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Intelligence represents the amount of experience a person accumulates in a given time interval. High intelligence means that a large amount of experience is obtained over a short interval of time, while low intelligence means that little experience is obtained over a long period of time. Simply put, intelligence measures the rate at which a person acquires new experience. The relationship that defines intelligence is the following: Int = &# 916; Exp / &# 916; t where &# 916; Exp is the amount of experience gained in the time interval &# 916; t.
Here are a few examples to illustrate this relationship: The person that solves a problem in 20 minutes is more intelligent than the one that solves the same problem in 60 minutes. In this example &# 916; Exp has the same value for both they both solve the same problem but the time interval &# 916; t is different. In this case, the first person acquires experience faster. Another example: researcher A makes 3 scientific discoveries in one year, while researcher B makes 1 discovery in the same amount of time.
In this second example &# 916; t has the same value for both (one year) but the experience gained &# 916; Exp is different. According to the above relationship we can assess that scientist A is more intelligent than B because he accumulates experience faster. Until today intelligence research has focused solely on measuring experience, while completely ignoring the time factor. Suppose person X is the world champion in mathematics and the time he spends on this discipline is about 18 ~ 20 hours a week. Now suppose person Y is just as good at mathematics as X (this means that he has the same amount of experience in mathematics as X) but Y exercises mathematics 9 ~ 10 hours a week. By ignoring the time factor it would be impossible for us to determine which of the two possesses a higher intelligence quotient, both having the same amount of experience in that area.
But by calculating the experience / time ratio we can assess that Y is more intelligent than X because it has acquired the same amount of experience in half the time. Some may recognize a certain analogy between this definition (experience / time ) and other definitions from physics, such as that of speed (distance / time ) or power (energy / time ). The difference is that the definition of intelligence seems to be a purely theoretical relation, numerical values been almost impossible to obtain, for both experience and time components. While the distance traveled by an object or the energy put out by an engine can be measured without any problems, the assessment of experience &# 916; Exp in numerical values is very problematic (if not impossible). The grades given in school actually represent a type of percentage evaluation: The student which reproduces 70 % of the lesson or solves 70 % of the given problems receives the grade 7, the student which reproduces 90 % of the lesson or solves 90 % of the problems is given 9 and so on.
This involves the existence of an integer (you have to learn A, B and C) and the establishing of a fraction (you have only learnt A and C). Sadly, there is no practical way to establish the level of experience in an individual. Determining the time component &# 916; t can also be difficult. Measuring time is not a problem, but determining the object of attention could prove to be problematic. We all know the example of the student reading his book (after two hours of reading he doesnt seem to know much on the subject so how much is &# 916; t, how long has he been focusing on the subject of the book? ) Unless a proper way is found to determine the level of experience in an individual and the amount of time in which that experience was gained, the relationship &# 916; Exp/&# 916; t is of no practical use. However, this fraction remains the theoretical definition of intelligence.
Author: Cri&# 351; an Flaviu web web
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