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Reframing Intelligence and Achievement Through a Self-Reg Lens

Reframing Intelligence and Achievement Through a Self-Reg Lens. Stuart Shanker. Reframing. A Paradigm-Revolutionary Approach. The Negative Consequences of Intelligence Testing. “There’s no such thing as a bad, lazy or stupid child.” – Shanker, on countless occasions.

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Reframing Intelligence and Achievement Through a Self-Reg Lens

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  1. Reframing Intelligence and Achievement Through a Self-Reg Lens Stuart Shanker

  2. Reframing

  3. A Paradigm-Revolutionary Approach

  4. The Negative Consequences of Intelligence Testing

  5. “There’s no such thing as a bad, lazy or stupid child.” – Shanker, on countless occasions But isn’t there a strong connection between all three: the result of a child’s being born with less intelligence? – Herrnstein & Murray, The Bell Curve, 1994

  6. Jensen 1969: “How much can we boost IQ” • Jensen: Enrichment programs have only managed to budge IQ scores by around 5 points • Massive US programs like Head Start a poor return on investment • Social stratification is a natural reflection of innate intellectual capacity

  7. Correlations Drive the IQ Story

  8. Assumptions behind IQ Testing

  9. Work Preformed Against Time

  10. The Self-Reg Question

  11. Ball-and-Bat Problem

  12. “Mentally Lazy”?

  13. “Laziness”?

  14. Laziness presupposes possibility of effortful control

  15. Measuring a Child’s Intelligence

  16. Intelligence is a Whole-Brain Phenomenon • “Intelligence” is a function of both prefrontal and limbic processes • We reframe IQ by thinking about the dynamic interplay between these parts of brain • Between rational processes and limbic braking

  17. Reasoning Behind IQ Tests

  18. What does Self-Reg Suggest?

  19. Individual Differences

  20. Self-Reg Perspective

  21. Effect of Pushing Past a Peak

  22. Reframing the Bell Curve

  23. The Self-Reg Approach

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