Transcript Struktura osebnosti

POGLAVJA IZ KOGNITIVNE
PSIHOLOGIJE IN
PSIHOLOGIJE OSEBNOSTI
Podiplomski študij psihologije
Ustvarjalnost, genialnost, modrost
Pregled vsebine
 Pojem ustvarjalnosti
 Ustvarjalnost in inteligentnost
 Teorije ustvarjalnosti
 Merjenje ustvarjalnosti
 Vrhunska ustvarjalnost / nadarjenost
 Genialnost
 Modrost
Pojem ustvarjalnosti
 Pogledi na ustvarjalnost v
preteklosti
 prerogativ višjih bitij
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relativno pozno kot atribut
človeka
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samo Bog kot kreator
človek kot kreator
Platon: svetost, razsvetlitev,
inspiracija (poezija)
romantika: vpogled, intuicija
Nietzsche: moč
Jung: individuacija
današnji čas ji prisoja velik
pomen
Pojem ustvarjalnosti - citati
značilnih ocen
The evolution of thought on creativity is an evolution of philosophical and creative thought on
humanity and our capacity as «creators».
Creativity was not always viewed as the prerogative of man. There are certain beliefs, ideas, and
myths concerned with creativity. For example, philosophy sees creativity as a process of change.
Plato, 'A poet is holy, and never able to compose until he has become inspired'
Philosopher Friedrich Nietzsche saw power over oneself and others as the source of creativity.
Romanticism, a movement in literature and in art, looked at creativity as the «freely expressed
feelings of the human spirit» («Creativity», 1993-1997).
Nikolay Berdyayev (1874-1948), Russian philosopher, known for his «Christian existentialist or
personalist views» (Baird, 1993-1997), viewed humans as spiritual beings, and valued freedom and
capacity for creativity as «most precious gifts» of enormous importance.
Carl Jung (1875-1961), Swiss psychiatrist, who founded the analytical school of psychology,
interpreted creativity, and mental and emotional disturbances as an «attempt to find personal and
spiritual wholeness» (Jung, Carl Gustav, 1993-1997).
Creativity, at present, is widely and legally recognized notion and human capacity. There are
government restrictions on creativity (Censorship) and legal protection of creative works
(Copyright). It is being recognized in business schools, and creative problem solving is one of the
phenomena of the 20th century and a very familiar term on the marketplace.
Ustvarjalnost - definicije
«capacity to have new
thoughts and to create
expressions unlike any other»
(Creativity, 1993-1997)
 Kaj je ustvarjalnost?
dar, magična moč, proces?
 Uporaba preteklih izkušenj in
idej na nove načine (Kearsley,
1994, 1999)
 Sposobnost misliti in izražati
misli na nov, izviren način
 Izidi morajo biti IZVIRNI in
KAKOVOSTNI
 nekonstruktivna izvirnost ni
ustvarjalnost
 shizofrena “ustvarjalnost”

Kdaj je rešitev problema
ustvarjalna?
visoka
nizka
nizka
visoka
Ustvarjalnost in inteligentnost
 Razmejitev med ustvarjalnostjo in inteligentnostjo
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ustvarjalnost kot vidik inteligentnosti (Spearman, Bujas)
tesno povezana z inteligentnostjo (Guilford, 1950)
ustvarjalnost različna od inteligentnosti
teorija praga


ustvarjalnost zahteva določeno stopnjo inteligentnosti
nad tem pragom pa več ni korelacije med obema
 Raziskovalni podatki

SOODNOS 1
SOODNOS 1
noge
nizke korelacije metodološki
artefakt? zakaj?
ODNOS
ODNOS
ŠTUDIJA
DOBLJENI
KOEFICIENTI
Getzel & Jackson
(1962)
od 0.39 do 0.12
Owens (1964)
od 0.35 do -0.11 (!)
Wallach & Kogan
(1965)
povprečje 0.09
Torrance (1966)
povprečje 0.20
SOODNOS 2
SOODNOS 2
glava
Teorije ustvarjalnosti
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Ustvarjalnost kot proces
Freudova in Jungova teorija ustvarjalnosti
Gestaltizem
Mednickova teorija
Maslowova teorija ustvarjalnosti
Guilfordova in druge strukturne teorije
Eysenckova teorija
Genetske teorije
Nevropsihološke teorije
Ustvarjalnost kot proces
PREVERJANJE
VERIFIKACIJA
RAZSVETLITEV
(ILUMINACIJA)
INKUBACIJA
PRIPRAVA
(PREPARACIJA)
nezavedno delo (inkubacija):
primer Kekule (sledi)
 Helmholtz, Poincare
 inspiracija, aha doživetje (Karl
Bühler), eureka doživetje (gl.
tudi vpogled)
 Navdih ali trdo delo?
