GeniusGenius is a characteristic of original and exceptional insight in the performance of some art or endeavor that surpasses expectations, sets new standards for the future, establishes better methods of operation, or remains outside the capabilities of competitors. Genius is associated with intellectual ability and creative productivity. The term genius can also be used to refer to people characterised by genius, and/or to polymaths who excel across many subjects. There is no scientifically precise definition of genius.
Theory of multiple intelligencesThe theory of multiple intelligences proposes the differentiation of human intelligence into specific intelligences, rather than defining intelligence as a single, general ability. The theory has been very popular among educators around the world for 40 years despite being criticized by mainstream psychology for its lack of empirical evidence, and its dependence on subjective judgement.
MetacognitionMetacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". Metacognition can take many forms, such as reflecting on one's ways of thinking and knowing when and how to use particular strategies for problem-solving. There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition.
TeleologyTeleology (from τέλος and λόγος) or finality is a reason or an explanation for something which serves as a function of its end, its purpose, or its goal, as opposed to something which serves as a function of its cause. A purpose that is imposed by human use, such as the purpose of a fork to hold food, is called extrinsic. Natural teleology, common in classical philosophy, though controversial today, contends that natural entities also have intrinsic purposes, regardless of human use or opinion.
Critical thinkingCritical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind, thus a critical thinker is a person who practices the skills of critical thinking or has been trained and educated in its disciplines. Richard W.
PsychologyPsychology is the study of mind and behavior in humans and non-humans. Psychology includes the study of conscious and unconscious phenomena, including feelings and thoughts. It is an academic discipline of immense scope, crossing the boundaries between the natural and social sciences. Psychologists seek an understanding of the emergent properties of brains, linking the discipline to neuroscience. As social scientists, psychologists aim to understand the behavior of individuals and groups.
MotivationMotivation is the reason for which humans and other animals initiate, continue, or terminate a behavior at a given time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior. It is often held that different mental states compete with each other and that only the strongest state determines behavior. This means that we can be motivated to do something without actually doing it. The paradigmatic mental state providing motivation is desire.
Tool use by non-humansTool use by non-humans is a phenomenon in which a non-human animal uses any kind of tool in order to achieve a goal such as acquiring food and water, grooming, combat, defence, communication, recreation or construction. Originally thought to be a skill possessed only by humans, some tool use requires a sophisticated level of cognition. There is considerable discussion about the definition of what constitutes a tool and therefore which behaviours can be considered true examples of tool use.
Intellectual giftednessIntellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.
CognitionCognition is the "mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". It encompasses all aspects of intellectual functions and processes such as: perception, attention, thought, imagination, intelligence, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and computation, problem-solving and decision-making, comprehension and production of language. Cognitive processes use existing knowledge and discover new knowledge.
WisdomWisdom, sapience, or sagacity is the ability to contemplate and act productively using knowledge, experience, understanding, common sense, and insight. Wisdom is associated with attributes such as unbiased judgment, compassion, experiential self-knowledge, self-transcendence and non-attachment, and virtues such as ethics and benevolence. Wisdom has been defined in many different ways, including several distinct approaches to assess the characteristics attributed to wisdom.
Mental chronometryMental chronometry is the scientific study of processing speed or reaction time on cognitive tasks to infer the content, duration, and temporal sequencing of mental operations. Reaction time (RT; sometimes referred to as "response time") is measured by the elapsed time between stimulus onset and an individual's response on elementary cognitive tasks (ETCs), which are relatively simple perceptual-motor tasks typically administered in a laboratory setting.
