Capella University Unit 6 The Measures of Intelligence Discussion

Capella University Unit 6 The Measures of Intelligence Discussion

Question Description
The Measures of Intelligence
Intelligence as a concept and as a measurable construct has long presented researchers with challenges. One approach to understanding intelligence that was formulated by Raymond Cattell (1963) is the concept of fluid and crystallized intelligence. Fluid intelligence, at the broadest level, is the ability to extract meaning from uncertainty, to draw inferences, and to recognize relationships between ideas and concepts. Crystallized intelligence can be demonstrated by applying skills and knowledge appropriately.

Using the Capella University Library, locate two articles that address the relationship between the aging process and these two types of intelligence. Post a link to the articles as well as a summary and analysis of each. Some questions to consider in your response could include (but not limited to):

What questions are being addressed by this article?
How relevant is the question being posed?
From what theoretical perspective do the researchers seem to be proceeding?
Are there other theories that could also be considered?
Be sure to relate the two articles to one another. To what extent do they expand upon the questions each raises on its own? Support your observations and claims with appropriately cited references to the articles and to any other readings that are relevant to your analysis.

Please remember, this is discussion, but it is scholarly discussion. As such, your posts need to reflect having read and applied the course material. Your discussion posts (initial and peer response posts) should contain in-text citations and a reference list, and follow APA style and format.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

As a school nurse I work in the intersection of education in health. I am well situated to see how health disparities exist between groups and how those disparities affect their health, education, and life experience in comparison to their peers. Although my school is located in a “wealthy” suburb of Minneapolis, Minnesota, there is still a population of students that reflect the common underserved populations per Healthy People 2020, “…hispanics, African Americans, those with low levels of education, and the poor” (DeNisco, 2019, p. 718). In Minnesota, there is also a large population of Somali immigrants which fall into more than one of the above categories.

The Somali population is at greater risk for health and educational disparities not only because of their skin color and resultant racist treatment (whether intended or not) but also because of their new immigrant status and the barriers to accessing care; money, language barriers, transportation, and knowledge of navigating the health care system.

 

In terms of health disparities, I especially notice in the education setting that there is a higher percentage of the Somali population that is on the Autism Spectrum. One in 32 Somali children in Minneapolis are on the autism spectrum compared to one in 36 of white children, one in 62 black children, and 1 in 80 Hispanic children (University of Minnesota, 2013). My hope in becoming a nurse educator will assist me in educating this population in their health and help them navigate the healthcare and special education system for the health of their child as they grow into adulthood. In personal experience thus far, when the COVID vaccine became available to kids under 11, there was a large amount of hesitation from the somali population. As public health nurses in the district, it was our priority to educate this population on vaccinen safety and remove barriers (like provide free transportation with busses) to receiving the vaccine for their health and for the opportunity to access education in equal ways to their vaccinated peers.

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