Literaturnachweis - Detailanzeige
| Autor/inn/en | Haertel, Geneva D.; Walberg, Herbert J. |
|---|---|
| Institution | Illinois Univ., Chicago. Chicago Circle Campus. |
| Titel | Ability and Learning: A Theoretical and Empirical Synthesis. |
| Quelle | (1980), (41 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Ability; Academic Achievement; Cognitive Ability; Elementary Secondary Education; Group Testing; Intelligence; Intelligence Tests; Learning; Models; Outcomes of Education |
| Abstract | To gauge the relationship between intellectual ability and learning, the authors review the work of 20 theorists and analyze empirical correlations at both the elementary and secondary school levels. Intellectual ability is defined in the paper as including intelligence, prior learning, special aptitudes, and other cognitive characteristics. The authors discuss six paradigms of intellectual ability developed by the theorists, involving operational measures (IQ tests), learning rates, stimulus-response associations, cognitive development stages, components of ability, and information processing. Next, to estimate the magnitude of the relationship between ability and learning, the authors analyze 396 correlations derived from the literature. Intellectual ability was measured in the correlations by group intelligence tests relating to verbal, nonverbal, quantitative, or "total" ability. The results indicate that overall academic achievement correlates most highly with verbal ability, followed by total ability, nonverbal ability, and quantitative ability. Correlations were consistently lower between group intelligence tests and class grades than between the intelligence tests and standardized achievement tests. (Author/RW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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