{"id":2563,"date":"2023-02-22T09:00:00","date_gmt":"2023-02-22T09:00:00","guid":{"rendered":"https:\/\/psicomallorca0877.live-website.com\/es-pot-augmentar-la-intelligencia\/"},"modified":"2025-08-13T10:41:10","modified_gmt":"2025-08-13T10:41:10","slug":"es-pot-augmentar-la-intelligencia","status":"publish","type":"post","link":"https:\/\/www.psicologiasexologiamallorca.com\/ca\/es-pot-augmentar-la-intelligencia\/","title":{"rendered":"Es pot augmentar la intel\u00b7lig\u00e8ncia?"},"content":{"rendered":"\n

La intel\u00b7lig\u00e8ncia<\/strong> \u00e9s un concepte ampli i una poc abstracte, respecte al qual encara existeix debat. En concret, no hi ha un consens definitiu entorn de q\u00fcestions com per exemple la seva definici\u00f3, quins \u00e0mbits cognitius cobreix exactament, si \u00e9s una cosa universal, o com mesurar-la. La definici\u00f3 m\u00e9s senzilla i gen\u00e8rica seria que la intel\u00b7lig\u00e8ncia \u00e9s la capacitat per a adquirir i aplicar el coneixement, aix\u00ed com la facultat de pensar i raonar, o l’habilitat per a comprendre i treure profit de l’experi\u00e8ncia<\/strong>. Encara que, en realitat, continuen existint definicions molt m\u00e9s simplistes sobre qu\u00e8 \u00e9s la intel\u00b7lig\u00e8ncia, com la de B\u00f6ring, segons el qual \u201cla intel\u00b7lig\u00e8ncia \u00e9s all\u00f2 que mesuren els tests\u201d (B\u00f6ring, 1923).<\/p>\n\n\n\n

Sense entrar en m\u00e9s detalls sobre qu\u00e8 \u00e9s la intel\u00b7lig\u00e8ncia realment, ja que totes les persones tenim una idea aproximada d’aix\u00f2, analitzem una q\u00fcesti\u00f3 de molt d’inter\u00e8s social i cient\u00edfic: \u00e9s la capacitat intel\u00b7lectual una cosa estanca i estable al llarg del cicle vital dels individus o, per contra, pot modificar-se? Per a respondre a aquesta q\u00fcesti\u00f3 fa falta tenir en compte dues dimensions: en primer lloc, quanta heretabilitat existeix respecte a la intel\u00b7lig\u00e8ncia i, en segon lloc, a quin tipus d’intel\u00b7lig\u00e8ncia ens referim.<\/p>\n\n\n\n

Heretabilitat de la intel\u00b7lig\u00e8ncia<\/h2>\n\n\n\n

Respecte al concepte de heretabilitat, fa refer\u00e8ncia a si la intel\u00b7lig\u00e8ncia \u00e9s una cosa purament biol\u00f2gica i determinada gen\u00e8ticament o, per contra, \u00e9s afectada per l’ambient (el que en la literatura cient\u00edfica es coneix com nurture-nature<\/em>). Si b\u00e9 els primers estudiosos del tema (a principis del segle XX) argumentaven que la intel\u00b7lig\u00e8ncia era determinada \u00edntegrament pels gens (Galton & Galton, 1998), despr\u00e9s es va donar pas a la postura contr\u00e0ria, de tal forma que en els anys 60-70 es pensava que tots els factors d’intel\u00b7lig\u00e8ncia depenien del context. No ha estat fins fa poc que totes dues postures s’han reconciliat, de manera que actualment es pensa que \u00e9s la interacci\u00f3 de totes dues la que determina la intel\u00b7lig\u00e8ncia d’una persona. El que no se sap amb exactitud \u00e9s quant contribueix cadascuna, q\u00fcesti\u00f3 la qual es dedica la gen\u00e8tica quantitativa. Aix\u00ed, si b\u00e9 la part gen\u00e8tica de la intel\u00b7lig\u00e8ncia \u00f2bviament no es pot alterar, aquests corrents cient\u00edfics apunten al fet que s\u00ed que \u00e9s possible tenir un cert control sobre la nostra intel\u00b7lig\u00e8ncia. Factors com l’educaci\u00f3 que rebem, la qual cosa observem en el nostre entorn familiar, el tipus d’activitats que realitzem, o el nostre nivell de motivaci\u00f3 per a aprendre coses noves poden contribuir a augmentar la nostra intel\u00b7lig\u00e8ncia. Encara que, com s’ha esmentat, no se sap fins a quin punt.<\/p>\n\n\n\n

