Antonio,

You have indeed answered my question but only to an extent. To the degree that information engages behaviour is another question as the question is uncertain where intelligence is concerned. I know and myself teach Piaget, although I thought his position did not necessarily involve the development of intelligence-but I could be wrong here. My sense of information, while it cannot be extended, was posed for educational material and processes rather than social means, but the latter cannot be absolutely denied.

The additional words in a good newspaper (to the degree any more are left) provides additional information and levels of thinking. A child I suspect provided with such reading will develop intellectual levels beyond others who do not participate in such reading, and when an adult be engaged in deeper intellectual activity as they are already supplied with some of the tools.

But here we also have the predetermination of 'intelligence', one aspect is the absorption and regeneration of information, which for an alien specie may be derisible. Therefore defined purposes of intelligence needs to be defined. An intelligent animal like a crow has, it seems, several levels of behaviour connected to its intelligence, one of which is puzzle solving connected to gaining food. Long separate from our hunter gatherer pasts, does it not determine more intelligence for us- distinct from its passive capacity. I have in other papers pointed out the reflexive nature of information gathering through symbolising structures as a group means of intellectual and environmental development.

I hope we can continue this but I suggest you are wrong about the crow, and lets say octopi who also have superior problem solving skills but seemingly lack the memories we have. There seems a contradiction here but probably there isn't. That may be reflected in your view but I do wonder if that is actually the case as in both social organisations are involved. As yes you say in 3rd paragraph. I have presented ideas on group intelligence that correspond with that position.

The remainder reads, for me, as not simply organised learning but independent for the best results. The continued acquisition of information is important here not just its nature, although the product relies on the information absorbed.

What of the brain itself? I ask because I have attempted to jettison the central role of the jelly in the skull.

Antonio

Depends by what you mean by intelligence as his go to information was Russian history, which yes he has an amateurs understanding of and his understanding is considerably distorted by ego. So, by this, the brain is not a fleshy computer but subject to other influences.

Antonio,

Your position is close to mine, called reflexive looping, and the neurology constructs where the brain is the only organ or otherwise involved in assessing the environment is not true.