scholarly journals Appreciation of Artistic Genres in Children with Different Perceptual, Contextual and Analytic Intelligence

2021 ◽  
Vol 2 (3) ◽  
pp. 13-20
Author(s):  
Sudhakar Venukapalli ◽  
K. V. Lilly
Keyword(s):  
Statistical Analysis ◽  
Quantitative Study ◽  
Urban Areas ◽  
Learning Experiences ◽  
Art Appreciation ◽  
Age Group ◽  
Rural And Urban Areas ◽  
Aesthetic Responses ◽  
Rural And Urban ◽  
Analytic Intelligence

Children feel wonder and excitement while perceiving an artwork and their aesthetic responses are evident through their spontaneous expressions. During this process, children understand multiple interpretations of familiar themes. Children’s descriptions of artworks are categorised into three levels of appreciation namely, perceptual level, contextual level and analytical level. The objective of the present study is to explore children’s appreciation of art. The quantitative study investigates children’s descriptions of artworks at various levels of art appreciation. The study employs sixty grade IX children from the state of Telangana. The sample selected include equal number of boys and girls from rural and urban areas and they are in the age group of 13-15 years. The stimuli used in the study are artworks depicting landscapes selected from three artistic genres of representational, semi-representational and abstract artworks. Images of artworks are presented randomly to children to elicit their responses. The results of the study showed that representational artworks are better appreciated by children than semi-representational and abstract artworks. The analysis of children’s expressions of artworks at various levels of appreciation reveals that for all three genres of artworks, children are at the perceptual level of appreciation. Statistical analysis of the results illustrates that there are statistically significant differences in appreciation at the perceptual, contextual, and analytical levels of appreciation of three genres of artworks. The findings of the study may be used by educators in providing art learning experiences to children.

An elitist naturalistic fallacy and the automatic-controlled continuum

2000 ◽  
Vol 23 (5) ◽  
pp. 695-696 ◽  
Author(s):  
Sandra L. Schneider
Keyword(s):  
Individual Differences ◽  
Computational Complexity ◽  
Instrumental Rationality ◽  
Naturalistic Fallacy ◽  
Controlled Processes ◽  
Performance Errors ◽  
Analytic Intelligence

Although a focus on individual differences can help resolve issues concerning performance errors and computational complexity, the understanding/acceptance axiom is inadequate for establishing which decision norms are most appropriate. The contribution of experience to automatic and controlled processes suggests difficulties in attributing interactional intelligence to goals of evolutionary rationality and analytic intelligence to goals of instrumental rationality.

scholarly journals It Requires More Than Intelligence to Solve Consequential World Problems

2021 ◽  
Vol 9 (3) ◽  
pp. 38
Author(s):  
Joachim Funke
Keyword(s):  
Problem Solving ◽  
Complex Problem ◽  
Point Of View ◽  
Complex Problem Solving ◽  
The Sustainable Development ◽  
Societal Challenges ◽  
Global Problems ◽  
Clean Air ◽  
Development Goals ◽  
Analytic Intelligence

What are consequential world problems? As “grand societal challenges”, one might define them as problems that affect a large number of people, perhaps even the entire planet, including problems such as climate change, distributive justice, world peace, world nutrition, clean air and clean water, access to education, and many more. The “Sustainable Development Goals”, compiled by the United Nations, represent a collection of such global problems. From my point of view, these problems can be seen as complex. Such complex problems are characterized by the complexity, connectivity, dynamics, intransparency, and polytely of their underlying systems. These attributes require special competencies for dealing with the uncertainties of the given domains, e.g., critical thinking. My position is that it is not IQ, but complex problem-solving competencies for dealing with complex and dynamic situations, that is important for handling consequential global problems. These problems require system competencies, i.e., competencies that go beyond analytical intelligence, and comprise systems understanding as well as systems control. Complex problem solving is more than analytic intelligence.

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