 T. A. Edison: "A genius is 1
percent of inspiration and 99
percent of perspiration“
 Nujne faze
 oblikovanje problema
 rešitev problema
 presojanje rešitve
Nezavedna ustvarjalnost
nezavedno delo (inkubacija):
 PRIMER: kemik Kekule
 struktura benzena (C6H6)
C6H6
“Again the atoms were gamboling before my eyes. This time the smaller groups
kept modestly in the background. My mental eye, rendered more acute by the
repeated visions of the kind, could now distinguish larger structures of manifold
conformation; long rows sometimes more closely fitted together all twining and
twisting in snake-like motion. But look! What was that? One of the snakes had
seized hold of its own tail, and the form whirled mockingly before my eyes. As if by
a flash of lightning I awoke; and this time also I spent the rest of the night in
working out the consequences of the hypothesis.“
Pečjakov model ustvarjalnega procesa
reprodukcija relevantnih izkušenj iz spomina
1.
SEZNANJANJE
s situacijo,
gradivom,
problemom
2.
RAZUMEVANJE
ugotavljanje,
zoževanje
problema,
gradiva
3.
ODKRITJE
nova ideja,
rešitev,
transformacija
problema
4.
IZDELAVA
artikulacija,
oblikovanje
rešitve
5.
PREVERJANJE
v mišljenju in v
praksi
DA
NE
osvajanje
reševanje
opustitev
Pogledi na ustvarjalnost - Freud,
Jung
 Freud
 primarni in sekundarni proces
izražanje primarnega procesa
 sprejemljivo usmerjanje
primarnega procesa
 sublimacija potlačene psihične
energije
 preusmerjanje v družbeno
sprejemljive cilje sproščanja
 ustvarjalnost kot paralela
nevrozi
 Jung
 individuacija, intuicija
 kolektivno nezavedno kot
rezervoar ustvarjalnosti

Pogledi na ustvarjalnost gestaltizem
 Wertheimer
 Gauss, Einstein
 Köhler
 vpogled
 miselna
(p)restrukturacija
problemske situacije
 fiksacije
 fiksacija predmeta
 fiksacija metode
seštejte števila v
parih med 1 in 10
(5x11)
= 55
Pogledi na ustvarjalnost - Mednick
 Mednick
 hierarhije odgovorov
 oddaljeni odgovori
 različne hierarhije
a
odgovorov
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b
c
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pri neustvarjalnih
osebah (a)
pri ustvarjalnih osebah
(b, c)
Pogledi na ustvarjalnost - Maslow
 samoaktualizacija vključuje
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ustvarjalnost
ustvarjalnost je lastnost
samoaktualiziranih oseb
dva tipa ustvarjalnosti
 samoaktualizacijska
ustvarjalnost
 vrhunska genialnost,
“mozartovski” tip
ustvarjalnosti
je lahko nekdo neaktualiziran in
ustvarjalen?
nasprotje s Freudovo razlago
 ustvarjalnost sodi k zdravi
ali nevrotski strukturi?
Pogledi na ustvarjalnost - Guilford
 Lov na faktorje ustvarjalnosti
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Hargreaves
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fluentnost
izvirnost
 J. P. Guilford
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konvergentno mišljenje
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podlaga klasične
inteligentnosti
divergentno mišljenje
divergentna produkcija je
podlaga ustvarjanosti
Faktorji divergentnega mišljenja
 izvirnost
TOK (FLUENTNOST):
besedni, izrazni,
asociativni, idejni
 tok
 prožnost
 izdelava
PROŽNOST
(FLEKSIBILNOST):
adaptivna
spontana
faktorji divergentnega
mišljenja
IZDELAVA
OBČUTLJIVOST
ZA PROBLEME
IZVIRNOST
(ORIGINALNOST)
duhovitost
oddaljenost
redkost
 občutljivost za
probleme
Pogledi na ustvarjalnost - Eysenck
 pregovori in laične
STABILNOST
teorije genialnosti
 osebnostna podlaga
vrhunske ustvarjalnosti
GENIALNOST
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psihoticizem
emocionalna
stabilnost
introvertnost
MOTENOST
LABILNOST
NEPSIHOTICIZEM
PSIHOTICIZEM
• kaj je še nujno?
