Arthur Robert Jensen was an American psychologist and writer. He was a professor of educational psychology at the University of California, Berkeley. Jensen was known for his work in psychometrics and differential psychology, the study of how and why individuals differ behaviorally from one another.
An intelligence quotient (IQ) is a total score derived from a set of standardised tests or subtests designed to assess human intelligence. The abbreviation "IQ" was coined by the psychologist William Stern for the German term Intelligenzquotient, his term for a scoring method for intelligence tests at University of Breslau he advocated in a 1912 book.
The SAT is a standardized test widely used for college admissions in the United States. Since its debut in 1926, its name and scoring have changed several times. For much of its history, it was called the Scholastic Aptitude Test and had two components, Verbal and Mathematical, each of which was scored on a range from 200 to 800. Later it was called the Scholastic Assessment Test, then the SAT I: Reasoning Test, then the SAT Reasoning Test, then simply the SAT.
Human intelligence is the intellectual capability of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness. Using their intelligence, humans are able to learn, form concepts, understand, and apply logic and reason. Human intelligence is also thought to encompass their capacities to recognize patterns, plan, innovate, solve problems, make decisions, retain information, and use language to communicate.
The g factor is a construct developed in psychometric investigations of cognitive abilities and human intelligence. It is a variable that summarizes positive correlations among different cognitive tasks, reflecting the fact that an individual's performance on one type of cognitive task tends to be comparable to that person's performance on other kinds of cognitive tasks. The g factor typically accounts for 40 to 50 percent of the between-individual performance differences on a given cognitive test, and composite scores based on many tests are frequently regarded as estimates of individuals' standing on the g factor. The terms IQ, general intelligence, general cognitive ability, general mental ability, and simply intelligence are often used interchangeably to refer to this common core shared by cognitive tests. However, the g factor itself is a mathematical construct indicating the level of observed correlation between cognitive tasks. The measured value of this construct depends on the cognitive tasks that are used, and little is known about the underlying causes of the observed correlations.
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. These consequences sometimes includes stigmatizing and social exclusion. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.
Ian John Deary OBE, FBA, FRSE, FMedSci is a Scottish psychologist known for work in the fields of intelligence, cognitive ageing, cognitive epidemiology, and personality.
Julian Cecil Stanley was an American psychologist. He was an advocate of accelerated education for academically gifted children. He founded the Johns Hopkins University Center for Talented Youth (CTY), as well as a related research project, the Study of Mathematically Precocious Youth (SMPY), whose work has, since 1980, been supplemented by the Julian C. Stanley Study of Exceptional Talent (SET), which provides academic assistance to gifted children. Stanley was also widely known for his classic book, coauthored with Donald Campbell, on the design of educational and psychological research - Experimental and Quasi-experimental Designs for Research.
Polo is a municipality of the Barahona Province in southwestern Dominican Republic, known for its green and high mountains and for growing fine coffee.
Neuroanthropology is the study of the relationship between culture and the brain. This field of study emerged from a 2008 conference of the American Anthropological Association. It is based on the premise that lived experience leaves identifiable patterns in brain structure, which then feed back into cultural expression. The exact mechanisms are so far ill defined and remain speculative.
Timothy C. Bates is a professor of differential psychology at the University of Edinburgh. His research interests include the genetics of reading and spelling, intelligence, and personality.
Roberta "Bobby Lou" Klatzky is a Professor of Psychology at Carnegie Mellon University (CMU). She specializes in human perception and cognition, particularly relating to visual and non-visual perception and representation of space and geometric shapes. Klatzky received a B.A. in mathematics from the University of Michigan in 1968 and a Ph.D. in psychology from Stanford University in 1972. She has done extensive research on human haptic and visual object recognition, navigation under visual and nonvisual guidance, and perceptually guided action.
The Study of Mathematically Precocious Youth (SMPY) is a prospective longitudinal survey study of persons identified by scores of 700 or higher on a section of the SAT Reasoning Test before age 13. It is one of the longest-running longitudinal studies of gifted youth. Study scholars have used its data to assess hypotheses about talent development and occupational preferences.
Camilla Persson Benbow is a Swedish-born (Scania) American educational psychologist and a university professor. She studies the education of intellectually gifted students.
The following outline is provided as an overview of and topical guide to human intelligence:
Eric Nathan Turkheimer is an American psychologist and the Hugh Scott Hamilton Professor of psychology at the University of Virginia.
Simona Ghetti is Professor of Psychology at the University of California, Davis, where she is affiliated with the University of California Davis Center for Mind and Brain. She is known for her research on the development of episodic memory, reconstructive memory, and metamemory in youth, with a specific focus on individuals who have had traumatic experiences.
In behavioral genetics, the Scarr–Rowe effect, also known as the Scarr–Rowe hypothesis, refers to the proposed moderating effect of low socioeconomic status on the heritability of children's IQ. According to this hypothesis, lower socioeconomic status and greater exposure to social disadvantage during childhood leads to a decrease in the heritability of IQ, as compared to children raised in more advantaged environments. It is considered an example of gene–environment interaction. This hypothesized effect was first proposed by Sandra Scarr, who found support for it in a 1971 study of twins in Philadelphia, and these results were replicated by David C. Rowe in 1999. Since then, similar results have been replicated numerous times, though not all replication studies have yielded positive results. A 2015 meta-analysis found that the effect was predominant in the United States while less evident in societies with robust child welfare systems.
Peter Jason Rentfrow is professor of personality and individual differences in the Psychology Department at Cambridge University, where he directs the Social Dynamics Research Center. He is an elected Fellow of the Association for Psychological Science, the Society for Personality and Social Psychology, and the Alan Turing Institute.
Hillary Anger Elfenbein is the John and Ellen Wallace Distinguished Professor of Organizational Behavior at Washington University in St. Louis, known for her research on emotion in the workplace and cross-cultural differences in emotion.
