Intelligence

Intelligence has been defined in many different ways such as in terms of one's capacity for logic, abstract thought,understanding, self-awareness,communication, learning, emotional knowledge, memory, planning, creativity andproblem solving.
It can also be more generally described as the ability to perceive information and retain it as knowledge for applying to itself or other instances of knowledge or information, thereby creating referable understanding models of any size, density, or complexity, due to any conscious orsubconscious imposed will or instruction to do so.

Intelligence is most widely studied in humans, but has also been observed in non-human animals and in plants. Artificial intelligence is intelligence in machines. (i.e., software)
Within the discipline of psychology, various approaches to human intelligence have been adopted. The psychometric approach is especially familiar to the general public, as well as being the most researched and by far the most widely used in practical settings.

Intelligence derives from the Latin verbintelligere, to comprehend or perceive. A form of this verb, intellectus, became the medieval technical term for understanding, and a translation for the Greek philosophical termnous. This term was however strongly linked to the metaphysical and cosmological theories of teleological scholasticism, including theories of the immortality of the soul, and the concept of the Active Intellect (also known as the Active Intelligence). This entire approach to the study of nature was strongly rejected by the early modern philosophers such as Francis Bacon,Thomas Hobbes, John Locke, and David Hume, all of whom preferred the word "understanding" in their English philosophical works. Hobbes for example, in his Latin De Corpore, used "intellectus intelligit" (translated in the English version as "the understanding understandeth") as a typical example of a logical absurdity.[The term "intelligence" has therefore become less common in English language philosophy, but it has later been taken up (with the scholastic theories which it now implies) in more contemporary psychology.
The definition of intelligence is controversial. Some groups of psychologists have suggested the following definitions:
From "Mainstream Science on Intelligence" (1994), an op-ed statement in the Wall Street Journal signed by fifty-two researchers (out of 131 total invited to sign). 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.