What's New in I.Q.? A Contemporary Analysis with Implications for Gifted/Talented/Creative (original) (raw)

Intelligence: Foundations and issues in assessment

Canadian Psychology/Psychologie canadienne, 2009

There is no more central topic in psychology than intelligence and intelligence testing. With a history as long as psychology itself, intelligence is the most studied and likely the best understood construct in psychology, albeit still with many "unknowns." The psychometric sophistication employed in creating intelligence tests is at the highest level. The authors provide an overview of the history, theory, and assessment of intelligence. Five questions are proposed and discussed that focus on key areas of confusion or misunderstanding associated with the measurement and assessment of intelligence.

Assessment for Successful Intelligence: A Paradigm Shift in Classroom Practice

International Journal of Educational Research Review

Conventional educational assessments favour individuals who are strong in memory and analytical abilities. This is based on a longstanding theory of a general intelligence (g). Alternative intelligence theories have however revealed that success in life requires skills beyond memory and analytical skills. This article presents an analysis of Sternberg's theory of successful intelligence. Sternberg defines intelligence as one's ability to achieve one's goals in life, given one's social-cultural context; by capitalising on strengths and correcting or compensating for weaknesses in order to adapt, shape and select environments through a combination of analytical, creative and practical skills. This article is divided into four main parts. It starts with an introduction to the conceptual definition of intelligence. Then it discusses Sternberg's theory of successful intelligence. Next, it discusses assessment for successful intelligence in a classroom. Finally, it draws conclusions.

Practical Intelligence": Towards a New Conception of Intelligence

Language

Abstract'What is intelligence?'This question, as a very complex one, is really important in education, which is also related to the nature of human being. With the conception of intelligence, intelligence quotient (IQ) test under the name of'science'have had a strong ...

Empirical Considerations on Intelligence Testing and Models of Intelligence: Updates for Educational Measurement Professionals

Applied Measurement in Education, 2019

This brief article introduces the topic of intelligence as highly appropriate for educational measurement professionals. It describes some of the uses of intelligence tests both historically and currently. It argues why knowledge of intelligence theory and intelligence testing is important for educational measurement professionals. The articles that follow in this special issue will provide readers with considerable information about the history of intelligence theory and testing, and especially of the Cattell-Horn-Carroll (CHC) model of testing and its implementation. The following articles will also provide a well-reasoned approach to the way science should work in evaluating tests and the models on which they are based.

Intelligence: Theories and Testing

1999

This paper reviews what is known about intelligence and the use of intelligence tests. Environmental and hereditary factors that affect performance on intelligence tests are reviewed, along with various theories that have been proposed about the basis of intelligence. Intelligence tests do not test intelligence per se but make inferences about a person's intelligence. Intelligence tests contain some measurement errors, and no single intelligence quotient (IQ) test or theory is uniformly accepted as the "best." It is suggested that the best way to test intelligence is to use a reliable battery of tests or combination of tests with many subcategories. These subcategories should reflect a wide range of abilities, processes, and contexts. In addition, the results of tests should be reported in a clear and analytical way. These reports should guide teachers and parents in helping each individual student in the most appropriate way. (Contains 3 figures, 3 tables, and 30 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

Eight Ways of Looking at Intelligence

In "Thirteen Ways of Looking At A Blackbird," poet Wallace Stevens takes something familiar-an ordinary black bird-and by looking at it from many different perspectives, makes us think about it in new ways.

Adey, P., Csapó, B., Demetriou, A., Hautamaki, J. & Shayer, M. (2007). Can we be intelligent about intelligence? Why education needs the concept of plastic general ability. Educational Research Review, 2(2) 75-97.

Educational Research Review, 2007

The notion of general cognitive ability (or 'intelligence') is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and special abilities, cognitive modules, development, and evidence for plasticity of the general processor. We examine why this knowledge is generally absent from educational practice and present a number of models that attempt to synthesise the main aspects of current psychological theories. We explore how the models might be used in educational applications and look at examples of effective cognitive stimulation considering both practicalities and theoretical notions of what in our cognitive models is affected by stimulation. We discuss finally the possible political, cultural and social barriers to the inclusion of general ability as central to educational aims.