intelligence essay

The Concept of Intelligence Essay

Intelligence is hard to define and quantify like any other abstract notion. Identifying the person’s educational level or even skill and knowledge in one field is relatively easier. However, intelligence is more abstract and measures the understanding of new knowledge and applying it to the environment. Gardner tries to explain and define intelligence in his theory of multiple intelligence. Gardner believes people are not born with intelligence and develop its various forms over time. According to Gardner, these numerous forms are linguistic, logical and mathematical, interpersonal, spatial, bodily-kinesthetic, musical, intrapersonal, and naturalist (Alsalhi, 2020). He even anticipates that spiritual, existential, and moral forms of intelligence are possible.

Gardner’s definition challenges the previous tradition of evaluating intelligence based on the educational level. Gardner claims that the educational system and society generally value linguistic, logical, and mathematical intelligence relatively higher than any other type (Ferrero, 2021). This effect leads to misjudging the levels of intelligence in the individuals who possess different, less valued types of intelligence. This focus on linguistic, logical, and mathematical intelligence disadvantages other students who developed various types of intelligence. According to Abenti (2020), this phenomenon requires an individualistic approach to teaching and learning, which accounts for students’ unique needs and abilities. This new teaching approach contrasts the traditional “one-size-fits-all” approach to education.

Gardner’s definition of intelligence changed my outlook on my abilities and that of other people. I used to be always uncertain about my intelligence based on my past academic experiences. However, now, I recognize different sides of my intelligence and skills, I must prioritize and develop alongside my academic prowess. Moreover, I realize my past misjudgment of the intelligence levels of other people. Thus, as a future member of the academic community, I must integrate the implications of Gardener’s theory of multiple intelligence into my toolkit: from how I judge others to how I guide them.

Abenti, H. F. (2020). How do I teach you? An examination of multiple intelligences and the impact on communication in the classroom. Language & Communication , 73 , 29-33.

Alsalhi, N. R. I. (2020). The representation of multiple intelligences in the science textbook and the extent of awareness of science teachers at the intermediate stage of this theory. Thinking Skills and Creativity , 38 , 100706.

Ferrero, M., Vadillo, M. A., & León, S. P. (2021). A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies . Intelligence , 88 , 101566.

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Psychology Discussion

Essay on intelligence | psychology.

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Here is an essay on ‘Intelligence’ for class 11 and 12. Find paragraphs, long and short essays on ‘Intelligence’ especially written for school and college students.

Essay # 1. Intelligence- Contrasting Views of Its Nature:

Intelligence, like love, is one of those concepts that are easier to recognize than to define. We often refer to others’ intelligence, describing people as bright, sharp, or quick on the one hand, or as slow, dull, or even stupid on the other. And slurs on one’s intelligence are often fighting words where children and even adults are concerned.

But again, what, precisely, is intelligence? Psychologists don’t entirely agree, but as a working definition we can adopt the wording offered by a distinguished panel of experts. The term intelligence refers to individuals’ abilities 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 careful thought.

Why do we place so much importance on evaluating others’ (and our thought, own) intelligence? Partly because we believe that intelligence is related to many important outcomes; how quickly individuals can master new tasks and adapt to new situations, how successful they will be in school and in various kinds of jobs, and even how well they can get along with others.

To some extent, our commonsense ideas in this respect are correct. But although intelligence is related to important life outcomes, this relationship is far from perfect. Many other factors, too, play a role, so predictions based on intelligence alone can be wrong.

Intelligence: Unitary or Multifaceted?

Is intelligence a single characteristic, or does it involve several different components? In the past, psychologists who studied intelligence often disagreed sharply on this issue. In one camp were scientists who viewed intel­ligence as a single characteristic or dimension along which people vary. One early supporter of this view was Spearman (1927), who believed that performance on any cognitive task depended on a primary general factor (which he termed g) and one or more specific factors relating to particular tasks.

He found that although tests of intelligence often contain different kinds of items designed to measure different aspects of intelligence, scores on these items often correlate highly with one another. This fact suggested to him that no matter how intel­ligence was measured, it was related to a single, primary factor.

In contrast, other researchers believed that intelligence is composed of many separate abilities that operate more or less independently. According to this multifactor view, a given person can be high on some components of intelligence but low on others and vice versa.

One early supporter of this position was Thurstone (1938), who suggested that intelligence is composed of seven distinct primary mental abilities. Included in his list were verbal meaning understanding of ideas and word meanings; number speed and accuracy in dealing with numbers; and space the ability to visualize objects in three dimensions.

Most modern theories of intelligence recognize that intelligence may involve a general ability to handle a wide range of cognitive tasks and problems, as Spearman suggested, but also that intelligence is expressed in many different ways, and that persons can be high on some aspects of intelligence but low on others. As examples of this modern approach, let’s briefly consider three influential views of intelligence.

Culture and Intelligence:

A major characteristic of intelligence is that it helps individuals to adapt to their environment. The cultural environment provides a context for intelligence to develop. Vygotsky has argued that culture provides a social context in which people live, grow, and understand the world around them.

For example, in less technologically developed societies, social and emotional skills in relating to people are valued, while in technologically advanced societies, personal achievement founded on abilities of reasoning and judgment is considered to represent intelligence.

A person’s intelligence is likely to be tuned by these cultural parameters. Many theorists have regarded intelligence in terms of attributes specific to the person without regard to their cultural background. The unique features of culture now find some representation in theories of intelligence.

Vygotsky also believed that cultures, like individuals, have a life of their own; they grow and change, and in the process specify what will be the end-product of successful intellectual development. Thus, while ele­mentary mental functions (e.g., crying, attending to mother’s voice, sensi­tivity to smells, walking, and running) are universal, the manner in which higher mental functions such as problem solving and thinking operate are largely culture-produced.

Technologically advanced societies; adopt child rearing practices that foster skills of generalization and abstraction, speed, minimal moves, and mental manipulation among children. This is a type of intelligence, which can be called technological intelligence. In these societies, persons are well-versed in skills of attention, observation, analysis, performance, speed, and achievement orientation. Intelligence tests devel­oped in Western cultures look precisely for these skills in an individual.

Technological intelligence is not so valued in many Asian and African societies. The qualities and skills regarded as intelligent actions in non-western cultures are sharply different, though the boundaries are gradu­ally vanishing with the processes of acculturation and globalization.

In addition to cognitive competence that is very specific to the individual, the non-western cultures look for skills to relate to others in the society. Some non-western societies value self-reflection and collectivistic orientation as opposed to personal achievement and individualistic orientation.

