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It challenges claims that IQ tests fully capture intelligence, that IQ is mainly genetically determined, and that environment and interventions have little effect. The article argues that intelligence can be cultivated through environmental factors, discusses what intelligence and IQ mean, and explains why intelligence measurement remains useful when handled carefully.",{"@graph":69,"@context":113},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/schooling-makes-you-smarter-what-teachers-need-to-know-about-iq/591443/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/schooling-makes-you-smarter-what-teachers-need-to-know-about-iq/591443.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107],{"name":108,"@type":109,"acceptedAnswer":110},"What does the article say about how interventions affect intelligence across life stages?","Question",{"text":111,"@type":112},"It argues that interventions, including schooling, can influence intelligence at every level from prenatal care through college and beyond.","Answer","https://schema.org",{"og:url":83,"og:type":115,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":117,"canonical":83},"index,follow",{"doc_id":119,"site_id":62},591443,1792072417,{"code":4,"msg":5,"data":122},{"doc_id":119,"user_id":123,"nickname":92,"user_avatar":124,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":130,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":120,"read_time":41},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Schooling Makes You Smarter  \nWhat Teachers Need to Know about IQ  \nILLUSTRATIoNS BY WILLIAM dUKE  \nBy Richard E. Nisbett  \nIn 1994, America took a giant step backward in understanding  \nintelligence and how it can be cultivated. Richard Herrnstein,  \na psychology professor at Harvard University, and Charles Murray, a political scientist with the American Enterprise  \nRichard E. Nisbettis the Theodore M. Newcomb Distinguished University Professor at the University of Michigan, a research professor with the university’s Institute for Social Research, and a codirector of its Culture and Cognition Program. He was elected to the National Academy of Sciences in 2002 and has earned numerous professional accolades, including the Distinguished Senior Scientist Award from the Society of Experimental Social Psychology, the Distinguished Scientific Contribution Award from the American Psychological Association, and a John Simon Guggenheim fellowship. He has written several books, including Intelligence and How to Get It: Why Schools and Cultures Count. Large portions of this article are adapted with permission from “Intelligence: New Findings and Theoretical Developments,” by Richard E. Nisbett, Joshua Aronson, Clancy Blair, William Dickens, James Flynn, Diane F. Halpern, and Eric Turkheimer, published in the February–March 2012 issue of American Psychologist.  \nInstitute, published The Bell Curve, a best-selling book1 that was controversial among researchers, but was given enormous, uncritical attention in the popular press. It would be difficult to overestimate the impact of The Bell Curve. Even people who never read the book picked up its conclusions from press accounts and from discussions with people who read it. The impact on policymakers was substantial, and many practicing educators today accept the views about intelligence presented in the book and fostered by the media.  \nThe conclusions that many people drew from the book were that IQ tests are an accurate and largely sufficient measure of intelligence, that IQ is primarily genetically controlled, that IQ is little influenced by environmental factors, that racial differences in IQ are likely due at least in part, and perhaps in large part, to genetics, and that educational and other interventions have little impact on IQ and little effect on racial differences in IQ. The Bell Curve encouraged skepticism about the ability of public policy initiatives to have much impact on IQ or IQ-related outcomes.  \nBut in fact, all of the conclusions I have just summarized are  \n10 AMERICAN EdUCAToR | SPRING 2013  \nmistaken. Even atthe time the book was published, many cognitive scientists believed that some of these conclusions were erroneous.2 Now we know that all of them are. In this article, I will describe the new knowledge that is most relevant to educators. The basic conclusions are that environmental factors are much more important in determining intelligence than previously believed, that racial group differences owe little or nothing to genes, and that interventions, including school, influence intelligence at every level from prenatal care to college and beyond.  \nTo begin, let’s take a look at what intelligence and IQ are. My working definition of intelligence is the one offered by Linda Gottfredson, a professor at the University of Delaware:3  \n[Intelligence] involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—“catching on,”“making sense” of things, or “figuring out” what to do.  \nThe measurement of intelligence is one of psychology’s greatest achievements, and one ofits most controversial. Critics complain that no single test can capture the complexity of human intelligence, all measurement is imperfect, and no single measure is","cbCaitNr1YX5pttQ","https://ap.wps.com/l/cbCaitNr1YX5pttQ","pdf",775588,12,"English","# Schooling Makes You Smarter\n## What teachers need to know about IQ\n## Intelligence vs. IQ measurement\n## Critiques and usefulness of intelligence testing\n## Why measurement matters for interventions","[{\"question\":\"What does the article say about how interventions affect intelligence across life stages?\",\"answer\":\"It argues that interventions, including schooling, can influence intelligence at every level from prenatal care through college and beyond.\"}]","Schooling Makes You Smarter - What Teachers Need to Know about IQ | PDF"]