Showing posts with label Inteligência. Show all posts
Showing posts with label Inteligência. Show all posts
Experiments in Musical Intelligence
Tech Closeup: Music Professor
Compor música 'ao estilo de', e os especialistas não conseguem detectar que a música foi composta por um computador. Aqui.
O valor humano
 |
| Ex Machina, de Alex Garland |
Yuval Noah Harari, Homo Deus
Language and Thought / Did language evolve for thought?
Language and Thought, Center for Brains, Minds and Machines
Patrick H. Winston:
The 'combinator capability' [that differenciates humans from Neanderthals and primates] allows description, and once you got description there's a trail that can lead you all the way up to the 'strong story hypothesis'
[+/- min 18:40]
Story understanding is very fundamental to any real understanding of human intelligence.
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Steven Pinker:
Example: The story of how How doctors killed President Garfield
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What makes conceptual development possible, and what makes it so hard?
How is it, we are the only animals who can think thoughts formulated on concepts like cancer or infinity or wisdom or carborator? What makes this possible? The acquisition of concepts, possible?
Cognitive science has the theoretical and methodological tools to answer both questions.
Probably the most seminal work on this classical set of issues has happened at MIT, both in the linguistics department (Chomsky) and the AI department and the brain and cognitive science department.
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On language understanding and intelligence.
To use a conceptual system you need to run through a logic. We are trying to figure out the blueprint of this logic.
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Q&A:
Q: – On the many levels of meaning (literal meanings, enriched meanings...): How does this affect your research when you work with young children and you test their understanding of number words? In these tasks you have to give them full sentences, you have to ask them things like: "Can you give me two cookies..."
A: – Susan Carey answers.
A: – Gennaro Chierchia answers.
Q: – Do you see any role for the more logical part of the vocabulary. Whether you think that it really needs to be modeled in a precise way to make sense of people understanding stories?
A: – Patrick Winston answers. "How can we humans make ourselves smarter? – If we want to make ourselves smarter, draw pictures and talk, because we have tremendous problem solving power in our visual and linguistics systems. So, to make ourselves smarter, we have to engage these systems, and one way to engage them is to draw pictures and talk. You can't do that when you're answering your email. You can only do that when you're taking notes, with a pencil and drawing, and engaging your language system. The miracle of human language and visual processing systems."
Q: – On language as a vehicle of thought. Language learning is partly like mapping. There's another idea that working in linguistics suggests, that is that natural language IS the language of thought.
A: – Steven Pinker answers. "It's very unlikely that any language that we speak, is a language of thought. There are a lot of experiments that show that. The actual sentences that we speak don't make the kinds of distinctions that are relevant for inference. I'm very skeptical of the idea for which language, as it's ordinarily understood, is what we think in. Although I do think that there is a representation that, in some regards, is language-like. It makes categorical distinctions, it is hierarchically structured, that is very closely related, though not identical to what we think as the semantic representations that align sentences."
A: – Susan Carey answers. "Another problem with identifying language with thought is that, if you do so, you stipulate that other animals can't think. But it partly depends what you mean by 'thought', as what you mean by 'language', because other animals have very powerful abstract conceptual representations, that they can draw inferences over. They have many of the same core cognition systems that human babies do. So you'd have to define that as not thought if you want to make that stipulation.
Gennaro Chierchia adds: "We really work on the functional architecture of language, and that involves such interesting words as: and - or - if - any - not - even - only - 'ing'... And that is where you find what is the most common throughout the languages of the world and also where some key dimensions of variotions take place."
Q: – Susan Carey: "Can animals represent the conditional. Do they have anything like the concept 'not' or 'or'? The evidence is probably yes, but not clear."
