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Intelligence and Its Relationship to Achievement

Yıl 2015, Cilt: 14 Sayı: 3, 1060 - 1078, 07.08.2015
https://doi.org/10.17051/io.2015.25436

Öz

Intelligence and achievement are two different, but interrelated, constructs and have been studied for over a century in an attempt to explain differences in educational and life outcomes. An enhanced understanding of the relationship between intelligence, both verbal and nonverbal, and achievement may contribute to improving the identification of gifted and talented children, particularly those from low SES populations. This comprehensive literature review examines the link between intelligence and achievement. It also provides a brief summary of selected psychometric theories of intelligence, including the Cattell-Horn Fluid and Crystallized theory of intelligence and Carroll’s three-stratum model of human intelligence. In attempt to gather all relevant scholarly literature, several procedures were used. A search of the key terms in the ERIC, PsycINFO, and Google Scholar databases was performed. In addition, the reference lists from these articles were examined to find additional articles and literature. To conclude, assessment of intelligence is one of the essential criteria for the identification of gifted and talented students. Verbal and nonverbal abilities can be assessed by many contemporary intelligence tests. The literature evidences that verbal abilities have stronger correlation with academic achievement than nonverbal abilities. Furthermore, verbal abilities are related to readiness to learn while nonverbal abilities are related to potential to learn. If intelligence scores are used to predict any kind of future academic performance, both verbal (readiness) and nonverbal (potential) abilities should be evaluated. Besides, in order to identify gifted and talented students, assessment of verbal abilities should accompany with the assessment of nonverbal abilities so that they will be able to survive in advanced academic programs.

Kaynakça

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Zekâ ve Akademik Başarı Arasındaki İlişkisi

Yıl 2015, Cilt: 14 Sayı: 3, 1060 - 1078, 07.08.2015
https://doi.org/10.17051/io.2015.25436

Öz

Bu kapsamlı literatür taraması zeka ve akademik başarı arasındaki ilişkiyi incelemektedir. Ayrıca seçilmiş
psikometrik zekâ kuramları hakkında da bir özet sunmaktadır. Bu taramada ilgili literatüre ulaşmak için çeşitli
yöntemler kullanılmıştır. ERIC, PsycINFO ve Google Akademik’te belirlenmiş anahtar kelimelerle aramalar
gerçekleştirilmiştir. Elde edilen literatüre göre, sözel yeteneklerin akademik başarı ile olan ilişkisi sözel olmayan
yeteneklerinkinden daha güçlüdür. Bunun ötesinde, sözel yetenekler öğrenmeye hazırbulunuşluk ile ilişkiliyken,
sözel olmayan yetenekler öğrenme potansiyeli ile ilişkilidir. Zekâ puanları gelecekteki herhangi bir akademik
performansı yordamak için kullanılacaksa, sözel ve sözel olmayan zekâ puanları birlikte değerlendirilmelidir. Ayrıca,
üstün zekâlı ve yetenekli öğrencilerin tanılanmasında, sözel zekâ puanları sözel olmayan zekâ puanları ile birlikte
kullanılmalıdır ki, bu öğrenciler yerleştirildikleri ileri seviye programlarda başarılı olabilsinler.