Intelligence in the Indian Tradition:

Contrary to technological intelligence, intelligence in the Indian tradition can be termed as integral intelligence, which gives emphasis on connectivity with the social and world environment.

Indian thinkers view intelligence from a holistic perspective where equal attention is paid to cognitive and non-cognitive processes as well as their integration. Intelligence in the Indian thought systems is treated as a state, a process, and an entity, the realiza­tion of which depends upon one’s own effort, persistence, and motivation.

The Sanskrit word buddhi which is often used to represent intelligence is far more pervasive in scope than the western concept of intelligence. Buddhi, according to J. P. Das (1994), includes skills such as mental effort, determined action, feelings, and opinions along with cognitive competence such as knowledge, discrimination, and understanding.

Among other things, buddhi is the knowledge of one’s own self based on conscience, will, and desire. Thus, the notion of buddhi has affective and motivational components besides a strong cognitive component. Unlike the Western views, which primarily focus on cognitive functions, the following compe­tencies are identified as facets of intelligence in the Indian tradition.

i. Cognitive competence (sensitivity to context, understanding, discrimination, problem solving, and effective communication).

ii. Social competence (respect for social order, commitment to elders, the young and the needy, concern about others, recognizing others’ perspectives).

iii. Emotional competence (self-regulation and self-monitoring of emotions, honesty, politeness, good conduct, and self-evaluation).

iv. Entrepreneurial competence (commitment, persistence, patience, hard work, vigilance, and goal-directed behaviors).

The role of genetic and environmental factors in intellectual growth was also recognized in Indian thought. Intelligence is seen as the result of one’s own karma and inheritance. However, the expression of this genetic endowment is believed to depend upon the child’s own efforts and endeavor.

Baral and Das (2004) have reviewed the developments in intelligence in Indian context including contribu­tions of Sri Aurobindo and Krishnamurti. According to Sri Aurobindo, ultimate aim of intelligence is direct cognizance without the mediation of senses and hence without the distortions brought by the ego. Human intellectual pursuit occurs at two levels.

At the lower level, the obvious functions of the mind are reasoning and inference based on sense experience. But the higher function of intelligence is self-awareness, using the mind to know about oneself. Krishnamurti contends that intelligence is truth, beauty, completeness, and love itself. To understand the environment, whatever it maybe is intelligence.

Essay # 2. Human Intelligence- The Role of Heredity and the Role of Environment :

Human intelligence is clearly the result of the complex interplay between genetic factors and a wide range of environmental conditions. Here we’ll consider some of the evidence pointing to this conclusion.

i. Evidence for the Influence of Heredity :

Several lines of research offer support for the view that heredity plays an important role in human intelligence. First, consider findings with respect to family relationship and measured IQ. If intelligence is indeed deter­mined by heredity, we would expect that the more closely two persons are related, the more similar their IQs will be. This prediction has generally been confirmed. For example, the IQs of iden­tical twins raised together correlate almost +.90, those of brothers and sisters about +.50, and those of cousins about +.15.

Additional support for the impact of heredity on intelligence is provided by studies involving adopted children. If intelligence is strongly affected by genetic factors, the IQs of adopted children should resemble those of their biological parents more closely than those of their adoptive parents.

In short, the children should be more similar in IQ to the persons from whom they received their genes than to the persons who raised them. This prediction, too, has been confirmed. For example, consider a long-term study conducted by Plomin and his colleagues.

In this investigation (the Colorado Adoption Project), the researchers studied 245 children who were placed for adoption by their mothers shortly after birth (on average, when they were twenty-nine days old) until they were teenagers. Measures of the children’s intelligence were obtained when they were one, two, three, four, seven, twelve, and sixteen years old. In addition, measures were obtained of their biological mothers’ intelligence and of their adoptive parents’ intelligence.

A comparison group of children who were living with their biological parents was tested in the same manner. The results showed a clear pattern; the correlation between the adopted children’s intelligence and that of their biological parents increased over time, as did the correlation between the intelligence of the control group (children living with their biological parents) and that of their parents.

In contrast, the correlation between the intelligence of the adopted children and that of their adoptive parents decreased over time. Similar patterns were found for specific components of intelligence, as well as for general cognitive. These findings suggest that genetic factors play an important role in intelligence and may indeed outweigh environmental factors in this respect.

However, the authors are also quick to add that the children studied were placed in homes above average in socioeconomic status; thus, they were not ex­posed to environmental extremes of poverty, disadvantage, or malnutrition. Such extreme conditions can strongly affect children’s intelligence. In addition, somewhat different measures of intelligence were employed at different ages, especially for the youngest children; this too may have played some role in the pattern of findings obtained.

Additional evidence for the role of genetic factors in intelligence is provided by recent studies focused on the task of identifying the specific genes that influence intelligence. These studies have adopted as a working hypothesis the view that many genes, each exerting relatively small effects, probably play a role in general intelligence—that is, in what many aspects of mental abilities (e.g., verbal, spa­tial, speed-of-processing, and memory abilities) have in common.

In other words, such research has not attempted to identify the gene that influences intelligence, but rather has sought quantitative trait loci (QTLs): genes that have relatively small effects and that influence the likelihood of some characteristic in a population. Chorney and his colleagues (1998) compared individuals with IQ scores greater than 160 and a control group of persons average in intelligence (with mean IQ scores of about 100).

They found that persons in the very high-IQ group were more likely to possess a specific gene (actually, a particular form of this gene) than were persons in the average, however, that the effects of this gene were small; the researchers estimated that it accounted for only 2 percent of the variance in general intelligence.

Finally, evidence for the role of genetic factors in intelligence has been provided by research on identical twins separated as infants (usually, within the first few weeks of life) who were then raised in different homes. Because such persons have identical genetic inheritance but have been exposed to different environmental conditions in some cases, sharply contrasting conditions studying their IQs provides a powerful means for comparing the roles of genetic and environmental factors in human intel­ligence.

The results of such research are clear; the IQs of identical twins reared apart (often from the time they were only a few days old) correlate almost as highly as those of identical twins reared together. Moreover, such individuals are also amazingly simi­lar in many other characteristics, such as physical appearance, preferences in dress, mannerisms, and even personality. Clearly, these findings point to an important role for heredity in intelligence and in many other aspects of psychological functioning.

On the basis of these and other findings, some researchers have estimated that the heritability of intelligence, the proportion of the variance in intelligence within a given population that is attributable to genetic factors ranges from about 35 percent in childhood to as much as 75 percent in adulthood, and may be about 50 percent overall.

