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(1)Report on Study of Multivariate Intelligence Measurement through Derm

(2007-07-04 09:05:45)
 

Intelligence, as a mysterious and uncertain special existence, is an important subject that people have always researched and studied. Today, people have not only observed the secrets of universe as far as hundreds of millions of light-years away from the view of a macro-world, but also probed into the mystery of atom, proton, neutron and elementary particle inside a substance from the view of a micro-world. However, people do not know as much of their own intelligence as the macro-world of the remote universe or the micro-world inside a substance. Let alone the fact that the scientific field is still debating the definition of intelligence, the question how to measure the intelligence of human being still keeps an unsolved problem in the world. Although the traditional psychological IQ test is a way to measure intelligence, yet its reliability and validity always arouses doubt of the scientific field.

I started to study the correlation of dermatoglyph (fingerprints and palm patterns) and human intelligence in 1988. Through 19-year continuous efforts, I have established a preliminary systematic method for intelligence measurement through Dermatoglyphic identification. I have successively made study, measurement and sampling of over 40 thousand people in 25 regions of China, and gradually improved the practice and theory of Multivariate Intelligence Measurement through Dermatoglyphic Identification, as well as made it highly reliable and effective. The method of Multivariate Intelligence Measurement through Dermatoglyphic Identification passed the Science and Technology Achievement Appraisal (YKYCZ9212) by Henan Academy of Sciences on October 4, 1992, and also passed the demonstration jointly presided by the Genetics Society of China, the Working Committee for Popular Science Activities under China Psychological Society, and the Working Committee for Health Care of Women and Children under China International Exchange and Promotive Association for Medical and Health Care (CPAM) on April 15, 2006.

     Theoretic Basis, Research Principle, Analysis and Calculation of Parameters

(I)     Theoretic Basis and Research Principle

The modern genetics discovers that an individual’s traits such as its height, color, disease and intelligence are highly determined by genes. DNA sequence has been conquered. When functional genes completely made clear, the testing of intelligence will become an easy process. Can the mystery of human intelligence be broken down earlier? In my opinion, dermatoglyph is the external existence of human genes and brains, and may also be considered as a representation of DNA sequence. Therefore, continuous study on the correlation of dermatoglyph and intelligence is believed a way that may lead us to an earlier triumph over the mystery of human intelligence.

I started the analysis and study from the correlation between the extremities and intelligence of animals.

(1) Mule-foot and even-toed ungulate (cattle, sheep, horse, donkey, deer, hog, etc.). Their extremities are simply mule-foot or even-toed ungulate, with hard horny substance and very low intelligence.

(2) Felidae and Canidae (tiger, lion, leopard, dog, fox, cat, etc.). Their extremities have evolved to be multi-petal quincuncial structure with soft pad. Their intelligence is higher. The fact that cattle, sheep, horse or deer becomes the food of tiger, lion, leopard or wolf should attribute to their weakness of intelligence in stead of their weakness of physical strength.

(3) Primate (e.g. monkeys, gorilla, chimpanzee, etc). Their extremities have evolved to five-toe (or -finger) structure, with flexible joints. Their toes (finger tips) appear to be varied simple patterns. Monkeys and Pongidae have much higher intelligence. Especially chimpanzees are reported to have the intelligence equivalent to a 3/4-year-old child. The dermatoglyphic traits of chimpanzees are of complicated patterns, very similar to human beings.

(4) As a superior Primate, human beings have very dexterous fingers and very complicated dermatoglyphic patterns. Francis Galton, a British fingerprint scientist, has pointed out that the possibility for existence of same fingerprint is 1/64,000,000,000, while another fingerprint scientist Edward Richard Henry has held the opinion that such possibility should be 1/1,000,0007. The complicated fingerprint of human beings on one hand indicates the complexity of human genes and on another hand proves the well evolved human brain, i.e. intelligence.

I keep observing the foregoing study principle, and following the guidance of the traditional Chinese medical theory which believes that “the internal existence will inevitably reveal itself externally sooner or later”, as well as the modern ECIWO theory, modern genetics, modern psychology, and modern pedagogy, and basing my study on the existing research results made by the experts of Dermatoglyphics and psychology community both home and abroad. With reference to the brilliant theories and opinions of experts, I finally establish a formula of dermatoglyphic parameters for multivariate intelligence measurement through biologic identification. When the data decrypted and taken from different part of fingers and palms and weighted by their respective impact on intelligence are used in the formula of dermatoglyph/intelligence parameters, we can accurately calculate the intelligence level, intelligence type, gifted talent of arts or sports, strength of personality, and best learning style/method for any individual.

(II)     The formula of multivariate intelligence parameters through dermatoglyphic identification is as follows:

ZL=(n0 - x)+(An + Bn + SBn + Qn + fm +…)+(HFn + Fn + F2n)+ (Jn – 2)+ (Wn – 2) + (-Mn) + zjn + zjbn + Zjqn + Tzjbn +...

