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15 - North American Approaches to Intelligence

Published online by Cambridge University Press:  05 June 2012

By
Robert J. Sternberg
Edited by
Robert J. Sternberg
Robert J. Sternberg
Affiliation:
Yale University
Robert J. Sternberg
Affiliation:
Yale University, Connecticut
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Summary

WHY THEORIES OF INTELLIGENCE MATTER TO SOCIETY

Underlying every measurement of intelligence is a theory. The theory may be transparently obvious, or it may be hidden. It may be a formal explicit theory or an informal implicit one. But there is always a theory of some kind lurking beneath the test. And in the United States, at least, tests seem to be everywhere.

The Pervasiveness of Intelligence-Related Measurements

Students who apply to competitive independent schools in many locations, notably New York City, must present an impressive array of credentials. Among these credentials, for many of these schools, is a set of scores on either the Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R) or the Stanford-Binet Intelligence Scale, 4th Ed. (Thorndike, Hagen, & Sattler, 1986). If the children are a bit older, they may take instead the Wechsler Intelligence Scale for Children, 3rd Ed. (WISC-III; Wechsler, 1991). The lower-level version of the Wechsler test is used only for very young children ages 3 to 7 ½ years. The higher-level version of the Wechsler test is used for somewhat older children, ages 6 to 16 years, 11 months, of age. The Stanford-Binet test is used across a wider range of ages, from 2 years through adult.

Children applying to independent schools in other locations are likely to take either these or similar tests. The names may be different, and the constructs they are identified as measuring may be different – “intelligence,” “intellectual abilities,” “mental abilities,” “scholastic aptitude,” and so forth.

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International Handbook of Intelligence , pp. 411 - 444
Publisher: Cambridge University Press
Print publication year: 2004

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