Intelligence and the Concept of G Essay Example | Topics and Well Written Essays - 1500 words

Intelligence and the Concept of G - Essay Example On his road to achieve this Spearman developed Factor Analysis a statistical analysis method to determine if there were correlations between independent factors. In 1904, Spearman published "General Intelligence, Objectively Measured and Observed" in which the first scientific definition of intelligence was put forth. According to Spearman, intelligent behaviour is generated by a single, unitary quality within the human mind or brain. Spearman derived this theoretical entity, called the general factor, or simply g, through a new statistical technique that analyzed the correlations among a set of variables. This technique, called factor analysis, demonstrated that scores on all mental tests are positively correlated; this offered compelling evidence that all intelligent behaviour is derived from one metaphorical pool of mental energy" ("Charles" 2007, 1). In short, Spearman's Theory of General Intelligence states "all variation in intelligence test scores can be explained by two factors. The first is the factor specific to an individual mental task: the individual abilities that would make a person more skilled at one cognitive task than another. The second is g, a general factor that governs performance on all cognitive tasks" (History 2007, 1). Researchers have long agreed that there is a wide range of ability in basic cognitive skills such as logical reasoning, spatial analogies, completion of matrices, vocabulary and other mental tests among different people. The same people tend to do better on these tests across the entire range of tests than do other people. Further, by use of statistical analysis of this raw data, researcher have isolated the cause for the differences in people's mental reasoning abilities to one factor credited for this consistent accelerated performance - that one factor is 'g'. G acts like a correlation coefficient with a value of .65 (Flynn 2003). Jensen (2002) reported that individuals with higher levels of g, in effect, have better brains. People with these higher levels of g tend to prefer more complex cognitive tasks resulting in high g loading. To explain this Jensen (2002, 153) states: "some property of the brain has cognitive manifestations that result in the emergence of g." In effect, Jensen (2002) asserts that g is a measure of the influence on brain quality. The higher the g; the 'better' the brain; this result equates to an advantage in any cognitive skill utilized. Johnson et al. (2004) conducted a study to determine whether g, in actuality, predicts a wide range of cognitive performances. The researchers predicted that Spearman's g would have a strong correlation on a diverse set of abilities. The empirical evidence proving the existence of g is well documented. However, there remains some controversy in that "the social implications of the existence of measurable individual differences in a personal characteristic that is highly predictive of a broad range of life outcomes" (Johnson et al. 2004, 96). The researchers assert that regardless of the battery of tests utilized to measure g, the results should be uniform across various test batteries. If, in fact, g varies across these different kinds of test

CV personal statement with 2 page to answer Assignment

CV personal statement with 2 page to answer - Assignment Example 3-phosphoglycerate 3-phosphoglycerate ? 2-phosphoglycerate 2-phosphoglycerate ? phosphoenolpyruvate Phosphoenolpyruvate ? pyruvate pyruvate ? acetaldehyde acetaldehyde ? ethanol B) The result that would be obtained if muscle tissue were used instead of yeast 2 marks Since in muscles NAD is exhausted, pyruvate is converted to lactic acid to be able to produce NADH. PRACTICAL 4 1. Based on the approximate free energy changes for their hydrolysis, ADP, ATP and creatinine phosphate are expected to be better phosphate donors than glucose 6-phosphate and AMP, because the former three undergo hydrolysis that have more negative free energy changes than that of the latter two. This means that their hydrolysis is more spontaneous. 6. The solutions containing ATP, ADP, AMP, and glucose 6-phosphate ranked first, second, third, and fourth, respectively, in the amount of 680 nm absorbed, and subsequently the amount of inorganic phosphates produced. This ranking also indicates the willingness of th ese compounds to donate phosphate. PERSONAL STATEMENT I have the passion to teach different subjects, biochemistry in particular, due to a variety of reasons. First, biochemistry is an interesting and exciting subject to be involved in, because of the number of experiments that could be conducted and the potential to formulate new experiments. There is always something new to spark the interest of students. In addition, these experiments can have tangible and measurable products, usually with visible changes, usually colorimetric in character. This can encourage and motivate the students to do the experiments, despite probably experiencing setbacks and not seeing results. Moreover, the topics of biochemistry are easily applicable to their lives, and so they will find the sense and reason behind studying these lessons and conducting the experiments. For example, knowing how our food, through its production of ATP, powers our daily activities can be easily applicable and understandabl e since eating is a common human process that, when not undertaken, results in weakness. However, I know that teaching is a difficult job to do. Although biochemistry is an enjoyable topic to discuss, I know that I should be hardworking, patient, passionate and creative in teaching my students. It is my belief that the potential of biochemistry being enjoyed by the students can only be realized if the teacher is able to tap its strengths and blunt its weaknesses. I should be able to formulate enjoyable and exciting experiments by using reactions that produce color changes. If the students do not perform the experiments well the first time, I should be patient in guiding my students to the eventual achievement of desired result. If my students see these characteristics in my personality, I hope they can imbibe these good qualities so that they can bring it as they grow older. Hopefully, I will be given the chance of not only giving my students knowledge, but teaching them qualities t hat can help them in the future. SUMMARY Chemical processes are vital in providing energy for all the functions of living things. Their extensive characterization entails the conduct of experiments that looked into the reactions’ different aspects. In part 1, intermediates of metabolic pathways such as glycolysis can be studied despite their low steady state concentrations by inhibiting the processing enzymes, in this case by exposing pyruvate decarboxylase to alkaline conditions. Aside from looking at the intermediates, other compounds, such as enzymes and