Differences between intelligence and academic achievement

Differences between intelligence and academic achievement

Differences between intelligence and academic achievement

Explore  academic achievement

Why might veterans of military service returning from combat be at risk for addiction? Use a biopsychosocial model to frame your responses. Include strategies for risk prevention.

Brilliance and academic achievement are often used to determine many aspects of a person’s life, including the diagnosis of a learning disability. Most identifiers of learning disabilities are seen within the realm of intelligence and achievement. The Individuals with Disabilities Education Improvement Act of 2004 is an example of a federal mandate that allows for identification of indicators of learning disabilities, such as limited response to intervention or a meaningful discrepancy between a student’s intelligence and achievement scores. When diagnosing a learning disability in determining a child’s intelligence, a combination of indicators is more accurate than a single test score.

For this Discussion, you will explore the differences between intelligence and academic achievement (as opposed to other types of achievement). You also will examine environmental and/or biological influences on intelligence and academic achievement.

To prepare for this Discussion:

· Review this week’s Learning Resources related to intelligence and academic achievement and consider environmental and biological influences.

· Select two influences: environmental and/or biological (you can select two of either category or one of each) that have been associated with intelligence and academic achievement.

Post an explanation of the difference between brilliance and academic achievement. Then, briefly describe the two environmental and/or biological influences you selected. Explain the effects of each influence on intelligence and academic achievement. Be specific and provide examples from your Learning Resources. Use proper APA format and citations.

Required Readings

Berk, L. E. (2018). Development through the lifespan (7th ed.). Upper Saddle River, NJ: Pearson Education.

· Chapter 7, “Physical and Cognitive Development in Early Childhood” (pp. 214–253)

· Chapter 9, “Physical and Cognitive Development in Middle Childhood” (pp. 292-331)

Liu, J., Li, L., Wang, Y., Yan, C., & Liu, X. (2013). Impact of low blood lead concentrations on IQ and school performance in Chinese children. Plos ONE, 8(5), e65230. doi:10.1371/journal.pone.0065230

Note: You will access this article from the Walden Library databases.

Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130–159. doi:10.1037/a0026699

Note: You will access this article from the Walden Library databases.

Required Media

Films Media Group. (Producer). (2007). Intellectual growth and achievement: Human development—Enhancing social and cognitive growth in children [Video file]. Part of the Series: Human Development: Enhancing Social and Cognitive Growth in Children. New York, N.Y.

Note: The approximate length of this media piece is 28 minutes.