Changes in the Intelligence Levels and Structure in Russia: an ANOVA Method Based on Discretization and Grouping of Factors
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European Journal of Educational Research Volume 9, Issue 3, 1075- 1087
Research Article doi: 10.12973/eu-jer.9.3.1075 European Journal of Educational Research Volume 9, Issue 3, 1075- 1087. ISSN: 2165-8714 http://www.eu-jer.com/ The Effects of Intelligence, Emotional, Spiritual and Adversity Quotient on the Graduates Quality in Surabaya Shipping Polytechnic Ardhiana Puspitacandri* Warsono Yoyok Soesatyo Politeknik Pelayaran Surabaya, Universitas Negeri Surabaya, INDONESIA Universitas Negeri Surabaya, INDONESIA INDONESIA Erny Roesminingsih Heru Susanto Universitas Negeri Surabaya, INDONESIA Politeknik Pelayaran Surabaya, INDONESIA Received: December 9, 2019 ▪ Revised: January 29, 2020 ▪ Accepted: June 27, 2020 Abstract: This research aims to analyze the effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on the graduates quality of vocational higher education. Data were collected from 217 cadets at Surabaya Shipping Polytechnic who already took an internship as respondents using stratified cluster random technique. This is a correlational and quantitative study using a questionnaire developed from several existing scales and analyzed using Structural Equation Models (SEM) to determine the path of effects and to create the best structural model of intelligence-based graduates quality (IESA-Q). The results indicate that there are direct and indirect effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on graduates quality, meaning that each quotient has a positive effect on graduate’s quality. The process to create the professional and ethical quality of Surabaya Shipping Polytechnic graduate is dominated by Emotional Quotient (25,2%) and Spiritual Quotient (21,4%), while Intelligence Quotient (IQ) becomes the support as it effects the development process of all quotients, Emotional Quotient (EQ), Spiritual Quotient (SQ), and also Adversity Quotient (AQ). -
The Correlation of Intelligence and Creativity with Academic Performance of Undergraduate Students at the University of New York in Prague Thesis by Mária Majerová
The Correlation of Intelligence and Creativity with Academic Performance of Undergraduate Students at the University of New York in Prague Thesis By Mária Majerová Submitted in Partial Fulfillment of the Requirements for the degree of Bachelor of Arts In Psychology State University of New York Empire State College 2017 Reader: Ronnie Mather, Ph.D. Acknowledgements: Primarily, I would like to thank my mentor, Ronnie Mather, Ph.D. for his time, support and guidance as well as the fruitful advice provided. Secondly, my great thanks goes to professor Aguilera, who was there for me from the beginning of my statistical analyses. Moreover, I am also forever grateful to mum, who was always there for me and supported me through the entire process of writing this thesis as well as my whole university studies. I would also like to thank my friends, who thought me that with enough persistence one can accomplish anything as well as stood by me through my bachelor’s studies. Table of contents Abstract..............................................................................................................................3 1 Introduction....................................................................................................................4 2 Literature review ...........................................................................................................7 2.1 Intelligence...............................................................................................................7 2.1.1 Theories of Intelligence.........................................................................................8 -
The Estimation of Premorbid Intelligence: a Comparison of Approaches
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1999 The Estimation of Premorbid Intelligence: a Comparison of Approaches. Peter Anthony Petito Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Petito, Peter Anthony, "The Estimation of Premorbid Intelligence: a Comparison of Approaches." (1999). LSU Historical Dissertations and Theses. 7120. https://digitalcommons.lsu.edu/gradschool_disstheses/7120 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
European Journal of Educational Research Volume 9, Issue 1, 117 - 128
