Intelligence: The Battle for the Mind
... Someone whose higher IQ will work better and realize to what the consequence when they broke the rules. This matter supported by Eysenck (1981) stated that an officer whose higher IQ results a better work performance rather than who has a lower IQ. Someone who has a higher IQ much easier to absorb the knowledge they learned and lead them easy in solving their problem which related to their job. ...
... Fudyartanta (2004) stated that IQ is adapted ability, intellegent people has an ability to organize the pattern of their behavior. There are some intellegency measurement instruments and each IQ test used focus on the purpose and need (Eysenck, 1981). Wiramiharja (2003) argued that intellegency measured by the instrument which is develoved by Peter Lauster, while measurement of level intellegecy used Richard Pauli test instrument especially regarded to the amount of number. ...
... Someone who has high level of IQ able to work with good quality and realized to the impacts when they breaking the rule. It is supported by Eysenck (1981) which stated that an officer who has good ability could result better performance. ...
The purpose of this research is to identify the effect of intellegence quotient (IQ), emotional quotient (EQ) and spiritual quotient (SQ) on employees accounting corruption tendency. This research is a development of research conducted by Thoyibatun (2009).The object of this research is local government institution in Malang. This study uses descriptive analysis method using primary data (questionnaire) and secondary data (documents). Primary data which is come from the distribution of quisionares which is answered by local government officers in Malang. While secondary data is obtained from the documentation that available at The Human Resources Development Agency. There are a total of 105 data samples are obtained from 34 local government agencies in Malang. The data is then analyzed using multiple linear regression analysis techniques with the help of SPSS software (Statistical Product and Service Solution). The result of this research is, firstly intellegence quotient has a negative significant effect on tendency of acounting fraud, secondly emotional quotient has a negative significant effect on tendency of accounting fraud, thirdly spirtual quotient has not effect significant on tendency of accounting fraud. This research gives contributon to Malang local government in order to upgrade intellegence quotient, emotional quotient in reducing the rate of tendency of accounting fraud.
... In questa prospettiva diversi studiosi hanno sostenuto tesi fortemente ereditariste: larga parte delle differenze intellettive tra le persone dovrebbe essere ricondotta a fattori ereditari. In risposta, molti critici hanno evidenziato l'importanza dell'ambiente, mettendo in luce i limiti teorici e metodologici della ricerca sull'ereditabilità (Eysenck e Kamin 1981;Joseph 2004). Nonostante questo dibattito e il fatto che ad oggi la ricerca biologica abbia evidenziato quanto complesse siano le interazioni tra aspetti genetici e ambientali, la genetica del comportamento (Behavioural Genetics -BG) non ha abbandonato le ipotesi novecentesche nel tentare di comprendere il contributo di fattori genetici e ambientali alle differenze cognitive individuali. ...
... I test d'intelligenza non vengono utilizzati soltanto per misurare le differenze tra le prestazioni individuali -che innegabilmente si riscontrano -ma anche per studiare le basi ereditarie di tali prestazioni, assumendo che il Q.I. sia «la miglior stima di cui disponiamo per valutare l'intelligenza» (Eysenck e Kamin 1981). Nell'ottica di una scienza cognitiva attenta ai dati delle scienze biologiche è auspicabile che le CS, prima di vagliare modelli unificanti, si confrontino con gli aspetti storici, metodologici e teorici del modello del Q.I. e dell'intelligenza generale -che da ormai un secolo è rimasto sostanzialmente invariato nonostante le innumerevoli critiche alle quali è stato sottoposto -poiché il concetto di Q.I. e i test per misurarlo potrebbero non essere adeguati ad una definizione psicologicamente comprensiva dell'intelligenza. ...
... La diferencia de género en la inteligencia ha sido ampliamente discutida en la literatura. Desde comienzos del siglo XX y hasta comienzos del siglo XXI, algunos autores defendieron ampliamente la inexistencia de diferencia de género en habilidades intelectuales (Burgaleta, Head, Álvarez-Linera, Martínez, Escorial, Haier & Colom, 2012;Burt & Moore, 1912;Cattell, 1971;Eysenck & Kamin;Haier, 2007;Halpern, 2012;Herrnstein & Murray, 1994;Lubinski, 2000;Mackintosh, 1996Mackintosh, , 2011Savage-McGlynn, 2012). ...
RESUMEN La escala Matrices Progresivas General de Raven es un test utilizado en los procesos de admisión de los programas de talento académico en Chile. El presente estudio tiene como objetivo evaluar las propiedades psicométricas de la escala Raven en una amplia muestra de estudiantes utilizando la Teoría de Respuesta al Ítem (TRI). Se administró la prueba a 935 estudiantes participantes del proceso de admisión de un programa de talentos académicos. Los resultados muestran que la escala total no se ajusta a un modelo unidimensional. Los análisis por separado muestran que sólo las subescalas D y E presentan un ajuste adecuado. Los análisis de ambas subescalas muestran un adecuado ajuste al modelo TRI y no presentan funcionamiento diferencial por sexo. Se discuten las implicancias de la presencia de dos factores y se proponen como una versión reducida para procesos de admisión de programas de talento académico. Palabras clave: Análisis factorial, Teoría de respuesta al ítem, Matrices progresivas de Raven, Inteligencia general, Funcionamiento diferencial.
