The Psychology of Human Intelligence in Spain

Fernández-Ballesteros, Rocı́o; Colom, Roberto

doi:10.1017/cbo9780511616648.004

Cited by 6 publications

(3 citation statements)

References 44 publications

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“… 2. In 1575, the Spanish physician Juan Huarte de San Juan published Examen de Ingenios para las Ciencias , which may be considered the earliest scientific writing on intelligence (Fernández-Ballesteros & Colom, 2004). …”

mentioning

confidence: 99%

The Hungry Mind

Stumm

Hell

Chamorro‐Premuzic

2011

Perspect Psychol Sci

403

119

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Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants. In this article, we propose expanding on the traditional set of predictors by adding a third agency: intellectual curiosity. A series of path models based on a meta-analytically derived correlation matrix showed that (a) intelligence is the single most powerful predictor of academic performance; (b) the effects of intelligence on academic performance are not mediated by personality traits; (c) intelligence, Conscientiousness (as marker of effort), and Typical Intellectual Engagement (as marker of intellectual curiosity) are direct, correlated predictors of academic performance; and (d) the additive predictive effect of the personality traits of intellectual curiosity and effort rival that the influence of intelligence. Our results highlight that a "hungry mind" is a core determinant of individual differences in academic achievement.

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mentioning

confidence: 99%

The Hungry Mind

Stumm

Hell

Chamorro‐Premuzic

2011

Perspect Psychol Sci

403

119

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“…Testin uygulama süresi 25 dakikadır. Genellikle tarama amacıyla uygulanan bu test araştırmacılar tarafından zekânın ölçülebilmesi için geliştirilen en iyi grup zekâ testi olarak tanımlanmıştır (Fernández-Ballesteros ve Colom, 2004). Testin en iyi grup zekâ testi olarak tanımlanmasının nedenleri, uygulanmasının kolay olması, zaman tasarrufu sağlaması, materyallerin kolayca elde edilebilmesi ve kültürel özelliklerden arınmış olmasıdır (Öner, 1994).…”

Section: Ankara Gelişim Tarama Envanteri (Agte)unclassified

Special Education Evaluation Process in Turkey

Yenioğlu¹,

SAYAR²,

Köse³

et al. 2019

Kastamonu Eğitim Dergisi

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Bu çalışma, ülkemizde özel eğitim alanında doğum öncesi ve doğum sonrası dönemlerde hangi araçlarla ve nasıl değerlendirme yapıldığını ortaya koymayı amaçlayan bir derleme makalesidir. Çalışmada, Türkiye'de doğum öncesi dönemden başlayarak okul dönemini de içine alan süreçte yürütülen tanılama ve değerlendirme uygulamaları ile bu uygulamalarda kullanılan değerlendirme araçlarının özellikleri tanıtılmaya çalışılmıştır. Bireyin gelişiminin izlenmesi, risk altında olanların belirlenmesi, gerekli önlemlerin alınması ve gereksinim duyulan türde programların hazırlanabilmesi için farklı dönemlerde farklı değerlendirme yöntemlerinden yararlanılmaktadır. Çocuğun gelişimi için yapılabilecekler konusunda aileye ve uzmanlara dayanak sağlayan bu değerlendirmeler, doğum öncesi dönemden başlamakta, bebeklik, erken çocukluk ve okul döneminde devam etmektedir. Uygun yapılan değerlendirme ile gereksinime yönelik hazırlanan plan sayesinde hem zaman tasarrufu sağlanmakta hem de mümkün olan en erken dönemde etkili müdahaleye başlanmaktadır.

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“…Thus, both posttest and the difference between the baseline level of performance (pretest) and performance level after training can be considered as measures of learning potential. The construction of a measure of learning potential involves two main aspects: (1) the task and (2) the training (Fernández-Ballesteros & Calero, 2001;Fernández-Ballesteros, Juan-Espinosa, Colom, & Calero, 1997).…”

Section: Instruments and Proceduresmentioning

confidence: 99%

Cognitive Plasticity in Healthy, Mild Cognitive Impairment (MCI) Subjects and Alzheimer's Disease Patients: A Research Project in Spain

Fernández-Ballesteros

Zamarrón

Tárraga

et al. 2003

European Psychologist

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Cognitive plasticity, learning potential, and rehabilitation potential are new constructs, which are understood as expressions of neural plasticity. They are assessed through dynamic assessment (or testing-the-limits), using experimental test-training-posttest, a form of evaluation closely related to functional or stress testing in medicine. This research strategy has been used for increasing knowledge about several target populations with intellectual handicaps (socially mentally retarded, brain-impaired, schizophrenia patients, etc.), including older people whose fluid intellectual capacity has declined. Recently, cognitive plasticity has been applied to the study of dementia ( Baltes & Baltes, 1997 ), but there are very few other studies in this area. The basic objective of this research program is to test the extent to which learning potential can be a predictor of the course of dementia. The first specific objective of the research is to test whether learning can discriminate healthy people from those diagnosed with Mild Cognitive Impairment (MCI) and with Alzheimer's Disease (AD). In order to assess cognitive plasticity, a Battery of Learning Potential for Assessing Dementia (BEPAD) was developed, incorporating four tests for assessing visuo-spatial and verbal memory, executive function, and verbal fluency. Two hundred subjects participated in the study: 100 healthy elderly, 50 diagnosed with MCI and 50 with AD. All learning strategies included in the four tests making up the BEPAD appear to be effective: All three groups improved their performance in visual memory, verbal learning, and executive function.

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The Psychology of Human Intelligence in Spain

Cited by 6 publications

References 44 publications

The Hungry Mind

The Hungry Mind

Special Education Evaluation Process in Turkey

Cognitive Plasticity in Healthy, Mild Cognitive Impairment (MCI) Subjects and Alzheimer's Disease Patients: A Research Project in Spain

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