Growing up in Toronto, Canada, I began attending a private Montessori preschool at the age of 2. For kindergarten, I attended the York School, the first fully International Baccalaureate (IB) accredited school in Toronto. I attended The York School from kindergarten to middle school, where I transitioned to Branksome Hall, another IB accredited private school. For my university, I first attended Trinity College Dublin, one of the three ancient colleges (Trinity, Oxford, and Cambridge), where I earned my bachelors degree in honors psychology, and a masters degree.
More recently, I am attending university in the USA, at University of North Carolina in psychology, where I have completed all my Doctoral work. This program ranks top two in the nation. My specialization is in childhood academic success which subsumes intelligence testing, achievement testing, and academic coaching to support a growth mindset.
我在加拿大多伦多长大，2岁时开始上蒙台梭利私立幼儿园。上幼儿园时，我就读于约克学校，这是多伦多第一所完全国际学士（IB）认证的学校。我从幼儿园到中学都就读于约克学校，之后我转学到布兰克索姆霍尔，另一所IB认证的私立学校。到了大学，我先是就读于都柏林三一学院（Trinity College Dublin），这是全球三所最古老的学院之一（三一、牛津和剑桥），在那里我获得了荣誉心理学学士学位和硕士学位。
Hello everyone, my name is Clare and I have a passion for IQ.
IQ, is an intelligence quotient, so a number that represents an individual’s intelligence. My passion has brought me to take on an undergraduate and master’s degree at Trinity College Dublin in Ireland, one of the three world renowned ancient colleges of Oxford, Cambridge, and Trinity. Then, to pursue my doctorate in psychology at University of North Carolina Chapel Hill a tier one research university, and a top three doctoral program in the nation, ranking higher than Yale, Duke, Harvard, UPen, Vanderbilt and more.
智商，是一个代表个人智力的数字。我在爱尔兰都柏林三一学院（Trinity College Dublin）攻读本科和硕士学位，该学院是全球三所最古老的学院之一（三一、牛津和剑桥）。其后，我在北卡罗莱纳大学教堂山分校攻读心理学博士学位，这是一所一级研究型大学，博士学位在美国排名前三，排名高于耶鲁大学、杜克大学、哈佛大学、厄本大学、范德比尔特大学等。
Intelligence is defined and viewed from a multitude of perspectives. It can be perceived as the capacity for logic, understanding, learning, reasoning, critical thinking, problem solving, or even emotional knowledge. Young learners can be gifted in the fine arts while underperforming in mathematics, highlighting the heterogeneity of intelligence. At the core of the definition, there is no one prescribed view of intelligence. To me, it is the ability to absorb information, retain it, and apply that knowledge in order to adapt to the required expectations.
This definition can be viewed in the fine arts: as a dancer learns new technique, implements the technique, and competes at a new level. In mathematics, a young student can learn a skill, recall the necessary steps for implementation, and then adapt those steps to meet the needs of more complex questions. I feel the most important aspect of intelligence, is the ability to take the information given, adapt it, and create new, innovative, creative, and efficient approaches to the problem. This is what is necessary to succeed.
Pop culture and the media enjoys latching onto research to grab the attention of readers who they presume will not do their due diligence. For example, children who play the piano or a stringed instrument score 15% higher on verbal skills than children who do not play an instrument. Parents may then infer that smart children are talented at music, or they may infer that musicality makes a child intelligent. Neither of these are necessarily correct; it is far bigger than simply playing and instrument or not.
From a more global view of the child; a child whose parents are dedicated enough to take them to classes, ensure they practice, and have the financial means to support their passions plant the seeds of success early on. A child learns how to focus, concentrate, and persevere in the face of adversity when they are taught at an early age to practice in order to improve. This also plants a seed of an internal locus of control; that they, the student must work hard to achieve. Alternatively, an external locus of control views success or failure as being outside the control of the student. Students can and should accept that they may struggle in certain aspects of academia or life, that they are trying their best, and they need to do better.
Alternatively, some children whose families can afford classes but, are not guided into strong study habits, may not flourish. Other children, who are naturally gifted, may not ever be given the opportunity to succeed due to financial resource constraints, rather than lack of effort by the parents. Intelligence goes far beyond eating fish oils, listening to classical music, and drilling students on vocabulary. To me, intelligence is like seedling, with genetics, parental guidance, life chances, and life choices deciding to what extent it flourishes. There is no quick answer, no quick fix, and therefore, it is vital to use your child’s gifts and strengths to mitigate any weaknesses. I chose to focus my entire career on intelligence, specifically the intelligence of children to help each child reach their cognitive potential.
Modern intelligence tests investigate the child as a whole and break down different aspects of their cognitive profile for example: fluid reasoning, their visual spatial abilities, their working memory, and more. By analyzing each aspect of a child’s cognitive profile, parents can highlight to potential educators their child’s natural gifts, while also giving the student techniques to better learn and approach tasks.
Knowledge is power. Again, intelligence, is the ability to absorb information, retain it, and apply that knowledge in order to adapt to the required expectations. In order for a student to enhance their learning they must first understand how they learn, and how to use their strengths to mitigate their weaknesses. This is why I do what I do.
In order to adapt, we must first understand the foundations. A student and their family must first understand their cognitive profile in order to adapt their approach, and flourish. A cognitive profile is a tool to aid in a student’s success not only to better their learning but, to highlight to educators that they have potential, and can succeed within their program.
I will be coming to you with a series of conversations on different topics focusing on intelligence, intelligence testing, and education. We will begin with the foundations of cognitive assessments, breaking down each facet, and how it applies to real life academia, and occupational success.