In the know : debunking 35 myths about human intelligence / Russell T. Warne, Utah Valley University.

Includes bibliographical references and index.

In the Know -- Title page -- Copyright page -- Dedication -- Contents -- Figures -- Tables -- Acknowledgments -- Preface -- Introduction -- Section 1. The nature of intelligence. 1. Intelligence is whatever collection of tasks a psychologist puts on a test -- 2. Intelligence is too complex to summarize with one number --3. IQ does not correspond to brain anatomy or functioning -- 4. Intelligence is a Western concept that does not apply to non-Western cultures -- 5. There are multiple intelligences in the human mind -- 6. Practical intelligence is a real ability, separate from general intelligence -- Section 2. Measuring intelligence. 7. Measuring intelligence is difficult -- 8. The content of intelligence tests is trivial and cannot measure intelligence -- 9. Intelligence tests are imperfect and cannot be used or trusted -- 10. Intelligence tests are biased against diverse populations -- Section 3. Influences on intelligence. 11. IQ Only reflects a person’s socioeconomic status -- 12. High heritability for intelligence means that raising IQ is impossible -- 13. Genes are not important for determining intelligence --14. Environmentally driven changes in IQ mean that intelligence is malleable -- 15. Social interventions can drastically raise IQ -- 16. Brain-training programs can raise IQ -- 17. Improvability of IQ means intelligence can be equalized -- Section 4. Intelligence and education. 18. Every child is gifted -- 19. Effective schools can make every child academically proficient -- 20. Non-cognitive variables have powerful effects on academic achievement -- 21. Admissions tests are a barrier to college for underrepresented students -- Section 5. Life consequences of intelligence. 22. IQ scores only measure how good someone is at taking tests -- 23. Intelligence is not important in the workplace -- 24. Intelligence tests are designed to create or perpetuate a false meritocracy -- 25. Very high intelligence is not more beneficial than moderately high intelligence -- 26. Emotional intelligence is a real ability that is helpful in life -- Section 6. Demographic group differences. 27. Males and females have the same distribution of IQ scores -- 28. Racial/ethnic group IQ differences are completely environmental in origin -- 29. Unique influences operate on one group’s intelligence test scores -- 30. Stereotype threat explains score gaps among demographic groups -- Section 7. Societal and ethical issues. 31. Controversial or unpopular ideas should be held to a higher standard of evidence -- 32. Past controversies taint modern research on intelligence -- 33. Intelligence research leads to negative social policies -- 34. Intelligence research undermines the fight against inequality -- 35. Everyone is about as smart as I am -- Conclusion -- References -- Index.

Electronic reproduction. Cambridge Available via World Wide Web.

Description based on online resource; title from digital title page (viewed on October 29, 2020).