Research Article doi: 10.12973/eu-jer.9.1.117 European Journal of Educational Research Volume 9, Issue 1, 117 - 128. ISSN: 2165-8714 http://www.eu-jer.com/ Verbal Linguistic Intelligence of the First-Year Students of Indonesian Education Program: A Case in Reading Subject Cahyo Hasanudin* Ayu Fitrianingsih IKIP PGRI Bojonegoro, INDONESIA IKIP PGRI Bojonegoro, INDONESIA Received: October 8, 2019 ▪ Revised: November 28, 2019 ▪ Accepted: December 16, 2019 Abstract: This study aimed to describe seven indicators of students’ verbal linguistic intelligence in reading subject. It used a qualitative research method. The subjects of this study were 30 students consisted of 9 male and 21 female students. They took the reading subject in the second semester of the first year. They were given a test of verbal-linguistic intelligence. Seven students were selected to be interviewed because they have verbal-linguistic intelligence and good communication. To find out the validity of the data, the researchers used triangulation of the test results and the results of interviews and triangulation of the second researcher and research assistants. Furthermore, the data were analyzed using the content analysis method which consisted of three steps, they were data reduction, data presentation, and conclusion drawing/verification. The results of the study show that there were seven indicators of verbal-linguistic intelligence of students in reading subject, first, having excellent initial knowledge in mentioning words, second, enjoying wordplay with Scrabble, third, entertaining themselves and other students by playing tongue twisters, fourth, explaining the meaning of the words written and discussed, fifth, having difficulties in mathematics lesson, sixth, their conversation refers to something they have read and heard, and the last, having the ability to write poetry based on personal experience. -
Athletic Intelligence Quotient (AIQ)? the Athletic Intelligence Quotient (AIQ) Measures Intelligence That Is Most Relevant to Athletic Performance
What is the Athletic Intelligence Quotient (AIQ)? The Athletic Intelligence Quotient (AIQ) measures intelligence that is most relevant to athletic performance. Conventional IQ tests such as the Wonderlic focus on aspects of intelligence that aren’t relevant to athletes, while missing the most important cognitive abilities that determine athletic success or failure. Plus, the AIQ provides an in-depth and sport specific analysis of each score. The main components of the AIQ are: Reaction Memory Time Visual Processing Processing Speed Athletic Intelligence Why Measure Athletic Intelligence? Physical factors that impact success are relatively easy to measure, while the mental factors are not. AIQ is designed to reduce the guess work. Intelligence is the ability to learn, process, and apply information. Often when analyzing talent, evaluators compare knowledge, not intelligence. The risk of evaluating only knowledge is that knowledge is dependent on the athletes’ experiences (where they went to school, who coached them, what system they ran, etc.). By comparison, intelligence is an innate ability that is essential to skill attainment, decision making, creativity, adaptability, versatility, and the ability to understand and apply tactics and strategy. Some evaluators use personality inventories to identify talent. Unfortunately, personality traits vary in different environments. For instance, how athletes act at practice may be very different from how they act when being evaluated. Additionally, personality tests rely on paper and pencil measures which are dependent on the athletes’ desire to answer the questions honestly. By contrast, intelligence is a stable genetic trait and one of the greatest predictors of success. Furthermore, the AIQ is not a paper and pencil questionnaire, but a series of applied tasks that directly measure the athletes’ abilities. -
Integrating Diverse Points of View on Intelligence: a 6P Framework and Its Implications
Journal of Intelligence Concept Paper Integrating Diverse Points of View on Intelligence: A 6P Framework and Its Implications Robert J. Sternberg 1,* and Sareh Karami 2 1 Department of Human Development, Cornell University, Ithaca, NY 14853, USA 2 Educational Psychology Faculty, Mississippi State University, Starkville, MS 39762, USA; [email protected] * Correspondence: [email protected] Abstract: This article introduces a 6P framework for understanding intelligence, as well as the theories and tests that are derived from it. The 6Ps in the framework are purpose, press, problems, persons, processes, and products underlying intelligence. Each of the 6Ps is considered in turn. We argue that although the purpose of intelligence is culturally universal, the other Ps can vary at least somewhat over time and space. A single theory or test of intelligence represents a particular configuration of the 6Ps, but other configurations of the 6Ps might yield different theories and different tests. Keywords: 6P’s; adaptation; intelligence; process; person; press; problem; product; purpose Diverse theories of intelligence present intelligence in very different terms. Our goal in this article is to discuss the roles that purpose, press, problems, persons, processes, and products underlying intelligence currently play in theories and tests of intelligence, and the roles they ideally should play. Our consideration in this article is of explicit theories of Citation: Sternberg, Robert J., and intelligence proposed by intelligence theorists, although many of the same issues could be Sareh Karami. 2021. Integrating applied as well to implicit (folk) theories. Diverse Points of View on Some theories pinpoint internal origins of intelligence, others, external origins, and Intelligence: A 6P Framework and Its still others, interactions between the two. -
S Intelligence?
