Achievement beyond IQ

Lynn, Richard

doi:10.1016/0191-8869(93)90033-y

Cited by 5 publications

(2 citation statements)

References 28 publications

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“…Obok kwestionowania trafności i rzetelności testów, zwłaszcza przy braku ich adaptacji kulturowej, coraz częściej wyrażane jest przekonanie, że na wyniki szkolne uczniów silniej niż inteligencja wpływają czynniki pozapoznawcze. James R. Flynn (1991) wykazał, że osiągnięcia szkolne dużego odsetka młodzieży amerykańskiej pochodzenia azjatyckiego (głównie z regionu Pacyfiku) są wyższe niż rówieśników z wysokim ilorazem inteligencji. Doszedł do wniosku, że prawdopodobnie można to wyjaśnić wpływami pielęgnowanej w rodzinach Azjatów kultury imperatywu ciężkiej pracy.…”

Section: Obszary Badań Międzykulturowych Nad Zdolnościamiunclassified

Zdolności i twórczość w perspektywie międzykulturowej

Giza,

Bocharova

2023

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Cultural variables are increasingly being taken into account in new models of ability and creativity. This is due to changes in the definition of terms, socio-cultural changes, and international cooperation. The role of international comparative research is growing. Usually, the divergence is used: individualismcollectivism. With few exceptions, most of the research is conducted in Western institutions. Western countries and highly developed Asian countries are most often compared with each other. The results of the research indicate cultural differences in recognizing and educating gifted and creative students. The article comprises an outline of the main areas of cross-cultural research on abilities and creativity. The conclusions indicate a discrepancy between the development of theoretical knowledge and school practice, where there are cultural barriers to the education of the gifted. The main problem here is the underrepresentation of students from minority groups in educational programs for the gifted. Teacher’s work with gifted students in multicultural conditions is a special challenge. It requires socially equitable and differentiated strategies for diagnosing giftedness. Gifted students from culturally diverse groups have specific educational problems and needs. They are doubly exceptional students.

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Section: Obszary Badań Międzykulturowych Nad Zdolnościamiunclassified

Zdolności i twórczość w perspektywie międzykulturowej

Giza,

Bocharova

2023

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“…Lord Elton counselled in the strongest terms against the Civil Service Selection Board depending on the new-fangled IQ tests and swore instead by the procedures that were used to select Rhodes Scholars (involving no written tests, nor any psychologists). More recently, Flynn (1992) has supposed that the achievements of modern Asians are due to conscientiousness and hard work rather than to their level of intelligence; Rushton (1995) has seemed to agree that g alone is not enough in debates about ethnic differences; Lynn (1995) has continued to advance the importance of 'achievement motivation', socialisation and conditioning; Ericsson, Krampe & Heizmann (1993) have drawn attention to the high rates of practice of their skills that are maintained by musically gifted youngsters; Ogbu (1994) has maintained the importance of 'effort optimism'; the American Psychological Association has declared that IQ tests 'do not sample . .…”

Section: Moral Factorsmentioning

confidence: 99%

The importance of intelligence in Western societies

Brand

1996

J. Biosoc. Sci.

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There are many different questions about intelligence that easily become confused. They concern its measurement, its psychological basis (if any), its heritability and its relevance to human group differences. Even a discussion of the importance of intelligence could range widely. (1) The evolution of intelligence might consider what selection pressures generate and maintain the higher levels of intelligence that humans are generally thought to possess. (2) The persistence of individual differences in human intelligence could consider whether such differences serve some ‘group’ function in establishing clear bases for social hierarchy: individuals might differ just because intelligence is irrelevant to fertility under conditions of social hierarchy. Or the differences might be temporary, because Western social hierarchies depend on intelligence differences that they will soon undermine. (3) Is intelligence an explanatory concept in psychology? Or must attribution of scholastic or other successes to ‘intelligence’ always yield to further analyses that somehow break down intelligence into hypothetical ‘components’? (4) Educational relevance might be the issue: is it important to take intelligence differences into account when deciding on how to educate children? (5) Or the concern might be with democratic sentiment and the importance people attach to intelligence for themselves and in their spouses and children.

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References

2004

Intelligence

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Achievement beyond IQ

Cited by 5 publications

References 28 publications

Zdolności i twórczość w perspektywie międzykulturowej

Zdolności i twórczość w perspektywie międzykulturowej

The importance of intelligence in Western societies

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