Are we intelligent about developing human intelligence?

When it comes to our understanding of human intelligence, for too long, there has been a mismatch between theory and practice. Theoretically, the two main threads running through definitions of intelligence have been (a) adaptation to the environment, and (b) the cognitive, affective, and volitional characteristics that enable that adaptation. Practically, IQ tests measure an important but limited slice of intellectual functioning in a very limited testing environment. Why such a disconnect? Intelligence tests were born out of necessity. Alfred Binet was given the task of inventing a test that would distinguish fast learners from slow learners in a school environment. From the very first test of intelligence, we’ve been operating in an individual differences paradigm, and have been stuck in that paradigm ever since. Attempts to go beyond IQ seem to just add on more individual difference variables, and slap the label “intelligence” on them. This creates more tests, and more ways to compare one person to another on whatever tests of intelligence the psychologist has created. But here’s the thing: there’s no objective reason why society still needs to operate in this paradigm. While standardized tests can certainly be useful for scientifically investigating the mind and brain, and can greatly inform educational interventions, there’s no reason why educators or anyone else for that matter needs to compare the intelligence of one person to another based on a single dim...
Source: SharpBrains - Category: Neurologists Authors: Tags: Cognitive Neuroscience Education & Lifelong Learning affective brain cognitive-skills fluid reasoning growth-mindset intellectual intelligence intelligence tests IQ Lifelong-learning self-regulation ungifted Working-memory Source Type: blogs