Where:

ZL refers to intelligence index that indicates the intelligence level (the initial of intelligence in Chinese “Zhi Li”);

(n0 – X) refers to ATD angle indicating the speed of thinking where “X” means the corrective value that must be deducted in case of an individual less than 10 years old;

(An + Bn + SBn + Qn +…) means the parameters that indicate the intelligence type decrypted from fingerprints;

(HFn + Fn + F2n) refers to the intelligence parameters taken from palm patterns;

(Jn-2) refers to the parameter of memory grade;

(Wn – 2) refers the parameter of perception power and creativity;

-Mn refers to the intelligence parameter taken from the pleat of last knuckle of fingers;

Zjn means the intelligence parameter obtained from the ridge count of finger tips;

Zjbn means the intelligence parameter represented by basal local pattern;

Zjqn refers to the intelligence parameter represented by inter-finger local pattern;

Tzjbn – The numbers 3, 4, 7, 8 indicate the intelligence parameter represented by basal local pattern.

The intelligence parameters to be further studied and determined are as follows:

Cn: Intelligence increment parameter;

TXn: Intelligence parameter of special points;

Bxn: Intelligence parameter represented by white lines;

Zsn: Parameter of fingerprint trifurcation;

U0: Intelligence parameter represented by II and III local pattern;

DSn: Intelligence parameter represented by absence of palm trifurcation.

Note: See Figure A to Figure B for the above parameters.

(III)   Intelligence Parameters.

1. A: Abstract thinking value. If the value “A” plays a dominant role, the individual is excellent at math and good at Chinese.

2. B: Imagery thinking value. If the value “B” plays a dominant role, the individual achieves excellent Chinese but average or below average math.

3. T: Synthetic thinking value. In the case of this value, math and Chinese are at the same level. Different score may be obtained as intelligence varies.

4. F: Abstract thinking value, also referred to as “math value”. If the value “F” plays a dominant role, 90% is the second grade of abstract thinking; 8% is of average intelligence, with average math and Chinese; 2% is of low intelligence, with every subject below the acceptable score. However, the intelligence calculation is expressed in the former way.

5. C: Abstract thinking value, also referred to as “positive value of intelligence”. If the value “C” exists, certain scores should be increased to math and some indices should be added to the intelligence.

6. f: Intellectual disturbance value, also called “excellent intelligence value” or “abstract thinking limit”. This is a typical example of “dialectic uniformity of contradictions”. No matter big or small, the value poses severe impact on intelligence of an individual, specifically as the follows:

(1) Severe negative impact posed on abstract thinking, i.e. math performance. Therefore, the individual usually performs average or poor in math, but does very excellent in Chinese.

(2) Severe negative impact posed on both abstract thinking and imagery thinking, i.e. performance of both math and Chinese. Therefore, the individual usually does average in both subjects or even below the acceptable scores in more severe cases.

(3) Convulsions (epilepsy) type

Among this type, 98% of the individuals suffer from severe negative impact on their abstract thinking, i.e. math performance. As a result, most of them gain below average or very poor math scores, but usually achieve very excellent Chinese.

(4) Uncoordinated movement type (including facial movement) and nervous type

For instance, boys are bold, unconstrained, easily agitated, and aggressive (girls behave like boys). Among this type, more than 95% of individuals suffer from severe negative impact on their abstract thinking. As a result, they perform average or poor in math. However, their imagery thinking is sufficiently developed, so that they usually perform excellent in Chinese. Meanwhile, 5% of the individuals among this type do excellent job in both math and Chinese. The individuals of this type can generally pass the college entrance examination, where 95% of them can pass the examination for specialty of arts; and 5% can pass both the examination for specialty of either arts or science. However, those who study specialty of arts are more likely to make achievements.

(5) When the “f” value exists, if the ATD is below 35o (some at approximately 40o) with very high intelligence, there is generally no impact posed on math performance (among the 5% specified in the above (4)), i.e. both math and Chinese are excellent. Therefore, they can study either arts or science. But those who study arts are more likely to make achievements.

(6) Very obedient, gentle and quiet type

The boys with “f” values usually behave like girls; while girls are like traditional girls who stay in boudoir all day long. They are obedient, gentle and quiet without talking much with others. As a result, their abstract thinking and imagery thinking and even the intelligence as whole suffer severe negative impact. Both Chinese and math tend average or very poor. Although some may perform slightly better in Chinese than in math, yet in severe cases, both subjects may get even below the acceptable scores. This type only accounts for 2% of “f” values.

(7) Easily get dizzy or have headache

(8) Most individuals with “f” values perform excellent in both math and Chinese from elementary school until the first grade of secondary school. However, since the second grade of secondary school, their math scores will gradually suffer impact to such an extent as 70±10. The likelihood that the math of individuals with “f” values suffers from impact is more than 95%, where 10% of them suffer such impact from the period of elementary school; 80% from the second grade of secondary school; and 5% from the first or second grade of high school.

(9) Those with “f” values usually have excellent intelligence (imagery thinking). However, in the case of the situation specified in (6), the severely suffered individuals have low intelligence, which account for 2% of the “f” values.

