This study investigated the functional significance of cerebral asymmetries. Width measurements of the human brain were derived from computerized tomographic (CT) films and related to intellectual variables as determined by the Wechsler Adult Intelligence Scale Revised (WAIS-R). Subjects were adults of both sexes who had been referred for neurologic examination and were diagnosed as having no abnormalities (N=28). Reasons for referral included headache, dizziness, or to rule out central nervous system damage following various types of trauma. The asymmetry of hemispheric widths (left minus right) in the frontal, temporoparietal, and occipital areas was correlated with Verbal IQ minus Performance IQ scores within subjects. The difference between verbal and performance IQ scores was used because it reflected an IQ imbalance (IQ-I). Correlations obtained were -.30, -.26, and .06 (respectively). None of these correlations were significant by means of a two-tailed test. There were relationships between particular width asymmetries and individual subtest scores (p≤.05). The Verbal 1 (V1) subtest (Information) was correlated -.50, -.39 and -.47 with brain width asymmetries at 25%, 33% and 50% of the AP distance respectively. V1 correlated .39 with width asymmetry at 80%. Verbal 3 (Vocabulary), verbal 4 (Arithmetic) and verbal 5 (Comprehension) correlated .53 .38, and .39 with width asymmetry at 60% of the AP distance. Performance 1 (Picture Completion) correlated .46 with the width asymmetry at 20% of the AP length. In summary, there does appear to be some specific correlation between individual variation in brain asymmetry and cognitive processing. Relative size of the area of the brain that is involved in a key aspect of a particular cognitive processing may be a factor in the effectiveness of that processing. Further research appears warranted to confirm and clarify a possible relation between anatomical asymmetry and patterns of intellectual ability.

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This thesis explores the evolution of intelligence research and its contextualization within historical biases. Using a meta-analysis approach, the study examines word frequencies in academic literature spanning from the 1930s to the 2010s to identify shifting trends in intelligence discourse. Eleven search terms related to intelligence were analyzed to interpret changes in academic focus over time. The findings reveal significant shifts influenced by historical events, societal movements, and advancements in technology and methodology. From the prominence of IQ measures during World War II to the rise of cognitive science in the 1960s and the emergence of emotional intelligence in the 2000s, each decade reflects distinct patterns in intelligence research. Moreover, the study highlights the importance of contextualizing intelligence within broader sociocultural contexts and challenging entrenched biases. By critically examining historical influences, this research underscores the imperative for more inclusive and equitable approaches to understanding human cognition.

Finding neural correlates of intelligence and cognitive abilities in the developing brain during childhood may be important in many ways, such as predicting and understanding educational abilities or making clinical evaluations of patients. Even if substantial contemporary research has established relationships between brain structures and general intelligence, little is known about the lingual gyri and their links to IQ. In this thesis it is examined (1) whether cortical thickness in the right and left lingual gyri is associated with different levels of IQ in childrenand (2) if the rate of change in cortical thickness located in the lingual gyri is associated with change in Performance IQ (PIQ). Neuroimaging data originated from a study by Solé-Casals and colleagues (2019) as well as a dataset from a study by Suárez-Pellicioni and colleagues(2019). Both datasets were downloaded from the OpenNeuro library of brain imaging data. Neuroimaging metrics of twenty-nine boys of approximately twelve years of age were utilizedto test the hypothesis that higher IQ is related to thinner cortical thickness in lingual gyri. Neuroimaging metrics of twenty-one girls and fifteen boys under fourteen years of age utilized to examine if the rate of change in cortical thickness is related to a change in Performance IQ.Results revealed that high IQ was related to thinner cortical thickness at the age of twelve. Further results indicated that rate of thinning of the cortex in the lingual gyri is correlated to change in Performance IQ. The present thesis adds to the growing evidence that regional cortical thickness and change of cortical thickness are relevant biomarkers for intelligence. Future research with larger sample sizes and longitudinal design with additional points in timemight be needed to confirm the results of the present thesis.