... Although the epistemological meaning and socio-ethical implications of these data have been discussed intensely, a full consensus is yet to be achieved. Much controversy has shrouded the methodological basis of heritability studies, but even more debated is their philosophical and biological interpretation (Block 1995;Downes & Matthews 2019;Eysenck & Kamin 1981;Kaplan 2015;Kempthorne 1978;Lewontin 1974;Oftedal 2005;Tabery 2014). Pierrick Bourrat's paper (2022) analyses two notions of heritability, one deriving from quantitative genetics (the "variance approach") and the other from the biometric tradition (the "regression approach"). ...
The aim of this collection is to bring together philosophical and historical perspectives to address long-standing issues in the interpretation, utility, and impacts of quantitative genetics methods and findings. Methodological approaches and the underlying scientific understanding of genetics and heredity have transformed since the field’s inception. These advances have brought with them new philosophical issues regarding the interpretation and understanding of quantitative genetic results. The contributions in this issue demonstrate that there is still work to be done integrating old and new methodological and conceptual frameworks. In some cases, new results are interpreted using assumptions based on old concepts and methodologies that need to be explicitly recognised and updated. In other cases, new philosophical tools can be employed to synthesise historical quantitative genetics work with modern methodologies and findings. This introductory article surveys three general themes that have dominated philosophical discussion of quantitative genetics throughout history: 1. How methodologies have changed and transformed our knowledge and interpretations; 2. Whether or not quantitative genetics can offer explanations relating to causation and prediction; 3. The importance of defining the phenotypes under study. We situate the contributions in this special issue within a historical framework addressing these three themes.
... Based on Young's definition, he criticises Nuffield and Essex studies on social mobility in the UK by either neglecting or totally ignoring the intelligence aspect of meritocracy. Then, he examines the findings of the study of Eysenck andKamin (1981, in Saunders 1995). The impact of the IQ levels of fathers and sons on the inter-class mobility between services and working classes. ...
The main purpose of this PhD study, which is titled as “Socio-Economic Disparities in the Integration Process of Immigrants in Western Europe: A Comparative Study for Six EU Countries”, is to examine several aspects of socio-economic disparities between the native population and the migrants in Belgium, Germany, France, the Netherlands, Sweden and United Kingdom. These countries are selected because of their diverse labour market and welfare state characteristics as well as their different migration and integration policies. The study covers literature review and empirical analysis on the disparities in the labour market, access to social benefits and education-related outcomes. The analyses also aim at demonstrating the relationships between these three domains, where there are available data. In the analyses, the European Union Statistics on Income and Living Conditions (EU-SILC) and European Union Labour Force Survey (EU-LFS), OECD Programme for International Student Assessment (OECD-PISA) and European Social Survey (ESS) data sets are used in different sections (in relation with their contents) as these data sources have high level of comparability across countries and over time. The analysis results of the study demonstrate the existence of remarkable socio-economic disparities between the migrants and the native populations in the selected Western European countries; re-generation of the disparities between groups in different socio-economic domains in different phases of lifecycle as a result of the interaction of the disadvantages in more than one domain; and the emergence of similar disparities across groups in all host countries regardless of the differences in their labour market, welfare state and education system settings in the macro-level. Further research topics and policy recommendations based on the literature and analysis results are also presented in the study.
... However, the intelligence testing movement allowed psychology to move out of universities into areas of social application (Carson, 2018). The psychological debate on intelligence has a long history and has prompted numerous controversies about individual and group differences and a full account is not within the scope of this article (e.g., Eysenck & Kamin, 1981;Neisser et al., 1996). ...
Measured by psychologists, conceived in critical terms, popularised as satire, and exploited by politicians, meritocracy is a dilemmatic concept that has changed its meanings throughout history. Social psychologists have conceptualised and operationalised meritocracy both as an ideology that justifies inequality and as a justice principle based on equity. These two conceptualisations express opposing ideas about the merit of meritocracy and are both freighted ideologically. We document how this dilemma of meritocracy’s merit developed from meritocracy’s inception as a critical concept among UK sociologists in the 1950s to its operationalisation by U.S. and Canadian social psychologists at the end of the 20th century. We highlight the ways in which meritocracy was originally utilised, in part, to critique the measurement of merit via IQ tests, but ironically became a construct that, through its psychologisation, also required measurement. Through the operationalisation of meritocracy, social psychologists obscured the possibility of critiquing meritocracy and missed the opportunity to offer alternatives to a system that has been legitimised by their own work. A social psychology of meritocracy should take into consideration the ideological debate around its meaning and value and the implications of its measurement and study.
... Kemampuan intelektual dapat diukur dengan cara mempelajari tindakan (demonstrasi) intelegensi individu yang bersangkutan saat itu (Hudgins, 1982) dalam hubungannya dengan norma usia yang ada (Eysenck, 1981). Dalam bahasa sesederhana, IQ adalah perbandingan antara usia mental (tingkat perkembangan mental individu yang berhubungan dengan perkembangan lainnya) seseorang saat (tes) itu dibagi dengan usia kronologis, dikalikan 100 (Santrock, 2010). ...
