Research agenda for intelligence measurement: intercorrelations, IQ permanence, distribution form, and effects of coaching¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 2 studies (1 associational, 1 theoretical), q2 · 0 of 2 report an effect size · 5 claims rest on one study

Description¶

Thorndike closes by listing next steps in research: studies of the intercorrelations, total and partial, of the various forms of intellectual work of the world and of the abilities used in tests; the permanence of IQs and EQs; correlations of each test at each age with itself at later ages and with features of intellectual work; the form of distribution of intelligence in the general adult population, which he calls "a matter of great practical moment"; and the effect of coaching, special and general, which he calls fundamental for educational and industrial uses.

Design Implications¶

Context¶

Requirements¶

• Research on every feature of intelligence and its measurement, especially intercorrelations of test abilities and of real-world intellectual work

Constraints¶

• The agenda is stated as needed research, not as findings; the article reports no results on these questions

Target Learners¶

• general adult population
• school-age children assessed by intelligence tests

Target Learning Goals¶

• prediction of intellectual performance across tasks and over time

Claims¶

• Correlations between performance on different intellectual tasks fail to reach 1.00, indicating specialization of intelligence [+W]
• In latent-variable SEM models, intelligence — not working memory — is the significant direct predictor of academic outcomes in both childhood and early adulthood [+W]
• Test tasks requiring analysis, selection and organization of elements give better predictive results per unit cost than simpler tasks [+W]
• Important intellectual differences among people are not found on the sensory, perceptual, or purely reproductive level [+W]
• A 12-year-old's intelligence test score prophesies book-learning outcomes more accurately than practical or social-intellectual performance [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• E. L. Thorndike and L. M. Terman. (1921). Intelligence and Its Measurement. The Journal of Educational Psychology. https://archive.org/search?query=Journal+of+Educational+Psychology+1921