– visoka
inteligentnost
– visoka motivacija
Pogledi na ustvarjalnost - genetika
Merkur uči brati Kupida, sina
Venere in Jupitra (Corregio)
 dednost
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koncentracija vrhunskih
ustvarjalcev v družinah in
generacijah
sestavine ustvarjalnosti so pod
vplivom dednosti

npr. inteligentnost, osebnostne
poteze...
razlike v možganski strukturi so
dedno pogojene
 a vplivi okolja so videti tudi zelo
pomembni
 velika nadarjenost terja
kakovostnega učitelja
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Pogledi na ustvarjalnost nevroznanost
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a
kortikalno vzburjenje in stropni
učinek (Broen, Storms)
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b
hemisferno delovanje
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c
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1
2
3
4
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2
4
3
intuicija, kreativnost v zvezi
z močnejšim delovanjem
DH
zaporedni in vzporedni
procesi
levi in desni tip mišljenja
prenatalni vpliv testosterona
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1
nizka stopnja vzburjenja
povezana s kreativnostjo?
odložen razvoj leve
hemisfere (Geschwind,
Galaburda)
Možgani nadarjenih
 možgansko slikanje: razlike
med bolj in manj nadarjenimi
 npr.: 13 let star nadarjen
matematik ima sliko, ki je
bolj podobna sliki
študenta matematike kot
sliki vrstnikov
 večja aktivnost
nedominantne hemisfere
pri predelavi informacij
pri nadarjenih
 večja aktivnost
frontalnega dela
Levi in desni tip mišljenja
LEVI TIP MIŠLJENJA
DESNI TIP MIŠLJENJA
diskurzivno presojanje (analitično,
racionalno)
pojmovne, logične operacije, govor
intuitivno presojanje
matematični pojmi
prostorske predstave, vizualizacija
konvergentno reševanje problemov
divergentno reševanje, navdih
vertikalno mišljenje
lateralno mišljenje
inteligentnost
ustvarjalnost
sukcesivnost operacij
simultanost operacij
osredotočena zavest, pozornost
nezavedno, sanjarjenje, druga zavestna
stanja
reprezentiran v desni hemisferi
reprezentiran v levi hemisferi
domišljija, imaginacija, glasba
Drugi in novi pogledi na
kreativnost
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De Bono
Renzulli
Frankl
Sternberg
Csikszentmihalyi
A great many psychologists devoted their
professional lives to find out «why people become
anxious, depressed, or disturbed». (Review of
Flow. 1990) For the past few decades, however,
more and more researchers have instead been
studying «why some people remain confident,
optimistic and calm even in the face of hardship
and adversity» (Review of Flow: The Psychology
of Optimal Experience by Mihaly
Csikszentmihalyi. 1990).
«...Maslow regarded optimal experiences as frosting on the cake of life. ...Maslow's
popular idea that basic needs must be met before people can pursue 'higher order'
needs for self-fulfillment has never been validated by research. On the contrary, many
people who endure poverty, tragedy, and abuse nonetheless manage to find
contentment and fulfillment» («Review of Flow: The Psychology of Optimal
Experience by Mihaly Csikszentmihalyi». 1990).
De Bono: vertikalno in lateralno
mišljenje
 diskurzivno in intuitivno mišljenje
 Edward De Bono (6 klobukov)
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vertikalno mišljenje
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zaporedno
precizno
selektivno
analitično
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končno
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lateralno mišljenje
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“skače”, a najde nove smeri
Trgovec, ki je dolgoval denar posojevalcu, se je z njim dogovoril, da bo z žrebanjem določeno,
ali bo dolg moral vrniti, ali ne in sicer tako, da bo njegova hčerka izbirala med dvema
kamnoma, ki jih bo posojevalec dal v zaprto vrečo. Če bo izbrala bel kamen, bo dolg izbrisan,
če pa bo izbrala črn kamen, se bo morala poročiti s posojevalcem. Ta je na skrivaj dal dva črna
kamna v vrečo, kar pa je trgovčeva hčerka videla. Ko je nato potegnila kamen iz vreče, ga je
na kot po nerodnosti spustila na tla, tako da se je pomešal med druge kamne. Nič zato, je
rekla, poglejmo, kateri kamen je ostal in potem bo jasno, katerega sem izbrala. Ko so pogledali
v vrečko, so seveda našli črn kamen, to je bil znak, da je hčerka izbrala belega: rešila se je torej
nezaželene poroke in posojevalec, ki si ni mogel privoščiti, da bi izdal svojo nepoštenost, je
moral izbrisati dolg. Hčerkino lateralno mišljenje je našlo rešitev, ki se je zdela nemogoča.