Kecerdasan emosional dan kecerdasan intelektual mempunyai peranan yang sangat penting dalam upaya peningkatan kualitas hasil belajar. Salah satu diantara mereka tidak boleh ada yang dimarginalkan. Tujuan penelitian ini adalah mengidentifikasi indikator-indikator apa saja yang dapat digunakan untuk mengukur kecerdasan emosional dan kecerdasan intelektual, serta bagaimana pengaruh kecerdasan emosional dan kecerdasan intelektual terhadap prestasi belajar. Teknik analisis statistika yang dipakai adalah Structural Equation Modelling Second Order. Pengukuran kecerdasan emosional menggunakan Confirmatory Factor Analysis (CFA) Second Order karena kecerdasan emosional mempunyai lima dimensi, dimana masing-masing dimensi memiliki beberapa indikator, sehingga dilakukan pengujian CFA dua kali. Data yang digunakan dalam penelitian ini merupakan data primer dan sekunder dengan jumlah sampel sebanyak 184. Karena asumsi normalitas multivariat tidak terpenuhi, maka dilakukan estimasi dengan menggunakan prosedur bootstrap. Hasil analisis menunjukkan bahwa model struktural yang dikembangkan berdasarkan teori dalam mengidentifikasi pengaruh kecerdasan emosional dan kecerdasan intelektual terhadap prestasi belajar adalah sesuai dengan studi kasus untuk siswa SMA/MA di Kabupaten Sumenep daratan (diluar di kepulauan). Dari kelima dimensi, hanya dimensi Memotivasi Diri Sendiri yang bisa digunakan untuk mengukur variabel Kecerdasan Emosioanal, sehingga variabel kecerdasan emosional tidak berpengaruh secara nyata terhadap prestasi belajar. Kecerdasan intelektual berpengaruh secara nyata terhadap prestasi belajar siswa sebesar 0,387.
... Employees who have high intellectual intelligence means that the employee is very easy to understand the science that has been given, so that employees will have the ability to solve problems with a good job (Eysenck & Kamin, 1981). ...
The purpose of this study is to examine and Determine the moderating effect of religiosity from the effect between intellectual intelligence and spiritual intelligence on the performance of employees of state-owned bank branches conventional Tegal. This study took a sample of 115 employees using a multi-stage type of probability sampling technique, the which is a combination of proportional sampling and random sampling techniques. Data collection method is done by distributing questionnaires. The method of data analysis uses descriptive statistical tests and SmartPLS 3.0 software. The results of this study intellectual intelligence that has a positive effect on employee performance. Likewise, with spiritual intelligence has a positive effect on employee performance. In the moderation test, religiosity is not Able to moderate the relationship of intellectual intelligence on employee performance religiosity meaning that weakens the relationship, hypothesis 3 is rejected. Then, religiosity is Able to Strengthen the relationship of spiritual intelligence on employee performance hypothesis 4 is accepted meaning. Suggestions from this study, employees of conventional state-owned bank branch offices in Tegal city are expected to be Able to empower Reviews their intelligence in order to be Able to improve the level of performance in accordance with the company’s standards and for the management of conventional state -owned bank branch offices in Tegal city always provide motivation and establish communication with employees so that employees continue to maintain intellectual intelligence and spiritual intelligence in the work environment.
... Those with high I.Q. tend to be more readily and easily to absorb knowledge, which will make their ability to solve work-related problems better (Eysenck, 1981). Goleman's emotional intelligence theory (1999) defines emotional intelligence as one's ability to recognise his own and others' feelings, to motivate himself, and to manage his emotion in his relationship with others. ...
In Indonesia today, vocational schools, that aim to produce work-ready graduates, face enormous challenges in terms of students’ readiness to perform in the market. This study is conducted to discover the factors influencing students’ willingness to work. The studied factors include innovative learning, school-business partnership, and parents’ social status. This study is analytical research which uses cross-sectional survey approach and structural equation model (SEM) for sampling. The object of this study was Government Business and Management Vocational Schools in South Sulawesi. The population of education were all third-year students of Business Administration, Accounting, and Commerce Programs. They have undergone an Internship training program in the 2010/2011 Academic Year. The findings of the study indicate that innovative learning, schools’ partnership with the industry or business, and parents’ socioeconomic status are of significant impact on students’ readiness to work.
... Fifth, it has often been stated that males have greater variability of IQ than females. This contention has been asserted since the early years of the twentieth century, when it was proposed by Havelock Ellis (1904), Thorndike (1910) and Terman (1916), and later reaffirmed by Eysenck (1981) and Hedges & Nowell (1995), and recently by Deary, Irwing, Der and Bates (2007). We will examine this, and again it will be interesting to see whether this is the case in Libya. ...
... In recent decades, the debate between innatism and environmentalism regarding animal behaviour has been heated. Specifically, the debate on the role of genes in natural selection is a source of intense controversy (Rose et al., 1984;Lewontin, 1990Lewontin, , 2001Eysenck and Kamin, 1981;Kamin, 1981). ...
The purpose of this paper is to analyse the discontinuity between
animal and human birth. Starting from theories on animal instinct and those on
animal/human behaviour; from Aristotle to Darwin, and the evolutionary
synthesis of the 1940s, from distorted interpretations of Darwin’s thought to
some aspects of modern ethology and animal psychology, and the human birth
theory, the manuscript tries to respond to the old question: what differences
exist between animal behaviour and human behaviour? Trying to answer these
questions, the Aristotelian scientific method and Darwin’s theory of evolution
are here discussed. The scientific-rational method is still not adequate to
completely comprehend humankind. The main issue is the biological origin of
the human psyche, the human birth theory postulated by Fagioli (2019a) several
decades ago. The capability to imagine, which relates to the disappearance
fantasy at human birth, is a crucial concept in the separation between humans
and animals. These aspects will be thoroughly debated.
