DfD Discussion Thread, February 27, 2020

  1. Concepts of Intelligence Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. Although these individual differences can be substantial, they are never entirely consistent: A given person's intellectual performance will vary on different occasions, in different domains, as judged by different criteria. Concepts of "intelligence" are attempts to clarify and organize this complex set of phenomena. Although considerable clarity has been achieved in some areas, no such conceptualization has yet answered all the important questions and none commands universal assent. Indeed, when two dozen prominent theorists were recently asked to define intelligence, they gave two dozen somewhat different definitions (Sternberg & Detterman, 1986). Such disagreements are not cause for dismay. Scientific research rarely begins with fully agreed definitions, though it may eventually lead to them. This first section of our report reviews the approaches to intelligence that are currently influential, or that seem to be becoming so. Here (as in later sections) much of our discussion is devoted to the dominant psychometric approach, which has not only inspired the most research and attracted the most attention (up to this time) but is by far the most widely used in practical settings. Nevertheless, other points of view deserve serious consideration. Several current theorists argue that there are

mean, what do they predict, and how well do they predict it? (Section 2) • Why do individuals differ in intelligence, and especially in their scores on intelligence tests? Our discussion of these questions implicates both genetic factors (Section 3) and environmental factors (Section 4). • Do various ethnic groups display different patterns of performance on intelligence tests, and if so what might explain those differences? (Section 5) • What significant scientific issues are presently unresolved? (Section 6) Public discussion of these issues has been especially vigorous since the 1994 publication of Herrnstein and Murray's The Bell Curve, a controversial volume which stimulated many equally controversial reviews and replies. Nevertheless, we do not directly enter that debate. Herrnstein and Murray (and many of their critics) have gone well beyond the scientific findings, making explicit recommendations on various aspects of public policy. Our concern here, however, is with science rather than policy. The charge to our Task Force was to prepare a dispassionate survey of the state of the art: to make clear what has been scientifically established, what is presently in dispute, and what is still unknown. In fulfilling that charge, the only recommendations we shall make are for further research and calmer debate.

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