Johnson also points to developmental psychologist Howard Gardner's research on multiple intelligence: Different people have different kinds of intelligence.
Stakeholders in education will have different requirements on intelligence which in turn requires various supporting technologies.
Yes, it puts every student on the same level, but people have different levels of intelligence.
Different people have different levels of cultural intelligence and abilities to be flexible.
The application scope is decided, considering that different computational intelligence methods have different characteristics.
It suggests that America's intelligence agency can have different objectives, and not just different methods, from those of the State Department and other arms of the American government.
Bilinguals might have different baseline characteristics from monolinguals; instead of bilingualism leading to cognitive differences, original differences (eg, childhood intelligence [CI]) could lead to bilingualism.
Early and late acquisition of a second language might have different effects on frontal executive functions, 16 possibly modulated by baseline intelligence.
Because people have different approaches, different ways of thinking, different creativity, different backgrounds, sometimes those unique traits can combine together to be better than just the average of their intelligence.
Such a finding would have implications for educational interventions, and may also provide a partial answer to the important question of why children within a family have very different intelligence test scores, despite sharing factors such as genes, parental education, parental personality, and socioeconomic status (Plomin, 2011; Plomin & Daniels, 1987).