... The Webster's Dictionary defines intelligence as "the power of knowing", "the ability to understand and/or deal with new situations" and "the skilled use of reason". The traditional school of "intelligence" believed that the human beings are born with a fixed degree of intelligence which remains more or less static throughout their life time (Eysenck & Kamin, 1981). But, Howard Gardner came up with the Multiple Intelligence concept in his book "Frames of Mind" in the year 1983, he stated that "Intelligence is the ability to solve problems or to create products that are valued within one or more cultural settings" (Gardner, 1983). ...
... The Webster"s Dictionary defines intelligence as "the power of knowing", "the ability to understand and/or deal with new situations" and "the skilled use of reason". The traditional school of "intelligence" believed that the human beings are born with a fixed degree of intelligence which remains more or less static throughout their life time (Eysenck & Kamin, 1981). But, Howard Gardner came up with the Multiple Intelligence concept in his book "Frames of Mind" in the year 1983, he stated that "Intelligence is the ability to solve problems or to create products that are valued within one or more cultural settings" (Gardner, 1983). ...
Inspired by Gardner"s (1983,1999) theoretical discussion of "Multiple Intelligence" and considering the significance of multiple decision making roles as played out by University Administrative Officers within the contemporary University system of Sri Lanka; this study attempts to develop a multiple intelligence profile for University Administrative officers. Guided by a quantitative methodological approach to management research the study was conducted among sixty-nine administrative officers in six national Universities located in the western province, Sri Lanka. Data gathered through a structured questionnaire were analyzed using descriptive statistical methods. The "Multiple Intelligence Profile" that was developed through this analysis depicts "bodily intelligence" to be the most prominent among University Administrative Officers in Sri Lanka.
... In altri casi, non sempre l'allontanamento dai genitori biologici era avvenuto in età sufficientemente precoce. Molti autori, infine, hanno evidenziato problemi di natura teorica in relazione alle assunzioni metodologiche degli studi di famiglia e del calcolo dell'ereditabilità (vedi Bailey, 1997;Eysenck & Kamin, 1981;Joseph, 2004;Kaplan, 2015;Kempthorne, 1978;Lewontin, 1974;Rose et al., 1984;Wahlsten, 1994). ...
ITA: In questo articolo analizzerò la differenza tra il concetto di ereditarietà e quello di ereditabilità. In primo luogo, evidenzierò come i due concetti derivino storicamente da differenti tradizioni nello studio della variabilità fenotipica e del rapporto genotipo-fenotipo. Secondariamente, illustrerò gli aspetti teorici e metodologici alla base dei due concetti, che sono peraltro collegati a differenti aree delle scienze biologiche. Infine, spigherò brevemente come si sia recentemente tentato, con molte difficoltà, di connettere lo studio dei meccanismi dell’ereditarietà allo studio dell’ereditabilità. Nel discutere le questioni di cui sopra, farò riferimento a tratti psicologici come l’intelligenza dal momento che è proprio dallo studio di questo tipo di tratti che sono emersi i maggiori problemi teorici e metodologici, nonché le controversie più intense.
ENG: In this paper, I analyse the distinction between heredity and heritability. First, I highlight that the two concepts derive from different historical traditions in the study of phenotypic variability and of the genotype-phenotype relationship. Second, I illustrate the theoretical and methodological aspects connected to the two concepts, which are traditionally associated with different areas of biological research. Then, I focus on recent attempts aimed at connecting with each other the analysis of heredity and of heritability. In my discussion, I shall often refer to human psychological traits such as intelligence. Indeed, most theoretical and methodological discussions have emerged with respect to the study of these traits.
... Djevojčice su postigle 100,64 (SD = 14,1), a dječaci 100,48 (SD = 14,9) bodova IQ-a. U svojim utjecajnim radovima Eysenck (1981.), Court (1983.), ...
General knowledge tests (GKT) examine knowledge which is not usually associated with institutionalized education, but is part of everyday communication and often found in the media. Indirectly, they measure the ability to acquire knowledge and, in this sense, coincide with the definition of crystallized intelligence as a measure of acquiring and using knowledge. Three studies using relatively short versions of the GKT on various samples in the Republic of Croatia, which were part of a larger battery of cognitive tests with a similar number of items and reliability, the GKT has consistently shown the greatest projection on the principal component of these tests. This answers the question of why we need the GKT: carefully selected general knowledge items can serve as a measure of Gc. When to use the test has several options. The first is in situations where there is a lack of time - 50 items require less than 20 minutes. The second is a formal reason - in cases of resistance to or a ban on intelligence testing, using the GKT goes over well. The third is a humane reason - due to its form and title, it causes less stress and test anxiety as it is easier to be uniformed than unintelligent as far as self-respect is concerned. There is also the question of how to use the GKT. Some items become recognized, some lose their importance with technological advances and socio-political changes, new potentially good items appear so the GKT needs to be revised every 5 to 10 years. This is valid for the choice and range of general knowledge domains. As far as GKT calibration is concerned, with the aim of constructing tests of good internal reliability (which is necessarily lower than the majority of unifaceted classic intelligence tests), separate calibration is recommended in relation to gender and education (high schools, professional schools, tertiary education). However, in view of the increasing availability of general information, such a differential calibration may be subject to review.
