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Download full textBauer, Richard H. – Journal on Educational Psychology, 2009
Studies that have used noninvasive brain imaging techniques to record neocortical activity while individuals were performing cognitive intelligence tests (traditional intelligence) and social intelligence tests were reviewed. In cognitive intelligence tests 16 neocortical areas were active, whereas in social intelligence 10 areas were active.…
Descriptors: Multiple Intelligences, Neurosciences, Cognitive Psychology, Brain Hemisphere Functions
Peer reviewedNeufeld, J. S.; Cozac, E. – Alberta Journal of Educational Research, 1980
Discusses results of a study comparing the self-concept of intellectually gifted 9th-grade- students with that of intellectually average students, and investigates the relationships that existed among self-concept, intelligence test performance, reading comprehension, mathematics achievement, and overall composite achievement. No significant…
Descriptors: Academic Ability, Academically Gifted, Comparative Analysis, Elementary Secondary Education
Jensen, Arthur R.; Inouye, Arlene R. – 1979
In a study in which Asian-American, white, and black children in grades 2-6 in a California school district were given a battery of tests including measures of IQ, scholastic achievement, and short-term memory, factor analysis of the tests yielded two main factors identified as Level I (memory) and Level II (general intelligence) in Jensen's…
Descriptors: Academic Ability, Academic Achievement, Asian Americans, Black Students
Willey, Diane L.; And Others – 1993
R. J. Sternberg and others found that the types of behaviors reported by laypersons as characterizing different types of intelligence varied across the different groups tested, and that a person's concept of intelligence affects the manner in which he or she evaluates the intelligence of others. Two experiments by Sternberg et al. were replicated.…
Descriptors: Academic Ability, Behavior Patterns, Beliefs, College Students
CLINE, MARVIN; DICKEY, MARGUERITE – 1968
THE EXPERIMENTAL GROUP IN THIS STUDY WAS 112 KINDERGARTEN CHILDREN FROM 11 HEAD START CENTERS. IN ORDER TO ASSESS THE VALUE OF THE HEAD START PROGRAM, THE MEASUREMENT OF THE EXPERIMENTAL GROUP TAKEN DURING THE FALL WAS COMPARED TO A MEASUREMENT OF NON-HEAD START KINDERGARTEN CHILDREN TESTED ABOUT THE SAME TIME. AT LEAST FOUR MONTHS AFTER THE…
Descriptors: Academic Ability, Behavior Rating Scales, Cognitive Ability, Cognitive Development