Why does the contribution of genetic factors to intelligence increase with age? Perhaps because as individuals grow older, their interactions with their environment are shaped less and less by restraints imposed on them by their families or by their social origins and are shaped more and more by the characteristics they bring with them to these environments. In other words, as they grow older, individuals are increasingly able to choose or change their environments so that these permit expression of their genetically determined tendencies and preferences.

ii. Evidence for the Influence of Environmental Factors :

Genetic factors are definitely not the entire picture where human intelligence is concerned, however. Other findings point to the conclusion that environmental variables, too, are important. One such finding is that performance on IQ tests has risen substantially around the world at all age levels in recent decades. This phe­nomenon is known as the Flynn effect after the psychologist who first reported it.

Such increases have averaged about 3 IQ points per decade worldwide; but in some countries they have been even larger. As a result of these gains in performance, it has been necessary to re-standardize widely used tests so that they con­tinue to yield an average IQ of 100; what is termed “average” today is actually a higher level of performance than was true in the past.

What accounts for these increases? It seems unlikely that massive shifts in human heredity occur from one generation to the next. A more reasonable explanation, therefore, focuses on changes in environmental factors. What factors have changed in recent decades? The following variables have been suggested as possible contribu­tors to the continuing rise in IQ: better nutrition, increased urbanization, the advent of television, more and better education, more cognitively demanding jobs, and even exposure to computer games!

Many of these changes are real and seem plausible as explanations for the rise in IQ; but, as noted recently by Flynn (1999), there is as yet not sufficient evidence to conclude that any or all of these factors have played a role. In any case, whatever the specific causes involved the steady rise in performance on IQ tests points to the importance of environmental factors in human intelligence.

Additional evidence provided by the findings of studies of environmental deprivation and environmental enrichment. With respect to deprivation, some findings suggest that intelligence can be reduced by the absence of key forms of environmental stimulation early in life. In terms of enrichment, removing children from sterile, restricted environments and placing them in more favorable settings seems to enhance their intellectual growth.

For example, in one of the first demonstrations of the beneficial impact on IQ of an enriched environment, Skeels (1938, 1966) removed thirteen children, all about two years old, from an orphan­age in which they received virtually no intellectual stimulation and virtually no contact with adults and placed them in the care of a group of retarded women living in an institution.

After a few years, Skeels noted that the children’s IQs had risen dramatically 29 points on average. Interestingly, Skeels also obtained IQ measures of children who had remained in the orphanage and found that these had actually dropped by 26 points on average presumably as a result of continued exposure to the impoverished environment at the orphanage.

Twenty-five years later, the thirteen children who had experienced the enriched environment were all doing well; most had gradu­ated from high school, found a job, and married. In contrast, those in the original control group either remained institutionalized or were functioning poorly in society.

In the Indian context the studies do indicate negative effects of poverty and deprivation on measures of intellective performance. These effects become pronounced with advancing age indicating cumulative deficit.

While more recent—and more carefully controlled—efforts to increase intelligence through environmental interventions have not yielded gains as dramatic as those reported by Skeels (1966), some of these programs have produced beneficial results.

However, as noted by Ramey and Ramey (1998), such changes are most likely to occur when the following conditions are met:

(1) The interventions begin early and continue for a long time;

(2) The programs are intense, involving home visits several times per week;

(3) The children receive new learning experiences delivered directly to them by experts rather than indirectly though their parents;

(4) The interventions are broad in scope, using many different procedures to enhance children’s development;

(5) The interventions are matched to the needs of individual children; and

(6) Environmental supports (e.g., excellent schools) are put in place to support and maintain the positive attitudes toward learning the children gain. Needless to say, programs that meet these criteria tend to be expensive.

Additional support for the role of environmental factors in intelligence is provided by the finding that many biological factors that children encounter while growing up can affect their intelligence. Prolonged malnutri­tion can adversely affect IQ, as can exposure to lead either in the air or in lead-based paint, which young children often eat because it tastes sweet.

Exposure to such factors as alcohol and drugs; indicate that these factors can also adversely affect intelligence. In sum, therefore, many forms of evidence support the view that intelligence is determined, at least in part, by environmental factors. Especially when these are extreme, they may slow or accelerate children’s intellectual growth; and this effect, in turn, can have important implications for the societies in which those children will become adults.

Essay # 3. Group Differences in Intelligence Test Scores- Why They Occur:

There are sizable differences among the average IQ scores of various ethnic groups. The members of some minority groups score lower, on average, than members of the majority group. Why do such differences occur? This has been a topic of considerable controversy in psychology for many years, and currently there is still no final, universally accepted conclusion.

However, it seems fair to say that at present, most psychologists attribute such group differences in performance on standard intelligence tests largely to environmental variables. 

Group Differences in IQ Scores: Evidence for the Role of Environmental Factors :

Group differences in performance on intelligence tests stem primarily from environmental factors: the fact that the tests themselves may be biased against test takers from some minority groups. Why? In part because the tests were standardized largely on middle-class white persons; thus, interpreting the test scores of persons from minority groups in terms of these norms is not appropriate.

Even worse, some critics have suggested that the tests themselves suffer from cultural bias: Items on the tests are ones that are familiar to middle-class white children and so give them an important edge in terms of test performance. Are such concerns valid? Careful examination of the items used on intelligence tests suggests that they may indeed be culturally biased, at least to a degree. Some items do seem to be ones that are less familiar and therefore more difficult to answer for minority test takers. To the extent that such cultural bias exists, it is indeed a serious flaw in IQ tests.

On the other hand, though, its important to note that the tests are gen­erally about as successful in predicting future school performance by children from all groups. So while the tests may be biased in terms of content, this in itself does not make them useless from the point of view of predicting future performance.

However, as noted by Steele and Aronson (1996), because minority children find at least some of the items on these tests unfamiliar, they may feel threatened by the tests; and this, in turn, may reduce their scores.

In an effort to eliminate cultural bias, psychologists have attempted to design culture-fair tests. Such tests attempt to include only items to which all groups, regardless of ethnic or racial background, have been exposed. Because many minority children are exposed to languages other than standard English, these tests tend to be nonverbal in nature. One of these, the Raven Progressive Matrices.

This test consists of sixty matrices of varying difficulty, each containing a logical pattern or design with a missing part. Individuals select the item that completes the pattern from several different choices.

Because the Raven test and ones like it focus primarily on fluid intelligence our basic abilities to form concepts, reason, and identify similarities these tests seem less likely to be subject to cultural bias than other kinds of intelligence tests. However, it is not clear that these tests, or any others, totally eliminate the problem of subtle built-in bias.

