Do the smart get smarter? Development of fluid and crystallized intelligence in 3rd grade

Schroeders, Ulrich; Schipolowski, Stefan; Zettler, Ingo; Golle, Jessika; Wilhelm, Oliver

doi:10.1016/j.intell.2016.08.003

Cited by 41 publications

(39 citation statements)

References 82 publications

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“…Although decidedly less straightforward than the discussed stationary phenomena, we do believe that developmental trends-such as the Matthew and compensation effects-must play a key role in the study of developmental intelligence. As argued by Protopapas et al (2014) and Schroeders et al (2016) and as illustrated in the example of Pólya's urn, mechanisms that can provide an explanation for both phenomena can turn out to be worthwhile in understanding key drivers of development.…”

Section: A New Perspectivementioning

confidence: 99%

“…Complicating things further, it is often hypothesized that both the factors driving and combating the gap influence development. This is, for instance, clearly explained by Schroeders et al (2016): "It seems that the compensation effect of a formalized learning environment counteracts the effect of cumulative advantages that is present in a non-formalized setting" (p. 92). This idea at least provides an explanation for the more ambiguous status of these two developmental phenomena, especially compared with the positive manifold.…”

Section: The Developmental Blind Spotmentioning

confidence: 99%

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The Wiring of Intelligence

Savi

Marsman

Maas

et al. 2019

Perspect Psychol Sci

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The positive manifold of intelligence has fascinated generations of scholars in human ability. In the past century, various formal explanations have been proposed, including the dominant g factor, the revived sampling theory, and the recent multiplier effect model and mutualism model. In this article, we propose a novel idiographic explanation. We formally conceptualize intelligence as evolving networks in which new facts and procedures are wired together during development. The static model, an extension of the Fortuin–Kasteleyn model, provides a parsimonious explanation of the positive manifold and intelligence’s hierarchical factor structure. We show how it can explain the Matthew effect across developmental stages. Finally, we introduce a method for studying growth dynamics. Our truly idiographic approach offers a new view on a century-old construct and ultimately allows the fields of human ability and human learning to coalesce.

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Section: A New Perspectivementioning

confidence: 99%

Section: The Developmental Blind Spotmentioning

confidence: 99%

The Wiring of Intelligence

Savi

Marsman

Maas

et al. 2019

Perspect Psychol Sci

View full text Add to dashboard Cite

show abstract

“…This effect, for instance found by Schroeders, Schipolowski, Zettler, Golle, and Wilhelm (2016), describes a closing rather than widening gap.…”

mentioning

confidence: 77%

“…Although decidedly less straightforward than the discussed stationary phenomena, we do believe that developmental trends-such as the Matthew and compensation effect-must play a key role in the study of developmental intelligence. As argued by Protopapas et al (2014) and Schroeders et al (2016) A second insight from the model is that the continuous differences observed in the Matthew effect can at some point start to bifurcate into clearly discrete groups. This pattern can be compared to the effect of stratification in education.…”

mentioning

confidence: 89%

“…Complicating things further, it is often hypothesized that both the factors driving and combating the gap influence development. This is for instance clearly explained by Schroeders et al (2016): "[i]t seems that the compensation effect of a formalized learning environment counteracts the effect of cumulative advantages that is present in a non-formalized setting. "…”

mentioning

confidence: 99%

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Towards an Idiographic Education

Savi¹

2019

Preprint

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Picture education as a long chain of interventions in a self-organizing developmental system. On the one extreme, such educational sequences can be identical for each and every student, whereas on the other extreme, each sequence may be perfectly tailored to the individual. The latter is what is meant with idiographic education. All educational programs can be seen to lie somewhere in between those extremes, and in this book, methods are explored that may help increase the tailoring of education.The book covers advances in three fundamental approaches. First, it discusses and illustrates an experimental approach: online randomized experiments, so-called A/B tests, that enable truly double-blind evidence-based educational improvements. Second, it introduces a diagnostic approach: a scalable method that helps identify students’ misconceptions. Third and finally, it introduces a theoretical approach: a formal conceptualization of intelligence that permits a novel educational, developmental, and individual perspective, and that may justify and ultimately guide the tailoring of education.

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Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

et al. 2022

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Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.

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Do the smart get smarter? Development of fluid and crystallized intelligence in 3rd grade

Cited by 41 publications

References 82 publications

The Wiring of Intelligence

The Wiring of Intelligence

Towards an Idiographic Education

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

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