The French Ministry of Education asked me to develop a method to identify children who were unable to learn in school.
I developed an intelligence test with Theophile Simon.
I also developed the concept of mental age.
My test has been revised many times in order to keep up with the latest advances in intelligence testing.
The fourth edition of my test was published in 1985.
Nathan Brody
I am an expert on intelligence.
I believe that, if one can excel at one type of intellectual task, it is likely that the person can excel in other intellectual tasks.
I believe in the concept of general intelligence, which includes abstract reasoning or thinking, the capacity to acquire knowledge, and problem-solving ability.
I found that, on average, African American and Latino students score 10 to 15 points lower on standardized tests than Non-Hispanic Caucasian American students.
I found that males and females do not differ on average intelligence test scores, but that males are more likely to have extremely high or low scores.
Robbie Case
My view is neo-Piagetian.
I emphasize that adolescents process information differently than children.
My view includes Siegler's concept of automaticity.
I feel adolescents have more resources available to them because of automaticity.
I believe that adolescents can focus on several topics at the same time.
I found that children tend to only think in one dimension.
Mihaly Csikszentmihalyi
I am the author of many books, including the bestselling Flow (1990).
I serve on the Child Labor Advisory Committee of the United States Department of Labor and the Center for Giftedness of the federal Department of Education
I conduct research on creativity.
I believe that an essential objective of teaching is to aid adolescents in becoming more creative.
David Elkind
I am an expert in the cognitive and social development of children and adolescents.
My research suggests that many college students do not think at the formal operations level.
I believe adolescent egocentric thinking can be divided into two categories—personal fable and imaginary audience.
I believe the education of children should take into account research on human development and education rather than pushing children to meet the desires of adults.
Howard Gardner
I believe that there are eight types of intelligence.
I developed the eight frames of mind.
Verbal, mathematical, and spatial skills are examples of my eight frames of mind.
I believe that different forms of intelligence can be destroyed by brain damage.
Each of my forms of intelligence shows up uniquely in every individual.
Daniel Goleman
I am the author of the best-selling book Emotional Intelligence (1995).
I research the concept of emotional intelligence, including things such as self-awareness, empathy, and self-discipline.
I believe that emotional intelligence often is more crucial to success than IQ.
I stress the value of humor.
J. P. Guilford
I furthered the work of L. L. Thurstone.
I coined the terms convergent thinking and divergent thinking.
I believe that intelligence is more complex then a few primary mental abilities and "g."
I believe that there are three aspects of intelligence with 120 categories of intellectual acts.
Richard Herrnstein and Charles Murray
We wrote the controversial book, The Bell Curve: Intelligence and Class Structure in American Life in 1994.
We believe that predictions about a person based solely on IQ are useless.
We believe weak correlations between IQ and job success have predictive value only when they are applied to large groups of people.
We believe that the underclass, a large proportion of which is African American, may be doomed by their shortcomings to welfare dependency, poverty, and crime.
Annemarie Palincsar and Ann Brown
We believe that students should be active participants in learning communities.
We collaborated in developing the concept of reciprocal teaching.
In reciprocal teaching, students learn by demonstrating lessons to other students.
We developed a program of teaching students how to use learning strategies to improve their reading comprehension.
Jean Piaget
My theory is one of the best-known and widely discussed theories of adolescent development.
I developed the concept of a schema.
I also developed the concept of two processes that are responsible for how children and adolescents use and adapt their schemas.
The two processes I developed are called assimilation and accommodation.
I also developed the idea of the mechanism called equilibration.
Michael Pressley
I study reading instruction and how adolescents cope with academic demands.
I believe that it is essential to teach students how to solve problems.
I think teachers should model using strategies to solve academic problems.
I say that teachers should then guide students in the application of learning strategies.
I believe teachers need to show students the importance of learning strategies.
Barbara Rogoff
I study informal learning including intent participation and assembly-line preparation.
I conduct research on the structure of learning environments in different cultures.
I believe that cognitive apprenticeship is an essential part of learning.
I think learning is an inherently social activity.
Peter Salovey and John Mayer
We developed the concept of emotional intelligence.
We define emotional intelligence as the ability to monitor and regulate one's own emotions and understand those of others.
We participated with David Caruso in developing the Mayer-Salovey-Caruso Emotional Intelligence Test.
We believe emotional intelligence includes self-awareness, self-regulation, motivation, empathy, and the ability to handle relationships.
Robert Serpell
I study concepts of intelligence in rural African communities.
I have found that in non-Western cultures, the concepts of intelligence and social competence blur together.
My research has been applied to educational strategies in Africa.
My research has important implications for the development of "Culture-free" tests of intelligence.
K. Warner Schaie
I am a neo-Piagetian.
I have written over 250 scholarly publications on the psychology of aging.
I think it is unlikely that adults go beyond the ways of thinking typical of the formal operational stage.
I believe adults progress beyond their adolescent cognitive abilities.
Robert Siegler
I describe three main characteristics of the information-processing approach.
My three main characteristics are thinking, change mechanisms, and self-modification.
I believe four main mechanisms work together to create changes in children's and adolescents' cognitive skills.
My four main mechanisms are encoding, automaticity, strategy construction, and generalization.
I believe adolescents play an active role in their development.
Charles Spearman
I was a student of Wilhelm Wundt and was influenced by Francis Galton.
I developed a two-factor concept of intelligence.
I developed this theory using statistical analyses of intelligence tests.
My theory includes "g," or general factors, and "s," or specific factors.
William Stern
Binet influenced me.
My major contribution is the intelligence quotient or IQ.
I believe that we will learn about intelligence by studying the relationship of individuals to normative data.
Robert Sternberg
I developed a triarchic theory of intelligence.
I feel that students with different triarchic patterns "look different" in school.
I believe that many teachers have expectations about how assignments should be done, which can discourage creatively intelligent students.
I also believe that few tasks are purely analytic, creative, or practical.
I feel that teachers should incorporate all three types of intelligence while instructing their students.
L. L. Thurstone
I used statistics to analyze tests of intelligence and perception.
I identified seven primary abilities subsumed under intelligence.
These seven primary abilities are part of my multiple-factor theory.
I believe that intelligence tests measure these primary abilities rather than the general concept of intelligence.
Lev Vygotsky
My theory leans towards the fact that knowledge is situated and collaborative.
One of the most important concepts that I developed is the zone of proximal development (ZPD).
My emphasis on the ZPD underscores my belief in the importance of social influences on cognitive development.
I feel parents, peers, formal schooling, community, and technology all influence children's growth.
Scaffolding is one of the contemporary concepts that are compatible with my theory.
David Wechsler
I was a student of Charles Spearman and influenced by Robert L. Thorndike.
I developed two of the most frequently used intelligence tests, the Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC).
The WAIS and the WISC have been revised several times over the years and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) has been developed for younger kids.