Additional evidence for the role of environmental factors in group differences in test performance has been divided by Flynn (1999), one expert on this issue, into two categories- indirect and direct. Indirect evidence is evidence from research in which efforts are made to equate environmental factors for all test takers, for instance, by eliminating the effects of socioeconomic status through statistical techniques.

The results of such studies are mixed; some suggest that the gap between minority groups and whites is reduced by such procedures, but other studies indicate that between-group differences still remain. These findings suggest that while socioeconomic factors contribute to group differences in IQ scores, other factors, as yet unknown, may also play some role.

Direct evidence for environmental factors, in contrast, involves actual life changes that take many minor­ity persons out of the disadvantaged environment they often face and provide them with an environment equivalent to that of other groups. According to Flynn (1999), one compelling piece of direct evidence for the role of environmental factors in group differences does exist.

During World War II, African American soldiers fathered thousands of children in Germany (much of which was occupied by U.S. troops after the war). These children have been raised by white mothers in what is essentially a white environment. The result? Their IQs are virtually identical to those of white children matched to them in socioeconomic status.

Given that the fathers of these children scored very similarly to other African American soldiers, these findings suggest that environmental factors are in fact the key to group differences in IQ: When such factors are largely eliminated, differences between the groups, too, disappear.

Group Differences in IQ Scores: Is There Any Evidence for the Role of Genetic Factors?

Now for the other side of the story the suggestion that group differences in intelligence stem largely from genetic factors. In 1994 this issue was brought into sharp focus by the publication of a highly controversial book entitled The Bell Curve.

Herrnstein and Murray (1994) voiced strong support for the genetic hypothesis. They noted, for instance, that there are several converging sources of evidence for “a genetic factor in cognitive ethnic differences” between African, American and other ethnic groups in the United States. They suggested that intelligence may not be readily modi­fiable through changes in environmental conditions. They proposed, therefore, that special programs aimed at raising the IQ scores of disadvantaged minorities were probably a waste of effort.

As you can imagine, these suggestions were challenged vigorously by many psychologists. These critics argued that much of the reasoning in The Bell Curve was flawed and that the book over­looked many important findings. Perhaps the harshest criticism of the book centered on its contention that because individual differences in intelligence are strongly influenced by genetic factors, group differences are, too. Several researchers took strong exception to this logic.

They contended that this reasoning would be accurate only if the environments of the various groups being compared were identical. Under those conditions, it could be argued that differences between the groups stemmed, at least in part, from genetic factors. In reality, however, the environments in which the members of various ethnic groups exist are not identical.

As a result, it is false to assume that group differences with respect to IQ scores stem from genetic factors, even if we know that individual differences in such scores are strongly influenced by these factors. (When environmental differences are removed or minimized, group differences in intelligence, too, disappear.) Perhaps this point is best illustrated by a simple analogy.

Imagine that a farmer plants a batch of seeds that are known to be genetically identical. The farmer plants the seeds in two different fields; one is known to contain all the nutrients needed for good plant growth, but the other lacks these nutrients. Several months later, there are large differences between the plants growing in the two fields, despite the fact that their genetic makeup is identical.

Why? Probably because of the contrasting soil fertility. So differ­ences between the two fields are due to this environmental factor, whereas within each field, any differences among the plants are due to genetic factors. In a similar manner, it is entirely possible that differences in the IQ scores of various groups occur because of contrasting life environment and that genetic factors play little if any role in such differences.

In fact, the worldwide gains in IQ are directly analogous to this example. Here we have a case in which variation in intelligence within each generation is strongly influenced by genetic factors we know that this is so. Yet differences between the generations must be due to environmental factors- no one would argue that one generation is genetically different from the next.

Such reasoning argues powerfully against a genetic basis for group differences in performance on tests of intelligence. While some researchers continue to insist that sufficient evidence exists to conclude that genetic factors play a role, most take strong exception to this view and contend that the evidence for this view is relatively weak.

Gender Differences in Intelligence :

Do males and females differ in intelligence? Overall, they score virtually identically on standard tests of this characteristic. However, a few subtle differences do seem to exist with respect to certain components of intelligence. First, females tend to score higher than males with respect to verbal abilities such tasks as naming synonyms (words with the same meaning) and verbal fluency (e.g., naming words that start with a given letter).

Females also score higher than males on college achievement tests in literature, spelling, and writing. Such differences are relatively small and seem to be decreasing, but they do appear, even in very careful meta-analyses performed on the results of many different studies.

In contrast, males tend to score somewhat higher than females on visual-spatial tasks such as mental rota­tion or tracking a moving object through space. Ask several male and female friends to try their hand at the task it involves. You may discover that the males find this slightly easier (and perhaps more enjoyable) than the females. However, gender differences in performing visual-spatial tasks, like almost all gender differences, are far smaller than gender stereotypes suggest; so if you do observe any differ­ence, it is likely to be a small one.

Additional findings suggest that other subtle differences may exist between males and females with respect to various aspects of intelligence. For instance, consider the following study by Silverman and Eals (1992). These researchers asked female and male participants to perform several tasks in a small office.

In one condition participants were told to try to remember the location of various objects in the room; in another no mention was made of this task. When later asked to name the objects and indicate their locations, women outperformed men in both conditions. However, the difference was larger in the condition in which participants were not told to remember the information.

Other studies, in contrast, indicate that men are better at finding their way back to some physical location after taking a complex route away from it. What accounts for these observations? Silverman and Eals suggest that such gender differences may reflect different kinds of tasks performed by females and males during the evolution of our species. Before the development of civilization, humans lived by hunting and gathering.

Men hunted and women foraged for edible plants. Silverman and Eals suggest that these tasks required different spa­tial abilities. Gatherers (primarily females) needed to be able to notice edible plants and to pinpoint their loca­tion so that they could find them again in the future. In contrast, hunters (mainly males) needed to be able to find their way back home after crossing large distances.

The result, the two psychologists suggest, is that men are better at tasks such as rotating objects in their minds, while women are better at noticing and remembering spe­cific objects and their locations.

We can’t do experiments on the evolution of our species, however, so we can’t know for certain. In any case, it is clear that a few differences do exist between males and females where certain components of intelligence are concerned, but that these differences are small in size and subtle in nature.

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Essay , Psychology , Intelligence , Essay on Intelligence

Wisdom vs Intelligence (Differences + Similarities)

Would you rather be wise or intelligent? Most people would say, “both.” On this page, we will briefly look at wisdom vs intelligence and what some of the greatest minds have to say about being "smart."

Are Wisdom and Intelligence the Same?

