Theories of intelligence.

Abstract

To understand giftedness, and particularly intellectual giftedness, one must understand intelligence. But what is intelligence? In 1921, when the editors of the Journal of Educational Psychology asked 14 famous psychologists that question, the responses varied, but generally embraced two themes. First, intelligence involves the capacity to learn from experience. Second, it involves the ability to adapt to the surrounding environment. Sixty-five years later, 24 cognitive psychologists with expertise in intelligence research were asked the same question (Sternberg & Detterman, 1986). They, too, underscored the importance of learning from experience and adapting to the environment. They also broadened the definition to emphasize the importance of metacognition-people's understanding and control of their own thinking processes. Contemporary experts also more heavily emphasized the role of culture. They pointed out that what is considered intelligent in one culture may be considered less intelligent in another culture (Ang, Van Dyne, & Tan, 2011). To summarize, intelligence is the capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment; it may require different adaptations within different social and cultural contexts (Niu & Brass,

A Framework for European Thought on Psychology, Education, and Health Based on Foucault’s The Order of Things

“…However, psychology has maintained the interest in memory (Bartsch et al 2018;Schurgin and Flombaum 2018) that was most notable during the Renaissance when knowing each of the signs of God's signatures was imperative. Furthermore, the focus on measurement, particularly of intelligence (Sternberg 2018;Petrides et al 2018), is an aspect of psychology from the Classical period that remains a concentration of current research in psychology.…”

Students’ Metacognitive Awareness in Natural Science Learning: An Overview by Gender

“…Metacognition is often associated with intelligence that occurs in one's thinking system (Song, et al, 2021). Metacognition refers to one's ability to reflect on perceptions, knowledge, and behavior (Sternberg, 2018;Valk, et al, 2016) so that in simple terms, it is often defined as thinking about thinking or knowledge about knowledge. (Lai, 2011;Muhali, et al, 2019), which in the practical context of learning is believed to be able to guide students in developing and choosing strategies to improve cognitive performance (Margaret, 2002).…”

The Needs of Gifted Middle School Students for Developing an Effective Mathematics Program

“…However, there has been no commonly accepted definition and conception of giftedness by researchers (Pfeiffer, Shaunessy-Dedrick & Foley-Nicpon, 2018). While some researchers accept that gifted children should be determined based on their intelligence test scores (Jensen, 1980), others claim that there are a number of characteristics that cannot be determined by these tests (Gagné, 2015;Renzulli, 2016;Sternberg, 2018). As a result, there is no universally agreed definition of giftedness among researchers, and definitions of giftedness have expanded beyond intelligence-based conceptions.…”