Stan—those are legitimate concerns, that there might be some circularity in judging general intelligence in relation to understanding EA concepts, in a classroom context.
I do have a pretty good sense of my university undergrads’ overall intelligence distribution from teaching many other classes on many topics over the last 23 years, and knowing the SAT and ACT distributions of the undergrads.
Within each class, I guess I’m judging overall intelligence mostly from participation in class discussions and online discussion forums, and term paper proposals, revisions, and final drafts.
As I mentioned, it would be nice to have some more quantitative, representative data on how IQ predicts capacity to understand EA concepts—and whether having certain other traits (e.g. Aspy-style thinking, Openness, etc) might add some more predictive validity over and above IQ.
Stan—those are legitimate concerns, that there might be some circularity in judging general intelligence in relation to understanding EA concepts, in a classroom context.
I do have a pretty good sense of my university undergrads’ overall intelligence distribution from teaching many other classes on many topics over the last 23 years, and knowing the SAT and ACT distributions of the undergrads.
Within each class, I guess I’m judging overall intelligence mostly from participation in class discussions and online discussion forums, and term paper proposals, revisions, and final drafts.
As I mentioned, it would be nice to have some more quantitative, representative data on how IQ predicts capacity to understand EA concepts—and whether having certain other traits (e.g. Aspy-style thinking, Openness, etc) might add some more predictive validity over and above IQ.