Dadku inta badan waxa ay is waydiiyaan in aqoonta/degree iyo garaadka ama garashadu isku mid yihiin? Waa is weydiin muhiim ah, maxaa yeelay bulshada mararka qaar waxay u qaadataa in qof waxbartay uu si toos ah uu garaadkiisu u sarreeyo, halka ay mararka qaar arkaan qof shahaado haysta oo go’aan-qaadashadiisu liidato ama fahamkiisu uu aad u kooban yahay. Cilmi-baaris ayaa muujinaysa in aqoonta (waxbarashada) iyo garaadka (cognitive ability / intelligence) ay si xooggan isugu xiran yihiin hayeeshee aanu isku mid aheyn.
Haddaba:
1) Maxay yihiin “aqoon” iyo “garaad”?
- Aqoon (knowledge / education): waa waxa aad baratay sida xog, xirfado, iyo tababarrada aad ku kasbatay dugsiga, jaamacadda, shaqo-barashada, iyo khibradda nololeed.
- Garaad (intelligence): cilmi-nafsigu inta badan wuxuu uga jeedaa awoodaha maskaxeed sida fekerka macquulka ah, xallinta dhibaatooyinka, fahamka, xasuusta shaqada, iyo la qabsiga xaalado cusub.
Mid ka mid ah fikradaha caanka ah ee cilmiga garaadka waa kala soocidda:
- Fluid intelligence (Gf): awoodda aad ku xalliso dhibaato cusub oo aadan hore u baran.
- Crystallized intelligence (Gc): aqoon iyo xirfado ku dhisan waxbarasho iyo waayo-aragnimo (erayo, faham guud, “knowledge”).
Aragtidan waxaa si weyn loogu xiriiriyaa Raymond B. Cattell, oo lagu tilmaamay shaqooyinkiisa ku saabsan Gf/Gc.
Macnaha qofku wuu noqon karaa mid “aqoon badan” (Gc sare) isagoo weli ku liita xallinta dhibaato cusub (Gf hoose), ama sida kale.
2) Garaadku sidee buu ula falgalaa waxbarashada?
Cilmi-baaris ballaaran ayaa muujisay in “general intelligence (g)” uu si xooggan ula xiriirayo guusha waxbarasho. Tusaale ahaan, daraasad dheer oo ku saabsan in ka badan 70,000 arday ayaa muujisay xiriir aad u sarreeya oo u dhexeeya garaadka da’da 11 jir iyo natiijooyinka imtixaannada da’da 16 jir. Ian J. Deary iyo asxaabtiis waxay soo bandhigeen in garaadku kaalin weyn ku leeyahay dhammaan maaddooyinka waxbarasho.
Sidoo kale, falanqayn meta-analysis ah (ururin daraasado badan) oo uu sameeyay Tarmo Strenze ayaa muujisay in garaadku si macno leh u saadaaliyo guulaha nolosha ee la xiriira waxbarasho, shaqo, iyo dakhli (iyadoo weli ay jiraan arrimo kale oo saameeya).
Macnaha garaadku badanaa wuxuu qofka ka caawiyaa inuu si dhakhso ah wax u barto, u fahmo, u xafido, uguna dabaqo, taasoo kor u qaadda waxqabadka waxbarasho.
3) Waxbarashadu ma kordhisaa garaadka?
Haa—celcelis ahaan, waxbarashadu waxay yeelan kartaa saameyn kor u qaadis ah oo ku saabsan awoodaha garashada. Meta-analysis caan ah oo uu sameeyay Stuart J. Ritchie iyo Elliot M. Tucker-Drob ayaa helay caddeyn joogto ah oo muujinaysa in sannad kasta oo waxbarasho dheeraad ah uu la xiriiri karo koror qiyaastii 1–5 dhibcood oo IQ ah (celcelis ahaan), iyadoo saameyntu ka muuqan karto da’ kala duwan iyo qaybo badan oo awoodaha garashada ah.
Dhinaca kale, dib-u-eegis cilmiyeed oo uu hormuud u yahay Richard E. Nisbett ayaa ka hadlay aragtiyo iyo natiijooyin muujinaya in garaadku uusan ahayn “wax go’an oo xiran,” balse uu saameyn ku yeelan karo deegaanka, fursadaha waxbarasho, iyo faragelinnada qaarkood.
“Garaadku waxbarashada keliya ma xukumo,” sidoo kale “waxbarashaduna garaadka keliya ma xukunto”—waa ay isa saameeyaan.
4) Sidee qof waxbartay u yeelan karaa “go’aan-qaadasho liidata” ama u muuqan kara mid aan garaad badan ka muuqan?
