Dissecting practical intelligence theory: Its claims and evidence

By L. Gottfredson. 2003

175 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4cd1649331f21a27880c357107cf9c5bb24983ea

How researchers see this paper

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

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Intelligence: new findings and theoretical developments. (2012, background): “Early claims by Sternberg were disputed by other intelligence researchers (Brody, 2003; Gottfredson, 2003a, 2003b).”
Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, background): “Academic achievement has been traditionally linked to cognitive intelligence (Brody, 2000; Gottfredson, 2003; Laidra, Pullmann, & Allik, 2007); however, there has also been research interest in the potential role of non-cognitive variables, including personality and social constructs (Furnham,…”
Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance (2003, background): “This would replicate the extensive body of research in support of the predictive validity of cognitive ability tests in educational settings (e.g., Brody, 2000; Gottfredson, 2003; Jensen, 1980; Kuncel et al., 2001; Wolf, 1972; Zeidner & Matthews, 2000).”
The Neuroscience of Intelligence (2016, methodology): “In fact, for complex jobs the g-factor predicts success more than any other cognitive ability (Gottfredson, 2003b).”
Personnel selection. (2008, background): “Sternberg presented these measures in the context of a generally critical evaluation of the use of general cognitive ability measures (see Gottfredson 2003 and McDaniel & Whetzel 2005 for responses to these claims), while current use in I/O generally views them as a potential supplement to ability…”
Intellectual Competence and the Intelligent Personality: A Third Way in Differential Psychology (2006, background): “…success of cognitive ability measures in predicting academic and occupational outcomes did not, by any means, justify the monopoly of psychometric intelligence, a fact acknowledged even by the most stalwart supporters of g (Gottfredson, 2003a, 2004a, 2004b; Jensen, 1998; Schmidt & Hunter, 1998).”
Cumulative advantage/disadvantage and the life course: cross-fertilizing age and social science theory. (2003, background): “…as an explanatory principle is well illustrated by recent controversy around the claim that longevity is a function of intelligence, with intelligence assumed to be a fixed and largely innate characteristic with substantial interindividual differences (Deary, 2000; Gottfredson, 2002; Holden, 2003).”
Experiential learning and the acquisition of managerial tacit knowledge (2008, background): “On the basis that the present study confirmed the context-dependent nature of tacit knowledge (Gottfredson, 2003; Choo, 1998), these approaches may benefit from more deliberate attempts to closely match learning experiences with situations that are consonant with the specific management context bein”
Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue) (2009, unknown): “Other salient instances include social ‘‘intelligence,’’ personal ‘‘intelligence,’’ and practical ‘‘intelligence’’ (see Gottfredson, 2003; Jensen, 1998; Waterhouse, 2006).”
Hardiness and undergraduate academic study: The moderating role of commitment (2007, background): “Academic achievement has been typically associated with psychometric intelligence tests (Gottfredson, 2003; Kuncel, Hezlett, & Ones, 2001) and achievement motivation (Busato, Prins, Elshout, & Hamaker, 2000; Mellanby, Martin, & O’Doherty, 2000), where the latter can be conceptualised in terms of…”
Situational judgment tests: An overview of current research (2009, background): “However, these assertions were shown to be unsubstantiated (Gottfredson, 2003; McDaniel & Whetzel, 2005) because SJTs measure multiple constructs and have some relationship with general cognitive ability.”