In recent years it has become popular on the internet to debate the IQ of the incumbent president of the United States. Yet, these controversies (and hoaxes) presume that IQ has some relevance to understanding the president's actual performance as the nation's leader. This assumption is examined by reviewing the empirical research on the intelligence-performance association in political leadership, with a special focus on U.S. presidents. The review starts by discussing at-a-distance assessment techniques, a method that has yielded reliable and valid measures of IQ, Intellectual Brilliance, and Openness to Experience; three correlated even if separable concepts. The discussion then turns to the reliable and valid measurement of presidential performance-or "greatness"-via successive surveys of hundreds of experts. These two lines of research then converged on the emergence of a six-predictor equation, in which Intellectual Brilliance plays a major role, to the exclusion of both IQ and Openness. The greatest presidents are those who feature wide interests, and who are artistic, inventive, curious, intelligent, sophisticated, complicated, insightful, wise, and idealistic (but who are far from being either dull or commonplace). These are the personal traits we should look for in the person who occupies the nation's highest office if we seek someone most likely to solve the urgent problems of today and tomorrow.
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http://dx.doi.org/10.3390/jintelligence6020018 | DOI Listing |
Dev Psychol
January 2025
Department of Psychology, New York University.
Adults hold a broad range of beliefs about intellectual ability. Key examples include beliefs about its malleability, its distribution in the population, whether high levels of it ("brilliance") are necessary for success, its origins, and its responsiveness to intervention. Here, we examined the structure and motivational significance of this network of consequential beliefs in a sample of elementary school-age children (5- to 11-year-olds, = 231; 116 girls, 112 boys, three gender nonbinary children; predominantly White and Asian children from relatively high-income backgrounds).
View Article and Find Full Text PDFJ Law Med Ethics
October 2024
UNIVERSITY OF GEORGIA, ATHENS, GEORGIA, USA.
I applied to law school as a means to an end. To "fix the system," to make a difference, to advocate for meaningful change that improves health and well-being of others. Charity Scott accomplished, in her academic career, what I have not.
View Article and Find Full Text PDFDev Psychol
December 2024
Department of Psychology, University of Chicago.
Women's underrepresentation in academic fields and professions emphasizing high intellectual talents persists as a prominent societal issue. To explore early antecedents of this gender imbalance, the present study investigated the developmental changes in children's social preference of boys and girls who pursue brilliance-required (vs. effort-required) activities.
View Article and Find Full Text PDFFront Sociol
October 2023
Department of Sociology, Philosophy and Anthropology, University of Exeter, Exeter, United Kingdom.
Erving Goffman's status as a great social scientist today seems relatively secure. Many commentators highlight his extraordinary capacities to pinpoint the fine-grained details of human behavior in the "interaction order". But if Goffman's brilliance in this respect was deeply rooted in his various and interlocking personal, existential, social, and intellectual idiosyncrasies, and his intellectual practice is inimitable, the degree to which anyone else could, or should try to, imitate Goffman's intellectual practice today, remains an open question.
View Article and Find Full Text PDFChild Dev
April 2024
Department of Psychology, The University of Chicago, Chicago, Illinois, United States.
Recent work suggests that the stereotype associating brilliance with men may underpin women's underrepresentation in prestigious careers, yet little is known about its development and consequences in non-Western contexts. The present research examined the onset of this stereotype and its relation to children's motivation in 5- to 7-year-old Korean children (N = 272, 50% girls, tested 2021 to 2022). At age 7, children attributed brilliance to men when evaluating Asians and Whites, and girls became less interested in participating in intellectually challenging tasks than boys.
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