The big picture ecological systems perspective of intelligence (and IQ tests): Is COVID disrupting and rearranging the hierarchy of ecological system influences on children ' s learning?

Understanding intelligence testing in the context ofBronfrenbrenner ' s ecological systems model--is COVID seriously damaging, rearranging, decoupling, etc. the major proximal and distal sources of influence on a child ' s learning, resulting in a need to look closer at non-cognitive (conative) variables...beyond IQ?This morning I revisited one of my favorite videos (of those I have posted), first posted in 2015, where I explained how intelligence testing needed to be understood in the context ofdistal andproximal influences in a child ' s environment.  I believe that a " big picture " understanding of the wide range of variables that influence school learning requires a " humbling " of the status of intelligence testing, a field where I have spent the majority of my professional career.  After one finishes the video, think about the " big picture " ecological systems model that is described. IMHO, COVID may be seriously impacting that the primary distal and proximal variables that influence (both positively and negatively) school learning (national educational policy; school systems and local community sources of formal and informal support; individual schools; the lack of in class learning; parents working from home or being unemployed), as well as peer interactions in a child ' s neighborhood (due to social distancing).  Stare at the final big picture figure and reflect on how COVID is disrupting all the primary sets of variables that influence school learni...
Source: Intelligent Insights on Intelligence Theories and Tests (aka IQ's Corner) - Category: Neuroscience Tags: Beyond IQ Big Picture bronfrenbrenner conative COVID ecological systems model intelligence MACM video Source Type: blogs