Patrick Winston: "I think there is an inner language and I think it came before communication. partly because, there's no point in saying anything if you don't have anything to say. And I think our external language emerged in part because we're social animals and our external language is of great benefit in thinking because I think there's a great deal of creativity in creative misunderstanding of what other people say. But I think there are computational reasons why the inner language ought to be simpler, more economical, because we have to compare things, we have to match them, and it would be extraordinarily difficult from a computational point of view, to try to do that with the raw uncannonicalized language stream. So we can't match a story in the newspaper to Cinderella and say, 'oh that's a Cinderella story', unless we have reduced the story and Cinderella to a kind of inner language in which there's movement through space, there's a capacity to express emotion, there's a capacity to express social relationships... And I think that those kinds of things constitute the inner language, and when they're rendered in simple form they make possible this kind of analogizing and precedent-based reasoning that is fundamental to human thought, and I'll bet you pansies don't do it because they'd be a lot smarter if they did."
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The importance of analogies. Analogy is extremely important to create new representational resources. But it doesn't mean we understand how it works. (Carey and Chierchia)
On metaphors and on how analogical the human mind is. Every sentence has some kind of concrete image behind it. (Pinker)
How does IQ relate to personality?
"It's just that IQ is primarily measured with ability tests, whereas
personality tests are primarily measured with questionnaires. But this
is more a reflection of a lack of ingenuity on the part of psychologists
than a real difference in domain of human functioning. [...] It's
theoretically possible to measure personality traits through ability
tests. For instance, agreeableness could be measured through tests of
perspective taking, conscientiousness could be measured through tests of
self-control, and neuroticism could be measured through measures of
emotional self-regulation. Viewing IQ as a personality trait is helpful
because it puts IQ in perspective. We can take a birds eye view of all
the many fascinating ways we differ from one another in cognitive
processing, emotion, and motivation, while seeing where IQ fits into
that bigger picture."
Aqui
The 16PF Questionnaire
Sobre Colin DeYoung (personality neuroscientist)
Sobre "The Cambridge Handbook of Intelligence"
Sobre o teste de personalidade.
The personality puzzle
Gifted Knowing & Thinking: Research tells us what it looks like
Referência a adultos sobredotados ao minuto 37
"The corpus collosum of the gifted brain is much thicker. It has many more neurons." [min 51:40]
Mathematically Gifted Children: Developmental Brain Characteristics and Their Prognosis for Well-Being, por Michael O'Boyle — aqui
Solidão
"A minha mãe tem 89 anos e é surda. Quando lhe pergunto alguma coisa, responde ao lado. Protesto contra a sua surdez, ela afirma que "como" as palavras. No fundo, conversa de surdos. Traz-me triste, esta questão da incomunicabilidade. Percebo que a inteligência tem consigo, uma obrigação moral, tal como é expressa na parábola dos talentos. O que nunca ninguém diz, porventura com medo de parecer vaidoso, é que a inteligência tem um preço: a solidão. Dizia o meu amigo Jacques Brel, (nunca o conheci, entenda-se), numa entrevista a que tive o privilégio de assistir: 'Recuso-me a ser inteligente.' Julgo perceber o que quis dizer, e no entanto…"
Nuno Lobo Antunes, in Sinto Muito
A inteligência: uma das características mais hereditáveis!
Intelligence is a core construct in differential psychology and
behavioural genetics, and should be so in cognitive neuroscience. It is
one of the best predictors of important life outcomes such as education,
occupation, mental and physical health and illness, and mortality.
Intelligence is one of the most heritable behavioural traits. [...] Assortative mating pumps additive genetic variance into the population
every generation, contributing to the high narrow heritability (additive
genetic variance) of intelligence.
mais aqui
Para avaliar é necessário sentido de humor, inteligência e criatividade. Ah, e também conhecer a matéria!
Pergunta num exame de Física, na Universidade de Copenhaga:
"Descreva como determinar a altura de um arranha-céus usando um barómetro."
Um estudante respondeu:
“Amarre uma longa corda à parte mais estreita do barómetro, a seguir
faça baixar o barómetro do telhado do arranha-céus até ao chão. O
comprimento da corda mais o comprimento do barómetro será igual à altura
do edifício.“
Esta resposta altamente original enfureceu o examinador ao ponto de chumbar imediatamente o estudante.
O estudante apelou baseando-se no facto de que a sua resposta estar
indubitavelmente correcta e a universidade nomeou um árbitro
independente para decidir o caso.
