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Intelligence

  • David Fontana
Chapter
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Part of the Psychology for Professional Groups book series (PPG)

Abstract

Of all aspects of psychology, none has achieved more attention within education than intelligence. The reason for this is not hard to find. If we define intelligence as the ability to see relationships, and to use these relationships to solve problems, then we can see that there are few aspects of a child’s formal work in school that do not appear to be influenced by it in some way. Add to this the fact that high and low intelligence can carry important social and vocational significance, and it is not surprising that parents as well as teachers take a deep interest in the subject. It is probably in part because of this deep interest that many misconceptions have grown up about the nature of intelligence and its measurement, some of them actively detrimental to the child’s educational progress.

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Additional reading

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  4. Kaplan, R.M. and Saccuzzo, D. (1989) Psychologkal Testing 2nd Edn. Principles and Issues. Pacific Grove, CA: Brooks/Cole. Good both on individual differences and the methods of assessing them.Google Scholar
  5. Plomin, R. (1990) Nature and Nurture. Pacific Grove, CA: Brooks/Cole. Thorough survey of the nature/nurture question in intelligence and other areas.Google Scholar
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  7. Sternberg, RJ. (Ed.) (1985) Human Abilities: An information processing approach. New York: Freeman. A usgful overview of human cognitive abilities. More comprehensive but not so practical as de Bono’s books. (Also of releoance to Chapter 7).Google Scholar
  8. Sternberg, RJ. (1990) Metaphors of Mind: Conceptions of the Nature of Intelligence. One of the best surveys of current thinking on intelligence.Google Scholar

Copyright information

© David Fontana 1995

Authors and Affiliations

  • David Fontana
    • 1
    • 2
  1. 1.University of Wales College of CardiffUK
  2. 2.University of MinhoPortugal

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