Title: Field Trip Activities to iQpark Author: Blanka Zajacová Department: Department of Physics Education Supervisor: RNDr. Martina Kekule, PhD., Department of Physics Education Abstract: This thesis deals with preparation of physically oriented worksheets and methodical sheets for pupils and teachers of secondary and high schools who visit the iQpark science centre. The theoretical part describes some teaching methods and forms and their classification. Further it sums up the results of research of materials for pupils and teachers that are published on the web sites of ten science centres in Europe and USA. Six physical field trip activities to iQpark for high school students and four for secondary school students were prepared as a part of the thesis. One worksheet for pupils and one methodical sheet for accompanying teachers were prepared for each field trip. A pilot study of the worksheets was carried out in cooperation with instructors of iQpark. 284 pupils from 20 different secondary schools and 407 students from 22 different high schools participated in the pilot study. Individual tasks were finalized on the basis of an analysis of pupils' responses that was carried out after the first testing. A pilot study of the methodical sheets was also carried out. 18 pedagogical workers expressed their...

Sedan 1981 har ledarutbildningen UGL (Utveckling av Grupp och Ledare) varit en grundkurs för blivande officerare och är idag ett mycket använt koncept även inom näringsliv och offentlig förvaltning. Kursens mål är i enlighet med inbjudan bl.a. att få ökad förmåga att arbeta med reflektion, förstå känslors inverkan, kunna ta och ge utvecklande feedback, förstå hur värderingar påverkar ledarskap samt förstå behovet av olika ledarstilar. Syftet med föreliggande studie var att undersöka om det förelåg skillnad i följande variabler: ledarintelligens (emotionell, rationell och själslig intelligens), självkänsla (bas-, förvärvad och prestationsinriktad) och personlighetsdrag före resp. efter deltagande i UGL. Ledarintelligens är en ny ledarskapsmodell (Ronthy, 2006) och ett frågeformulär som bygger på denna teori är under utveckling. Ett annat syfte med studien var därför att undersöka begreppsvaliditeten hos detta instrument. Studien omfattade 125 ledare (M = 38,5 år, SD = 7,8), varav 82 kvinnor. Samtliga genomgick ledarutvecklings­programmet UGL under 2011. Tre självskattningsformulär användes i studien.  Före och direkt efter utbildningen undersöktes samtliga variabler, efter sex månader endast ledarintelligens. Resultatet visade signifikant skillnad före resp. direkt efter utbildning gällande emotionell intelligens, rationell intelligens, själslig intelligens, bassjälvkänsla, bitterhet, psykisk ångestbenägenhet, stresskänslighet samt social konformitet. De självskattade ökningarna i ledarintelligens kvarstod i nivå efter sex månader. Resultat från korrelationsprövningar indikerade teoretiskt rimliga samband. Då den självskattade nivån av den emotionella, den rationella samt den själsliga intelligensen uppmätte högre resultat efter deltagande i UGL i föreliggande studie, verkar det som att denna kompetensutvecklingsinsats möjligen kan ha bidragit positivt till ökad ledarintelligens hos deltagarna. / Since 1981 the leadership training UGL (Understanding Group and Leader) has been used as a basic course for new officers, and it´s today a frequently applied concept even in the commercial sector and public administration. The objectives of the course is, in accordance with the invitation to improve the participants’ abilities working with reflections, understanding the influence of emotions, providing developing feedback, understanding how our values influence leadership as well as understanding the needs of different leadership styles. The aim of the present study was to evaluate if there was a difference in the following variables: leadership intelligence (emotional, rational and spiritual intelligence), self-esteem (basic, earning and performance-based) and personality traits, before and after participating in UGL. The leadership intelligence is a new leadership model (Ronthy, 2006), and a questionnaire based on this theory is in progress. An additional aim of this study was to investigate the construct validity of this instrument. The study included 125 participants (M = 38,5 years, SD = 7,8), whereof 82 women. Everyone participated in the leadership development program UGL in 2011. Three self-assessment forms were used in the study. Before and immediately after the leadership training all variables were evaluated, after six months only leadership intelligence was evaluated. The results showed significant differences before and after participation in emotional intelligence, rational intelligence, spiritual intelligence, basic self-esteem, embitterment, psychic trait anxiety, stress susceptibility and social desirability. The self-estimated increases in leadership intelligence were still at similar levels after six months. Results from correlation tests indicated theoretical plausible correlations. In the present study the self-rated emotional, the logical, as well as the spiritual intelligence measured higher after participation in UGL. This professional development program may have contributed in a positive direction to increase employees’ leadership intelligence.