Success in life does not necessarily originate with academic success.

There is no recipe to be a great teacher, that's what is unique about them.

The world supports a multi-million dollar industry of intelligence and ability research, but it devotes virtually nothing to determine why this intelligence is squandered by engaging in amazing, breathtaking acts of stupidity.

I had planned to be a psychology major, but I bombed introductory psychology.

If there's going to be an SAT, it's probably practical to invest in a book or perhaps in a course, but I'm sorry to say, I went to some classes that my kids took and it was clear in school that what they were doing was just SAT training.

Well, first of all, we did lots of studies where we show practical intelligence doesn't correlate with G. We have probably two dozen studies that practical intelligence better predicts job success than IQ.

But what many psychologists have done, probably because they did well on a test themselves and everyone wants high self esteem, is to create this little box and then do their research inside it.

Passion is the quickest to develop, and the quickest to fade. Intimacy develops more slowly, and commitment more gradually still.

You can quickly go from having passion and love to passion and hate when an act of betrayal happens.

And in order to succeed in later life, you need creative skills because look at how fast the world is changing.

ACT and SAT each have their own parts of the country. The GRE has its lock on graduate admissions. And so, one could blame the companies, but really, economically, they have no incentive to change things very much because they're getting the business.

In other words, if a teacher only teaches in one way, then they conclude that the kids who can't learn well that way don't have the ability, when, in fact, it may be that the way the teacher's teaching is not a particularly good match to the way those kids learn.

The essence of intelligence would seem to be in knowing when to think and act quickly, and knowing when to think and act slowly.

I've taught statistics, math courses and what I've found is that often if you teach them algebraically the formulas, you'll have one group of kids doing well.