Intelligence Tests in High Schools

So far there have been two main teaching methods of dealing with the problem of individual differences in learning, the homogeneous grouping of classes on the basis of ability and the individual instruction method. The earlier attempts at homogeneous grouping were known as the Batavia plan and the Pueblo plan in which groups of students within a class were taught and promoted as groups. It was not until the advent of the intelligence tests that segregation into class groups on the basis of ability began. We now have the well known A, B and C groups or the X, Y and Z groups in many high schools.

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Effective Service Delivery in Middle and High Schools

Perspectives on School-Based Issues ◽

10.1044/sbi14.3.68 ◽

2013 ◽

Vol 14 (3) ◽

pp. 68-71 ◽

Cited By ~ 2

Author(s):

Perry Flynn

Keyword(s):

High Schools ◽

Service Delivery ◽

Effective Service

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Investment Traits and Intelligence in Adulthood

Journal of Individual Differences ◽

10.1027/1614-0001/a000101 ◽

2013 ◽

Vol 34 (2) ◽

pp. 82-89 ◽

Cited By ~ 5

Author(s):

Sophie von Stumm

Keyword(s):

Individual Differences ◽

Personality Traits ◽

Fluid Intelligence ◽

Need For Cognition ◽

Openness To Experience ◽

Intelligence Tests ◽

Crystallized Intelligence ◽

New Knowledge ◽

The Relationship ◽

Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

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