Intelligence is an umbrella term used to describe a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. There are several ways to define intelligence. In some cases, intelligence may include traits such as creativity, personality, character, knowledge, or wisdom. However, some psychologists prefer not to include these traits in the definition of intelligence. Intelligence comes from the Latin verb "intellegere", which means "to understand". By this rationale, intelligence (as understanding) is arguably different from being "smart" (able to adapt to one's environment), or being "clever" (able to creatively adapt). At least two major "consensus" definitions of intelligence have been proposed. First, from Intelligence: Knowns and Unknowns, a report of a task force convened by the American Psychological Association in 1995:

Individuals differ from one another in their ability 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 taking thought. Although these individual differences can be substantial, they are never entirely consistent: a given person’s intellectual performance will vary on different occasions, in different domains, as judged by different criteria. Concepts of "intelligence" are attempts to clarify and organize this complex set of phenomena. Although considerable clarity has been achieved in some areas, no such conceptualization has yet answered all the important questions and none commands universal assent. Indeed, when two dozen prominent theorists were recently asked to define intelligence, they gave two dozen somewhat different definitions.^[1]^[2]A second definition of intelligence comes from "Mainstream Science on Intelligence", which was signed by 52 intelligence researchers in 1994:

A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on", "making sense" of things, or "figuring out" what to do.^[3]Researchers in the fields of psychology and learning have also defined human intelligence:

Researcher	Quotation
Alfred Binet	[J]udgment, otherwise called good sense, practical sense, initiative, the faculty of adapting one's self to circumstances...auto-critique.^[4]
David Wechsler	[T]he aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment.^[5]
Cyril Burt	[I]nnate general cognitive ability^[6]
Howard Gardner	To my mind, a human intellectual competence must entail a set of skills of problem solving—enabling the individual to resolve genuine problems or difficulties that he or she encounters and, when appropriate, to create an effective product—and must also entail the potential for finding or creating problems—and thereby laying the groundwork for the acquisition of new knowledge.^[7]
Linda Gottfredson	[T]he ability to deal with cognitive complexity^[8]
Sternberg & Salter	[G]oal-directed adaptive behavior^[9]

Intelligence is unrelated to academic performance or the acquisition of knowledge through formal education, which are closer to memory^{[citation
needed]}. An umbrella or parasol (sometimes colloquially, gamp, brolly, or bumbershoot) is a canopy designed to protect against precipitation or sunlight. The term parasol usually refers to an item designed to protect from the sun, and umbrella refers to a device more suited to protect from rain. Often the difference is the material; some parasols are not waterproof. Parasols are often meant to be fixed to one point and often used with patio tables or other outdoor furniture, or on the beach for shelter from the sun. Umbrellas are almost exclusively hand-held portable devices; however, parasols can also be hand-held. The word umbrella is from the Latin word umbra, which in turn derives from the Ancient Greek ómvros (όμβρος). Its meaning is shade or shadow. Brolly is a slang word for umbrella, used often in Britain, New Zealand and Australia. Bumbershoot is a fanciful Americanism from the late 19th century^[2]. Terminology is the study of terms and their use — of words and compound words that are used in specific contexts. Terminology also denotes a more formal discipline which systematically studies the labelling or designating of concepts particular to one or more subject fields or domains of human activity, through research and analysis of terms in context, for the purpose of documenting and promoting correct usage. This study can be limited to one language or can cover more than one language at the same time (multilingual terminology, bilingual terminology, and so forth). Terminology is not connected to Information Retrieval in any way. "Terms" (i.e. index terms) used in an Information Retrieval context are not the same as "terms" used in the context of Terminology. Mind collectively refers to the aspects of intellect and consciousness manifested as combinations of thought, perception, memory, emotion, will and imagination; mind is the stream of consciousness. It includes all of the brain's conscious processes. This denotation sometimes includes, in certain contexts, the working of the human unconscious or the conscious thoughts of animals. "Mind" is often used to refer especially to the thought processes of reason. There are many theories of the mind and its function. The earliest recorded works on the mind are by Zarathushtra, the Buddha, Plato, Aristotle, Adi Shankara and other ancient Greek, Indian and Islamic philosophers. Pre-scientific theories, based in theology, concentrated on the relationship between the mind and the soul, the supposed supernatural, divine or god-given essence of the person. Modern theories, based on scientific understanding of the brain, theorise that the mind is a phenomenon of the brain and is synonymous with consciousness. The question of which human attributes make up the mind is also much debated. Some argue that only the "higher" intellectual functions constitute mind: particularly reason and memory. In this view the emotions - love, hate, fear, joy - are more "primitive" or subjective in nature and should be seen as different from the mind. Others argue that the rational and the emotional sides of the human person cannot be separated, that they are of the same nature and origin, and that they should all be considered as part of the individual mind. In popular usage mind is frequently synonymous with thought: It is that private conversation with ourselves that we carry on "inside our heads." Thus we "make up our minds," "change our minds" or are "of two minds" about something. One of the key attributes of the mind in this sense is that it is a private sphere to which no one but the owner has access. No-one else can "know our mind." They can only know what we communicate. In western philosophy, reason has had a twofold history. On the one hand, it has been taken to be objective and so to be fixed and discoverable by dialectic, analysis or study. Such objectivity is the case in the thinking of Plato, Aristotle, Alfarabi, Avicenna, Averroes, Maimonides, Aquinas and Hegel. In the vision of these thinkers, reason is divine or at least has divine attributes. Such an approach compelled religious philosophers--Aquinas, for example, Gilson more recently--to square reason with revelation, no easy task. On the other hand, since the seventeenth century rationalists, reason has been taken to be a subjective faculty, or rather the unaided ability (eg., pure reason) to form concepts. For Descartes, Spinoza and Leibniz, the effort resulted in significant developments in mathematics. For Kant, in contrast, pure reason was shown to have the ability to form concepts (time and space) that are the conditions of experience. Kant made his argument in opposition to Hume, who denied that reason had any role to play in experience. Discussion about reason especially concerns: (a) its relationship to several other related concepts: language, logic, consciousness etc, (b) its ability to help people decide what is true, and (c) its origin. Also see practical reason and speculative reason. The concept of reason is connected to the concept of language, as reflected in the meanings of the Greek word "logos", later to be translated by Latin "ratio" and then French "raison", from which the English word derived. As reason, rationality, and logic are all associated with the ability of the human mind to predict effects as based upon presumed causes, the word "reason" also denotes a ground or basis for a particular argument, and hence is used synonymously with the word "cause". Informal or ad-hoc plans are created by individuals in all of their pursuits. Structured and formal plans, used by multiple people, are more likely to occur in projects, diplomacy, careers, economic development, military campaigns, combat, or in the conduct of other business. It is common for less formal plans to be created as abstract ideas, and remain in that form as they are maintained and put to use. More formal plans as used for business and military purposes, while initially created with and as an abstract thought, are likely to be written down, drawn up or otherwise stored in a form that is accessible to multiple people across time and space. This allows more reliable collaboration in the execution of the plan.

