A minimum of 150 words each and References Response (#1 – 6) KEEP RESPONSE WITH ANSWER EACH ANSWER NEED TO HAVE A SCHOLARY SOURCE with a Hyperlink

Make sure the Responses includes the Following: (a) an understanding of the weekly content as supported by a scholarly resource, (b) the provision of a probing question. (c) stay on topic

1. Working memory and intelligence do correlate simply because they a high ability to expand and evolve. If you think about going to school and how much you learn, you are always adding knowledge and your intelligence goes up. The same idea is given to working memory because you will see your memory strengthen and evolve as you manipulate the task at hand. School can be used as an example for working memory because we take something that we have learned and that is in front of us and change it. Another good point is that adults do have a larger capacity for memory than children so working memory is more relatable to adults. Children have not developed or been through that much to have much capacity for working memory. The textbook states working memory as a short-term memory that relates to the task at hand (Gazzaniga, Ivry & Mangun, 2018). The key to growing our level of intelligence is to grow your working memory. Intelligence is based off of growth and we only grow if we choose to pursue a constant level of change and progress.

2. Intelligence is the ability to learn about, learn from, understand, and interact with ones environment. Intelligence embraces different types of skills such as dexteirity, concrete and abstract reasoning, sensory discrimination, emotional sensitivity, and the ability to work well within society (Carter, R. 2009). Working memory is needed with decision making, behaviors, and our reasoning, which is related to intelligence.

Working memory is based on simultaneous storage and repetition to process information (Salthouse, et al. 2008). However, working memory shows strong relations with cognition and intelligence. In this case the more we learn about the same subject, our working memory increases in its rememberance (Salthouse, et al. 2008). Working memory has a close relationship with long term memories and in this case intelligence follows with that relationship. Working memory and intelligence are needed to make responsible decisions and to also recall information at a later time to either help ourselves or others.

3. Working memory is defined as the temporary maintenance of information that works as a link between perception, long-term memory, and action, and affects goal-oriented behavior and decision making (Gazzaniga et al., 2019). Put simply, working memory is the connection between perception, long-term memory, and impacts behaviors and life choices. Naturally, working memory plays a role in learning and intelligence. Delayed-response task experiments in monkeys showed that neural activity continued during he delay period of the tasks, providing an example of the interaction of working memory on learning (Gazzaniga et al., 2019). In these experiments, working memory is employed as the information is retained when the object was no longer visible (i.e. object permanence). Working memory is also employed when reading a textbook and needing to retain information from a previous section to understand its connection to the following section. Another interesting facet of working memory is the location of its processing: the prefrontal cortex. The prefrontal cortex is where perception is received and stored as knowledge (Gazzaniga et al., 2019). Certain neurological disorders that take place in the prefrontal cortex do not affect intelligence but still do cause issues with cognition and other aspects of memory that disrupt the affected individual’s life (Gazzaniga et al., 2019).

4. According to Cochrane, Simmering, and Green (2019), there are key differences between fluid intelligence and crystallized intelligence. The primary purpose of fluid intelligence is to allow a person to actively problem solve, reason, understand the world around them, and recognize patterns. More specifically, when one is problem solving or reasoning using fluid intelligence, they do so without having prior knowledge or experience with the information at hand. One example of fluid intelligence includes a person solving a puzzle (Cochrane, Simmering, & Green, 2019). Meanwhile, Lifshitz, Verkuilen, Shnitzer-Meirovich, and Altman (2018), explains that crystallized intelligence focuses on the maintenance of one’s knowledge. This includes the knowledge of language, information and concept breakdown of different information. This means that while fluid intelligence is utilized for situations where information is unknown, crystallized intelligence is utilized when information has already been established. One example of crystallized intelligence is the ability to comprehend what a person is reading, such as vocabulary items (Lifshitz et al., 2018).

5. Share with me a personal experience where fluid intelligence was involved and an experience where crystallized intelligence was involved.

Recently, when in my statistics class here at GCU, I had to do a lot of problem solving and number and letter factoring. A lot of the information I retained and still use today when understanding the world around me. I know though, based on this week’s readings that this fluid intelligence will not last forever, and in fact, deteriorate throughout time (Sun, Nancekivell, Gelman & Shah, 2020). In fact, when speaking with the more mature demographic, we can tell this happens through their confused behavior when trying to recall information. Therefore, I know that crystallized intelligence gains its strength as time progresses (Sun et. al., 2020).

I too have gained crystallized intelligence throughout the years. Through experiencing and understanding the entirety of the situation has allowed me to become more fluent in the subject. For example, when visiting Paris, France, I was able to understand the culture by experiencing it, instead of reading about it.

6. Intelligence can be divided into two types of intelligence. They are fluid and crystallized intelligence in psychology that related to how access and use information while performing tasks. General intelligence is defined the ability to store, access, and use information (Ungvarsky, 2019). Fluid intelligence is the ability to process, reason with knowledge and apply to new information so that can solve problems in situations. On the contrary, crystallized intelligence is formed by previous experiences that are perpetual knowledge/the fact-based knowledge. Crystalized intelligence is used while performing tasks with fluid intelligence and other sources. The formation of fluid and crystallized intelligence is developed during childhood and adolescent (Ungvarsky, 2019). Crystallized intelligence is helpful when identifying new challenges and problems while applying previous experiences. Fluid intelligence is used to process with knowledge and apply to new information. A good example for crystallized intelligence would be baking cookies. Crystallized intelligence is used when putting and mixing all the main ingredients in a bowl that is the fact-based knowledge from previous experience. When I add other ingredients such as sliced almond or raisin into it that is using fluid intelligence