Theory Of Successful Intelligence Research Articles

The theory of successful intelligence as a basis for instruction and assessment in higher education

AbstractThe theory of successful intelligence suggests that students' failures to achieve at a level that matches their potential often result from teaching and assessment that are narrow in conceptualization and rigid in implementation.

The Theory of Successful Intelligence

This article describes the theory of successful intelligence and how it can be applied to gifted education. The article opens with an introduction to the issue of abilities in gifted education. It continues by discussing the inadequacy of notions of IQ or general ability for fully characterizing intellectual giftedness. Then it describes the theory of successful intelligence. Next it presents evidence in favor of the statistical validity and usefulness of the theory in gifted education. Finally it draws conclusions.

The Theory of Successful Intelligence

This article presents a theory of successful intelligence. The opening addresses some general issues of problems with conventional thinking about intelligence. The rest of the article is divided into 4 main sections. The 1st argues that conventional and some other notions of intelligence are, at best, incomplete and, at worst, wrong. The 2nd section suggests an alternative notion of successful intelligence that expands on conventional notions of intelligence. The 3rd section discusses how we have gotten to the point in psychology and society in which we draw heavily on theories and tests that are inadequate. The final section draws some conclusions about the nature of intelligence. The main conclusion is that it is time to replace conventional notions of intelligence and especially the notion of a general factor of intelligence.

The theory of successful intelligence.

The theory of successful intelligence.

Editorial

EditorialEditorialRocío Fernández-Ballesteros and Rolf SteyerRocío Fernández-BallesterosSearch for more papers by this author and Rolf SteyerSearch for more papers by this authorPublished Online:January 22, 2007https://doi.org/10.1027//1015-5759.15.1.1PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreFiguresReferencesRelatedDetailsCited byImplications of the Theory of Successful Intelligence for Career Choice and Development25 July 2016 | Journal of Career Assessment, Vol. 11, No. 2A Broad View of Intelligence: The Theory of Successful Intelligence.1 January 2003 | Consulting Psychology Journal: Practice and Research, Vol. 55, No. 3 Volume 15Issue 1January 1999ISSN: 1015-5759eISSN: 2151-2426 InformationEuropean Journal of Psychological Assessment (1999), 15, pp. 1-1 https://doi.org/10.1027//1015-5759.15.1.1.© 1999Hogrefe & Huber PublishersPDF download

Principles of teaching for successful intelligence

Attempts to apply psychological theories to education can falter on the translation of the theory into educational practice. Often, this translation is not clear. Therefore, when a program does not succeed, it is not clear whether the lack of success was due to the inadequacy of the theory or the inadequacy of the implementation of the theory. A set of basic principles for translating a theory into practice can help clarify just what an educational implementation should (and should not) look like. This article presents 12 principles for translating a triarchic theory of successful intelligence into educational practice.

Contemporary intellectual assessment: theories, tests, and issues

Part I: The Origins of Intellectual Assessment. Wasserman, A History of Intelligence Assessment: The Unfinished Tapestry. Kamphaus, Winsor, Rowe, Kim, A History of Intelligence Test Interpretation. Part II: Contemporary Theoretical Perspectives. Horn, Blankson, Foundations for Better Understanding of Cognitive Abilities. Schneider, McGrew, The Cattell-Horn-Carroll (CHC) Model of Intelligence. Chen, Gardner, Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory. Sternberg, The Triarchic Theory of Successful Intelligence. Naglieri, Das, Goldstein, Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing-based Theory of Intelligence. Part III: Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests). Drozdick, Wahlstrom, Zhu, Weiss, The Wechsler Adult Intelligence Scale - Fourth Edition (WAIS-IV) and the Wechsler Memory Scale - Fourth Edition (WMS-IV). Wahlstrom, Breaux, Zhu, Weiss, The Wechsler Preschool and Primary Scale of Intelligence - Third Edition (WPPSI-III), the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV), and the Wechsler Individual Achievement Test - Third Edition (WIAT-III). Roid, Pomplun, The Stanford-Binet Intelligence Scales, Fifth Edition (SB5). Singer, Lichtenberger, J.C. Kaufman, A.S. Kaufman, N.L. Kaufman, The Kaufman Assessment Battery for Children - Second Edition (KABC-II) and the Kaufman Test of Educational Achievement-Second Edition (KTEA-II). Schrank, Wendling, The Woodcock-Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement. Elliott, The Differential Ability Scales - Second Edition (DAS-II). McCallum, Bracken, The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment. Naglieri, Otero, The Cognitive Assessment System (CAS): From Theory to Practice. Reynolds, Kamphaus, Raines, The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST). Matthews, Riccio, Davis, The NEPSY-II. Naglieri, Otero, The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations. Part IV: Contemporary Interpretive Approaches and Their Relevance for Intervention. Flanagan, Alfonson, Ortiz, The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions. Fiorello, Hale, Wycoff, Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World. Floyd, Kranzler, Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review. Ortiz, Ochoa, Dynda, Testing with Culturally and Linguistically Diverse Populations: Moving Beyond the Verbal-performance Dichotomy into Evidence-Based Practice. Mather, Wendling, Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD). Part V: Assessment of Intelligence and Cognitive Functioning in Different Populations. Ford, Kozey, Negreiros, Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives. McIntosh, Dixon, Pierson, Use of Intelligence Tests in the Identification of Giftedness. Flanagan, Alfonso, Mascolo, Sotelo-Dynega, Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition. Klinger, O'Kelley, Mussey, Goldstein, DeVries, Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD). Hale, Yim, Schneider, Wilcox, Henzel, Dixon, Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder. Decker, Englund, Roberts, Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury. Armstrong, Hangauer, Nadeau, Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD). Part VI: Contemporary and Emerging Issues in Intellectual Assessment. Braden, Niebling, Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests. Keith, Reynolds, Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests. Miller, Maricle, The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities. Maricle, Avirett, The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions. Brown-Chidsey, Andren, Intelligence Tests in the Context of Emerging Assessment Practices: Problem-solving Applications. McCloskey, Whitaker, Murphy, Rogers, Intellectual, Cognitive, and Neuropsychological Assessment in Three-tier Service Delivery Practices in Schools. Carroll, Appendix: The Three-Stratum Theory of Cognitive Abilities.