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The problem addressed in this theoretical study was that although current knowledge and research indicate clearly that intelligence can be raised in the regular classroom, there did not exist a model to guide teachers in doing so. The purpose of this study, then, was to construct a model which would guide teachers in adapting their instruction so that "teaching was thinking," or teaching to raise intelligence be deliberately addressed by the way existing subjects are taught, rather than (or in addition to) as a separate subject. In other words, the purpose of the study was to propose a model which would help teachers deliberately and systematically improve students' generic skills of intelligence in the course teaching normal curricular subjects--a way of teaching rather than a separate subject. The first issue addressed is the historical context surrounding the debate over the construct of intelligence as alterable--that intelligence is not an immutable "amount," but the orchestration and use of malleable, teachable processes. Second, philosophic, psychological and educational foundations were laid and examined, and the model was proposed and discussed. Particular emphasis was given discussion of model theory, including the need for and structural parameters of academically honest models. Third is the review and discussion of research and writing relating to the instructional attempts to raise intelligence. This review begins with seminal theoretical works, and progressing through to those with increasingly specific applications to actual instruction in the classroom. Fourth, the model was used to generate specific, substantive examples--lessons plans--of instructional strategies within various subjects. Although the content used is from elementary school curricula, the model is equally applicable to high school, college, or any other instructional area. Fifth and finally, the problems and promises inherent in the attempt to implement such a curricular effort were examined.

Texte remanié de: Th. doct.--École pratique des hautes études, Section des sciences religieuses, 2002. / Bibliogr. p. 453-495. Index.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 162-170). Available also in a digital version from Dissertation Abstracts.

Spearman’s law of diminishing returns (SLODR) posits that at higher levels of general cognitive ability, the general factor (g) performs less well in explaining individual differences in cognitive test performance. The present study used factor mixture modeling to investigate SLODR in the Kaufman Assessment Battery for Children--Second Edition (KABC-II). Factor mixture modeling was a useful method to study SLODR because group membership was determined based on probabilities derived from the model. A second-order confirmatory factor model, consistent with three-stratum theory (Carroll, 1993), was modeled as a within-class factor structure. The fit of several models with varying number of classes and factorial invariance restrictions were compared. A sex covariate was also included with the models that provided the best fit for the data. The results indicated that a two-class model, which allowed for g mean differences, and class-specific g variances and subtest residual variances, provided the most parsimonious explanation of the data. Consistent with SLODR, the second-order general factor explained less subtest variance and less variance in the first-order factors for those of higher general ability. The standardized subtest residual variances were also larger in the high ability class than in the low ability class. Controlling for g, boys performed higher than girls in visual-spatial ability in each of the low and high ability classes. The findings from this study have implications for future research on the interpretation of intelligence test scores across the ability distribution. / text

Past research has revealed that both people’s beliefs and situational factors affected people’s goal orientation. This study investigated the interactive effects of competition and theories of intelligence on people’s goal orientation. A 2x2 between-subject factorial design was adopted. Seventh graders (N = 132) were primed with either incremental or entity theory of memory. The students were randomly assigned to either competitive or non-competitive condition. Motivational outcomes were measured after all the four groups received failure feedback. Findings showed that the effect of competition marginally overrode the effect of theories of intelligence in the entity condition. There were no statistical significant changes in self-efficacy and interest on the task before and after the setback in the groups. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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