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ni zaporedno
ni precizno
generativno
kreativno
verjetnostno
raziskuje neverjetne
možnosti
ne izkjučuje informacij
6 klobukov
•White Hat: neutral and objective, concerned with facts and
figures
•Red Hat: the emotional view
•Black Hat: gloomy and negative, the "devil's advocate" hat
•Yellow Hat: sunny and positive
•Green Hat: associated with fertile growth, creativity, and new
ideas
•Blue Hat: cool, the color of the sky, above everything else-the
organizing hat
Trije prstani nadarjenosti
 Joseph S. Renzulli
 Teorija treh prstanov
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nadpovprečna sposobnost
ustvarjalnost
zavezanost nalogi (motiviranost)
Kreativnost in smisel življenja
 Viktor Frankl
 ustvarjalno delo kot
opora smislu življenja
(poleg ljubezni,
trpljenja…)
Sternbergova teorija ustvarjalnosti
 Robert Sternberg
 Nujne sestavine
ustvarjalnosti:
 inteligentnost
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sintetična, analitična,
praktična
znanje (vedeti, kaj je
novo)
kritični, raziskovalni in
slog mišljenja
nekonformna in
vztrajna osebnost
intrinzična motivacija
spodbudno okolje
Preplavitev
 Mihaly Csikszentmihalyi
«creativity is a central source of meaning in our lives»
(Csikszentmihalyi, 1996). For the last 20 years
Csikszentmihalyi has been studying the concept he calls flow.
The state of flow, according to Csikszentmihalyi, is the special
state of «involved enchantment», that lies between boredom
and anxiety. It takes energy and effort: a person in flow state is
mentally involved in the challenge and intrinsic pleasure of the
activity (and not bored), «yet lacks self-consciousness and
performance apprehension (the hallmarks of anxiety)»
(«Review of Flow: The Psychology of Optimal Experience by
Mihaly Csikszentmihalyi», 1990).
(1990, 1996)
 Teorija optimalne izkušnje
 Stanje preplavitve (flow)
 inspiracija
 šport
 Zakon najmanjšega napora
 Mozart : Salieri
Kako bi razložili?
 po Freudu
 po Maslowu
 po Eysencku
 po Franklu
 po Csikszentmihalyiju
We think about creativity, and images it produces as deeply personal and therapeutic. In recognition of the
healing that is present in creating a symbol or an image, various therapies have been developed: art therapy,
music therapy, poetry therapy, dance therapy. But if the person is talented in any of this domains, the work
produced as self-therapy, becomes more. The work of the talented person transforms other people's lives in its
representation, and majesty, in its depiction of the human condition reaching toward the sublime. Van Gogh
wrote to his brother Theo: 'Either shut me up right away in a madhouse or else let me work with all my
strength' (Found on the Web, Author unknown, 1999).
Merjenje ustvarjalnosti
 Mednickov Preskus

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
odmaknjenih asociacij
(Remote Association Test,
RAT)
Wallach Koganova Baterija
ustvarjalnosti (Creative
Battery)
Torrance: testi kreativnosti
Baron
Jelen
veliko drugih
KREATIVNI DOSEŽKI V ŽIVLJENJU
OCENE STROKOVNJAKOV (EKSPERTNE OCENE)
OBJEKTIVNI PRESKUSI (TESTI) USTVARJALNOSTI
(število alternativ, izvirnost, uporabnost)
Recimo, da bi se ljudje v povprečju zmanjšali za en meter; v minuti časa navedite
čim več možnih posledic
Kaj vse lahko naredimo s časopisom?
občutljivost za probleme
kaj se bo zgodilo, če prižgemo svečo?
tok
naštejte v minuti časa čim več besed, ki se začnejo na B in končajo na N
prožnost
napišite nad nizom ime ustreznega mesta
(LONDON, BERLIN, MOSKVA)
3 6 2 11 1 4
izvirnost
dopolnite lik na poljuben način
14 9 0 7 12 5
11 9 4 8 9 4
Spodbujanje kreativnosti
 razne tehnike kot npr. možganska vihra
 De Bono: 7 orodij lateralnega mišljenja
Focus—define a focus and then stick to it when generating ideas.
