Goals. This includes the ability to learn

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Volume 14| November 2022 
 
ISSN: 2795-739X 
Eurasian Journal of Learning and Academic Teaching 
www.geniusjournals.org 
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| 83 
Theorists have different opinions about 
intelligence, but most agree that it has several 
characteristics: It is flexible because it can be 
used in different situations to achieve one's 
goals. This includes the ability to learn.
Specifically, intelligent people learn new 
information and behaviors more quickly and 
easily than less intelligent people. It involves 
using prior knowledge to effectively analyze 
and understand new situations. It involves the 
complex interaction and coordination of many 
different mental processes. This is a 
characteristic of culture. In certain societies, 
being intelligent may mean reasoning about 
complex and abstract ideas, getting along with 
others, having strong moral values, respecting 
one's elders, or exhibiting coordinated motor 
skills. Over the past two centuries, views of 
intelligence have evolved significantly. Early 
problems were based on the practical needs of 
measuring intelligence and tailoring individual 
education for children. In the early 1900s, 
school leaders in France asked the psychologist 
Alfred Binet (1857-1911) to develop a method 
for identifying students with exceptional 
development in regular classes without special 
instruction. To accomplish the task, Binet 
developed a test that measures general 
knowledge, vocabulary, perception, and 
memory. He found that students who scored 
poorly on his test also tended to perform 
poorly in the classroom. Binet's test was the 
earliest version of what we now call an 
intelligence test. Intelligence is the ability to 
quickly acquire knowledge and thereby 
effectively adapt to new situations. 
An intelligence test is a general measure of 
current cognitive functioning, primarily used to 
predict short-term academic achievement. One 
of the main theoretical issues is whether 
intelligence is inherited or comes from 
experience. At first, scientists were puzzled by 
the evidence that intelligence was genetically 
determined, but more and more experts are 
finding stronger evidence for the influence of 
parenting, schooling, nutrition, and other 
environmental factors they found. Today, 
intelligence experts are surprisingly hopeful 
that a child's intelligence can be improved with 
the right conditions and intervention when 
needed. 
In the early 1900s, the English psychologist 
Charles Spearman (1863-1945) proposed that 
intelligence includes a single, pervasive 
thinking ability (the common factor) that is 
used in a variety of tasks. According to