Intelligence and how to get it: Why schools and cultures count.

By Richard E. Nisbett. 2009

250 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3e55b3e9a5d9aed0d51c375e0083f9d1785e18b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Social Psychology

Citations in the corpus

Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes (2015, background): “2We hasten to point out that cognitive ability is also mutable (Nisbett, 2009; Nisbett et al., 2012).”
Fostering and Measuring Skills: Interventions that Improve Character and Cognition (2013, methodology): “For example, all of these measures are used as measures of intelligence in Flynn (2007), Nisbett (2009), and Nisbett et al. (2012).”
The Neuroscience of Intelligence (2016, background): “Recent efforts to minimize the importance of genetic influences on intelligence in favor of environmental influences (Nisbett, 2009) do not stand scrutiny (Lee, 2010).”
Capital at Home and at School: A Review and Synthesis (2010, background): “Many relevant studies have been reviewed elsewhere (Horowitz & Neiderhiser, forthcoming), and Nisbett (2009) has argued strongly for the interplay between genes and environments (for a critique of Nisbett’s work, see Lee, 2009).”
A Road Map for an Emerging Psychology of Social Class (2012, background): “For example, consider that people tend to live in neighborhoods, attend schools (Kusserow, 2004; Lareau, 2003; Nisbett, 2009), work together with (Argyle, 1994), and date and marry individuals from similar social class backgrounds (Sweeney & Cancian, 2004).”
Guest Editorial, part of a Special Feature on Education and Differential Vulnerability to Natural Disasters Is Education a Key to Reducing Vulnerability to Natural Disasters and hence Unavoidable Climate Change? (2014, background): “The set of papers in this collection will address this question with respect to empirical analysis of vulnerability to past natural disasters, since this is the only empirical evidence – assumed to be isomorphic to what we expect under climate change – that we have on the table.”
Weird people, yes, but also weird experiments (2010, unknown): “ This raises the specter that much of what we think we have learned from behavioral genetics may be misleading, as the data are disproportionately influenced by WEIRD people, and their children (Nisbett, 2009).”
Correlation and Causation in the Study of Personality (2012, background): “The current consensus is that we must include the directed edge offspring IQ ! offspring SES (Murray, 2002; Nisbett, 2009).”
Unpacking the inequality paradox: The psychological roots of inequality and social class. (2018, background): “…contexts early in life, genetic similarity only predicts intelligence among upper-class individuals—presumably because these individuals live and learn within social networks that allow them to flourish and express their genes (Nisbett, 2009; Tucker-Drob & Bates, 2016; Turkheimer, 2000).”
Hard evidence on soft skills (2012, background): “4 Many call this “IQ”, e.g., Flynn (2007), Nisbett (2009), and Nisbett et al. (2012). achievement tests, and grades are positively correlated with each other, the recent literature shows that they measure different skills and depend on different facets of cognitive ability.”
Genetic Essentialism: On the Deceptive Determinism of DNA (2011, background): “For example, the fact that American Blacks have been found to score lower than American Whites on IQ tests has been interpreted by some researchers as indicating that there was little hope in being able to improve the academic performance among Blacks (e.g., Herrnstein & Murray, 1994; Jensen, 1969; ”