Na verdade, o árbitro decidiu que a
resposta estava correcta, mas que não demonstrava qualquer conhecimento
de Física. Para resolver este problema foi decidido chamar o estudante e
permitir-lhe que em seis minutos providenciasse uma resposta verbal,
que mostrasse, pelo menos, uma certa familiaridade com os princípios
básicos de Física. Durante cinco minutos o estudante ficou em silêncio,
franzindo a testa em pensamento.
O árbitro lembrou-lhe que
o tempo estava a passar, ao que o estudante respondeu que tinha
diversas respostas extremamente relevantes, mas que não sabia qual delas
utilizar.
Sendo avisado para se despachar, o estudante replicou da seguinte forma:
“Em primeiro lugar, poderia pegar num barómetro, ir até ao telhado do
arranha-céus, deixa-lo cair ao longo da parede e medir o tempo que ele
demora a atingir o chão. Desta forma, a altura do edifício poderá ser
trabalhada a partir da fórmula : H= 0,5g x t2". Mas isto seria mau para
o barómetro”;
“Ou então, se o sol estivesse a brilhar,
poderia medir a altura do barómetro, depois de assenta-lo na
extremidade e medir o comprimento da sua sombra. Em seguida, iria medir
o comprimento da sombra do arranha-céus e, depois de tudo isto, seria
uma simples questão de aritmética proporcional para calcular a altura
do arranha-céus“;
“Mas, se quiserem ser rigorosamente
científicos acerca disto, poderão amarrar uma longa corda ao barómetro e
abana-lo como um pêndulo, primeiro ao nível do chão e depois ao nível
do telhado do arranha-céus. A altura é dada pela diferença na força da
gravidade. T=2p“;
“Ou, se o arranha-céus tiver uma
escada exterior de emergência, será mais fácil usá-la e marcar a altura
do arranha-céus em comprimentos do barómetro, e em seguida adicioná-los
por aí acima“;
“Se, simplesmente, quiser ser chato e ortodoxo
na resposta, certamente, poderá usar o barómetro para medir a pressão do
ar no telhado do arranha-céus e no solo, e converter os milibares em
pés para dar a altura do edifício“;
“No entanto, e uma
vez que estamos constantemente a ser exortados a exercitar o pensamento
independente e a aplicar os métodos científicos, indubitavelmente a
melhor forma seria ir falar com o porteiro e perguntar se ele gostava de
ter um barómetro novo e bonito: oferecia-lho desde que ele me dissesse a
altura exacta do edifício.
O estudante era Niels Bohr, o único dinamarquês a receber o prémio Nobel da Física.
da motivação
"A inteligência não pode ser conduzida pelo desejo. Para que haja desejo, é necessário que haja prazer e alegria. É na alegria que a inteligência cresce e dá frutos. A alegria de aprender é tão indispensável para os estudos como a respiração o é para os atletas. Onde ela está ausente, não há alunos, mas caricaturas pobres de aprendizes que depois de aprender não tem sequer um emprego."
Simone Weil
da anormalidade
"Because they can be so greatly stimulated, and because they perceive and process things differently, gifted children are often misunderstood. Their excitement is viewed as excessive, their high energy as hyperactivity, their persistence as nagging, their questioning as undermining authority, their imagination as not paying attention, their passion as being disruptive, their strong emotions and sensitivity as immaturity, their creativity and self-directedness as oppositional. They stand out from the norm.
[...] Gifted children should not be pressed to 'fit in' with all of the other children the same age. Rather, their capacity for intense experiencing is an asset that deserves to be understood and affirmed instead of squashed."
Susan Daniels, Michael M. Piechowski, in Living with Intensity
The key to extraordinary talent is extraordinary memory... And the drive to learn more.
Senão vejamos:
Quando se tem a capacidade (memória) e vontade para recolher tanta informação desde muito cedo na vida, não admira que o processamento e a integração dessa informação seja de nível superior.
...e... da partilha:
"He enjoys nothing more than using his talent to help fellow classmates see the beauty he sees..."
A importância da aprendizagem / A genius is work and fortunate circumstances
"Intuition sounds more like magic than science, but Hartston believes [min 30:30] it is a specific skill displayed by experts in all fields and it can be explained."