(10) For individuals with “f” values, part or all of the situations specified in the above (1) and (9) may exist concurrently. At least, one of them will exist. It is mostly that (1) and (3), (1) and (4), (2) and (6) / (7) exit concurrently.

(11) It is advisable for individuals with “f” values to study arts and do corresponding jobs.

(12) The “f” values have strong heritability, where 90% may be genetically passed down from parents to children, and 3% from grandparents to grandchildren.

7. Z: one of the “f” values.

8. Q: Synthetic thinking value. Individuals with “Q” values generally have excellent intelligence, i.e. both math and Chinese are usually excellent. If the “Q” value plays a dominant role, the individuals may even have distinguishingly excellent math and Chinese. However, this value tends to vary in their offspring and appear to be Q’, fQ or f values. This answers the question why some parents are highly intelligent but their children only have ordinary intelligence.

9. f’: one of the “f” values. The f’ value plays a similar role as f values, but poses slightly lighter impact.

10. G: Synthetic thinking value. With such value, the individuals are usually very excellent with both math and Chinese. Therefore, they have excellent intelligence. Those who learn arts are more likely to succeed.

11. SB: one of the “f” values. The SB value plays a similar role as f values, but generally without the situation of convulsions (epilepsy).

12. Q’: one of the “f” values.

13. Q: Secondary Q value. If this value plays a dominant role, the individuals generally have excellent or good math and Chinese, where math is better than Chinese.

14. λ(q): Intellectual disturbance value, one of the “f” values.

15. A’: the second grade of abstract thinking value.

16. A”: the third grade of abstract thinking value.

17. α: One of the “f” values, but without the situation of convulsions (epilepsy). The individuals usually have average math and excellent or good Chinese.

18. fm: one of the “f” values. The individuals with this value usually start to suffer from impact on math performance after the third grade of secondary school or even the first or second grade of high school. Because the “fm” value poses negative impact on math at a later time, some individuals with “fm” values may wrongly think that they are good at math and select specialties of science, which consequently poses negative impact on their academic performance. Those who might have been admitted by four-year programs or key universities usually enter secondary vocational schools, three-year college programs or less desirable universities due to wrong choice. Some suffer the failure of college entrance examination. The “fm” value is genetically passed down from parents, one of them has dominant “A” value, i.e. to have excellent abstract thinking and math and the other has dominant “f” or “B” value, i.e. to have excellent imagery thinking which means excellent Chinese but poor math. The value is also possible to be passed from grandparents to grandchildren.

19. fQ: one of the “f” values. The individuals with this value are most likely to behave as specified in section 4. This value is mostly inherited from parents with Q values, with the rest genetically variant from f, Q’, and Q.

20. HF: excellent intelligence value, also called severe intellectual disturbance value. The HF value represents a dialectic uniformity of contradictions. Individuals with this value generally tend to two extremes. Among the individuals with HF values, 70% have excellent intelligence and usually do excellent job in both math and Chinese where math is more excellent; 20% have average intelligence; 10% suffer severe negative impact on intelligence, where math and Chinese both suffer negative impact to varied extent. If HF value occurs to individuals with ATD angle of over 60?, they generally suffer from Down syndrome. However, there are also individuals who have normal ATD angle but suffer from poor intelligence due to the existence of HF value. The proportion of these individuals is approximately 2%, which is not specifically determined at the present.

21. fJ: severe intellectual disturbance value. The individuals suffer from severe impact on their memory and thinking capability. During middle school, all of their subjects are generally around or below the acceptable scores. Their math and Chinese scores are usually 60±10 or -20 points.

22. W: perception power and creativity;

23. F2: intelligence increment;

24. m: the negative value of intelligence;

25. U0: one of the “f” values;

26. m’: the negative value of second grade intelligence;

27. DSn: intelligence parameter represented by absence of palm trifurcation;

28. m1: negative value of intelligence;

29. m2: negative value of intelligence;

30. Dw: positive value of intelligence;

31. Dy: negative value of intelligence;

32. Xw: positive value of intelligence;

33. Xy: negative value of intelligence;

34. J: memory parameter;

35. Zjqn: intelligence parameter of inter-finger local pattern;

Notes:

(1)    In case of multiple additional values, comprehensive analysis is required for calculating the intelligence level and thinking type of an individual. Especially, when two contradictory parameters concurrently occur to the same individual tested, the intelligence level and thinking type may be wrongly calculated.

(2)    All the intelligence parameters may be considered as genetic code or gene of intelligence. I think that intelligence is multi-gene inheritance and so is dermatoglyph. Among the multiple genes for intelligence, there is one dominant gene that plays a decisive role. If multiple types of additional values exist concurrently, integrated analysis and calculation is required for finding out the dominant value, so as to accurately calculate intelligence and its types.

(3)    Up to date, the first 24 intelligence parameters are accurately determined. However, there are still more than a dozen of parameters above listed requiring further study and precise determination. Moreover, with this study goes further, there will be new parameters discovered.

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