Intelligence and education (ERIC, ED516828) (original) (raw)
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This comprehensive literature review examines the link between intelligence and achievement. It also provides a brief summary of selected psychometric theories of intelligence. In attempt to gather all relevant scholarly literature, several procedures were used. A search of the key terms in the ERIC, PsycINFO, and Google Scholar databases was performed. The literature evidences that verbal abilities have stronger correlation with academic achievement than nonverbal abilities. Furthermore, verbal abilities are related to readiness to learn while nonverbal abilities are related to potential to learn. If intelligence scores are used to predict any kind of future academic performance, both verbal (readiness) and nonverbal (potential) abilities should be evaluated. Besides, in order to identify gifted and talented students, assessment of verbal abilities should accompany with the assessment of nonverbal abilities so that they will be able to survive in advanced academic programs.
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The theory of multiple intelligences, launched by Howard Gardner in recent years, proposes that humans possess not only one but eight or more relatively autonomous intelligences. According to Gardner, human intelligence should not be taken as a single character that every person has in variable degree. Instead, human individuality relates to personal levels of innate or acquired multiple intelligences. Every one of these multiple intelligences has different levels as well as particular cognitive processes and development. Only two of these intelligences (linguistic and logical and mathematical) are currently tested at schools with the intelligence quotient (IQ) test. In order to fill this gap, we decided to investigate the status of multiple intelligences from students following the second year from the Chemistry Pharmacology and Biology curricula (QFB) in the Faculty for Higher Studies Zaragoza, UNAM. To this end, a questionnaire was applied, addressing the following areas of intelligence, as defined by Gardner: oral linguistic, logical and mathematical, musical, visual spatial, bodily kinesthetic, interpersonal, intrapersonal and naturalistic. The questionnaire contains 112 questions and is meant to allow the students to determine by him or her what is the level of their own talents, potentials and intelligences. Sixty QFB students were tested. The results were scrutinized in relation to sex, age and scores obtained thus far during their university studies. A chi square test was used to analyse our results, which will serve to determine the personal status of intelligences development from our students. These results will also give us an opportunity to discuss with our students which are the areas of individual intelligence that require more attention and to assist them with academic activities that will help them to increase their development.
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This study explored preservice teachers' views of intelligence. Specifically, I was interested in whether preservice teachers believed that intelligence was changeable (incremental) or fixed (entity). Dweck and colleagues found that people view traits like intelligence as either fixed or incremental (Dweck & Leggett, 1988; Dweck, Chiu, & Hong, 1995; Plaks, Grant & Dweck, 2005). Teachers bring both their beliefs and knowledge into the classroom. Views about intelligence affect beliefs about student ability. Teachers' expectations, instructional decisions, teaching strategies, and educational assessment are affected by these beliefs. In order for change to occur, learners must engage deeply (Dole & Sinatra, 1998, Sinatra & Mason, 2008). Change is more likely to occur when implicit theories are brought to light and examined. Interventions that refute prior knowledge and engender reflection have been shown to be facilitative of change (Mason & Gava, 2007). Change is also more likely when the learner engages deeply with the content (Patrick & Pintrich, 2001; Pintrich, Marx & Boyle, 1993; Sinatra & Mason, 2006). This study employed a mixed methods approach to explore preservice teachers' personal and implicit beliefs about intelligence. Participants were randomly assigned to four conditions where they read a refutational text, an alternative text, participated in a structured discussion on intelligence or school uniforms using a prediscussion organizer, or did some combination of these activities. vi