Alternatives—extracting concepts from current ideas to generate more alternatives.
Random Entry—using a random point of input to generate new ideas.
Provocation and Movement—using provocative statements to discover new ideas.
Challenge—question your experience to find new ideas.
Harvesting—deliberate method for categorizing creative output.
Treatment—developing and shaping ideas to make them more practical and valuable.
Osebnostne poteze vrhunskih
ustvarjalcev
q4
q3
q2
q1
o
n
m
l
znanstveniki
umetniki
i
h
g
f
e
c
b
a
0
2
4
6
8
10
Nadarjenost in talent - definicije
 Zgodovinske osebe in njihovi dosežki (ex post facto)
 Psihometrične definicije
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
visoki dosežki na testih
odstotek na vrhu (2, 10, 15, 20)
 Multipli kriteriji
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sposobnosti, kreativnost, dosežki, obnašanje
specialne sposobnosti in dosežki
socialne spretnosti, vodenje
 Visoka talentiranost, inteligentnost, kreativnost?
 Posebni talenti
 Nadarjenost kot asinhroni razvoj (skupina Columbus)
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odstopanje od razvojnih norm, neenakomernost
na enem ali več področjih
problemi, ki se s tem povezujejo (odnosi z vrstniki, pouk...)
Gagnejev model
 Francois Gagné (1991,
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
1993)
razlikovanje med
nadarjenostjo in talentom
 kapacitete
 dosežki
5 področij nadarjenosti
7 polj talenta
gornji del distribucije (15
odstotkov)
Značilnosti nadarjenih 
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
Are you a good problem solver? Can you concentrate for long periods of time?
Are you perfectionistic? Do you persevere with your interests?
Are you an avid reader? Do you have a vivid imagination?
Do you enjoy doing jigsaw puzzles? Often connect seemingly unrelated ideas?
Do you enjoy paradoxes? Do you set high standards for yourself?
Do you have a good long-term memory? Are you deeply compassionate?
Do you have persistent curiosity? Do you have an excellent sense of humor?
Are you a keen observer? Do you have a love of mathematics?
Do you need periods of contemplation? Do you search for meaning in your life?
Are you aware of things that others are not? Are you fascinated by words?
Are you highly sensitive? Do you have strong moral convictions?
Do you often feel out-of-sync with others? Are you perceptive or insightful?
Do you often question rules or authority? Do you have organized collections?
Do you thrive on challenge? Do you have extraordinary abilities and deficits?
Do you learn new things rapidly? Feel overwhelmed by many interests/abilities?
Do you have a great deal of energy? Often take a stand against injustice?
Do you feel driven by your creativity? Love ideas and ardent discussion?
Were you advanced developmentally in childhood? Have unusual ideas or perceptions?
Are you a complex person?
"If 75% of these characteristics fit you, you are probably a gifted adult.
Giftedness was not commonly identified in children until recently, so many adults
are unaware that they were gifted as children. But even those who were identified
tend to believe their giftedness disappeared before adulthood."
[adapted from the Institute for the Study of Advanced Development]
IQ prominentnih oseb
Name
Goethe
Leibnitz
Pascal
Berkeley
Laplace
Melanchthon
Newton
Pitt (the Younger)
Schelling
Voltaire
Comte
D'Alembert
Davy
Galileo
Gassendi
Humboldt, A.
Lagrange
Leopardi
Mirabeau
Arago
Bacon
Bentham
Bossuet
Byron
Adult IQ
210
205
195
190
190
190
190
190
190
190
185
185
185
185
185
185
185
185
185
180
180
180
180
180
IQ with Flynn Effect
188
183
173
168
168
168
168
168
168
168
163
163
163
163
163
163
163
163
163
158
158
158
158
158
Chatterton
180
158
Condorcet
180
158
da Vinci
180
158
Descartes
180
158
Dickens
180
158
Erasmus
180
158
Harvey
180
158
Hugo
180
158
Hume
180
158
Liebig
180
158
Malebranche
180
158
Michelangelo
180
158
Mill, J.S.