Waxaa muhiim ah in aan kala saarno:
- Aqoon (xog/degree)
- Feker macquul ah iyo garasho (reasoning)
- Rational thinking / judgment (gar-qaadasho iyo qiimeyn caddeyn)
Buug iyo dood cilmiyeed uu qoray Keith E. Stanovich wuxuu ku adkeeyaa in imtixaannada IQ ama “caqliga” aysan si buuxda u cabbirin “fekerka wanaagsan” (judgment, qiimeyn halis, ka fogaansho khaladaad caqliyeed), taas oo mararka qaar ka dhigta qof waxbartay inuu weli ku dhaco go’aamo aan macquul ahayn.
Sidoo kale, daraasad caan ah oo ku saabsan is-qiimeynta khaldan (mararka qaar loo yaqaanno Dunning-Kruger) oo ay sameeyeen Justin Kruger iyo David Dunning waxay muujisay in dadka xirfadda/aqoonta hoose leh ay mararka qaar ku adkaan karto inay si sax ah u gartaan khaladaadkooda, taas oo kor u qaadi karta kalsooni aan sal lahayn.
Qodobka muhiimka ah: Qofka waxbartay wuxuu heli karaa xog badan, laakiin haddii aan la barin fikir-naqdinta (critical thinking), habka cilmi-baarista, iyo sida caddeynta loo qiimeeyo, “aqoontu” mararka qaar waxay noqotaa xog la keydiyay ee ma noqoto xirfad feker.
5) Ma sax baa in la yiraahdo “waxbarashadu kaliya waxey faa’iido leedahay haddii qofku uu hore garaadkiisu u sarreeyey”?
Cilmi-baaristu waxay ka digaysaa aragti noocaas ah.
Waxyaabaha si cad u muuqda waa:
- Garaadku wuxuu ka caawiyaa waxbarashada (faham degdeg ah, xallin, xasuus, iwm.).
- Waxbarashaduna waxay kordhin kartaa awoodaha garashada (celcelis ahaan 1–5 IQ points/sannad dheeraad ah, sida meta-analysis-ku muujiyey).
- Laakiin guusha waxbarasho iyo “fekerka nolosha” waxaa kale oo saameeya dhiirrigelin, anshax shaqo, caafimaad maskaxeed, xaalad bulsho-dhaqaale, tayo dugsi, macallin, iyo fursado, kuwaas oo mararka qaar ka dhigi kara qof garaad leh inuu waxbarashada ku liito ama qof garaadkiisu celcelis yahay uu guul weyn ka gaaro waxbarashada.
Sidaas darteed, hadalka saxda ah wuxuu noqon karaa:
- “Waxbarashadu waxay si wanaagsan u taageertaa garaadka,”
- “Garaadkuna wuxuu si wanaagsan u taageeraa waxbarashada,”
laakiin midkoodna keligiis ma xukumo natiijada.
6) Maxaa la sameeyn karaa si aqoontu u noqoto “garaad shaqaynaya”?
Haddii qofku rabo in waxbarashadu aysan ku ekaan shahaaddo, balse ay noqoto feker xooggan, cilmi-nafsiga iyo waxbarashadu waxay inta badan ku talinayaan:
- Baro fikir-naqdinta (critical thinking): su’aal geli caddeynta, kala saar aragti iyo xaqiiqo.
- Baro habka cilmi-baarista: sida “claim → evidence → reasoning” loo dhiso.
- Ku tababaro xallinta dhibaatooyin cusub: si loo kiciyo Gf (fluid thinking).
- Dhis “metacognition”: ogow sida aad u fikirto, khaladaadkaaga, iyo meelaha aad ka liidato (si looga fogaado is-qiyaas qaldan).
Haddaba xiriirka ka dhexeeya aqoonta iyo garaadka waa xiriir laba-jiho ah: garaadku wuxuu fududeeyaa waxbarashada, waxbarashaduna celcelis ahaan waxay kor u qaadi kartaa awoodaha garashada. Laakiin “qof waxbartay” macnaheedu ma aha “qof mar walba go’aan fiican qaata,” sidaas oo kale “qof aan shahaaddo haysan” macnaheedu ma aha “qof aan caqli lahayn.” Farqiga ugu weyn wuxuu inta badan ka yimaadaa: sida loo barto, waxa la barto, iyo in la baro fikir-naqdinta iyo rational thinking, oo ah waxa aqoonta ka dhigaya garaad shaqaynaya.
W.Q. Yusuf Shuqale
yhamari@gmail.com
Tixraacyo (References)
- Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13–21.
- Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.
- Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130–159.
- Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science.
- Stanovich, K. E. (2009). What intelligence tests miss: The psychology of rational thought. Yale University Press.
- Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of longitudinal research. Intelligence.
- Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1–22.
