View source for Intleacht

{{glanadh-mar|profléitheoireacht ag teastáil go géar... b'fhéidir níos fearr filleadh ar an leagan ó Fréamh an Eolais}}
Sainmhíníodh '''intleacht''' ar go leor bealaí: an cumas [[loighic]], tuiscint, féinfheasacht, foghlaim, eolas mothúchánach, réasúnaíocht, pleanáil, cruthaitheacht, smaointeoireacht chriticiúil agus réiteach fadhbanna. Ar bhonn níos ginearálta, is féidir cur síos a dhéanamh uirthi mar an cumas faisnéis a thabhair faoi deara nó a thuiscint, agus í a choinneáil mar eolas atá le cur i bhfeidhm ar iompraíochtaí oiriúnaitheacha laistigh de thimpeallacht nó chomhthéacs. sainmhínithe i go leor bealaí: an cumas chun [[loighic]], a thuiscint, féinfheasacht, foghlaim, eolas mhothúchánach, [[Réasúnú|réasúnaíocht]], pleanáil, cruthaitheacht, smaointeoireacht chriticiúil, agus réiteach fadhbanna. Ar bhonn níos ginearálta, is féidir cur síos a dhéanamh air mar an cumas faisnéis a bhrath nó a fháil, agus í a choinneáil mar eolas atá le cur i bhfeidhm ar iompraíochtaí oiriúnaitheacha laistigh de timpeallacht nó i gcomhthéacs.

Is minic a dhéantar staidéar ar  '''intleach''' i ndaoine ach breathnaíodh uirthi freisin in ainmhithe neamh-dhaonna agus i bplandaí. Tugtar [[intleacht shaorga]] ar '''intleach''' i meaisíní, a chuirtear i bhfeidhm go coitianta i [[Ríomhaire|gcórais ríomhaireachta a]] úsáideann [[Ríomhchlár|cláir]] agus, uaireanta, [[Crua-earraí ríomhaire|crua-earraí]] speisialaithe. 

== Stair an téarma ==
Eascraíonn an focal “ ''[[wiktionary:intelligence#English|Intleacht]]'' ” ón [[ainmfhocal]] Laidineach ''[[wiktionary:intelligentia|intelligia]]'' nó ''[[wiktionary:intellectus|intellēctus]]'', a eascraíonn as an mbriathar ''[[wiktionary:intelligere|intelligere]]'', chun a thuiscint nó a bhrath. Sa [[An Mheánaois|Mheánaois]], tháinig an focal ''intellectus'' chun cinn mar théarma teicniúil léannta i gcomhair na tuisceana, agus aistriúchán don téarma fealsúnachta Gréagach ''nous''. Bhí an téarma seo, áfach, nasctha go láidir leis na teoiricí [[Meitifisic|mheitifisiciúla]]  agus [[Cosmeolaíocht|chosmeolaíocha]] teoiricí den  [[scolaíochas]] [[teileolaíoch]], lena n-áirítear teoiricí  neamhbhásmhaireachta an anam, agus  coincheap na hIntleachta Gníomhaí. Dhiúltaigh na fealsúna san nua-aois luth mar [[Francis Bacon]], Thomas Hobbes, [[John Locke]], agus [[David Hume]] an cur chuige iomlán seo i leith staidéar a dhéanamh ar an nádúr, arbh fhearr leo go léir an focal "tuiscint" (in ionad "''intellectus'' " nó "Intleacht  ") ina gcuid saothar fealsúnachta i mBéarla.<ref>{{Luaigh foilseachán|author=Maich|teideal=A Hobbes Dictionary|first=Aloysius|publisher=Blackwell|year=1995}}</ref>  D'úsáid Hobbes, mar shampla, ina leabhar ''De Corpore'', (a foilsíodh sa Laidin) na focail " ''intellectus intelligit'' ", a aistríodh sa leagan Béarla mar  "the understanding understandeth", mar shampla tipiciúil de áiféis loighciúil.<ref>{{Lua idirlín|url=http://archive.org/details/thomhobbesmalme03molegoog|archiveurl=https://web.archive.org/web/20131105204954/http://www.archive.org/stream/thomhobbesmalme03molegoog|archivedate=5 November 2013}}</ref> Mar sin d'éirigh úsáid an téarma "intelligence"  neamhchoitianta i bhfealsúnacht an Bhéarla, ach glacadh leis níos déanaí (leis na teoiricí scolártha a thugann sé le  fios anois) san [[síceolaíocht]] níos comhaimseartha.  

