Intelligence and Success

Strenze, Tarmo

doi:10.1007/978-1-4939-1562-0_25

Cited by 18 publications

(12 citation statements)

References 45 publications

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“…137-138). Indeed, intelligence positively correlates with many more beneficial life outcomes than Terman likely suspected, including income (Zagorsky, 2007), job performance (Schmidt & Hunter, 2004), life expectancy (Deary, Whiteman, Starr, Whalley, & Fox, 2004), and many others (Strenze, 2015). Ironically, many gifted education scholars and practitioners have diverged from Terman’s perspective on the importance of intelligence, which has hampered the field’s efforts to make connections with the wider psychological community (Warne, 2016a).…”

Section: Frequent Criticisms Of Terman’s Workmentioning

confidence: 99%

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

Warne

2018

Gifted Child Quarterly

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Lewis Terman is widely seen as the "father of gifted education," yet his work is controversial. Terman's "mixed legacy" includes the pioneering work in the creation of intelligence tests, the first large-scale longitudinal study, and the earliest discussions of gifted identification, curriculum, ability grouping, acceleration, and more. However, since the 1950s, Terman has been viewed as a sloppy thinker at best and a racist, sexist, and/or classist at worst. This article explores the most common criticisms of Terman's legacy: an overemphasis on IQ, support for the meritocracy, and emphasizing genetic explanations for the origin of intelligence differences over environmental ones. Each of these criticisms is justified to some extent by the historical record, and each is relevant today. Frequently overlooked, however, is Terman's willingness to form a strong opinion based on weak data. The article concludes with a discussion of the important lessons that Terman's work has for modern educators and psychologists, including his contributions to psychometrics and gifted education, his willingness to modify his opinions in the face of new evidence, and his inventiveness and inclination to experiment. Terman's legacy is complex, but one that provides insights that can enrich modern researchers and practitioners in these areas.

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Section: Frequent Criticisms Of Terman’s Workmentioning

confidence: 99%

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

Warne

2018

Gifted Child Quarterly

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“…Cognitive ability in our operationalization refers to a general knowledge acquisition/retention, problem solving and pattern recognition capacity which is most frequently measured by IQ tests. Cognitive ability is a key psychological phenotype which is associated with career success, income and education (Strenze, 2007) as well as social success (Hegelund et al, 2018;Hegelund et al, 2019;Strenze, 2015aStrenze, , 2015b and health (Calvin et al, 2011;Calvin et al, 2017;Gale et al, 2010). The majority of the variance in adult cognitive ability is accounted for by genetic factors (Bouchard, 2013;Plomin & Deary, 2015), but selective migration creates notable geographic differences, with higher average cognitive ability in urban areas (Alexopoulos, 1997;Gist & Clark, 1938;Lehmann, 1959;Teasdale et al, 1988).…”

Section: Introductionmentioning

confidence: 99%

The overlapping geography of cognitive ability and chronotype

Ujma

Kirkegaard²

2021

PsyCh Journal

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Chronotype and cognitive ability are two human phenotypes with an uneven geographic distribution due to both selective migration and causal environmental effects. In our study, we aimed to examine the relationship between geographic variables, cognitive ability and chronotype. We used a large anonymized sample (n = 25,700, mostly from the USA, UK, Canada and Australia) of dating site users to estimate chronotype and cognitive ability from questionnaire responses using item response theory. We matched each user to geographic coordinates and city size using the reported locations and geographic databases. In line with previous research we found that male sex, younger age, residence in a more populous locale, higher cognitive ability and more westward position within the same time zone were associated with later chronotype. Male sex, younger age, residence in a more populous locale, later chronotype and higher latitude were associated with higher cognitive ability, but the effect of population on chronotype and latitude on cognitive ability was only present in the USA. The relationship between age and chronotype was stronger in males, and the relationship between chronotype and cognitive ability was stronger in males and in older participants. Population density had an independent association with cognitive ability, but not chronotype. Our results confirm the uneven geographic distribution of chronotype and cognitive ability. These findings generalize across countries, but they are moderated by age and sex, suggesting both biological and cultural effects.

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“…Psychometric g or equivalent measures of cognitive ability derived from developmental theories accounts for the lion's share of school performance, varying from about 30% to 70% of the variance of school grades or scores in standardized tests of academic achievement (Demetriou et al, 2019a(Demetriou et al, , 2019b2020;Gustafsson, 2008;Gustafsson & Balke, 1993;Kaufman, Reynolds, Liu, Reynolds, McGrew, 2012;Roth et al, 2015). Also, g predicts many life outcomes, such as job selection, performance, and income (Strenze, 2015), and eminence in many domains, including science and prestigious professions (Bernstein, Lubinski, & Benbow, 2019).…”

Section: Make Connections By Inference If Information Is Missing Anmentioning

confidence: 99%

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

Δημητρίου¹,

Greiff²,

Makris³

et al. 2020

Preprint

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This paper summarizes a theory of cognitive development and discusses its educational implications. The paper first outlines a set of principles that might allow tuning developmental priorities with educational priorities. It postulates, in contrast to several classic developmental theories, that developmental priorities change with development. It outlines the cognitive profile of four successive developmental cycles and presents evidence showing that developmental priorities change from interaction control in infancy to representational control in preschool to inferential control in primary school to logical truth control in adolescence. Studies are then summarized showing that the cognitive priorities of each cycle are the best predictors of school achievement in this or later cycles. Finally, we outline developmental changes in general problem-solving skills and show that learning in different domains, such as language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the symbol systems associated with this domain. If command of any of these systems is deficient, specific learning deficiencies may emerge, as in dyslexia and dyscalculia. Principles for ameliorating these conditions are outlined.3 4 Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction delays in grasping and consolidating the concepts and skills of interest (Demetriou & Spanoudis, 2018). We focus on general problem-solving processes and learning and problem solving in two domains, language and mathematics. Table 1 summarizes developmental priorities, educational priorities, and learning goals across age periods and domains, Education has looked for direction and teaching practices in psychological theories since the early 20 th century. The interaction between education and psychology met with both successes and failures. Here, we will not discuss or evaluate in detail psychological theories, which have been important for education in the past. However, we attempt a brief overview of the main ideas drawn from them and evaluate their contribution to the development of education of our time. We will then present a comprehensive model drawing on the successes and failures of the past and capitalizing on recent research.

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Intelligence and Success

Cited by 18 publications

References 45 publications

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

The overlapping geography of cognitive ability and chronotype

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

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