Tipus de intel\u00b7lig\u00e8ncia<\/h2>\n\n\n\n

Ara b\u00e9, existeix nom\u00e9s una forma d’intel\u00b7lig\u00e8ncia? Si b\u00e9 en els primers estudis es considerava que s\u00ed, en haver trobat que unes certes mesures d’intel\u00b7lig\u00e8ncia com el fam\u00f3s CI (quocient intel\u00b7lectual), que \u00e9s la relaci\u00f3 entre l’edat mental i la cronol\u00f2gica, no variaven massa al llarg de la vida, s’ha anat veient que aix\u00f2 no \u00e9s cert, de tal forma que existeixen diverses dimensions del concepte d’intel\u00b7lig\u00e8ncia. Encara que no hi ha un consens absolut sobre quants en total, s\u00ed que se solen acceptar els seg\u00fcents (seguint el model de Gardner, 1983):<\/p>\n\n\n\n

-Intel\u00b7lig\u00e8ncia ling\u00fc\u00edstica: domini del llenguatge, tant en el seu \u00fas com a la seva comprensi\u00f3. Sol destacar en poetes o ling\u00fcistes.<\/p>\n\n\n\n

-Intel\u00b7lig\u00e8ncia l\u00f2gica-matem\u00e0tica: comprensi\u00f3 de relacions i operacions matem\u00e0tiques. Destaca en cient\u00edfics o fil\u00f2sofs.<\/p>\n\n\n\n

-Intel\u00b7lig\u00e8ncia espacial: capacitat de comprendre la dimensi\u00f3 visual, la grand\u00e0ria d’objectes, la seva posici\u00f3\u2026 Destaca en arquitectes o artistes (entre altres).<\/p>\n\n\n\n

-Intel\u00b7lig\u00e8ncia musical: capacitat de comprendre i produir peces musicals.<\/p>\n\n\n\n

-Intel\u00b7lig\u00e8ncia corporal-cinest\u00e8sica: habilitat per a comprendre el moviment, tant propi com ali\u00e8. Destaca en esportistes o ballarins.<\/p>\n\n\n\n

-Intel\u00b7lig\u00e8ncia intrapersonal: aptitud de comprensi\u00f3 d’un mateix (pensaments, emocions\u2026)<\/p>\n\n\n\n

-Intel\u00b7lig\u00e8ncia interpersonal: capacitat de comprensi\u00f3 d’altres persones (les seves intencions, emocions\u2026) Destaca en psic\u00f2legs\/as o infermers\/as.<\/p>\n\n\n\n

Si es tenen en compte totes aquestes tipologies d’intel\u00b7lig\u00e8ncia (hi ha corrents que defensen l’exist\u00e8ncia de moltes m\u00e9s), \u00e9s m\u00e9s f\u00e0cil defensar que una bona part d’elles s\u00f3n susceptibles de canviar. Aix\u00ed, per exemple, la intel\u00b7lig\u00e8ncia musical es pot entrenar d’una manera relativament f\u00e0cil, i la intel\u00b7lig\u00e8ncia interpersonal anir\u00e0 millorant a mesura que els individus tinguin m\u00e9s experi\u00e8ncies socials. A m\u00e9s d’aix\u00f2, s’ha vist que algunes formes d’intel\u00b7lig\u00e8ncia milloren amb l’edat, com la intrapersonal, ja que les persones van enfrontant-se a situacions que els aporten eines i fan que estiguin millor preparades en general.<\/p>\n\n\n\n

En conclusi\u00f3, si b\u00e9 hi ha un alt component biol\u00f2gic en les capacitats que tenim, s’ha anat demostrant amb el temps que aquest no \u00e9s limitant, sin\u00f3 que les diferents habilitats poden entrenar-se i modificar-se en la vida. El com no se sap realment, encara que en general sembla que exposar-se a determinades situacions fa que millorem. Per exemple, alg\u00fa que diu no tenir massa coordinaci\u00f3 podr\u00e0 millorar considerablement si s’apunta a classes de ball, encara que li costar\u00e0 m\u00e9s que a una altra persona que ja hagi nascut amb aquesta facilitat. A causa de tot aix\u00f2, una s\u00e8rie d’estudis recents estan comen\u00e7ant a defensar la necess\u00e0ria modificaci\u00f3 del sistema educatiu, ja que tracta a tots els alumnes per igual, i no potencia les habilitats naturals de cadascun d’ells.<\/p>\n\n\n\n

Ref\u00e8ncies<\/p>\n\n\n\n

Boring, E.G. Intelligence as the tests test it (1961). New Repub. 1923, 36, 35\u201337.<\/p>\n\n\n\n

Galton, D. J., & Galton, C. J. (1998). Francis Galton: and eugenics today. Journal of Medical Ethics, 24(2), 99-105.<\/p>\n\n\n\n

Gardner, H. (1983). Frames of mind. New York: BasicBooks<\/p>\n\n\n\n

Xavi Ponseti <\/em><\/p>\n\n\n\n

Col. N\u00ba B-03138<\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

La intel\u00b7lig\u00e8ncia \u00e9s un concepte ampli i una poc abstracte, respecte al qual encara existeix debat. 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