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Evidence shows that education and intelligence have a complex interaction, and this is demonstrated in a longitudinal study by Richards and Sacker. [9] They collected data from the British 1946 birth cohort and investigated how childhood intelligence was predictive of other outcomes later in life including educational attainment and mental ability at 53 years old (using the National Adult ...
Concepts of "book smarts" and "street smart" are contrasting views based on the premise that some people have knowledge gained through academic study, but may lack the experience to sensibly apply that knowledge, while others have knowledge gained through practical experience, but may lack accurate information usually gained through study by ...
Study skills are generally critical to success in school, [4] considered essential for acquiring good grades, and useful for learning throughout one's life.While often left up to the student and their support network, study skills are increasingly taught at the high school and university level.
“The idea that this stuff could actually get smarter than people — a few people believed that,” Hinton told the New York Times. “But most people thought it was way off. “But most people ...
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Academic careerism is the tendency of academics (professors specifically and intellectuals generally) to pursue their own enrichment and self-advancement at the expense of honest inquiry, unbiased research and dissemination of truth to their students and society.
The Bell Curve: Intelligence and Class Structure in American Life is a 1994 book by the psychologist Richard J. Herrnstein and the political scientist Charles Murray in which the authors argue that human intelligence is substantially influenced by both inherited and environmental factors and that it is a better predictor of many personal outcomes, including financial income, job performance ...
Many parents of gifted find that it is the social-emotional aspect of their children's lives that needs support. Schools and talent development programs often focus on academic enrichment rather than providing time for gifted children to have the social interaction with true peers that is required for healthy development.