| Description |
1 online resource (xviii, 418 pages) : illustrations |
| Contents |
The nature of intelligence. Intelligence is whatever collection of tasks a psychologist puts on a test -- Intelligence is too complex to summarize with one number -- IQ does not correspond to brain anatomy or functioning -- Intelligence is a western concept that does not apply to non-western cultures -- There are multiple intelligences in the human mind -- Practical intelligence is a real ability, separate from general intelligence -- Measuring intelligence. Measuring intelligence is difficult -- The content of intelligence tests is trivial and cannot measure intelligence -- Intelligence tests are imperfect and cannot be used or trusted -- Intelligence tests are biased against diverse populations -- Influences on intelligence. IQ only reflects a person's socioeconomic status -- High heritability for intelligence means that raising IQ is impossible -- Genes are not important for determining intelligence -- Environmentally driven changes in IQ mean that intelligence is malleable -- Social interventions can drastically raise IQ -- Brain-training programs can raise IQ -- Improvability of IQ means intelligence can be equalized -- Intelligence and education. Every child is gifted -- Effective schools can make every child academically proficient -- Non-cognitive variables have powerful effects on academic achievement -- Admissions tests are a barrier to college for underrepresented students -- Life consequences of intelligence. IQ scores only measure how good someone is at taking tests -- Intelligence is not important in the workplace -- Intelligence tests are designed to create or perpetuate a false meritocracy -- Very high intelligence is not more beneficial than moderately high intelligence -- Emotional intelligence is a real ability that is helpful in life -- Demographic group differences. Males and females have the same distribution of IQ scores -- Racial/ethnic group IQ differences are completely environmental in origin -- Unique influences operate on one group's intelligence test scores -- Stereotype threat explains score gaps among demographic groups -- Societal and ethical issues. Controversial or unpopular ideas should be held to a higher standard of evidence -- Past controversies taint modern research on intelligence -- Intelligence research leads to negative social policies -- Intelligence research undermines the fight against inequality -- Everyone is about as smart as I am |
| Summary |
""Theory about intelligence is more fully developed and more mathematically sophisticated than for almost any other psychological construct. More is known about the underlying cognitive, genetic, and brain processes for intelligence than for any other complex psychological construct" (Detterman, 2014, p. 148). "Intelligence testing may be psychology's greatest single achievement . . ." (Gottfredson, 2009, p. 11). As these quotes show, the scientific study of intelligence is probably the greatest success story in psychology-possibly in all the social sciences. For over 100 years scientists-first psychologists, but later education researchers, sociologists, geneticists, and more-have studied human intelligence. Now, two decades into the 21st century, the results are impressive. The evidence of the importance of intelligence has accumulated to such an extent that informed scientists now cannot deny that intelligence is one of the most important psychological traits in humans (Detterman, 2014; Gottfredson, 1997a). But many people-even psychologists-are not aware of this fact. Unfortunately, inaccurate information and mistruths abound. In media reports the public is told that, "IQ tests are meaningless and too simplistic" (McDermott, 2012). Textbook authors state that, ". . . the question [exists] of whether our tests truly measure intelligence, or whether they merely measure what is called intelligence in our culture" (Gleitman, Gross, & Reisberg, 2011, p. 440). Colleges do not teach about the concept (Burton & Warne, in press), and the scholarly literature contains claims that the concept of intelligence and/or intelligence testing has been debunked (e.g., K. Richardson, 2002)"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on online resource; title from digital title page (viewed on October 29, 2020) |
| Subject |
Intellect.
|
|
Intellect -- Research -- History
|
|
Intellect
|
|
Intellect -- Research
|
| Genre/Form |
History
|
| Form |
Electronic book
|
| LC no. |
2020014740 |
| ISBN |
9781108593298 |
|
1108593291 |
|