Philosophical Psychology, 2018 VOL. 31, NO. 2, 232–252 https://doi.org/10.1080/09515089.2017.1401706 What Kind of Kind IIss Intelligence? Davide Serpico Department of Classics, Philosophy and History, University of Genoa, Italy AbstractAbstract: The model of human intelligence that is most widely adopted derives from psychometrics and behavioral genetics. This standard approach conceives intelligence as a general cognitive ability that is genetically highly heritable and describable using quantitative traits analysis. The paper analyzes intelligence within the debate on natural kinds and contends that the general intelligence conceptualization does not carve psychological nature at its joints. Moreover, I argue that this model assumes an essentialist perspective. As an alternative, I consider an HPC theory of intelligence and evaluate how it deals with essentialism and with intuitions coming from cognitive science. Finally, I highlight some concerns about the HPC model as well, and conclude by suggesting that it is unnecessary to treat intelligence as a kind in any sense. Keywords : Intelligence; IQ; g Factor; Natural Kinds; Homeostatic Property Cluster; Essentialism; Psychometrics; Behavioral Genetics; Heritability Introduction Although the concept of intelligence is shrouded in controversy, it is nonetheless widely used both in psychological and in folk settings. Several theories have been proposed in order to clarify whether intelligence can be conceived as a general ability or only as a bundle of distinct cognitive phenomena. Several criticisms have been raised against a strong interpretation of genetic data based on the well-known intelligence quotient (IQ). Several attempts have been made to find more comprehensive definitions of intelligence. After a century of research, there is still extensive debate going on about the status of intelligence. -
Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: an Analysis of Historical Data
Journal of Intelligence Article Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data Tomoe Kanaya 1,* and Stephen J. Ceci 2 1 Department of Psychology, Claremont McKenna College, Claremont, CA 91711, USA 2 Department of Human Development, Cornell University, Ithaca, NY 14853, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-909-607-0719 Received: 25 June 2018; Accepted: 3 October 2018; Published: 8 October 2018 Abstract: The overwhelming majority of the research on the historical impact of IQ in special education has focused on children with cognitive disorders. Far less is known about its role for students with emotional concerns, including Emotional Disturbance (ED). To address this gap, the current study examined IQ trends in ED children who were repeatedly tested on various combinations of the WISC, WISC-R, and WISC-III using a geographically diverse, longitudinal database of special education evaluation records. Findings on test/re-test data revealed that ED children experienced IQ trends that were consistent with previous research on the Flynn effect in the general population. Unlike findings associated with test/re-test data for children diagnosed with cognitive disorders, however, ED re-diagnoses were unaffected by these trends. Specifically, ED children’s declining IQ scores when retested on newer norms did not result in changes in their ED diagnosis. The implications of this unexpected finding are discussed within the broader context of intelligence testing and special education policies. Keywords: IQ; Flynn effect; Emotional Disturbance; historical analysis; longitudinal methods 1. Introduction Regulations outlined in the Individuals for Disabilities Education Act [1] stipulate that children who are in need of special education services are required to undergo an IQ test as part of their qualification process. -
Future Efforts in Flynn Effect Research: Balancing Reductionism with Holism
J. Intell. 2014, 2, 122-155; doi:10.3390/jintelligence2040122 OPEN ACCESS Journal of Intelligence ISSN 2079-3200 www.mdpi.com/journal/jintelligence Article Future Efforts in Flynn Effect Research: Balancing Reductionism with Holism Michael A. Mingroni Newark, Delaware, USA; E-Mail: [email protected]; Tel.: +1-302-753-3533 External Editor: Joseph L. Rodgers Received: 13 February 2014: in revised form 2 October 2014 / Accepted: 2 October 2014 / Published: 15 October 2014 Abstract: After nearly thirty years of concerted effort by many investigators, the cause or causes of the secular gains in IQ test scores, known as the Flynn effect, remain elusive. In this target article, I offer six suggestions as to how we might proceed in our efforts to solve this intractable mystery. The suggestions are as follows: (1) compare parents to children; (2) consider other traits and conditions; (3) compare siblings; (4) conduct more and better intervention programs; (5) use subtest profile data in context; and (6) quantify the potential contribution of heterosis. This last section contains new simulations of the process of heterosis, which provide a plausible scenario whereby rapid secular changes in multiple genetically influenced traits are possible. If there is any theme to the present paper, it is that future study designs should be simpler and more highly focused, coordinating multiple studies on single populations. Keywords: Flynn effect; intelligence; secular trend; heterosis 1. Introduction It has been nearly thirty years since James Flynn brought widespread attention to the occurrence of rapid gains in IQ test scores [1,2]. However, in honestly assessing the situation today one would have to conclude that we are not much closer to identifying the cause than we were three decades ago. -
