Intelligence, schooling, and society
Intelligence, schooling, and society
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DOI：
10.1037/0003-066x.52.10.1046
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发表时间：
1997-10-01
影响因子：
16.4
通讯作者：
Brody, N
中科院分区：
文献类型：
--
作者：
Brody, N
智商测试分数是对g或一般智力的测量，g或一般智力是存在于各种认知能力测试中的共同元素，相互之间呈正相关。智商分数与在学校和职业环境中获得的知识有关。智商测试分数也与孩子的学业成绩有关。在许多情况下，智商与各种结果之间的关系并不能归因于智商与社会阶级背景之间的关系。IE是一个区分具有共同社会和人口背景的个人的指数。通过依赖多变量选择程序，通过修改教育和职业实践，以及通过旨在提高智商的干预措施，可以减少re和各种结果测量之间的关系。代表性的研究，这些断言提供证据被认为是。虽然智商指数的能力的影响可能会减少，但它可能无法消除。
IQ test scores are measures of g, or general intelligence-the common element present in diverse tests of cognitive abilities that are positively related to each other IQ scores are related to the acquisition of knowledge in school and occupational settings. IQ test scores also relate to the academic achievements of one's children. In many contexts, the relationship between IQ and various outcomes is not attributable to the relationship between IQ and social class background. Ie is an index that distinguishes among individuals with common social and demographic backgrounds. The relationship between re and various outcome measures may be reduced by relying on multivariable selection procedures, by modifying educational and occupational practices, and by interventions designed to increase IQ. Representative studies that provide evidence for these assertions are considered. Although the influence of the ability indexed by IQ may be reduced, it probably cannot be eliminated.