Most experts agree that intelligence is best defined as a person's verbal ability and problem-solving skills.

According to Robert J. Sternberg, academic intelligence is a necessary but in many cases insufficient requirement for wisdom.

According to Peter Salovey and John Mayer, emotional intelligence involves the use of feelings to facilitate thought.

Most experts agree that genetics rather than environment determines a child's intelligence.

Parents and teachers can enhance the development of a child's intelligence by exposing the child to an enriching environment.

Since the turn of the 20th century, children's scores on IQ tests have decreased dramatically.

Though, on average, White American schoolchildren score 10 to 15 points higher on IQ tests than African American children, approximately 20 percent of African American children score higher than do half of all White school children.

Many of the early tests of intelligence were culturally biased, favoring urban children over rural children, children from middle-income families over children from low-income families, and White children over minority children.

Binet developed the concept of mental age (MA).

In 1912, Binet created the concept of intelligence quotient (IQ), which refers to an individual's mental age divided by his or her chronological age and multiplied by 100.

People who have general intelligence do not have specific intellectual abilities.

Howard Gardner considered including existential intelligence, which involves concern and reasoning about meaning in life.

The concept of academic optimism to teaching emphasizes that positive academic outcomes will occur if teachers believe in their ability to overcome problems and be resilient in the face of difficulties.

Reflective students are less likely than impulsive students to do well at remembering structured information.

The concept of person-situation interaction states that the best way to characterize an individual's personality is not only in terms of personal traits or characteristics alone, but also in terms of the situation involved.

Children who are low in effortful control are easily agitated and become intensely emotional.