... Questo suggeriva di rivedere idee piuttosto diffuse e consolidate nelle scienze sociali. In risposta, gli ambientisti criticarono gli studi su cui questi suggerimenti si basavano, mettendone in luce i limiti metodologici (Eysenck & Kamin 1981;Rose et al. 1983). Nessun ereditarista ha mai negato il ruolo dell'ambiente nello sviluppo dell'intelligenza, così come nessun ambientista ha mai negato l'importanza dei fattori ereditari. ...
Le basi ereditarie dell’intelligenza sono ormai da molti decenni oggetto di un acceso dibattito. Da una parte, chi adotta una visione ‘ereditarista’ enfatizza il ruolo del genoma nel delineare l’intelligenza individuale; dall’altra chi, come i cosiddetti ‘ambientisti’, si concentra sul ruolo dell’ambiente familiare, educativo e socioculturale. Diversamente da quanto possa sembrare, questo dibattito non riguarda tanto se l’intelligenza abbia o meno delle basi ereditarie, ma anzi riguarda le differenze individuali, cioè in che misura differenze nel genoma o nell’ambiente possano spiegare le differenze intellettive tra le persone. E' possibile calcolare quantitativamente il peso di geni e ambiente? Se si, come?
... Therefore, based on the performance on test of intellectual abilities displayed by male and female students during Southeast Asia Psychology Journal Vol. 3, (2015-2016 However, we can suggest that as far gender differences among scores on Raven Progressive Matrices are concerned, somewhat mixed results have been reported by previous researchers. Looking at many large scale studies we can see that no gender differences on the progressive matrices have been endorsed by numerous researchers (Eysenck, 1981;Mackintosh, 1996;Mackintosh, 1998;Jensen, 1998) and they stated that there was no significant difference in scores while working on Progressive Matrices among boys and girls, men and women, while some other researchers have reported that male and female tend to perform differently tests that measure different abilities. They reported that females are often found to have higher average scores while working on some tests of motor coordination, verbal ability and memory. ...
The main objective of the present study was to explore the performance of students with learning disabilities on test of intellectual functioning. Apart from that, this study also focused on observing the difference in intellectual abilities among male and female students with learning disabilities as well. The participants were 80 students within the age ranges of 8- 11 years old; which consist of 47 males and 33 females diagnosed as having learning disabilities from five public schools in Kota Kinabalu, Sabah Malaysia. Raven’s Coloured Progressive Matrices (Raven, 1995) was used to assess students’ intellectual functioning. It was found that the performance of 12.5% children were on intellectually superior level, 38.5% were on definitely above average,
22.5% were on average, 11.3 % were below average, and 15% were on intellectually impaired level. As for gender difference in scores, the results of non-parametric Fisher Exact test showed that significant association between
gender and children intellectual ability (
=18.94, df = 4, p < .05) was found. On the basis of observed cell frequencies, it can be concluded that male students’ performance was more towards the extreme of higher and lower ends and female students’ performance was more towards average. The differences in basic intellectual abilities determined during the present study can be used as a guideline by the responsible authorities to identify appropriate and individualized interventions which are suitable for different group of children based on their level of intellectual functioning and learning disabilities.
... It is worth mentioning that, although Raven's Progressive Matrices test also involves spatial processing and mental rotation, it did not show sex differences in our study. This result is consistent with previous studies (e.g., Raven, 1938;Eysenck and Kamin, 1981;Wei et al., 2012;Lütke and Lange-Küttner, 2015). There are at least two possible reasons. ...
Behavioral studies have reported that males perform better than females in 3-dimensional (3D) mental rotation. Given the important role of the hippocampus in spatial processing, the present study investigated whether structural differences in the hippocampus could explain the sex difference in 3D mental rotation. Results showed that after controlling for brain size, males had a larger anterior hippocampus, whereas females had a larger posterior hippocampus. Gray matter volume (GMV) of the right anterior hippocampus was significantly correlated with 3D mental rotation score. After controlling GMV of the right anterior hippocampus, sex difference in 3D mental rotation was no longer significant. These results suggest that the structural difference between males’ and females’ right anterior hippocampus was a neurobiological substrate for the sex difference in 3D mental rotation.
... While 'significance' is usually a precondition for having one's results taken seriously, there is still a great deal of flexibility in how the results can and should be interpreted. With studies relating to IQ, for example, a hereditarian like H. J. Eysenck and an environmentalist like Leon Kamin can look at the same set of results and come to radically different conclusions about them (Eysenck vs. Kamin, 1981). This inherent flexibility enables researchers to interpret results in order to suit their own purposes. ...
This article examines the role of significance testing in psychology, using the well-known work of David C. McClelland on achievement motivation as a case study. McClelland amassed some impressive statistics in support of his views, though they appear much less impressive when it is understood how they were achieved. A number of methodological decisions had to be made along the way and there appear to have been a series of fortunate coincidences whereby the methodological decision that McClelland made always led to significant results, whereas other decisions that he might have made and which might seem more reasonable, would not have led to significant results. His statistics seem to have been little more than a way of conferring scientific legitimacy on theories to which he was already committed. Using this and other examples, it is suggested that this is typical of how psychology proceeds. Significance testing is better understood as a social practice whose main function is to confer scientific legitimacy on pre-existing beliefs.