A History of Intelligence Assessment: the Unfinished Tapestry
From Contemporary Intellectual Assessment: Theories, Tests, and Issues, Third Edition. Edited by Dawn P. Flanagan and Patti L. Harrison. Copyright 2012 by The Guilford Press. All rights reserved. CHAPTER 1 A History of Intelligence Assessment The Unfinished Tapestry John D. Wasserman When our intelligence scales have become more accurate and the laws governing IQ changes have been more definitively established it will then be possible to say that there is nothing about an individual as important as his IQ, except possibly his morals; that the greatest educational problem is to determine the kind of education best suited to each IQ level; that the first concern of a nation should be the average IQ of its citizens, and the eugenic and dysgenic influences which are capable of raising or lowering that level; that the great test problem of democracy is how to adjust itself to the large IQ differences which can be demonstrated to exist among the members of any race or nationality group. —LEWIS M. TERMAN (1922b) This bold statement by the author of the first of intelligence and its assessment deservedly elicits Stanford–Binet intelligence scale captures much many strong feelings. of both the promise and the controversy that have Intelligence is arguably the most researched historically surrounded, and that still surround, topic in the history of psychology, and the concept the assessment of intelligence. Intelligence tests of general intelligence has been described as “one of and their applications have been associated with the most central phenomena in all of behavioral some of the very best and very worst human be- science, with broad explanatory powers” (Jensen, haviors. -
Ijci.Wcci-International.Org IJCI
Available online at ijci.wcci-international.org IJCI International Journal of International Journal of Curriculum and Instruction 13(2) Curriculum and Instruction (2021) 1756-1777 A validity and reliability study of a nomination scale for identifying gifted children in early childhood Rıdvan Karabuluta* & Esra Ömeroğlu b aKirsehir Ahi Evran University,Campus, Kirşehir,40100,Turkey bGazi University, Campus, Ankara,06500, Turkey Abstract The study aimed to develop a measure that enables gifted children to be picked out in early childhood hrough the nomination of teachers. In order to collect the data, a conceptual framework based on Gardner’s theory of multiple intelligences was set to identify gifted children. Once the conceptual framework was created, a 64- item framework consisting of typical characteristics of gifted children was designed, and presented to experts’ opinion. In line with expert opinion, the framework was finalized as a 50 item data collection tool. The participants of the study were composed of 365 teachers in different kindergartens and primary schools in the city centre of Kırşehir, Turkey. As a result of the data analysis, a nomination scale, the validity and reliability of which were tested was developed. Keywords: Nomination, gifted child, multiple intelligences theory, early childhood, scale development © 2016 IJCI & the Authors. Published by International Journal of Curriculum and Instruction (IJCI). This is an open- access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/). 1. Introduction Intellectual giftedness manifests itself with many differences compared to peer groups at a very early age, and these differences bring about some advantages and disadvantages. -
Neurocognitive Evidence for Different Problem-Solving Processes Between Engineering and Liberal Arts Students Yu-Cheng Liu1
Instructions for authors, subscriptions and further details: http://ijep.hipatiapress.com Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students Yu-Cheng Liu1, Chaoyun Liang1 1) National Taiwan University (Taipei, Taiwan) Date of publication: June 24th, 2020 Edition period: June 2020 - October 2020 To cite this article: Liu, Y.-C., & Liang, C. (2020). Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students. International Journal of Educational Psychology, 9(2), 104- 131. doi: 10.17583/ijep.2020.3940 To link this article:http://dx.doi.org/10.17583/ijep.2020.3940 PLEASE SCROLL DOWN FOR ARTICLE The terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License(CC-BY). IJEP – International Journal of Educational Psychology, Vol. 9 No. 2 June 2020 pp. 104-131 Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students Yu-Cheng Liu Chaoyun Liang National Taiwan University National Taiwan University Abstract Differences exist between engineering and liberal arts students because of their educational backgrounds. Therefore, they solve problems differently. This study examined the brain activation of these two groups of students when they responded to 12 questions of verbal, numerical, or spatial intelligence. A total of 25 engineering and 25 liberal arts students in Taiwan participated in the experiment. The results were as follows. (i) During verbal intelligence tasks, differences between the two groups were oBserved in the information flows of verBal message comprehension and contextual familiarity detection in the problem-identifying phase, whereas no significant differences were found in the resolution-reaching phase.