Intellectual style is a way of directing intelligence, not a level of it¶

Claim · All claims
Evidence · 1 study · theoretical r? · q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Two individuals of equal measured intelligence may differ intellectually in how they organize and direct that intelligence. → Presseisen 1990

Evidence¶

Presseisen 1990¶

Presseisen, Barbara Z.; Sternberg, Robert J.; Fischer, Kurt W.; Knight, Catharine C.; Feuerstein, Reuven. (1990). Learning and Thinking Styles: Classroom Interaction. National Education Association. https://eric.ed.gov/?id=ED327322

q2 · i? · no source text available to check; the entry prints no effect size · theoretical · r?

Theoretical argument in Sternberg's chapter contrasting standard ability theories with the governmental model; the article offers this as conceptual analysis, not a tested comparison. The model assesses "notof how much intelligence the individual has but rather of how thatintelligence is directed."

"In contrast,the governmental model leads to ,nsessment notof how much intelligence the individual has but rather of how thatintelligence is directed, or exploited."

Discussion¶

Related Claims¶

• Learning Styles Matching Does Not Improve Learning — related
• Schools overwhelmingly reward executive styles and confuse style with level of intellect — a narrower finding that bears on this claim
• Embedded figures test performance differed by sex and correlated relatively highly with intelligence — related
• A century of psychometric data consistently shows performances on intellectual tests are correlated, which MI must account for — related
• Intellectual styles are partly socialized and therefore modifiable to some degree — related
• Instruction organized to promote authentic intellectual work was associated with more complex student thinking and greater standardized test gains — related
• Intelligence is positively associated with SPT accuracy, with strength varying by measure — related