Contrasting Conceptions of Intelligence and their Educational Implications.

摘要

This article discusses two contrasting conceptions of intelligence--the psychometric one and the componential one--and discusses their differential implications for education. The article opens with a brief historical overview of conceptions of intelligence and their relations to education. Then it discusses the psychometric and componential conceptions of intelligence at some length, placing them within a framework of criteria for theories of intelligence that are claimed to be unbiased and theory-free. The article closes with a discussion of the differential implications for education of the two conceptions of intelligence. (Author)