180
158
Milton
180
158
Musset
180
158
Oersted, H.C.
180
158
Stael (Staël)
180
158
Tasso
180
158
IQ 301 genijev
Group
Philosophers
Scientists
Non-fiction Writers
Religious Leaders
Fiction Writers
Revolutionary Statesmen
Statesmen
Average Group A
Artists
Musicians
Soldiers
Adult IQ
180
175
170
170
165
165
165
165
160
160
140
Flynn Effect Corrected
158
153
148
148
143
143
143
143
138
138
118
IQ vrhunskih ameriških
znanstvenikov
IQs of 64 of the Most Eminent US-Born Scientists (1952)
Original IQ Scores:
Flynn Effect Corrected Scores:
Low
Median
High
Low
Median
High
verbal
121
166
177
105
150
161
spatial
123
137
164
107
121
148
math
128
154
194
112
138
178
averages
124
152
178
108
136
162
Če se hočete primerjati z geniji, glejte na korigirane skore!
Flynn Effect size calculation for Roe study:
Presumed revision date of Stanford-Binet Test used: 1937 (the last revision
before 1952). Current revision date: 1986. Stanford-Binet Flynn Effect size per
year: 0.32 IQ. (1986-1937)*0.32 = 16 points, rounded.
Oseba, ki je leta 1937 dosegla IQ 141, bi leta 1986 dosegla 125. Ali: oseba,
ki ima 1986 125, bi na testu iz leta 1937 dosegla 141.
Združenja oseb z visokim IQ
Direct Links to Entrance Requirement Pages
Percentile
15 S.D. (e.g. Wechsler) IQ
16 S.D. (e.g. Stanford-Binet) IQ
Mensa
98
130
132
Sigma Society
98
130
132
Top One Percent Society
99
135
137
Intertel
99
135
136
Colloquy
99.5
139
141
Poetic Genius Society
99.5
139
141
Cerebrals.com
99.7
141
144
One-in-a-Thousand Society
99.9
147
150
International Society for Philosophical Enquiry
99.9
146
151
Triple Nine Society
99.9
146
149
Glia High IQ Society
99.9
146
150
IQuadrivium
99.9
147
150
Prometheus Membership Officer Page
99.997
160
164
Ultranet
99.997
160
164
The Official Mega Society Home Page
99.9999
.
176
The Pi Society
99.9999
.
176
Giga Society
99.9999999
.
196
Najinteligentnejši
 IQ med 250 in 300
 Izjemen psihični razvoj
spregovoril v 6. mesecu
 Harvard - 11 let star
 znal vse pomembne jezike
(200)
 napisal veliko knjig, največ v
zvezi s psihologijo
(psihopatologijo)
 Kljub temu: nobenega
pomembnega izjemnega
vrhunskega dosežka
 “neizpolnjeni čudež”

Given IQ is a purely anthropocentric means of assessing intelligence, Sidis' IQ is crudely estimated at 250-300.
Infant Billy listened to Greek myths read to him by Sarah as bedtime stories.
Started feeding himself with a spoon at eight months (after two months of trial and error).
Cajoled by Boris, Billy learned to pronounce alphabetic syllables from blocks hanging in his crib.
At six months, Billy said, "Door." A couple months later he told Mom he liked things, doors and people, that move.
At seven months he pointed to Earth's moon and called it, "moon." He wanted a 'moon' of his own.
Mastered higher mathematics and planetary revolutions by age 11.
Learned to spell efficiently by one year old.
Started reading The New York Times at 18 months.
Started typing at three. Used his high chair to reach a typewriter. First composed letter was an order for toys from Macy's.
Read Caesar's Gallic Wars, in Latin (self-taught), as a birthday present to his Father in Billy's fourth year.
Learned Greek alphabet and read Homer in Greek in his fourth year.
Learned Aristotelian logic in his sixth year.
At six, Billy learned Russian, French, German, and Hebrew, and soon after, Turkish and Armenian.
Calculated mentally a day any date in history would fall at age six. Absolutely fascinated by calendars.
Learned Gray's Anatomy at six. Could pass a student medical examination.
Billy started grammar school at six, in 3 days 3rd grade, graduated grammar school in 7 months.
At age 8, Billy surpassed his father (a genius) in mathematics.
Corrected E. V. Huntington's mathematics text galleys at age of eight.
Total recall of everything he read.
