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Intelligence

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Psychology for Teachers

Part of the book series: Psychology for Professional Groups ((PPG))

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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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Author information

Authors and Affiliations

  1. University of Wales College of Cardiff, UK

    David Fontana (Consultant in Educational Psychology, Professor, Catedrático)

  2. University of Minho, Portugal

    David Fontana (Consultant in Educational Psychology, Professor, Catedrático)

Authors
  1. David Fontana
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© 1995 David Fontana

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Fontana, D. (1995). Intelligence. In: Psychology for Teachers. Psychology for Professional Groups. Palgrave, London. https://doi.org/10.1007/978-1-349-24139-2_5

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