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Abstract

This study examines intelligence among Brazilian students on two levels: conceptual and test-related. Data was collected on 214 students ranging in age from 5 to 11. The study found that intelligence correlates significantly with socioeconomic status, achievement, grade repetition, family size and health and school absences. Among the 24 variables examined, the three that measure intelligence form a distinct factor. Support exists for a construct of intelligence that is separate from other variables reflecting social class and other family qualities. Both intelligence and SES variables have a substantial influence on achievement, suggesting that parent qualities exert at least as strong an influence on achievement as does intelligence. However, the interpretations of these results also should consider that the existing literature on intelligence among Brazilian children is meagre and the measures used in the research were developed in the US and UK, which differ considerably from Brazil with regard to linguistic, economic, cultural and educational variables, and cultural traditions.

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The Construct and Measurement of Intelligence among Brazilian Children

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