Wisdom and intelligence are both considered to be positive qualities involving the brain. But these are often used interchangeably, which isn’t exactly correct. These two terms are more accurately associated with the mind, and they are just pieces in larger theories of psychology. 

What Is Wisdom?

Let’s look at how the dictionary defines wisdom. The Merriam-Webster Dictionary defines “wisdom” as the “ability to discern inner qualities and relationships,” or “good judgment.” The Cambridge Dictionary offers a similar definition, although it clarifies that one uses knowledge or experience to make decisions and judgments. Often, these decisions and judgments have to do with “right” and “wrong.”

When I ask you to picture a person who is “wise,” who do you picture? It might be your grandparents. Or an old philosopher. Maybe it’s the owl from Winnie the Pooh. Either way, it’s probably someone older. Our culture tends to associate wisdom with age.

At what age do you “gain” wisdom? When do you have a sense of right or wrong? That last question is not always easy to answer. Earlier developmental psychologists believed that children had a sense of right and wrong before they could read. But the reasons they have given for their conclusions don’t always take context, intention, or the cognitive abilities of the child into consideration. If a child associates punishment with “wrong” behavior, have they truly developed a sense of right and wrong?

Wisdom in Psychology

For many, wisdom isn’t just about having knowledge. It’s about seeking knowledge, and using it in different ways. Aristotle believed that wisdom could be used to seek truth and explore things that were bigger than ourselves. He also believed that wisdom could be used to make good decisions in everyday life.

More current theories of wisdom focus more on the practical application of wisdom. For example, American psychologist Robert Sternberg has developed a “balance” theory of wisdom. He defines wisdom as “the use of one’s intelligence, creativity, common sense, and knowledge and as mediated by positive ethical values toward the achievement of a common good through a balance among (a) intrapersonal, (b) interpersonal, and (c) extrapersonal interests.”

Wisdom, according to Sternberg, requires more than just intelligence. And he argues that wisdom could be more important than intelligence. He says, “Although currently, our societies tend to emphasize analytical intelligence in their assessments of individuals in school, college, and beyond, one could argue that assessments of wisdom would be more valuable.  When citizens and leaders fail in the pursuit of their duties, it is more likely to be for lack of wisdom than for lack of analytical intelligence.”

What Is Intelligence?

Wisdom could be more important than intelligence . But, as Sternberg says, college admissions officers aren’t exactly looking for the wisest students. They’re looking for scores that access a student’s intelligence.

Intelligence is more likely to be tested than wisdom. It certainly appears to be easier to test than wisdom. But as you’ll see, intelligence tests may not be what they’re cracked up to be.

Before we dive into intelligence, let’s talk about the definition of this term.

Merriam-Webster defines intelligence as “the ability to learn or understand or to deal with new or trying situations.” Cambridge says it’s “the ability to learn, understand, and make judgments or have opinions that are based on reason.” Whereas wisdom is based on right and wrong, intelligence deals more with practical facts.

Intelligence in Psychology

Robert Sternberg also has a theory of intelligence, known as the “Triarchic Theory of Intelligence.” He also agrees that intelligence deals more with practical decisions in everyday life. His theory suggests that “successful intelligence is made up of three types of intelligence:

• Analytical intelligence (the ability to solve problems)
• Creative intelligence (the ability to use experience and skills to adapt to new environments)
• Practical intelligence (the ability to adapt to changing environments)

Sternberg is not the first psychologist to propose that there are multiple types of intelligence. Some might say that his theory is a response to Howard Gardener’s theory on the nine types of intelligence. These types include verbal-linguistic intelligence, musical intelligence, and bodily-kinesthetic intelligence.

Measuring Intelligence in Psychology

These theories of multiple intelligences are relatively new. One could argue that they are a response to the way that intelligence was defined and measured throughout the 20th century.

The first intelligence test was developed in 1904, the same year that “general intelligence” was introduced by British psychologist Charles Spearman. But the tests that we use nowadays look very different than the ​ original IQ tests . Modifications to the tests have attempted to adapt to the changing world, as well as overcome racial or cultural biases that were present in earlier versions of these tests.

We can measure a culture's intelligence throughout time and see that in the past millennia, it's been increasing, mostly due to nutrition and education. This is called the Flynn Effect . 

IQ tests still exist today, including the popular Wechsler Adult Intelligence Scale. But as psychologists explore different types of intelligence, one number doesn’t always seem sufficient to measure your ability to understand the world.

Wisdom Vs Intelligence Examples

Reddit posters have some great examples to illustrate the difference between wisdom and intelligence:

• "Intelligence is knowing that Frankenstein was the doctor. Wisdom is knowing that Frankenstein was the monster.
• "Intelligence is how efficiently knowledge can be absorbed. Wisdom is how efficiently knowledge can be applied."
• "Intelligence is the ability to answer questions, Wisdom is asking the right ones."

Gardener’s theory of multiple intelligences has been around since the 80s, but like the definition of measurement of intelligence, it continues to change. In 2009, Gardener proposed that a “moral” intelligence could also be included in his list of multiple intelligences.

Would you consider “moral” intelligence to be wisdom? Or, like Sternberg, do you believe that wisdom requires more than intelligence: it requires creativity, common sense, and other types of knowledge?

Let’s sum things up.

If people consider you to be wise, it’s likely that they consider you to be intelligent as well. But you can be “intelligent” without being wise. Someone can acquire a lot of skills and knowledge without having a moral compass. Knowing the difference between right and wrong, and using that knowledge to make decisions, is what makes you wise.

How to Gain Wisdom vs Intelligence

We gain intelligence from our life experiences. Reading a book increases our intelligence. Going to a music class increases our intelligence. Working in the garden alongside our grandparents increases our intelligence. We may develop intelligence in different areas, but all of these experiences bolster our intelligence. From our intelligence, we can recite facts, complete tasks, and solve problems.

Wisdom is gained from other types of life experiences. Let's say you are gardening alongside your grandparents and they begin to tell you about their life. You hear about how your grandfather fought in the war and how the country's mindset changed before and after that time period. They share wisdom on human nature, love, and kindness. They may be passing on their wisdom to you, but this retelling does not make you wise. You gain wisdom when you think through that information in your mind and apply it to the world you are living in. When you encounter situations with your friends or family, you step back. How do the experiences of other people change your perspective? What information could you not know? Asking these types of questions, and searching for the answers, is a sign of wisdom.

Quotes About Wisdom vs Intelligence From the Greatest Minds

The search for wisdom vs intelligence never ends. The following quotes about wisdom, intelligence, and knowledge may point you in the direction of some of the world's greatest minds and most important literature. Keep thinking, keep learning, and keep searching!