... In a summary of the misuse of scores in the United States after the development of intelligence tests, Kamin (1981) mentioned as examples: sterilisation laws, immigration quotas, and early racism. Tyler and Walsh (1979) stated that after the development of intelligence group tests, attempts to measure personality characteristics as well as ability became more and more common. ...
... In questa prospettiva diversi studiosi hanno sostenuto tesi fortemente ereditariste: larga parte delle differenze intellettive tra le persone dovrebbe essere ricondotta a fattori ereditari. In risposta, molti critici hanno evidenziato l'importanza dell'ambiente, mettendo in luce i limiti teorici e metodologici della ricerca sull'ereditabilità (Eysenck e Kamin 1981;Joseph 2004). Nonostante questo dibattito e il fatto che ad oggi la ricerca biologica abbia evidenziato quanto complesse siano le interazioni tra aspetti genetici e ambientali, la genetica del comportamento (Behavioural Genetics -BG) non ha abbandonato le ipotesi novecentesche nel tentare di comprendere il contributo di fattori genetici e ambientali alle differenze cognitive individuali. ...
... Fifth, it has often been stated that males have greater variability of IQ than females. This contention has been asserted since the early years of the twentieth century, when it was proposed by Havelock Ellis (1904), Thorndike (1910) and Terman (1916), and later reaffirmed by Eysenck (1981) and Hedges & Nowell (1995), and recently by Deary, Irwing, Der and Bates (2007). We will examine this, and again it will be interesting to see whether this is the case in Libya. ...
Abstract
Objectives: This study aimed to identify the relationship of multiple intelligences with the
professional performance among female teachers of the first three grades in Al-Taybeh
and Al-Wasatiyah Districts.
Methods: The descriptive correlative approach was conducted to reveal the level of
professional performance and its relationship to multiple intelligences among 112 female
teachers of the first three grades in Al- Taybeh and Al-Wasatiyah Districts for the
academic year 2021-2022. The teachers were selected using the available sample method.
Results: The findings showed that there were high levels of personal, social, kinesthetic,
spatial and existential intelligences among the study sample individuals; while the level of
natural, logical-mathematical, linguistic, and musical (rhythmic) intelligences were
somehow moderate. Furthermore, the Findings showed that the level of professional
performance among the study sample individuals was moderate with an arithmetic mean
of (3.648). Moreover, the professional performance of the study sample individuals was
positively associated with multiple intelligences with statistically significant relationships
at the significance level (α = 0.05), with values ranging between (0.128-0.603).
Conclusions: This study suggests that providing schools with means to enrich the
multiple intelligences of students and teachers by the concerned authorities, such as the
ministry of education, may positively impact professional performance. Further research is
recommended on multiple intelligences and their impact on professional performance
using different samples of male and female teachers.
Keywords: Multiple intelligences, professional performance, teachers of the first three grades
This article proposes a duplex model for understanding giftedness. The first part of the duplex is the set of gifted skills and attitudes that one possesses as a result of heredity, the environment, and their interaction. It is the input that one has acquired from one’s life experiences. The second part of the duplex is the utilization or deployment of gifted skills and attitudes. On this view, giftedness, like intelligence, in practice heavily depends upon one’s attitudes toward deployment of abilities, not just the abilities themselves. It is the output that one gifts back to the world. Someone may possess giftedness in the first part of the duplex but give very little back in the second part. Alternatively, someone may make gifted contributions but not be identified as having the characteristics usually associated with giftedness. This can result because giftedness can be either trait-like or state-like. Some people act in gifted ways as a function of their interactions with tasks and situations, although they would not have been predicted to be individuals who would act that way. A full model should allow both for input and output—giftedness as a possession but also giftedness as it is deployed to make the world a better place.
Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources.
In 1976, the Genetics Society of America (GSA) published a document entitled “Resolution of Genetics, Race, and Intelligence.” This document laid out the Society’s position in the IQ controversy, particularly that on scientific and ethical questions involving the genetics of intellectual differences between human populations. Since the GSA was the largest scientific society of geneticists in the world, many expected the document to be of central importance in settling the controversy. Unfortunately, the Resolution had surprisingly little influence on the discussion. In 1979, William Provine analyzed the possible factors that decreased the impact of the Resolution, among them scientists’ limited understanding of the relationship between science and ethics. Through the analysis of unpublished versions of the Resolution and exchanges between GSA members, I will suggest that the limited impact of the statement likely depended on a shift in the aims of the GSA due to the controversies that surrounded the preparation of the document. Indeed, the demands of the membership made it progressively more impartial in both scientific and political terms, decreasing its potential significance for a wider audience. Notably, the troubled history of the Resolution raises the question of what can make effective or ineffective the communication between scientists and the public—a question with resonance in past and present discussions on topics of social importance.
