INTELLIGENCE

The development of the knowledge, contrary to the intelligence has different conceptions, although many times it is looked for to develop them in a synonymous way, but we will understand the intelligence like:

The intelligence is the capacity to be unwrapped in a strategic

way in a certain context, with the previous knowledge and

instruments aptitudinales, using resources matters and non

materials within its reach, to give a good solution in a certain time.

It is necessary to make reference to the intelligence types that one has as the intelligence types or multiple intelligence as: Linguistic intelligence, naturalistic intelligence and scientific thought, intelligence space slip (expression and artistic production), musical intelligence, intelligence logical mathematics and social intelligence. In if these process of intelligence evaluation has a wider conception of the piagetiana, for the dynamic relationship that exists, which it demonstrates that these teaching processes or mensuration perhaps of the intelligence he/she has a process so much aptitudinal and mainly to identify the capacities, the knowledge, the work habits, the attitudes, the interests and the necessities of those that are students.

Now in the process of mensuration of the intelligence he/she has to take into account the biological aspects which are since those that determine a grade less to the intelligence, they exist certain aspects of the aptitudes that cause a decline to the intelligence, for such a reason one has for expert that the intelligence has certain grades of what you/they are our general knowledge, on the matters, that is to say that on the average of the general intelligence he/she explains 50% of the differences of yields in the intelligence test, that which demonstrates that the mensurations of the intelligence are based on the aspects of the mental outlines that you/they go taking place in the process of the learning, and these aspects has the peculiarity of transforming according to the values that are borne in a process free back, which demonstrates that they also influence the previously obtained mental outlines.

But it is also necessary to take into account the study of Montorio and Izal, in which takes into account the process of you annoy it as an aspect which also produces decline starting from the 60 years, for the you give invigoration of the neurons.

On the other hand also one keeps in mind that processes exist of how to try to take place under the study of the biological intelligence, for the invigoration of the Hipotálamo and also of the mielina, so that the processes cognitivos are of more speed.

In if we could say that it is not the same thing to measure the intelligence that is something wide by word of mouth and that it determines a problematic situation that to measure knowledge, which is something but I specify, for that which you/they also exist methods epistemometrícos in the process of what you/they are the investigations based on the I+D+I, to identify the truthfulness of articles with academic relevance.

Bibliography:
* Prieto Sánchez, María Dolores, Ballester Martínez, Pilar, Inteligencias múltiples (Diferentes formas de enseñar y aprender), Ed. Pirámide, Madrid, 2003.
* Ídem pág. 49
* Las aptitudes que se asocian al declive de la inteligencia, evidencia a partir del WAIS – III, Universidad de Oviedo, España, Revista Psicothema, volumen 15, N°001, pág. 12 – 22.
* Carroll, J.B., Human Cognitive Abilities: A Survey of factor analytic studies, Cambriedge University Press, 1992.
*Montorio, I e Izal, M, Cambios asociados al proceso de envejecimiento, ed. Gerontología conductual. Bases para la intervención y ámbitos de aplicación. Madrid: síntesis, Revista Psicothema, volumen 15, N°001, pág. 22.