Kaynakça

  • Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219-245. doi:10.1037//0033-2909.121.2.219
  • Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2002). Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities. Journal of Experimental Psychology: General, 131, 567-589. doi: 10.1037//0096-3445.131.4.567
  • Anastasi, A. (1986). Intelligence as a quality of behavior. In R. J. Sternberg & D. K. Detterman (Eds.), What is Intelligence? Contemporary viewpoints on its nature and definitions (pp. 19-21). Norwood, NJ: Ablex.
  • Anastasi, A., & Urbina, S. (1997). Psychological testing. (7th ed.), Upper Saddle River, NJ: Prentice Hall.
  • Baldwin, A. Y. (2005). Identification concerns and promises for gifted students of diverse populations. Theory into Practice, 44, 105-114. doi:10.1207/s15430421tip4402_5
  • Blair, C. (2006). How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability. Behavioral and Brain Sciences, 29, 109-160. doi:10.1017/S0140525X06009034
  • Braden, J. P. (2000). Perspectives on the nonverbal assessment of intelligence. Journal of Psychoeducational Assessment, 18, 204¬-210.
  • doi:10.1177/073428290001800301
  • Brody, N. (1992). Intelligence (2nd ed.). New York, NY: Academic Press.
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor–analytic studies. New York, NY: Cambridge University Press.
  • Cattell, R. B. (1963). The theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1-22. doi:10.1037/h0046743
  • Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston, MA: Houghton-Mifflin.
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  • McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37, 1-10. doi:10.1016/j.intell.2008.08.004
  • McGrew, K. S., & Evans, J. J. (2004). Internal and external factorial extensions to the Cattell–Horn–Carroll (CHC) theory of cognitive abilities: A review of factor analytic research since Carroll's Seminal 1993 Treatises. St. Cloud, MN: Institute for Applied Psychometrics.
  • McGrew, K. S., & Flanagan, D. P. (1998). The intelligence test desk reference (ITDR): Gf–Gc cross–battery assessment. Boston, MA: Allyn and Bacon.
  • McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g. The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools. School Psychology Review, 26, 177-189.
  • Messick, S. (1992). Multiple intelligences or multilevel intelligence? Selective emphasis on distinctive properties of hierarchy: On Gardner's Frames of Mind and Sternberg's Beyond IQ in the context of theory and research on the structure of human abilities. Psychological Inquiry, 3, 365¬-384. doi:10.1207/s15327965pli0304_20
  • Moore, J. L., III, Ford, D. Y., & Milner, H. R. (2005). Recruitment is not enough: Retaining African American students in gifted education, Gifted Child Quarterly, 49, 51-67. doi: 10.1177/001698620504900106
  • Naglieri, J. A., & Bornstein, B. T. (2003). Intelligence and achievement: Just how correlated are they? Journal of Psychoeducational Assessment, 21, 244-260. doi:10.1177/073428290302100302
  • Naglieri, J. A., & Das, J. P. (1996). Das Naglieri Cognitive Assessment System. Chicago, IL: Riverside.
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  • Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. New York, NY: Cambridge University Press. doi:10.1017/CBO9780511509612
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Toplam 111 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fatih Kaya

Joyce Juntune Bu kişi benim

Laura Stough Bu kişi benim

Yayımlanma Tarihi 7 Ağustos 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 14 Sayı: 3

Kaynak Göster

APA Kaya, F., Juntune, J., & Stough, L. (2015). Intelligence and Its Relationship to Achievement. İlköğretim Online, 14(3), 1060-1078. https://doi.org/10.17051/io.2015.25436
AMA Kaya F, Juntune J, Stough L. Intelligence and Its Relationship to Achievement. İOO. Ağustos 2015;14(3):1060-1078. doi:10.17051/io.2015.25436
Chicago Kaya, Fatih, Joyce Juntune, ve Laura Stough. “Intelligence and Its Relationship to Achievement”. İlköğretim Online 14, sy. 3 (Ağustos 2015): 1060-78. https://doi.org/10.17051/io.2015.25436.
EndNote Kaya F, Juntune J, Stough L (01 Ağustos 2015) Intelligence and Its Relationship to Achievement. İlköğretim Online 14 3 1060–1078.
IEEE F. Kaya, J. Juntune, ve L. Stough, “Intelligence and Its Relationship to Achievement”, İOO, c. 14, sy. 3, ss. 1060–1078, 2015, doi: 10.17051/io.2015.25436.
ISNAD Kaya, Fatih vd. “Intelligence and Its Relationship to Achievement”. İlköğretim Online 14/3 (Ağustos 2015), 1060-1078. https://doi.org/10.17051/io.2015.25436.
JAMA Kaya F, Juntune J, Stough L. Intelligence and Its Relationship to Achievement. İOO. 2015;14:1060–1078.
MLA Kaya, Fatih vd. “Intelligence and Its Relationship to Achievement”. İlköğretim Online, c. 14, sy. 3, 2015, ss. 1060-78, doi:10.17051/io.2015.25436.
Vancouver Kaya F, Juntune J, Stough L. Intelligence and Its Relationship to Achievement. İOO. 2015;14(3):1060-78.

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