The objective of this research is to examine whether there is a sex difference in general cognitive ability (g) and also investigate mutual relationships between the school achievement and general intelligence. The research was conducted on the Slovak sample of 567 secondary school pupils, 279 of them were male and 288 female. The average age of the sample was 17.1 years (SD = 1.21) and their age range from 15 to 21 years. To measure general cognitive ability The Vienna Matrices Test (Vonkomer, 1992), which is similar to Raven's Standard Progressive Matrices, was used. School achievement criteria were grades in Slovak language, math and foreign language (English, German). The data was analyzed using the non-parametric Mann-Whitney U-test and correlation analysis. It can be concluded that an emerging trend in the literature of negligible sex differences on mean scores of general cognitive ability was replicated (p < 0.017, r = -0.10). The results also showed moderately strong relation between general cognitive ability and school achievement – higher general cognitive ability relate to better school achievement in Slovak language (r = -0.38**), math (r = -0.45**), and foreign language (r = -0.35**).
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Žitný, P. – Špajdel, M (2019). General factor of intelligence: sex differences and relationship to school achievement in secondary school pupils. Ceskoslovenska psychologie, vol. 63, n. 4, pp. 466-475. ISSN 0009-062X.
Normative data are reported for intelligence, height and head circumference for a sample of 1553 6-to 15-year-olds in Saudi Arabia, and for the correlations between these variables. Intelligence was tested with the Standard Progressive Matrices, on which the Saudi sample obtained a British IQ of 76.2. There were no significant differences in means between boys and girls and differences in variability were inconsistent. The heights of the Saudi sample were generally lower than those of the American norms. The differences in head circumferences between the Saudi children and the American norms were inconsistent. Correlations between IQ and height were weaker than those found in other studies but correlations between IQ and head circumference were positive.
The purpose of this study is to analyze and assess the implementation of human resource empowerment, implementation of work programs, inhibiting factors in the empowerment of human resources, inhibiting factors in improving the quality of human resources and efforts to improve performance in the Department of Manpower and Transmigration Karawang regency. This research is expected to contribute to the development of economics especially in the field of management science; As a contribution of scientific literature in the field of human resources management, as reference material in scientific writing, as an information material, both for leaders and employees at the Departemen of Manpower and Transmigration Karawang regency in the implementation of performance-based and career management as well as consideration and input for decision making. The research was conducted by using qualitative method of single case study that is; Collect, present, analyze, triangulate and test the validity of data and make conclusions and suggestions. The focus of research in the field of training and job placement of the Department of Manpower and Transmigration Karawang regency. Unit of research respondents: Head of Department, Head of Division, Secretary of Service, Human Resource Consultant and Human Resources Expert. Based on the results of the analysis, the following conclusions are obtained: the implementation of empowerment of human resources has not been implemented optimally, the implementation of work programs based on routine achievement, the factors that hamper the empowerment of human resources are the factors of human habit and discipline, the inhibiting factors Improving the quality of human resources is a factor of work culture that has formed from the first and efforts to improve performance by holding technical guidance of education and job training in the Department of Manpower and Transmigration Karawang regency. Keywords: empowerment of human resources, performance.
Gender differences on the Standard Progressive Matrices are reported for two samples of 13-18 year-olds in Libya (combined N = 1820). Males obtained higher mean scores than females but had lower variance. The later sample scored substantially higher than the earlier one.
This study examines sex differences in reasoning ability assessed with Raven’s Advanced Progressive Matrices among 2,206 (1001 male and 1205 female) school students aged between 15 and 18 from urban and rural secondary schools in the Minya region of southern Egypt. There are no statistically significant differences in intelligence between males and females up until the age of 15. However, males scored significantly higher than females at the ages of 16, 17 and 18, consistent with Lynn’s developmental theory of sex differences in intelligence. In exploring the Egyptian education system and the social dynamics of the Minya region in more depth, we attempt to find various confounds which might offer explanations for this difference. However, we find that Lynn’s model is the most persuasive.
The bilingual advantage hypothesis is difficult to test for many reasons and one is the complexity of the executive functioning (EF) construct. The newest wave of meta‐anlayses on the bilingual advantage has minimized the apples and oranges problem by separately analysing results targeting inhibition, updating of working memory, and switching. This chapter presents in detail the results of a meta‐analysis summarized at a meeting of the Psychonomic Society. A complementary part of the narrative that young adults do not show bilingual advantages is that advantages are consistently observed with children and older adults. The key starting point for predictions of bilingual advantages in EF is the plenitude of evidence consistent with the hypothesis that both languages are co‐activated even when the language context supports only one of them and that some general‐purpose aspect of EF is recruited to facilitate the selection of the target language and avoid intrusions from the non‐target language.
In this chapter, I discuss the metaphors of mind that underlie researchers’ thinking about intelligence. I discuss the geographic, computational, biological, genetic-epistemological, sociological, anthropological, and systems metaphors. I point out some of the advantages and disadvantages of the various metaphors. I conclude by arguing that metaphors are not “right” or “wrong” but rather more or less useful for particular purposes. Sometimes, it is optimal even to mix metaphors to understand how different ways of understanding intelligence can be mutually enhancing.
In this chapter we shall consider how age, temperament, social/cultural environment and mental and physical capacity can affect the ways in which needs are satisfied. This will further your understanding of the differences in individuals. To do this you will find a series of profiles from which you will be able to compare individuals’ abilities to satisfy their own needs and be able to identify when assistance is required from others. You should start at the top right-hand section of the profile and continue in a clockwise direction as shown in Figure 2.1.