Wrote four books between ages of four and eight. Two on anatomy and astronomy, lost.
Passed Harvard Medical School anatomy exam at age seven.
Passed MIT entrance exam at age eight.
Intellect surpassed best secondary school teachers.
At age 10, in one evening, corrected Harvard logic professor Josiah Royce's book manuscript: citing, "wrong paragraphs."
Attempted to enroll in Harvard at nine.
In 1909, became youngest student to ever enroll at Harvard at age 11.
In 1910, at age 11, lectured Harvard Mathematical Club on 'Four-Dimensional Bodies.'
Billy graduated from Harvard, cum laude, on June 24, 1914, at age 16.
Billy entered Harvard Law School in 1916.
Billy could learn a whole language in one day!
Billy knew all the languages (approximately 200) of the world, and could translate among them instantly!
Test genialnosti
1 4 17 66 247 918 3425
15 91 82 46 61 84 59 78
001000101100100001
010000110
Christoph Columbus - Charles
Darwin - Maxim Gorkij - Ho Chi
Minh - George Washington
(A1/A3) (B1/B8) (E5/D4) (F1/F3)
(C4/ ? )
Modrost
To Jerry Ortiz y Pino, wisdom is "the ability to make
sound choices, good decisions. The best decision.
Wisdom is intelligence shaped by experience.
Information softened by understanding.“
“Wisdom is a state of the human mind
characterized by profound understanding and deep
insight. It is often, but not necessarily, accompanied by
extensive formal knowledge. Unschooled people can acquire
wisdom, and wise people can be found among carpenters,
fishermen, or housewives. Wherever it exists, wisdom shows
itself as a perception of the relativity and relationships among
things. It is an awareness of wholeness that does not lose sight
of particularity or concreteness, or of the intricacies of
interrelationships. It is where left and right brain come together
in a union of logic and poetry and sensation, and where selfawareness is no longer at odds with awareness of the otherness
of the world. Wisdom cannot be confined to a specialized field,
nor is it an academic discipline; it is the consciousness of
wholeness and integrity that transcends both. Wisdom is
complexity understood and relationships accepted.” (Joseph W.
Meeker, 1981)
 modrost, inteligentnost in
reševanje problemov
 Anders Sandberg:
inteligentnost pove, kako
reševati probleme, modrost
pove, katere probleme je treba
reševati
 modrost
 ljudska modrost
 kolektivne izkušnje (Jung)
 razum
 znanje, izkušnje
 instinkt
 intuicija
 čustva
 morala, etika, socialni čut
Sternbergova teorija modrosti
 Sternberg (1998)
 modrost



intelekt + cilji
skupno dobro
ravnovesje:



“I have proposed a balance theory of wisdom,
according to which a wise person is one who uses
his or her successful intelligence in order to seek a
common good, by balancing intrapersonal,
interpersonal, and extrapersonal interests; over the
short and long terms; through the infusion of
values; in order to adapt to, shape, and select
environments.”



intrapersonalnih,
interpersonalnih,
ekstrapersonalnih
interesov
kratkoročno in dolgoročno
infuzija vrednot
prilagajanje, oblikovanje in
izbiranje okolja
Reference
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Gagne, F. (1993) "Constructs and models pertaining to exceptional human abilities".
International handbook of research and development of giftedness and talent, ed. K. A.
Heller, F. J. Mˆnks & A. H. Passow, Pergamon.
Hadamard, J. (1954) An essay on the psychology of invention in the mathematical field. New
York: Dover.
Renzulli, J.S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan,
60(3), 180-184, 261.
Renzulli, J.S. (1994). Schools for talent development: A practical plan for total school
improvement. Mansfield Center, CT: Creative Learning Press.
Renzulli, J.S., & Reis, S.M. (1985). The schoolwide enrichment model: A comprehensive
plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
Sternberg, Robert J. (1988). The nature of creativity. New York: Cambridge University Press.
Sternberg, Robert J. (1995). Investing in creativity: many happy returns. Educational
Leadership 12/95 v53:n4. p80(5)
Sternberg, Robert J. (1999). Handbook of creativity. New York: Cambridge University Press.
Torrance, E. P. (1988). Creativity as manifested in testing. In The nature of creativity. Edited
by R.J. Sternberg. New York: Cambridge University Press, pp. 43-75.
Csikszentmihalyi, Mihaly. (1996). Creativity. Flow and the Psychology of Discovery and
invention. New York: Harper Perennial.