Susan Polgar é a melhor jogadora de xadrez do mundo. Mas ela não nasceu com o seu cérebro brilhante - foi criado por uma experiência única que dominou toda a sua infância. Desde os 4 anos de idade foi treinada a jogar xadrez pelo seu pai até seis horas por dia. Crescer nos inícios dos anos 70, e até então nenhuma mulher tinha ainda ganho o título máximo em campeonatos de xadrez. Acreditava-se que o cérebro feminino não apresentava a adequada consciência espacial necessária para este jogo. Hoje em dia, a memória e o reconhecimento de padrões são reconhecidos como as áreas chave utilizadas por peritos em todos os campos -desde empregados de mesa a bombeiros. O verdadeiro génio de Susan revela-se ao jogar uma partida de xadrez, inteira, através de um telemóvel. O seu adversário pode ver o tabuleiro, mas ela não. Em vez disso usa a sua memória para visualizar o jogo.
da sensibilidade
"Most of us think we know what giftedness is, but we're unable to describe it or define it accurately. Part of the reason for that is that we live in a culture that emphasizes products over process. We can see what gifted people produce, but we can't see the internal systems and operations that produced those products. While most people in society would accept the definition that giftedness is as giftedness does, it is not adequate for the purposes of this book. […] While the cognitive components are certainly important to consider in discussing giftedness, too often there is a piece missing. Giftedness is not merely as giftedness does or as giftedness thinks. Instead, giftedness is as it thinks as well as feels, senses, perceives, and does.The Gifted Adult explores the psychology and personality of gifted adults – the most underidentified group of potential achievers in our society. Regrettably, too often in our society those who would mostly readily be identified as "smart" are most at odds with making their intelligence work for them. Quite often it works against gifted adults, preventing them from producing the kind of products that traditionally are the markers of giftedness. One possible explanation for this discrepancy is that we place a great deal of emphasis on educating gifted children. We understand that gifted children operate differently from those in the mainstream. As a result, we try to accommodate these differences among children by providing them with special programs and enrichment activities. However, even in the best school districts these programs are often inadequate and make the fundamental mistake of using only standard measures such as IQ as a basis for admission. […] If we accept the notion that some children are gifted, then we have to account for what happens to these children when they grow up. […] Gifted children do grow up, and they become gifted adults […] yet little is written about giftedness and how it applies to adults.
[…] Like Ann and John, the individuals who come into my office have a vague awareness that the root of their problems is far deeper than surface symptoms. They realize they are intense, complex, and driven, but they have been taught that their strong personalities are perceived as excessive, too different from the norm, and consequently wrong."
Mary-Elaine Jacobsen, in The Gifted Adult
Pois. E cá? Como será?
"... there's the widespread belief--originating on the left but no longer confined there -- that "equity" should be solely about income, minority status, handicapping conditions, and historical disenfranchisement. Most of American society does not seem to believe that giftedness constitutes a "special need" or that inattention to it violates some children's equal rights.
[...] Fourth, the definition of "gifted" itself has been hazy. We have concrete numbers regarding kids who live in poverty or suffer from disabilities. We even know that 10 percent of the population is left-handed. But how many students are gifted? There's little agreement on this key point. Some people talk about "the talented tenth," others about the "top one percent." The Templeton Foundation is bent on finding the one person in a million (its own estimate) who qualifies as a genius. Meanwhile, some prefer to advance the woolly claim that everybody is gifted in some way -- a notion that doesn't help matters, at least in policy circles.
[...] Another culprit is the "multiple intelligences" claim that everyone learns differently and is surely gifted in some way, even if some forms of intelligence aren't reflected in test scores. One could easily extend this list. "
Aqui.
Why smart people are stupid
"A new study in the Journal of Personality and Social Psychology led by Richard West at James Madison University and Keith Stanovich at the University of Toronto suggests that, in many instances, smarter people are more vulnerable to these thinking errors. Although we assume that intelligence is a buffer against bias—that’s why those with higher S.A.T. scores think they are less prone to these universal thinking mistakes—it can actually be a subtle curse."
Muito mais aqui.
