Annotated Bibliography

Annotated bibliography

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books. Gardner was educational psychologist in last century, his theory of intelligence is that human has different sorts of abilities on intelligence, not only logical-mathematical ability and language understanding are parts of consideration for intelligence, but also musical-rhythmic ability, visual-spatial ability, bodily-kinesthetic ability, self—questioning ability, existential knowledge and interpersonal ability should be included in the definition of intelligence. His claim is not supported in the psychology circle but is welcome in the field of education.

Gardner, H., Kornhaber, M., Krechevsky, M. (1990). Engaging intelligence. Educational Psychologist, 25, 3-4. That is another work of Howard Gardner for educational psychology, after set the frame of multiply intelligence in 1983. It focuses in social context’s influence of a person’s IQ, which means IQ tests cannot apply to another society as the cultural background is various. It also criticises the psychometric method of the U.S and compares it to the Japanese one, saying that the American neglect interpersonal experiences and emphasize too much on psychometric instruments.

Murdoch, S. (2007). From segregation to sterilization: Carrie Buck's story. In IQ: A smart history of a failed idea. (pp. 99-123). Hoboken, New Jersey: John Wiley and Sons. Carrie Buck was a woman from Virginia, who had been sterilised as not passing the intelligence test that US government set. Since the US government was trying to exterminate what it called “dumb people” in order to generate high IQ offspring, which is a case of intelligence tests’ abuses. It provided that IQ tests have became a law issue in the last century, and the reason why almost every American takes the IQ test in high school.

Seal, B. (2009). Nature versus nurture. In Academic Encounters: Human Behavior. (pp. 123). New York, NY: Cambridge University Press. The article is an introduction of brightness and dumbness in the argument of whether it is born or environmental. Seal illustrates the statistic in both nature and nurture which shows the effect on both side: later generation’s medial IQ of higher IQ parents is comparatively higher than lower IQ parents. However, in the offspring, elderly ones’ intelligence are greater than the younger. The reasons given by the author is matured family members have to conduct the obligation of looking after younger ones, so they gain the opportunity to practise more in working for different tasks. The conclusion is that both nature and nurture have their effectiveness in our intelligence but the question of which one is higher is still unkonwn.

Seal, B. (2009). The Stanford-Binet intelligence test. In Academic Encounters: content focus, Human Behavior. (pp. 99). New York, NY: Cambridge University Press. The creator of the first IQ test in the world was Alfred Binet (1857-1911), the leading psychologist in France. He’s main concentration was with individual differences, especially for how people diverse in case of solving problems. This article focuses on the original purpose of creating intelligence tests, which were to evaluate if students had problems for getting benefits from the Paris’ education system. The test has changed for several times by Binet himself and developed by Stanford University in the last century. It separates the content for two parts, verbal understanding and mathematical logic, and examines the performance as scrod by crystallized abilities and fluid-analytic abilities, which means, abilities to acquire and use information, skills to address and penetrate spiny issues. The median scrods are from 85 to 115, which be regarded as normal people. The test has been used for many years but also been criticised for only judging by mathematic ability and verbal comprehension.

UNC. (2001). The IQ and intelligence. University of North Carolina. Retrieved October 23, 2011, from http://www.unc.edu/~rooney/iq.htm This is a report from UNC which demonstrates the 13 definitions of intelligence given by 13 psychologists in 1921. And claims that IQ scores are not equal to intelligence, as it depends on social context which are various from one to another; also, the scores are not prediction of future achievement but only academic performance, specifically, mathematic abilities and verbal understanding. It summarises 10 objective pros and cons for IQ tests to compare both sides to let reader know that intelligence tests are including benefits and drawbacks.