Quotes About Wisdom

"The only true wisdom is in knowing that you know nothing." -Socrates

"By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest." -Confucious

"Knowledge comes, but wisdom lingers. It may not be difficult to store up in the mind a vast quantity of facts within a comparatively short time, but the ability to form judgments requires the severe discipline of hard work and the tempering heat of experience and maturity." -Calvin Coolidge

"It is impossible to love and be wise." -Francis Bacon

"Wisdom is the reward you get for a lifetime of listening when you'd have preferred to talk." -Doug Larson

"It requires wisdom to understand wisdom: the music is nothing if the audience is deaf." -Walter Lippmann

"Knowledge is proud that it knows so much; wisdom is humble that it knows no more." -William Cowper

"A wise man is superior to any insults which can be put upon him, and the best reply to unseemly behavior is patience and moderation." -Moliere

"Turn your wounds into wisdom." -Oprah Winfrey

"To be satisfied with a little, is the greatest wisdom; and he that increaseth his riches, increaseth his cares; but a contented mind is a hidden treasure, and trouble findeth it not." -Akhenaton

"Wisdom is not wisdom when it is derived from books alone." -Horace

"A smart man makes a mistake, learns from it, and never makes that mistake again. But a wise man finds a smart man and learns from him how to avoid the mistake altogether." -Roy H. Williams

Quotes About Intelligence

"Knowledge is of no value unless you put it into practice." -Anton Chekov

"The man of knowledge must be able not only to love his enemies but also to hate his friends." -Friedrich Nietzsche

"The test of a first-rate intelligence is the ability to hold two opposed ideas in mind at the same time and still retain the ability to function." -F. Scott Fitzgerald

"The measure of intelligence is the ability to change.” -Albert Einstein

"Whatever the cost of our libraries, the price is cheap compared to that of an ignorant nation.” -Walter Cronkite

"An intellectual is someone whose mind watches itself. I like this, because I am happy to be both halves, the watcher and the watched. 'Can they be brought together?' This is a practical question. We must get down to it.  'I despise intelligence' really means: 'I cannot bear my doubts.'" -Albert Camus

"It takes something more than intelligence to act intelligently.” - Crime and Punishment 

“Men have called me mad; but the question is not yet settled, whether madness is or is not the loftiest intelligence– whether much that is glorious– whether all that is profound– does not spring from disease of thought– from moods of mind exalted at the expense of the general intellect.” - Complete Tales and Poems 

“If we encounter a man of rare intellect, we should ask him what books he reads.” -Ralph Waldo Emerson

“Crazy people are considered mad by the rest of the society only because their intelligence isn't understood.” -Wei Hui

Related posts:

• The Psychology of Long Distance Relationships
• Operant Conditioning (Examples + Research)
• Beck’s Depression Inventory (BDI Test)
• What is Intelligence? (9 Types Controversy + Examples)
• Free Online IQ Test (No Email + 5 Mins + Instant Results)

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Home — Essay Samples — Psychology — Intelligence — An Importance Of Intelligence In Modern World

An Importance of Intelligence in Modern World

• Categories: Intelligence

About this sample

Words: 506 |

Published: Jun 5, 2019

Words: 506 | Page: 1 | 3 min read

Works Cited:

• Chrisman, J. J., Chua, J. H., & Sharma, P. (2021). Family Business Studies: An Annotated Bibliography. Journal of Family Business Strategy, 12(3), 100468.
• Gartner, W. B., Shaver, K. G., Carter, N. M., & Reynolds, P. D. (2004). Handbook of entrepreneurial dynamics: The process of business creation. Sage Publications.
• Gupta, V. K., Goktan, A. B., & Gunay, G. (2014). Succession planning in family businesses: Evidence from Turkey. Journal of Family Business Strategy, 5(2), 154-168.
• Hofstede, G. (1984). Culture's consequences: International differences in work-related values (Vol. 5). Sage.
• Li, J. T., Poppo, L., & Zhou, K. Z. (2008). Do managerial ties in China always produce value? Competition, uncertainty, and domestic vs. foreign firms. Strategic management journal, 29(5), 383-400.
• Nee, V. (1992). Organizational dynamics of market transition: Hybrid forms, property rights, and mixed economy in China. Administrative science quarterly, 1-27.
• Peng, M. W., Sun, S. L., Pinkham, B., & Chen, H. (2009). The institution-based view as a third leg for a strategy tripod. Academy of Management perspectives, 23(3), 63-81.
• Reynolds, P. D., Bosma, N., Autio, E., Hunt, S., De Bono, N., & Servais, I. (2005). Global entrepreneurship monitor: Data collection design and implementation 1998–2003. Small Business Economics, 24(3), 205-231.
• Scott, W. R. (2014). Institutions and organizations: Ideas, interests, and identities. Sage publications.
• Sarasvathy, S. D. (2001). Causation and effectuation: Toward a theoretical shift from economic inevitability to entrepreneurial contingency. Academy of management review, 26(2), 243-263.

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Artificial Intelligence Essay for Students and Children

500+ words essay on artificial intelligence.

Artificial Intelligence refers to the intelligence of machines. This is in contrast to the natural intelligence of humans and animals. With Artificial Intelligence, machines perform functions such as learning, planning, reasoning and problem-solving. Most noteworthy, Artificial Intelligence is the simulation of human intelligence by machines. It is probably the fastest-growing development in the World of technology and innovation . Furthermore, many experts believe AI could solve major challenges and crisis situations.

Types of Artificial Intelligence

First of all, the categorization of Artificial Intelligence is into four types. Arend Hintze came up with this categorization. The categories are as follows:

Type 1: Reactive machines – These machines can react to situations. A famous example can be Deep Blue, the IBM chess program. Most noteworthy, the chess program won against Garry Kasparov , the popular chess legend. Furthermore, such machines lack memory. These machines certainly cannot use past experiences to inform future ones. It analyses all possible alternatives and chooses the best one.

Type 2: Limited memory – These AI systems are capable of using past experiences to inform future ones. A good example can be self-driving cars. Such cars have decision making systems . The car makes actions like changing lanes. Most noteworthy, these actions come from observations. There is no permanent storage of these observations.

Type 3: Theory of mind – This refers to understand others. Above all, this means to understand that others have their beliefs, intentions, desires, and opinions. However, this type of AI does not exist yet.

Type 4: Self-awareness – This is the highest and most sophisticated level of Artificial Intelligence. Such systems have a sense of self. Furthermore, they have awareness, consciousness, and emotions. Obviously, such type of technology does not yet exist. This technology would certainly be a revolution .

