Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability |
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Authors: | Philip Adey Ben? Csapó Andreas Demetriou Jarkko Hautamäki Michael Shayer |
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Institution: | a King's College London Department for Education and Professional Studies, Franklin Wilkins Building, Stamford Street, London SE1 9NH, UK b Graduate School of Educational Sciences, Department of Education, University of Szeged, H-6722 Szeged, Pet?fi sgt. 30-34, Hungary c University of Cyprus, P.O. Box 20537, 1678 Nicosia, Cyprus d Centre for Educational Assessment, P.O. Box 26, University of Helsinki, Helsinki FIN-00014, Finland |
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Abstract: | The notion of general cognitive ability (or ‘intelligence’) is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and special abilities, cognitive modules, development, and evidence for plasticity of the general processor. We examine why this knowledge is generally absent from educational practice and present a number of models that attempt to synthesise the main aspects of current psychological theories. We explore how the models might be used in educational applications and look at examples of effective cognitive stimulation considering both practicalities and theoretical notions of what in our cognitive models is affected by stimulation. We discuss finally the possible political, cultural and social barriers to the inclusion of general ability as central to educational aims. |
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Keywords: | Intelligence General mental ability Specialised abilities Cognitive stimulation Academic achievement |
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