Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers

Warne, Russell T.; Burton, Jared Zachary

doi:10.1177/0162353220912010

Cited by 14 publications

(30 citation statements)

References 72 publications

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“…Although there is research regarding beliefs about giftedness and intelligence, only one research study posited the intersection of the two. Warne and Burton (2020) surveyed teachers’ and the general public’s views of intelligence and found that empirically unsupported viewpoints are very common. Thus, understanding the perceptions of teachers about intelligence and giftedness requires culture-specific or cross-cultural research because such perceptions are culturally bound.…”

Section: Cultural Contextmentioning

confidence: 99%

“…Warne and Burton (2020) claimed that some reports in textbooks focus more on controversies over intelligence than consistent research evidence. Some of the basic findings and theories on intelligence have been de-emphasized in favor of egalitarian viewpoints.…”

Section: Cultural Contextmentioning

confidence: 99%

“…In short, a spectrum of theories or models for the concepts of intelligence exist for giftedness. The recognition of other abilities beyond general intelligence may question whether giftedness is synonymous with a high IQ, but intelligence is still important for giftedness, and intelligence tests are still used for gifted identification (Warne, 2016; Warne & Burton, 2020).…”

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confidence: 99%

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Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample

Kaya

2023

Journal for the Education of the Gifted

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Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.

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Section: Cultural Contextmentioning

confidence: 99%

Section: Cultural Contextmentioning

confidence: 99%

mentioning

confidence: 99%

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Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample

Kaya

2023

Journal for the Education of the Gifted

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“…The crux of the matter is that intelligence has radically different meanings to different people. Most notably, there is a perceptible difference in understanding of this construct between those who conduct research on intelligence and lay people (Limeri et al, 2020;Warne & Burton, 2020). Where researchers who study intelligence tend to see intelligence as a relatively stable construct measuring cognitive abilities (Deary, 2014;Warne, 2020; since the work of Spearman, 1904Spearman, /1961, lay people are more likely to conflate intelligence with knowledge (Limeri et al, 2020) or hold a view of intelligence that is more consistent with Gardner's theory of multiple intelligences (Warne & Burton, 2020).…”

Section: What Is Intelligence Anyway?mentioning

confidence: 99%

What is Meant by “Growth Mindset”? Current Theory, Measurement Practices, and Empirical Results Leave Much Open to Interpretation

Yan¹,

Schuetze²

2022

Preprint

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The past decade has seen a rising interest in the growth mindset—the belief that abilities are malleable. At the same time, there have been rising criticisms. Macnamara and Burgoyne claim that growth mindset interventions do not yield meaningful effect sizes; growth mindset proponents argue that they do, for specific populations and under specific conditions. We speculate that disagreements stem from core questions for which this field has not yet answered or reached a consensus: What is meant by growth mindset and how it is measured? What is the process by which growth mindset is presumed to impact academic performance? And, what is the purpose of an intervention? We extend the discussions that Macnamara and Burgoyne and others have started about the theoretical constructs (meaning of intelligence, beliefs as uni- or multi-dimensional, process models and mediators) and practical impacts of growth mindset interventions (the value of examining heterogeneity, issues with scalability). Finally, we specify paths that may yield productive ways forward: developing better measures, rethinking what outcomes should be focal, fleshing out the theory and implications of a “meaning-systems” approach, and developing even broader-spectrum interventions that integrate science of learning findings with socio-motivational interventions to more strongly enhance learning outcomes.

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“…In the real detection stage of 3D objects in power grid equipment, in view of the changes in the warehouse environment and the diversity of models and other factors, we put forward a new neural network-based 3D object detection method in combination with YOLOV3 and MobileNet model, realized efficient and robust 3D object detection, combined with real-world rendering technology [9] , enhanced the generalization ability of the algorithm, and further ensured the detection results through edge-based optimization technology. Finally, compared with other methods on the LineMod dataset, the feasibility of the proposed algorithm is verified.…”

Section: Future Application Prospects and Technological Improvementsmentioning

confidence: 99%

Research on 3D Sampling and Monitoring of Power Supplies Based on Augmented Reality (AR) Technology

Wang¹

2021

converter

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In this paper, three-dimensional object detection and tracking based on neural network is studied. The application of Augmented Reality (AR) in power material sampling monitoring service in China Power Grid is presented, relying on the AR technology of 5G Internet of things to realize real-time capture of the information from power network infrastructure project to goods sampling inspection and monitoring, and to solve the difficult business management problem that many parties need to participate on the spot but can not guarantee the timeliness, the AR technology is used to mark, early-warning and trace the source of the problem materials, so as to ensure the authenticity and traceability of the whole process.

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Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers

Cited by 14 publications

References 72 publications

Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample

Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample

What is Meant by “Growth Mindset”? Current Theory, Measurement Practices, and Empirical Results Leave Much Open to Interpretation

Research on 3D Sampling and Monitoring of Power Supplies Based on Augmented Reality (AR) Technology

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