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Summary Intelligence and academic achievement

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This document has the summary of the eight chapter in the 2020 book "How children develop". The main themes of this chapter are: What is intelligence, measuring intelligence, IQ scores as predictors of important outcomes, genes, environment, and the development of intelligence, alternative perspect...

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  • Chapter 8
  • September 13, 2021
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  • 2021/2022
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“How children develop”
Chapter 8 – Intelligence and academic achievement

 Alfred Binet and his colleague Théophile Simon developed the first widely used
intelligence test. Its purpose was to identify children who were unlikely to benefit from
standard instruction in the classroom. Modern intelligence tests are descendants of the
Binet–Simon test.
 One of Binet’s key insights was that intelligence includes diverse high-level capabilities
that need to be assessed in order to measure intelligence accurately.

What is intelligence?
Summary:
 Intelligence can be viewed as a single trait, such as g; as a few
separate abilities, such as Thurstone’s primary mental abilities; or as
a very large number of specific processes, such as those described in
information-processing analyses.
 Intelligence is often measured through use of IQ tests, such as the
Stanford–Binet and the WISC. These tests examine general
information, vocabulary, arithmetic, language comprehension,
spatial reasoning, and a variety of other intellectual abilities.
Intelligence as a single trait
 Each of us have a certain amount of "g" - general intelligence


Intelligence as a few basic abilities
 Fluid intelligence and crystallized intelligence
 Fluid intelligence
 Think on the spot
 Adaption to novel tasks
 Speed of information processing
 Working-memory function
 Ability to control attention
 Peaks at 20, and declines after
 Crystallized
 Factual knowledge
 Word meanings
 State capitals
 Answers to arithmetic problems
 Increases steadily
 Intelligence is composed of seven primary mental abilities
 Word fluency
 Verbal meaning
 Reasoning
 Spatial visualization
 Numbering
 Rote memory
 Perceptual speed

, Intelligence as numerous cognitive processes
 Remembering
 Perceiving
 Attending
 Comprehending
 Encoding
 Associating
 Generalizing
 Planning
 Reasoning
 Forming concepts
 Solving problems
 Generating and applying strategies


The three-stratum theory of intelligence
 At the top there is g
 In the middle there is fluid and crystallized intelligence and other competencies similar to
the seven primary mental abilities

Measuring intelligence
Summary:
 A person’s overall score on an intelligence test, the IQ score, is a measure of
general intelligence. It reflects the individual’s intellectual ability relative to age
peers.
 Most children’s IQ scores are quite stable over periods of years, though scores
do vary somewhat over time.
 When someone is intelligent, they act in intelligent ways
 Intelligence testing is controversial


The contents of intelligence tests
 Tests need to be changed according the ages of people that take the test
 WISC is used for people over 6
 Wechsler intelligence scale for children
 Verbal comprehension, visual spatial-processing, working memory, fluid
reasoning and processing speed

The intelligence quotient
 A quantitative measure of a child's intelligence relative to that of other children of the
same age
 The mean score is 100


Continuity of IQ scores
 The IQ scores are pretty similar over age of one person


IQ scores as predictors of important outcomes
Summary:

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