ERIC Number: EJ868705
Record Type: Journal
Publication Date: 2009
Reference Count: N/A
Can We Make Our Students Smarter?
Dweck, Carol S.
Education Canada, v49 n4 p56-57, 59-61 Fall 2009
The debate over whether intelligence is largely fixed or malleable is not over. What is most exciting, however, is the research from social psychology, developmental psychology, cognitive psychology, and neuroscience that is highlighting just how malleable intelligence is. Differences in achievement among racial, ethnic, or gender groups have often been seen as evidence that intelligence is largely hereditary and fixed. However, there is now very strong evidence that when testing conditions are altered, the racial, ethnic, and gender gaps in achievement tests are greatly reduced. A recent study with college students testifies to the continuing plasticity of intellectual ability. Researchers are rapidly learning more and more about the foundations of intellectual ability, and as they do, they are learning more and more about how to foster it. In the past, giftedness tended to be portrayed as a global and stable attribute. As a result, experts in the field sought more to measure giftedness than to develop it. The emerging view, in stark contrast, recognizes that giftedness or talent is often very specific, that it can wax and wane over time, and that one of the most exciting questions facing educators today is how to encourage and sustain it. If intelligence can in fact be fostered in students, how do teachers go about it? This article offers some suggestions. (Contains 3 notes.)
Descriptors: Intelligence, Academic Achievement, Achievement Tests, Social Psychology, Developmental Psychology, Cognitive Psychology, Intelligence Quotient, Intellectual Development, Scores, Foreign Countries, Gifted, Stereotypes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada