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Des contributions qui répondent de façon pédagogique à une série de questions sur le caractère inné ou acquis de l'intelligence, le QI, les enfants surdoués, le rôle de la famille, de l'école, de la société et de la culture dans la genèse de l'intelligence, etc. [SDM]

Children --- Intelligence --- Enfants --- Intelligence levels --- Social aspect --- Niveau intellectuel --- Intellect --- Child psychology --- Cognition in children --- Social aspect. --- Children - Intelligence levels - Congresses --- Intellect - Congresses --- Child psychology - Congresses --- Cognition in children - Congresses

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Critics of intelligence tests-writers such as Robert Sternberg, Howard Gardner, and Daniel Goleman-have argued in recent years that these tests neglect important qualities such as emotion, empathy, and interpersonal skills. However, such critiques imply that though intelligence tests may miss certain key noncognitive areas, they encompass most of what is important in the cognitive domain. In this book, Keith E. Stanovich challenges this widely held assumption.Stanovich shows that IQ tests (or their proxies, such as the SAT) are radically incomplete as measures of cognitive functioning. They fail to assess traits that most people associate with "good thinking," skills such as judgment and decision making. Such cognitive skills are crucial to real-world behavior, affecting the way we plan, evaluate critical evidence, judge risks and probabilities, and make effective decisions. IQ tests fail to assess these skills of rational thought, even though they are measurable cognitive processes. Rational thought is just as important as intelligence, Stanovich argues, and it should be valued as highly as the abilities currently measured on intelligence tests.

Intelligence tests. --- Thought and thinking. --- Mind --- Thinking --- Thoughts --- Educational psychology --- Philosophy --- Psychology --- Intellect --- Logic --- Perception --- Psycholinguistics --- Self --- Intelligence levels --- Intelligence testing --- IQ tests --- Mental tests --- Psychological tests --- Testing

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Ceci argues that traditional conceptions of intelligence ignore the role of society in shaping intelligence and underestimate the intelligence of non-Western societies. He puts forth a "bio-ecological" framework of individual differences in intellectual development that is intended to address some of the major deficiencies of extant theories of intelligence. The focus is on alternative interpretations of phenomena that emerge when implicit assumptions of intelligence researchers are challenged.

Intellect. --- Intelligence levels. --- Nature and nurture. --- Environment --- Genetics and environment --- Heredity and environment --- Nature --- Nature versus nurture --- Nurture and nature --- Genetics --- Heredity --- Human beings --- Intelligence quotient --- IQ (Intelligence quotient) --- Educational psychology --- Human intelligence --- Intelligence --- Mind --- Ability --- Psychology --- Thought and thinking --- Nurture --- Effect of environment on --- Testing. --- Ability testing --- Aptitude tests --- Testing, Ability --- Educational tests and measurements --- Psychological tests --- Herrnstein, Richard J.