Get the huge list of more than 500 Essay Topics and Ideas

Applications of Artificial Intelligence

First of all, AI has significant use in healthcare. Companies are trying to develop technologies for quick diagnosis. Artificial Intelligence would efficiently operate on patients without human supervision. Such technological surgeries are already taking place. Another excellent healthcare technology is IBM Watson.

Artificial Intelligence in business would significantly save time and effort. There is an application of robotic automation to human business tasks. Furthermore, Machine learning algorithms help in better serving customers. Chatbots provide immediate response and service to customers.

AI can greatly increase the rate of work in manufacturing. Manufacture of a huge number of products can take place with AI. Furthermore, the entire production process can take place without human intervention. Hence, a lot of time and effort is saved.

Artificial Intelligence has applications in various other fields. These fields can be military , law , video games , government, finance, automotive, audit, art, etc. Hence, it’s clear that AI has a massive amount of different applications.

To sum it up, Artificial Intelligence looks all set to be the future of the World. Experts believe AI would certainly become a part and parcel of human life soon. AI would completely change the way we view our World. With Artificial Intelligence, the future seems intriguing and exciting.

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What Is Artificial Intelligence? Definition, Uses, and Types

Learn what artificial intelligence actually is, how it’s used today, and what it may do in the future.

Artificial intelligence (AI) refers to computer systems capable of performing complex tasks that historically only a human could do, such as reasoning, making decisions, or solving problems. 

Today, the term “AI” describes a wide range of technologies that power many of the services and goods we use every day – from apps that recommend tv shows to chatbots that provide customer support in real time. But do all of these really constitute artificial intelligence as most of us envision it? And if not, then why do we use the term so often? 

In this article, you’ll learn more about artificial intelligence, what it actually does, and different types of it. In the end, you’ll also learn about some of its benefits and dangers and explore flexible courses that can help you expand your knowledge of AI even further.  

Want to try out your AI skills? Enroll in AI for Everyone, an online program offered by DeepLearning.AI. In just 6 hours , you'll gain foundational knowledge about AI terminology , strategy , and the workflow of machine learning projects . Your first week is free .

What is artificial intelligence?

Artificial intelligence (AI) is the theory and development of computer systems capable of performing tasks that historically required human intelligence, such as recognizing speech, making decisions, and identifying patterns. AI is an umbrella term that encompasses a wide variety of technologies, including machine learning , deep learning , and natural language processing (NLP) . 

Although the term is commonly used to describe a range of different technologies in use today, many disagree on whether these actually constitute artificial intelligence. Instead, some argue that much of the technology used in the real world today actually constitutes highly advanced machine learning that is simply a first step towards true artificial intelligence, or “general artificial intelligence” (GAI).

Yet, despite the many philosophical disagreements over whether “true” intelligent machines actually exist, when most people use the term AI today, they’re referring to a suite of machine learning-powered technologies, such as Chat GPT or computer vision, that enable machines to perform tasks that previously only humans can do like generating written content, steering a car, or analyzing data. 

Artificial intelligence examples 

Though the humanoid robots often associated with AI (think Star Trek: The Next Generation’s Data or Terminator’s   T-800) don’t exist yet, you’ve likely interacted with machine learning-powered services or devices many times before. 

At the simplest level, machine learning uses algorithms trained on data sets to create machine learning models that allow computer systems to perform tasks like making song recommendations, identifying the fastest way to travel to a destination, or translating text from one language to another. Some of the most common examples of AI in use today include: 

ChatGPT : Uses large language models (LLMs) to generate text in response to questions or comments posed to it. 

Google Translate: Uses deep learning algorithms to translate text from one language to another. 

Netflix: Uses machine learning algorithms to create personalized recommendation engines for users based on their previous viewing history. 

Tesla: Uses computer vision to power self-driving features on their cars. 

Read more: Deep Learning vs. Machine Learning: Beginner’s Guide

The increasing accessibility of generative AI tools has made it an in-demand skill for many tech roles . If you're interested in learning to work with AI for your career, you might consider a free, beginner-friendly online program like Google's Introduction to Generative AI .

AI in the workforce

Artificial intelligence is prevalent across many industries. Automating tasks that don't require human intervention saves money and time, and can reduce the risk of human error. Here are a couple of ways AI could be employed in different industries:

Finance industry. Fraud detection is a notable use case for AI in the finance industry. AI's capability to analyze large amounts of data enables it to detect anomalies or patterns that signal fraudulent behavior.

Health care industry. AI-powered robotics could support surgeries close to highly delicate organs or tissue to mitigate blood loss or risk of infection.

Not ready to take classes or jump into a project yet? Consider subscribing to our weekly newsletter, Career Chat . It's a low-commitment way to stay current with industry trends and skills you can use to guide your career path.

What is artificial general intelligence (AGI)? 

Artificial general intelligence (AGI) refers to a theoretical state in which computer systems will be able to achieve or exceed human intelligence. In other words, AGI is “true” artificial intelligence as depicted in countless science fiction novels, television shows, movies, and comics. 

As for the precise meaning of “AI” itself, researchers don’t quite agree on how we would recognize “true” artificial general intelligence when it appears. However, the most famous approach to identifying whether a machine is intelligent or not is known as the Turing Test or Imitation Game, an experiment that was first outlined by influential mathematician, computer scientist, and cryptanalyst Alan Turing in a 1950 paper on computer intelligence. There, Turing described a three-player game in which a human “interrogator” is asked to communicate via text with another human and a machine and judge who composed each response. If the interrogator cannot reliably identify the human, then Turing says the machine can be said to be intelligent [ 1 ]. 

To complicate matters, researchers and philosophers also can’t quite agree whether we’re beginning to achieve AGI, if it’s still far off, or just totally impossible. For example, while a recent paper from Microsoft Research and OpenAI argues that Chat GPT-4 is an early form of AGI, many other researchers are skeptical of these claims and argue that they were just made for publicity [ 2 , 3 ].

Regardless of how far we are from achieving AGI, you can assume that when someone uses the term artificial general intelligence, they’re referring to the kind of sentient computer programs and machines that are commonly found in popular science fiction. 

Strong AI vs. Weak AI

When researching artificial intelligence, you might have come across the terms “strong” and “weak” AI. Though these terms might seem confusing, you likely already have a sense of what they mean. 

Strong AI is essentially AI that is capable of human-level, general intelligence. In other words, it’s just another way to say “artificial general intelligence.” 

Weak AI , meanwhile, refers to the narrow use of widely available AI technology, like machine learning or deep learning, to perform very specific tasks, such as playing chess, recommending songs, or steering cars. Also known as Artificial Narrow Intelligence (ANI), weak AI is essentially the kind of AI we use daily.