== Sainmhínithe ==
Tá an sainmhíniú ar intleacht conspóideach.  Mhol roinnt grúpaí [[Síceolaíocht|síceolaithe]] na sainmhínithe seo a leanas: 

Ó " Mainstream Science on Intelligence " (1994), ráiteas op-ed san Wall Street Journal arna shíniú ag 52 taighdeoir (as 131 iomlán ar tugadh cuireadh dóibh síniú):<ref name="Gottfredson 1970688887 17–20">{{harvnb|Gottfredson|1997777|pp=17–20}}</ref>  

"A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do."<ref name="Gottfredson1997">{{Cite journal|last=Gottfredson|first=Linda S.|year=1997|authorlink=Linda Gottfredson|tteidealitle=Mainstream Science on Intelligence (editorial)|journal=Intelligence|issn=0160-2896|volume=24|pages=13–23|url=http://www.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf|ref=harv|doi=10.1016/s0160-2896(97)90011-8|url-status=live|archiveurl=https://web.archive.org/web/20141222052006/http://www.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf|archivedate=22 December 2014|df=dmy-all}}</ref>    

From ''Intelligence: Knowns and Unknowns'' (1995), tuarascáil a d’fhoilsigh Bord Gnóthaí Eolaíochta Chumann Síceolaíochta Mheiriceá : 

"Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. Although these individual differences can be substantial, they are never entirely consistent: a given person's intellectual performance will vary on different occasions, in different domains, as judged by different criteria. Concepts of "intelligence" are attempts to clarify and organize this complex set of phenomena. Although considerable clarity has been achieved in some areas, no such conceptualization has yet answered all the important questions, and none commands universal assent. Indeed, when two dozen prominent theorists were recently asked to define intelligence, they gave two dozen, somewhat different, definitions."<ref name="Neisser1998">{{cite journal|last1=Neisser|pages=77–101|authorlink1=Ulrich Neisser|authorlink10=Robert Sternberg|titeidealtle=Intelligence: Knowns and unknowns|journal=American Psychologist|issn=0003-066X|volume=51|issue=2|year=1996|last11=Urbina|url=http://psych.colorado.edu/~carey/pdfFiles/IQ_Neisser2.pdf|accessdate=9 October 2014|ref=harv|doi=10.1037/0003-066x.51.2.77|url-status=live|archiveurl=https://web.archive.org/web/20160328064747/http://psych.colorado.edu/~carey/pdfFiles/IQ_Neisser2.pdf|archivedate=28 March 2016|first11=Susana|first10=Robert J.|first1=Ulrich|first5=Nathan|last2=Boodoo|first2=Gwyneth|last3=Bouchard|first3=Thomas J.|last4=Boykin|first4=A. Wade|last5=Brody|last6=Ceci|last10=Sternberg|first6=Stephen J.|last7=Halpern|first7=Diane F.|last8=Loehlin|first8=John C.|last9=Perloff|first9=Robert|df=dmy-all}}</ref>  

