also play a role in intelligence. For example, on a sorting task to measure intelligence, Westerners tend to take a taxonomic approach while the Kpelle people take a more functional approach. For example, instead of grouping food and tools into separate categories, a Kpelle participant stated "the knife goes with the orange because it cuts it"