ERIC Number: ED259295
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
The Plasticity of "Intelligence" at Different Levels of Analysis.
Jensen, Arthur R.
The degree to which human intelligence can be improved by psychological and educational means will depend largely upon the level of analysis accepted as representing intelligence. Training and structured learning can enhance achievement in the form of knowledge and skills. Traditional Intelligence Tests (IQ) are fairly broad samples of achievement, yet persons differ widely in achievement when their opportunity and motivation for achievement are similar. Such variation implies that something more than the quantity and quality of experiential input is involved in human variation in ability. Future attempts to improve children's intelligence will probably be directed at a different class of psychological variables than those now thought of as intellectual achievement. Current information processing models of intelligence view a number of elementary cognitive processes (ECP) and metaprocesses (MP) as the basic underpinning's of intellectual achievement. The various ECP's are correlated through their sharing of common physiological processes. Different sets of elementary processes can be utilized by a given meta process. Both processes and metaprocesses enter into performance on complex psychometric tests. Most of the present attempts at training up intelligence have their greatest observable effects at the level of specific psychometric tests. Academically gifted children differ from their more average age-mates not only at the level of academic knowledge and high-level scholastic skills, but in speed and efficiency at the level of the most elementary cognitive processes. At the practical level, where financial and educational resources are limited, selection rather than training will more quickly and efficiently increase the amount of manifest talent from a population. (KGB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Thinking (Cambridge, MA, August 19-23, 1984).