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Direct linkJones, Brett D.; Bryant, Lauren H.; Snyder, Jennifer Dee; Malone, David – Teacher Education Quarterly, 2012
Implicit theories of intelligence (i.e., individuals' beliefs about the nature of intelligence, such as whether it is fixed or changeable) are important because they are related to individuals' behaviors and their beliefs in other areas (Sternberg, 2000). Implicit theories of intelligence are especially important in educational settings because…
Descriptors: Intelligence, Motivation, Preservice Teachers, Educational Theories
Peer reviewedEyles, A. G. – British Journal Of Educational Studies, 1973
This study is aimed at trying to discover the isolable characteristics of intelligence, of the kind of mental processes which result from it, and of the relationship between intelligence and the formation of concepts. (Author)
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Concept Formation
Peer reviewedNewman, Graeme R. – Australian Journal of Education, 1974
This article focused on societal reaction to deviance, definers rather than the defined, on the presupposition that because the deviant is one so labelled, by studying the definers one is also indirectly studying the nature of the defined. (Author/RK)
Descriptors: Antisocial Behavior, Definitions, Educational Discrimination, Educational History
Cupertino, Christina Menna Barreto – Gifted Education International, 1996
This paper discusses problems arising from prevailing definitions of intelligence that are based on a rational paradigm, the typical form of acquiring knowledge in the modern world. Argues that perceptions of "being intelligent" are formed by the requirements of traditional scientific method. Suggestions are outlined for understanding…
Descriptors: Definitions, Educational Theories, Environmental Influences, Gifted