Reference (nad.)
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Alexander, J. E., O'Boyle, M. W. & Benbow, C. P. (1996). Developmentally advanced EEG alpha power in
gifted male and female adolescents. International Journal of Psychophysiology 23, 25-31.
Birbaumer, N., Lutzenberger, W., Rau, H., Braun, C., & Mayer-Kress, G. (1996). Perception of music and
dimensional complexity of brain activity. International Journal of Bifurcation and Chaos, 6(2), 267-278.
Bruer, J. T. (1994). Classroom Problems, School Culture, and Cognitive Research. In K. McGilly (ed.)
Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. Cambridge MA: The MIT Press
Byrnes, J. P. & Fox, N. A. (1998). The educational relevance of research in cognitive neuroscience.
Educational Psychology Review 10(3), 297-342.
Chorney et al (1998). A quantitative trace locus associated with cognitive ability in children. Psychological
Science, 9(3), 159-166
.Dehaene, S. (1997). The Number Sense: How the Mind Creates Mathematics. Penguin Books.Fox,
Hershberger & Bouchard, (1996), Science, 384, 356-357.
Haier, R. J.& Benbow, C. P. (1995). Sex differences and lateralisation in temporal lobe glucose metabolism
during mathematical reasoning. Developmental Neuropsychology 11(4), 405-414.
Jones, S. (1996). In The Blood: God, Genes and Destiny. Harper Collins, London.Neuro Medical Supplies
(2000). http://www.neuro.com/neuromed/quickcap.htmO'Boyle, M.W. (1999). Personal communication.
O'Boyle, M. W., Benbow, C. P., & Alexander, J. E. (1995). Sex differences, hemispheric laterality, and
associated brain activity in the intellectually gifted. Developmental Neuropsychology 11(4), 415-443.
Petrill et al (1998). Exploring the genetic and environmental aetiology of high general cognitive ability in
fourteen- to thirty -six-month-old twins. Child Development, 69(1), 68-74.
Plomin, R. (1987). Genetics and Experience: The Interplay Between Nature and Nurture. Thousand Oaks:
Sage Publications.
Porter, L. (1997). A model describing the realisation of gifted potential, Australasian Journal of Gifted
Education, 6(2), 33-43.
Posner, M.I. & Raichle, M. (1997). Images of Mind. Scienitific American Library, W.H. Freeman & Co, NY.
Internet
Intelligence
http://www.tjhsst.edu/Psych/ch11/11.htm - An Introductory, interactive guide to intelligence and personality assessment.
2. http://www.sciam.com/specialissues/1198intelligence/1198gottfred.html#link2 - chapter defending G as a measure of general intelligence.
3. http://eqi.org/index.htm - good site on emotional intelligence
4. http://www.eiconsortium.org/ - EQ consortium and summary of research
5. http://www.connected.org/learn/school.html - emotional intelligence in schools
6. http://www.vanguard.edu/psychology/webintelligence.html - good web portal to info on intelligence
7. http://www.surfaquarium.com/im.htm - site on multiple intelligences
8. http://www.theatlantic.com/issues/99feb/intel.htm - Atlantic Monthly article by Howard Gardner on intelligence.
9.
Assessment
http://www.queendom.com/emotionaliq.html - online emotional intelligence test
11. http://www.queendom.com/iq2.html - online intelligence test
12. http://home8.swipnet.se/~w-80790/Index.htm - interesting site on the estimated intelligence of famous geniuses
13. http://www.indiana.edu/~intell/map.html - an interactive map on intelligence theory, assessment and its development over time.
Eugenics
http://www.eugenics.net - It’s still happening today! Eugenics as a vehicle for academic/scientific racism. Sad but true.
15. http://www.skeptic.com/03.3.fm-sternberg-interview.html - article by Robert Sternberg in response to the controversial book “The Bell Curve”
http://www.prospect.org/print/V6/20/gardner-h.html - article by Howard Gardner on “The Bell Curve”
http://www.newswire.ca/releases/November1999/02/c0714.html a copy of the news release and a good timeline of events in Alberta.
http://www.ferris.edu/htmls/othersrv/isar/homepage.htm - here's one of the better pages on eugenics. This institute studies/monitors academic racism. It's still
alive and well, by the way. Philip Rushton, mentioned on the first page, is teaching at the U of Western Ontario. Scary stuff.