[準企招] いったい何が違いをもたらすのか What exactly makes the difference?
学業に及ぼす知能の影響 The impact of intelligence on academic learning.
計量心理学的な意味での知能は，はじめから学校という制度の中で起こるアカデミックな学習と密接に結びついていました。知能テストの必要性は，義務教育のひとつの帰結として生まれ，それが選抜への関心を高めることになりました。しかしながら研究者たちが，知能が個人の認知能力を特徴づけるだけのものではなく，おのおのの環境や文化の背景を背負ったものでもあることに気づくのには数十年かかりました。学校に行っていない人や，文字を持たない人の認知能力すらもきちんと測れるという触れ込みのカルチャーフリーな(文化の影響を受けない)知能テストを作る試みは，いまから見れば傲慢極まりないもののように思われます。私たちがいまIQテストで測る知能は，今は亡き知能研究者リチャード・スノウが1982年に「心理学はいまや知能を教育の最も重要な原素材とみなしているだけでなく，教育の最も重要な所産ともみなしている」と言ったように，文字の読み書き，あるいは学校教育の文脈の中でのみ表れうるものです。しかしながら心理学における知能の研究と教育の研究は，共通のルーツをもちながら，ここ数十年の間，互いにますます離れてきています。教育研究において，個人差はしばしばただの欠点とみなされ，学習成果に対する知能の役割はひんぱんに隅に退けられているのです。他方，知能の研究者は，誰もが持つ学習能力も，コンピテンスを身につけるための領域固有知識を獲得するのに必要な入念な練習の重要性も，非常にしばしば見落としています。そういうわけで，素材である「知能」がどのように学校教育によって意味のある知識へと変換されるかをつぶさに眺めることが大切だと思われるのです。
知能があらゆる種類の学習を促進し加速させることを示す圧倒的多数の証拠がある一方で，知的に優れた生徒と劣った生徒の間の学習経路の質的差異についてはほとんど知られていません。アカデミックな学習は，とりわけ科学と数学の中では，単に知識の積み重ねのなかに現れるのではなく，むしろ概念の再構成の結果です。あらゆる学習者がチャレンジしているのは，知能という特性を概念の特徴を明確化することへと移し変えてゆくことなのです。ひとりひとりの知能とは独立に，この概念の変化の過程は教育的支援を必要としています。知能が学習機会の利用に及ぼす効果に関するデータを紹介しようと思います。
In its beginnings, psychometric intelligence was closely intertwined with institutional academic learning as it takes place at schools. The need for intelligence tests appeared as a consequence of compulsory school education, which raised concerns of selective placement. However, it took researchers several decades, before they recognized that intelligence does not solely characterize an individual’s cognitive capability, but rather has also to be seen in the light of the respective environmental and cultural background. The attempt to create culture free intelligence tests, which should allow valid statements about the cognitive capacities of unschooled or even illiterate individuals, appears quite arrogant and presumptuous from a today’s perspective. Intelligence, as we measure it with IQ-tests, can only emerge in a context of literacy and schooling, as the late intelligence researcher Richard Snow stated in 1982: “Psychology now recognizes intelligence as education’s most important product, as well as its most important raw material.” In spite of their common roots, however, psychological research on intelligence and on education has increasingly grown apart from each other in the past decades. In educational studies, individual differences are often considered just a flaw, and the role of intelligence for learning outcomes is marginalized quite frequently. Intelligence researchers, on the other hand, quite often overlook the capacity for learning all individuals have, as well as the importance of deliberate practice necessary to acquire domain-specific knowledge in order to gain competence. A closer look on how the raw-material “intelligence” is transformed into meaningful knowledge by schooling therefore seems to be worthwhile.
While there is overwhelming evidence for intelligence to facilitate and speed up all kinds of learning, little is known about qualitative differences in learning trajectories between more or less intelligent students. Academic learning, far and foremost in Science and Mathematics, does not reveal in just accumulating knowledge, but rather is the result of conceptual restructuring. The challenge all learners experience is switching from characteristic to defining features of concepts. Independent of an individual’s intelligence, this process of conceptual change needs instructional support. Data on the effects of intelligence on exploiting learning opportunities will be presented.
知能があらゆる種類の学習を促進し加速させることを示す圧倒的多数の証拠がある一方で，知的に優れた生徒と劣った生徒の間の学習経路の質的差異についてはほとんど知られていません。アカデミックな学習は，とりわけ科学と数学の中では，単に知識の積み重ねのなかに現れるのではなく，むしろ概念の再構成の結果です。あらゆる学習者がチャレンジしているのは，知能という特性を概念の特徴を明確化することへと移し変えてゆくことなのです。ひとりひとりの知能とは独立に，この概念の変化の過程は教育的支援を必要としています。知能が学習機会の利用に及ぼす効果に関するデータを紹介しようと思います。
In its beginnings, psychometric intelligence was closely intertwined with institutional academic learning as it takes place at schools. The need for intelligence tests appeared as a consequence of compulsory school education, which raised concerns of selective placement. However, it took researchers several decades, before they recognized that intelligence does not solely characterize an individual’s cognitive capability, but rather has also to be seen in the light of the respective environmental and cultural background. The attempt to create culture free intelligence tests, which should allow valid statements about the cognitive capacities of unschooled or even illiterate individuals, appears quite arrogant and presumptuous from a today’s perspective. Intelligence, as we measure it with IQ-tests, can only emerge in a context of literacy and schooling, as the late intelligence researcher Richard Snow stated in 1982: “Psychology now recognizes intelligence as education’s most important product, as well as its most important raw material.” In spite of their common roots, however, psychological research on intelligence and on education has increasingly grown apart from each other in the past decades. In educational studies, individual differences are often considered just a flaw, and the role of intelligence for learning outcomes is marginalized quite frequently. Intelligence researchers, on the other hand, quite often overlook the capacity for learning all individuals have, as well as the importance of deliberate practice necessary to acquire domain-specific knowledge in order to gain competence. A closer look on how the raw-material “intelligence” is transformed into meaningful knowledge by schooling therefore seems to be worthwhile.
While there is overwhelming evidence for intelligence to facilitate and speed up all kinds of learning, little is known about qualitative differences in learning trajectories between more or less intelligent students. Academic learning, far and foremost in Science and Mathematics, does not reveal in just accumulating knowledge, but rather is the result of conceptual restructuring. The challenge all learners experience is switching from characteristic to defining features of concepts. Independent of an individual’s intelligence, this process of conceptual change needs instructional support. Data on the effects of intelligence on exploiting learning opportunities will be presented.