Written for psychologists, academic psychologists and developmental biologists, this quantity explores the idea that of giftedness, together with its definition, origins and improvement. the writer bargains a balanced view of the subject and provides optimum academic techniques for numerous forms of excessive skill. the consequences of either environmental and biological/genetic components on a student's point of giftedness also are mentioned, as is the query of no matter if proficient humans will be created.
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Extra info for Ciba Foundation Symposium 178 - The Origins and Development of High Ability
Sternberg: These people are certainly not highly selected for IQ. What’s really of interest is not the whole range, but the range of people who actually go into the field. If I’m studying business executives, I have no right having retarded individuals in my population to increase the correlation. I should look at the population of interest, people who are potentially or actually business executives. If I’m looking at sales, I should investigate people who are studying to be salespeople, not people who decide to be physicists, or people with IQs of 40 who are in an institution.
Because these processes are part of a system, they affect the functioning of other parts of the system. If these important processes are deficient, the parts dependent upon them will also be impaired. Essentially, a deficit in an important process will put an upper ceiling or limit on the efficiency of the operation of other parts of the system. That means that all parts of the system will be more similar if there is a deficiency Giftedness and intelligence 29 in an important process. This forced similarity in abilities is what causes a higher correlation among IQ subtests for low IQ subjects.
Detterman: It was not my intention to dismiss them. They are extremely important within the group, by statistical necessity, because selection has taken out the variability due to intelligence. If you optimized the environment, the only thing that would be important would be genetics. In a similar fashion, if you removed intelligence by selection, what would be important are the kinds of factors you mentioned. This doesn’t mean that intelligence is not important for accomplishment. I still hold that intelligence will account for over half the variance in exceptional achievement.
Ciba Foundation Symposium 178 - The Origins and Development of High Ability