Read more: Machine Learning vs. AI: Differences, Uses, and Benefits

The 4 Types of AI 

As researchers attempt to build more advanced forms of artificial intelligence, they must also begin to formulate more nuanced understandings of what intelligence or even consciousness precisely mean. In their attempt to clarify these concepts, researchers have outlined four types of artificial intelligence .

Here’s a summary of each AI type, according to Professor Arend Hintze of the University of Michigan [ 4 ]: 

1. Reactive machines

Reactive machines are the most basic type of artificial intelligence. Machines built in this way don’t possess any knowledge of previous events but instead only “react” to what is before them in a given moment. As a result, they can only perform certain advanced tasks within a very narrow scope, such as playing chess, and are incapable of performing tasks outside of their limited context. 

2. Limited memory machines

Machines with limited memory possess a limited understanding of past events. They can interact more with the world around them than reactive machines can. For example, self-driving cars use a form of limited memory to make turns, observe approaching vehicles, and adjust their speed. However, machines with only limited memory cannot form a complete understanding of the world because their recall of past events is limited and only used in a narrow band of time. 

3. Theory of mind machines

Machines that possess a “theory of mind” represent an early form of artificial general intelligence. In addition to being able to create representations of the world, machines of this type would also have an understanding of other entities that exist within the world. As of this moment, this reality has still not materialized. 

4. Self-aware machines

Machines with self-awareness are the theoretically most advanced type of AI and would possess an understanding of the world, others, and itself. This is what most people mean when they talk about achieving AGI. Currently, this is a far-off reality. 

AI benefits and dangers

AI has a range of applications with the potential to transform how we work and our daily lives. While many of these transformations are exciting, like self-driving cars, virtual assistants, or wearable devices in the healthcare industry, they also pose many challenges.

It’s a complicated picture that often summons competing images: a utopia for some, a dystopia for others. The reality is likely to be much more complex. Here are a few of the possible benefits and dangers AI may pose: 

These are just some of the ways that AI provides benefits and dangers to society. When using new technologies like AI, it’s best to keep a clear mind about what it is and isn’t. With great power comes great responsibility, after all. 

Read more: AI Ethics: What It Is and Why It Matters

Build AI skills on Coursera

Artificial Intelligence is quickly changing the world we live in. If you’re interested in learning more about AI and how you can use it at work or in your own life, consider taking a relevant course on Coursera today. 

In DeepLearning.AI’s AI For Everyone course , you’ll learn what AI can realistically do and not do, how to spot opportunities to apply AI to problems in your own organization, and what it feels like to build machine learning and data science projects. 

In DeepLearning.AI’s AI For Good Specialization , meanwhile, you’ll build skills combining human and machine intelligence for positive real-world impact using AI in a beginner-friendly, three-course program. 

Article sources

UMBC. “ Computing Machinery and Intelligence by A. M. Turing , https://redirect.cs.umbc.edu/courses/471/papers/turing.pdf.” Accessed March 30, 2024.

ArXiv. “ Sparks of Artificial General Intelligence: Early experiments with GPT-4 , https://arxiv.org/abs/2303.12712.” Accessed March 30, 2024.

Wired. “ What’s AGI, and Why Are AI Experts Skeptical? , https://www.wired.com/story/what-is-artificial-general-intelligence-agi-explained/.” Accessed March 30, 2024.

GovTech. “ Understanding the Four Types of Artificial Intelligence , https://www.govtech.com/computing/understanding-the-four-types-of-artificial-intelligence.html.” Accessed March 30, 2024.

Keep reading

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This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

Artificial Intelligence Essay

500+ words essay on artificial intelligence.

Artificial intelligence (AI) has come into our daily lives through mobile devices and the Internet. Governments and businesses are increasingly making use of AI tools and techniques to solve business problems and improve many business processes, especially online ones. Such developments bring about new realities to social life that may not have been experienced before. This essay on Artificial Intelligence will help students to know the various advantages of using AI and how it has made our lives easier and simpler. Also, in the end, we have described the future scope of AI and the harmful effects of using it. To get a good command of essay writing, students must practise CBSE Essays on different topics.

Artificial Intelligence is the science and engineering of making intelligent machines, especially intelligent computer programs. It is concerned with getting computers to do tasks that would normally require human intelligence. AI systems are basically software systems (or controllers for robots) that use techniques such as machine learning and deep learning to solve problems in particular domains without hard coding all possibilities (i.e. algorithmic steps) in software. Due to this, AI started showing promising solutions for industry and businesses as well as our daily lives.

Importance and Advantages of Artificial Intelligence

Advances in computing and digital technologies have a direct influence on our lives, businesses and social life. This has influenced our daily routines, such as using mobile devices and active involvement on social media. AI systems are the most influential digital technologies. With AI systems, businesses are able to handle large data sets and provide speedy essential input to operations. Moreover, businesses are able to adapt to constant changes and are becoming more flexible.

By introducing Artificial Intelligence systems into devices, new business processes are opting for the automated process. A new paradigm emerges as a result of such intelligent automation, which now dictates not only how businesses operate but also who does the job. Many manufacturing sites can now operate fully automated with robots and without any human workers. Artificial Intelligence now brings unheard and unexpected innovations to the business world that many organizations will need to integrate to remain competitive and move further to lead the competitors.

Artificial Intelligence shapes our lives and social interactions through technological advancement. There are many AI applications which are specifically developed for providing better services to individuals, such as mobile phones, electronic gadgets, social media platforms etc. We are delegating our activities through intelligent applications, such as personal assistants, intelligent wearable devices and other applications. AI systems that operate household apparatus help us at home with cooking or cleaning.

Future Scope of Artificial Intelligence

In the future, intelligent machines will replace or enhance human capabilities in many areas. Artificial intelligence is becoming a popular field in computer science as it has enhanced humans. Application areas of artificial intelligence are having a huge impact on various fields of life to solve complex problems in various areas such as education, engineering, business, medicine, weather forecasting etc. Many labourers’ work can be done by a single machine. But Artificial Intelligence has another aspect: it can be dangerous for us. If we become completely dependent on machines, then it can ruin our life. We will not be able to do any work by ourselves and get lazy. Another disadvantage is that it cannot give a human-like feeling. So machines should be used only where they are actually required.

Students must have found this essay on “Artificial Intelligence” useful for improving their essay writing skills. They can get the study material and the latest updates on CBSE/ICSE/State Board/Competitive Exams, at BYJU’S.

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