How should we measure intelligence? | Mary-Helen Immordino Yang

This interview is an episode from ‪@The-Well, our publication about ideas that inspire a life well-lived, created with the ‪@JohnTempletonFoundation.

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We’ve been looking at intelligence all wrong, explains a neuroscientist.

Our society has an obsession with quantifying everything, often applying measurements and numerical values where they aren't necessary. Mary Helen Immordino-Yang, a neuroscientist and professor at USC, argues that we've taken this approach with intelligence, and it might not be the right path.

Immordino-Yang uses standardized testing as an example, explaining how modern-day education systems equate high test scores with high intelligence levels. However, these tests usually only measure a student's ability to perform under specific conditions, focusing narrowly on memorization and regurgitation of predetermined answers.

Instead, Mary Helen suggests a more dynamic concept of intelligence, considering a child's ability to navigate complex situations, understand new information, and innovate in real-time. This kind of intelligence is adaptive and essential for societal progress, as it allows for a more well-rounded perception of the world and situations that occur within it.

Read the full video transcript: https://bigthink.com/the-well/does-testing-really-measure-intelligence

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About Mary Helen Immordino-Yang:

Mary Helen Immordino-Yang, EdD, is an expert on the psychological and neurobiological foundations of social emotion, self-awareness, and culture, and how they impact learning, development, and education.

She is a Professor of Education at the USC Rossier School of Education, a Professor of Psychology at the Brain and Creativity Institute, a faculty member in the Neuroscience Graduate Program at the University of Southern California, and the Director of the USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE).

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