ERIC Number: EJ929812
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 83
Beliefs about Differences between Ability and Accomplishment: "From Folk Theories to Cognitive Science"
Lohman, David F.
Roeper Review, v29 n1 p32-40 2006
Beliefs about the extent to which intelligence can be disentangled from achievement pervade both theorizing about the nature of academic giftedness and efforts to identify those children most likely to display it. I review some of the evidence that challenges common assumptions about the independence of these constructs. As in many other domains, experts hold views that differ markedly from those of novices. Most novices believe that ability is innate and achievement acquired, whereas experts see the two as different aspects of the same thing. A better understanding of the unique and common aspects of measures of achievement and ability can improve both how students are identified for inclusion in programs for the academically gifted and the objectives of such programs. (Contains 1 figure.)
Descriptors: Expertise, Evidence, Academically Gifted, Cognitive Psychology, Folk Culture, Cognitive Ability, Identification, Academic Achievement, Intelligence, Language Skills
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A