solve

Audio Help /sɒlv/ Pronunciation Key - Show Spelled Pronunciation[solv] Pronunciation Key - Show IPA Pronunciation

–verb (used with object), solved, solv·ing.

1.	to find the answer or explanation for; clear up; explain: to solve the mystery of the missing books.

2.	to work out the answer or solution to (a mathematical problem).

[Origin: 1400–50; late ME solven < L solvere to loosen, free, release, dissolve

]

—Related forms

solver, noun —Synonyms 1. resolve, unravel, untangle, crack.

Dictionary.com Unabridged (v 1.1) Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006. A problem is an obstacle which makes it difficult to achieve a desired goal, objective or purpose. It refers to a situation, condition, or issue that is yet unresolved. In a broad sense, a problem exists when an individual becomes aware of a significant difference between what actually is and what is desired.

abstractly (comparative more abstractly, superlative most abstractly)

In an abstract state or manner; separately; absolutely; by itself; as, matter abstractly considered. A language is a system of visual, auditory, or tactile symbols of communication and the rules used to manipulate them. Language can also refer to the use of such systems as a general phenomenon. Language is considered to be an exclusively human mode of communication; although animals make use of quite sophisticated communicative systems, none of these are known to make use of all of the properties that linguists use to define language. Learning is the acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom. It is the product of experience and the goal of education. Learning ranges from simple forms of learning such as habituation and classical conditioning seen in many animal species, to more complex activities such as play, seen only in relatively intelligent animals.^[1]^[2]For small children, learning is as natural as breathing. In fact, there is evidence for behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.^[3]Learning has also been mathematically described as a differential equation of knowledge with respect to time, or the change in knowledge in time due to a number of interacting factors (constants and variables) such as initial knowledge, motivation, intelligence, knowledge anchorage or resistance, etc.^[4]^[5] Thus, learning does not occur if there is no change in the amount of knowledge even for a long time, and learning is negative if the amount of knowledge is decreasing in time. Inspection of the solution to the differential equation also shows the sigmoid and logarithmic decay learning curves, as well as the knowledge carrying capacity for a given learner. Creativity (or "creativeness") is a mental process involving the generation of new ideas or concepts, or new associations between existing ideas or concepts. From a scientific point of view, the products of creative thought (sometimes referred to as divergent thought) are usually considered to have both originality and appropriateness. An alternative, more everyday conception of creativity is that it is simply the act of making something new. Although intuitively a simple phenomenon, it is in fact quite complex. It has been studied from the perspectives of behavioural psychology, social psychology, psychometrics, cognitive science, artificial intelligence, philosophy, history, economics, design research, business, and management, among others. The studies have covered everyday creativity, exceptional creativity and even artificial creativity. Unlike many phenomena in science, there is no single, authoritative perspective or definition of creativity. Unlike many phenomena in psychology, there is no standardized measurement technique. Creativity has been attributed variously to divine intervention, cognitive processes, the social environment, personality traits, and chance ("accident", "serendipity"). It has been associated with genius, mental illness and humour. Some say it is a trait we are born with; others say it can be taught with the application of simple techniques. Although popularly associated with art and literature, it is also an essential part of innovation and invention and is important in professions such as business, economics, architecture, industrial design, science and engineering. Despite, or perhaps because of, the ambiguity and multi-dimensional nature of creativity, entire industries have been spawned from the pursuit of creative ideas and the development of creativity techniques. This mysterious phenomenon, though undeniably important and constantly visible, seems to lie tantalizingly beyond the grasp of scientific investigation. Personality psychology studies personality based on theories of individual differences. One emphasis in this area is to construct a coherent picture of a person and his or her major psychological processes (Bradberry, 2007). Another emphasis views personality as the study of individual differences, in other words, how people differ from each other. A third area of emphasis examines human nature and how all people are similar to one other. These three viewpoints merge together in the study of personality.