1984
DOI: 10.3102/00346543054002179
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Alternative Conceptions of Intelligence and Their Implications for Education

Abstract: In this article, we review alternative conceptions of intelligence and their implications for education. First, we consider the basic question of just what intelligence is. Because no single universally accepted view exists, we compare and evaluate three major views of intelligence: the psychometric, the Piagetian, and the information-processing. The three views are complementary rather than mutually exclusive, each dealing with different but overlapping aspects of intelligence. Next, we consider the education… Show more

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Cited by 75 publications
(10 citation statements)
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“…Long-term comparisons of the effects of different instructional approaches on the achievement and IQ scores of LD students will be essential for a more complete understanding of the achievement-IQ relationship in this population. Results of quasi-experimental studies such as Project Head Start (Lazar & Darlington, 1982) and Project Follow Through (Rhine, 1981) have shown that academically oriented programs produce greater gains in both achievement and IQ than do less academically oriented programs (Abt Associates, 1976-77; Wagner & Sternberg, 1984). These findings support the view that gains in academic achievement lead to gains in IQ (i.e., that achievement plays the predominant causal role in the achievement-IQ relationship).…”
Section: Discussionsupporting
confidence: 77%
“…Long-term comparisons of the effects of different instructional approaches on the achievement and IQ scores of LD students will be essential for a more complete understanding of the achievement-IQ relationship in this population. Results of quasi-experimental studies such as Project Head Start (Lazar & Darlington, 1982) and Project Follow Through (Rhine, 1981) have shown that academically oriented programs produce greater gains in both achievement and IQ than do less academically oriented programs (Abt Associates, 1976-77; Wagner & Sternberg, 1984). These findings support the view that gains in academic achievement lead to gains in IQ (i.e., that achievement plays the predominant causal role in the achievement-IQ relationship).…”
Section: Discussionsupporting
confidence: 77%
“…This point is illustrated in Friedricksen and Ward's (1978) work, where assessment of creative potential explicitly included a cyclical, controlled processing element. Siegler and Richards (1982), Lohman (1984, 1989), and Wagner and Sternberg (1984) argued that the efficacy of educational programs might be enhanced by the application of interventions intended to facilitate the efficiency of process operation. In fact, recent research by Davey and McBride (1986), Day (1986), and Hayes and Flower (1986) indicates that educational interventions explicitly designed to illustrate and provide practice in the application of underlying processes may do much to facilitate learning and problem solving.…”
Section: Assessing Creative Potentialmentioning
confidence: 98%
“…Whereas issues of the psychosocial correlates to performance on class inclusion tests remain important matters for research, related studies have tended to generate more heat than light, amongst other reasons, because they seem to lack explanatory power and tend to be much coloured by the researcher's pre-theoretical assumptions regarding the development of abilities in children (Brown & Desforges, 1977;Irvine, 1983;Wagner & Sternberg, 1984). Characteristically, the observed differences in mean achievement scores per age, school grade or socio-economic group have led to fairly strong inferences about the cognitive processes and competencies behind the performance.…”
mentioning
confidence: 98%