Results are reported for intelligence assessed with the Standard Progressive Matrices Plus of a sample of 423 students at Alexandria University in Egypt. The men obtained a British IQ of 104 and the women a British IQ of 92, suggesting that the intelligence of university students in Egypt increased in recent years. The men students had greater variability than the women students.
Like the word ‘science’, the word ‘biology’ first appeared at the beginning of the nineteenth century1 and the science of biology emerged from natural history at that time. From the 1820s onwards, biology was firmly established as an approach to the study of living things, and as a bona fide science it could acquire positivist approbation. It could be distinguished from and contrasted favourably with natural history because it sought explanations and systematic organisation of knowledge rather than descriptions and classification. But more importantly as far as positivists were concerned, naturalists, working in a predominantly Christian society, were held to be tainted by Christian dogma and by and large to have assumed that living things were designed and fashioned by a divine Creator; biologists were not thought to be biased in this way. However, the latter contrast is misleading for, as we have seen, biology was very much influenced by Christian doctrine at least until the 1860s. Nevertheless, it is also clear that after the mid-nineteenth century there was less and less appeal to the Scriptures and biology became as secular as other sciences.
It is frequently difficult to produce adequate definitions of concepts in psychology that will satisfy everyone, but this is not to suggest that they are wrong, misleading or inadequate. A great deal will depend upon the situation in which a concept is being studied, that is, it may be a situation-specific concept. Intelligence is a concept which may mean all things to all men, and a plethora of definitions have been proposed from time to time, each with its own special meaning according to the particular situation in which it is being used. Intelligence, then, must be regarded as a situation-specific word, but the meaning of the concept will also be related to the viewpoint of the person making the definition.
The interaction of a biological structure with an environment in which to function is a necessary prerequisite for the production of behaviour. Without a biological structure no behaviour is possible; without an environment which provides the stimulation and the context, no response can be displayed. Each of us is a unique person, an amalgam of inherited genetic material and environmental influences. A basic theme and controversial issue throughout the history of psychology has been the debate and investigation of the relative roles of heredity and environment in the creation of individual differences. Despite beliefs that men ought to be born equal they are not. Every person possesses a unique set of genetic material endowing them with variations in aptitude, physical development, and capacities, which in turn are acted on by their interpretation of unique environmental experiences some of which even influence the organism prenatally.
We report a study of the relationship between head circumference and intelligence measured by the Standard Progressive Matrices (SPM) in a sample of 240 adults in Sudan. The correlation is 0.21 and is the same as that obtained in numerous European samples. Men had a higher average head circumference and a higher mean score on the SPM than women. Men had lower variability of intelligence than women, contrary to numerous claims to the contrary.
This study investigated the association of organisational citizenship behaviour and corporate resilience in the domestic civil aviation sector in Nigeria. The unit of data generation was the organization and the corresponding level of analysis was the macro-level. The framework of the study was the baseline social theory of social exchange whereas the study design was a cross-sectional survey. A total of 180 top and middle level members from the five organisations studied constituted the study population, and a sample size of one hundred and eighteen (118) was drawn using the Krejcie and Morgan Table. Data was collected through questionnaire and oral interviews. With AMOS 5.0 programme; Confirmatory Factor Analysis (CFA) was computed and parameter estimates indicated a model fit. Also, the Cronbatch’s alpha values of the scales which surpassed the threshold of 0.7 showed reliability of the scales used. Using the SPSS version 17.0, frequencies were computed to show the sample characteristics. Descriptive statistics were computed and charts exhibited on the study variables at the primary level of analysis. Subsequently, at the secondary level of analysis, inferential statistics such as Spearman’s Rank Order Correlation Coefficients and Regression coefficients including the p-values were calculated in order to ascertain the nature and direction of the proposed associations and for testing the stated hypotheses. More so, qualitative data were analized using the issue focused approach with the aid of the Nvivo Software (version 8.0). Results revealed positive and statistically significant association between empirical referents of organisational citizenship behaviour and measures of corporate resilience. Therefore, the study specifically found that altruism, conscientiousness, civic virtue, sportsmanship, courtesy and self development behaviors in the Nigerian domestic airlines lead to high adaptive capacity, situation awareness and keystone vulnerability management. Again, perception of organisational politics (POP) mediated the influence of organisational citizenship behaviour on corporate resilience. Consequently, the study concluded that because employees in Nigerian domestic airliners exhibited citizenship behaviours of altruism, conscientiousness, civic virtue, courtesy, sportsmanship and self development, organisations became resilient as well. The study then recommended among others, that (1) Managers of domestic airlines should create enabling environment for citizenship behaviours to strive in the organizations (2) Managers should look out for applicants with potentials to exhibit organizational citizenship behavior during selection interviews so that when they are employed, they will naturally behave accordingly (3) Managers should also pay sufficient attention to their employees’ work behavior in order to determine those employees who are high in citizenship behavior so that such behaviors could be constantly reinforced (4) Managers should periodically organize training programs that will teach employees how to exhibit organizational citizenship behavior as well as draw their attention to the relationship between such behaviors and organizational goals.
It has been very widely asserted that there is no sex difference in average general intelligence but that males have greater variability than females. We examine these propositions in a sample of 258 adults tested with the Progressive Matrices in Spain and find that both of them are incorrect.
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