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7 results

  • Chapter 3 - Mis-measuring Intelligence and Justifying Educational Inequalities

  • from Part I - Psychological Processes
  • Fathali M. Moghaddam, Georgetown University, Washington DC
  • Book:
    How Psychologists Failed
    Published online:
    27 October 2022
    Print publication:
    03 November 2022, pp 30-45

  • Summary

    Attempts to objectively measure intelligence in Western societies date back to the mid-nineteenth century. From the start, some researchers were determined to demonstrate that intelligence is inherited, and some ethnic groups have relatively low intelligence. On the basis of intelligence test scores, some psychologists have argued that immigration from certain countries must be restricted because people in those countries have low intelligence and their coming to the United States and other Western countries would lower the host population intelligence level. It has also been argued that women with low intelligence are having more children, but women with higher intelligence are having fewer children, and this is causing a decline in the intelligence of the general population. In these discussions, the focus has been on traditional measures of intelligence, which use one indicator of intelligence (IQ score). But more recent research is demonstrating that intelligence is multiple, rather than singular. Second, IQ scores are increasing, not decreasing. These findings show the power of context to shape (what is assumed to be) intelligence.

  • Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain

  • Joseph Thapa, José A. Rodríguez-Quiles
  • Journal:
    British Journal of Music Education / Volume 40 / Issue 1 / March 2023
    Published online by Cambridge University Press:
    21 April 2022, pp. 96-108
    Print publication:
    March 2023
    • Article
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  • In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University of Seville, aimed at investigating the influence of the Early Childhood Music Education project on general aspects of child development. This study has a quasi-experimental design, framed in Gardner’s Theory of Multiple Intelligences, consisting of an experimental and a control group (n = 1101) and the administration of a questionnaire, adapted to measure and compare means between the two groups, as the sole measurement tool. The results, analysed using an independent samples t-test for the comparison of means and Cohen’s d effect size, reveal statistically significant differences in the means of the dimensions of the experimental and control groups. This confirms the hypothesis that the Early Childhood Music Education project has a positive impact on the different dimensions, in accordance with Gardner’s Theory of Multiple Intelligences.

  • Chapter 7 - How do I plan for effective teaching and learning?

  • from Part 2 - Understanding learning and understanding teaching
  • Heather Sharp, University of Newcastle, New South Wales, Sue Hudson, Southern Cross University, Australia, Noelene Weatherby-Fell, University of Wollongong, New South Wales, Jennifer Charteris, University of New England, Australia, Bernard Brown, University of Canberra, Jason Lodge, University of Queensland, Lisa McKay-Brown, University of Melbourne, Tracey Sempowicz, University of the Sunshine Coast, Queensland, Rachel Buchanan, University of Newcastle, New South Wales, Scott Imig, University of Newcastle, New South Wales, Peter Hudson, Southern Cross University, Australia, Michaela Vergano, University of Canberra, Michael Walsh, University of Canberra
  • Book:
    Introduction to Education
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 169-202

  • Summary

    Teacher quality – what teachers do, how they teach and the way they present information – impacts on student learning (Hattie, 2003; 2009). Effective teaching and learning are multifaceted. There is no one recipe for teaching that will suit every student on all occasions. In your journey as a pre-service teacher, your goal should be to learn as much as you can from your university coursework, your professional experiences, lecturers and tutors, and the school teachers that supervise you, as well as drawing on your background knowledge and experience, so you are prepared with a suite of ideas, strategies, frameworks and theories that will support you to implement effective teaching and learning.

  • Environmental education and ecological spiritual intelligence: the case of Basque mythology

  • Fernando Echarri-Iribarren, Víctor Echarri-Iribarren
  • Journal:
    Australian Journal of Environmental Education / Volume 37 / Issue 2 / July 2021
    Published online by Cambridge University Press:
    14 December 2020, pp. 120-131

  • Since its conception, environmental education has carried out numerous plans, strategies and programmes aimed at restoring an adequate person–nature relationship, addressing the main environmental problems that threaten the planetary ecosystem balance. Even though environmental education proposes an integral education, it is infrequent that the spiritual dimension of the person appears reflected in its programmes. However, spirituality, which often manifests itself by providing affect and meaningful significant life experiences, aims to be a key factor in the development of lasting pro-environmental behaviours. Promoting and valuing ecological spiritual intelligence is configured as an interesting advance for environmental education. For example, starting from the cultural-naturalistic values provided in every part of the territory. As an example, we propose the one made in the Basque country (Spain), using the spirituality contained in the Basque mythology.

  • 31 - Social Intelligence

  • from Part VI - Kinds of Intelligence
  • Edited by Robert J. Sternberg, Cornell University, New York
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    13 December 2019
    Print publication:
    16 January 2020, pp 756-779

  • Summary

    This chapter reviews the literature on social intelligence (SI) as it has evolved over the century since Thorndike (1920) popularized the concept. Most research on SI has been guided by an ability view, and an analogy to IQ, as exemplified by the George Washington University Social Intelligence Test, and the “behavioral” contents in Guilford’s Structure of Intellect. The assessment of SI is important for the assessment of intellectual disability (mental retardation) and the autistic spectrum, but raises the question of whether SI is a qualitatively different form of intelligence, or simply general intelligence applied in social situations. The chapter proposes an alternative knowledge view of SI as the fund of declarative and procedural knowledge which the individual brings to bear on social interactions, especially in the pursuit of important life tasks.

  • Sex Differences in Parents' Estimations of their Own and their Children's Multiple Intelligences: A Portuguese Replication

  • Félix Neto, Adrian Furnham
  • Journal:
    The Spanish Journal of Psychology / Volume 14 / Issue 1 / May 2011
    Published online by Cambridge University Press:
    10 January 2013, pp. 99-110

  • In this study, 148 Portuguese adults (M = 45.4 years) rated themselves and their children on overall IQ and on H. Gardner (1999) 10 intelligence subtypes. Men's self-estimates were not significantly higher than women's on any of the 11 estimates. The results were in line with previous studies, in that both sexes rated the overall intelligence of their first male children higher than the first female children. Higher parental IQ self-estimates correspond with higher IQ estimates for children. Globally parents estimated that their sons had significantly higher IQs than their daughters. In particular, parents rated their son's spiritual intelligence higher than those of their daughters. Children's age and sex, and parents' age and sex were all non-significant predictors of the overall “g” score estimates of the first two children. Participants thought verbal, mathematical, and spatial intelligence were the best indicators of the overall intelligence for self and children. There were no sex differences in experience of, or attitudes towards, intelligence testing. Results are discussed in terms of the growing literature in the self-estimates of intelligence, as well as limitations of that approach.