Chomh maith leis na sainmhínithe sin, mhol taighdeoirí [[Síceolaíocht|síceolaíochta]] agus foghlama sainmhínithe ina hntleachta mar seo a leanas:
{| class="wikitable"
|-
! style="width:140px;"| Taighdeoir
! Athfhriotal
|-
| [[Alfred Binet]]
|Judgment, otherwise called "good sense", "practical sense", "initiative", the faculty of adapting one's self to circumstances ... auto-critique.
([[An Ghaeilge|Gaeilge]]: ''Breithiúnas, ar a dtugtar "ciall mhaith", "ciall phraiticiúil", "tionscnaíocht", dámh an duine féin a chur in oiriúint do chúinsí ... uathchritíc'' )<ref name=Binet1905>{{Cite book |last=Binet |first=Alfred |chapter=New methods for the diagnosis of the intellectual level of subnormals |title=The development of intelligence in children: The Binet-Simon Scale |others=E.S. Kite (Trans.) |location=Baltimore |publisher=Williams & Wilkins |year=1916 |origyear=1905 |pages=37–90 |chapterurl=http://psychclassics.asu.edu/Binet/binet1.htm |quote=originally published as Méthodes nouvelles pour le diagnostic du niveau intellectuel des anormaux. L'Année Psychologique, 11, 191–244}}</ref>
|-
| [[David Wechsler]]
| The aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment.
([[An Ghaeilge| Gaeilge]]:''Cumas comhiomlán nó domhanda an duine gníomhú go feidhmiúil, smaoineamh go réasúnach, agus déileáil go héifeachtach lena thimpeallacht'') .<ref>{{Cite book |last=Wechsler |first=D |authorlink=David Wechsler |title=The measurement of adult intelligence |url=https://archive.org/details/measurementofadu001469mbp |publisher=Williams & Wilkins |location=Baltimore |year=1944 |isbn=978-0-19-502296-4 |oclc=219871557}} ASIN = B000UG9J7E</ref>
|-
| [[Lloyd Humphreys]]
| "...the resultant of the process of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills"
([[An GhaeilgeGaeilge]]:
.. ''toradh an phróisis chun faisnéis agus scileanna coincheapúla a fháil, a stóráil sa chuimhne, a aisghabháil, a chomhcheangal, a chur i gcomparáid agus a úsáid i gcomhthéacsanna nua''.).<ref>{{Cite journal |author=Humphreys, L. G. |year=1979 |title=The construct of general intelligence |journal=Intelligence |volume=3 |pages=105–120 |doi=10.1016/0160-2896(79)90009-6 |issue=2}}</ref>
|-
|[[Howard Gardner]]
|To my mind, a human intellectual competence must entail a set of skills of [[problem solving]] — enabling the individual to resolve genuine problems or difficulties that he or she encounters and, when appropriate, to create an effective product — and must also entail the potential for finding or creating problems — and thereby laying the groundwork for the acquisition of new knowledge.<ref name="isbn0465025102">{{Cite book |title=Frames of mind: The theory of multiple intelligences |publisher=Basic Books |location=New York |year=1993 |isbn=978-0-465-02510-7 |oclc=221932479 |authormask=Gardner, Howard |url=https://archive.org/details/framesofmindtheo00gard }}</ref>
|-
|[[Linda Gottfredson]]
|The ability to deal with cognitive complexity.<ref>{{Cite journal |title=The General Intelligence Factor |journal=Scientific American Presents |author=Gottfredson, L. |authorlink=Linda Gottfredson |url=http://www.udel.edu/educ/gottfredson/reprints/1998generalintelligencefactor.pdf |accessdate=2008-03-18 |year=1998 |pages=24–29 |volume=9 |issue=4 |url-status=live |archiveurl=https://web.archive.org/web/20080307041812/http://www.udel.edu/educ/gottfredson/reprints/1998generalintelligencefactor.pdf |archivedate=7 March 2008  }}</ref>
|-
|[[Robert Sternberg]] & William Salter
|[[Goal-oriented|Goal-directed]] adaptive behavior.<ref name="isbn0521296870">{{Cite book |author=Sternberg RJ |authorlink=Robert Sternberg |author2=Salter W |title=Handbook of human intelligence |publisher= Cambridge University Press |location=Cambridge, UK |year=1982 |isbn=978-0-521-29687-8 |oclc=11226466}}</ref>
|-
|[[Reuven Feuerstein]]
|The theory of Structural Cognitive Modifiability describes intelligence as "the unique propensity of human beings to change or modify the structure of their cognitive functioning to adapt to the changing demands of a life situation".<ref>Feuerstein, R., Feuerstein, S., Falik, L & Rand, Y. (1979; 2002). Dynamic assessments of cognitive modifiability. ICELP Press, Jerusalem: Israel; Feuerstein, R. (1990). The theory of structural modifiability. In B. Presseisen (Ed.), Learning and thinking styles: Classroom interaction. Washington, DC: National Education Associations</ref>
|-
|[[Shane Legg]] & [[Marcus Hutter]]
| A synthesis of 70+ definitions from psychology, philosophy, and AI researchers: "Intelligence measures an agent's ability to achieve goals in a wide range of environments",<ref name="LeggHutter2007"/> which has been mathematically formalized.<ref name="LeggHutter2007b">{{cite journal
 |author1=S. Legg |author2=M. Hutter | title =        Universal Intelligence: A Definition of Machine Intelligence
 | volume =       17
 | number =       4
 | journal =      Minds and Machines
 | pages =        391–444
 | year =         2007
 | doi =          10.1007/s11023-007-9079-x
| arxiv =0712.3329|bibcode=2007arXiv0712.3329L }}</ref>
|-
|[[Alexander Wissner-Gross]]
| F = T ∇ S<math>_\tau</math><ref>{{cite web |url=https://www.ted.com/talks/alex_wissner_gross_a_new_equation_for_intelligence |title=TED Speaker: Alex Wissner-Gross: A new equation for intelligence |publisher=TED.com |date= |accessdate=2016-09-07 |url-status=live |archiveurl=https://web.archive.org/web/20160904234706/http://www.ted.com/talks/alex_wissner_gross_a_new_equation_for_intelligence |archivedate=4 September 2016  }}</ref>
"Intelligence is a force, F, that acts so as to maximize future freedom of action. It acts to maximize future freedom of action, or keep options open, with some strength T, with the diversity of possible accessible futures, S, up to some future time horizon, τ. In short, intelligence doesn't like to get trapped".
|}
==Intleacht an duine ==
==Intleacht ainmhithe neamhdhaonna==
=== fachtóir '' g '' i measc ainmhithe 
neamhdhaonna ===
==Intleacht na bplandaí ==
==Intleacht shaorga==

== Tagairtí ==
{{Reflist}}


[[Catagóir: Intleacht | ]]
[[Catagóir: Síceolaíocht an oideachais]]
[[Catagóir: Síceolaíocht na forbartha]]
[[Catagóir: Tástáil shíceolaíoch]]