Intelligence is a very complex concept, so is Learning. I can conclude that from the literature that I have come across, mostly when working and reseaching in the field of Gifted and Talented Education.

I am tempted to answer that there is an interraction between these two. Intelligence can be a sample-indication of learning & knowledge, as well as a motivation towards it. Of course this is too simplified.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books

Rinn, A. N. (2012). Implications for addressing the psychosocial needs of gifted individuals: A response to Subotnik, Olszewski-Kubilius, and Worrell (2011). Gifted Child Quarterly, 56(4), 206-209.

Intelligence is a very complex concept, so is Learning. I can conclude that from the literature that I have come across, mostly when working and reseaching in the field of Gifted and Talented Education.

I am tempted to answer that there is an interraction between these two. Intelligence can be a sample-indication of learning & knowledge, as well as a motivation towards it. Of course this is too simplified.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books

Rinn, A. N. (2012). Implications for addressing the psychosocial needs of gifted individuals: A response to Subotnik, Olszewski-Kubilius, and Worrell (2011). Gifted Child Quarterly, 56(4), 206-209.

intelligence and learning are two of the best investigated topics of psychology in the last 100 years. They are "hypothetical constructions", that means they are note directly perceptable.

Intelligence is, roughly speaking, the ability to solve problems based on knowledge and skill. They can be seen as a result of the addition of gentic and environmental factors. The dispute over how large the genetic portion should be has lasted for a long time. In some cases, comparative intelligence studies between different groups also led to discussions about social discrimination when certain groups that are exposed to social discrimination are also certified to have less intelligence and are therefore unsuitable for higher positions in society. But this is only a remark, on social aspects of the discussion about intelligence, which is measured by tests. But the so-called IQ (introduced by the German psychologist Wiliam Stern) says only what the test meausures, not more. It is in no case a ugdement of the value of the concerned humans.

Learning is understood today as a process of relatively stable change in behaviour, thinking or feeling based on experience or newly gained insights. A role plays a) the understanding of processed perception of the environment, b) the awareness of one's own movements.

In addition: Wikipedia entries give some sufficient information than high speciialized articles in journals, or use introductions iand textbooks of general psychology.

Dear Camille, you ask the following: What is the relationship between Intelligence and Learning? There are a myriad of books, book's chapters, and papers devoted to the study of that relation, as you can see if you perform, for example, a Google search. Our colleague Konstantinos give you two useful references. Piaget's theory of cognitive stages and Vygotsky socio-cultural theory also elaborate on that topic. As for journals, you have, for example, Intelligence, Cognitive Development, Individual Differences, Cognition, Child Development, Developmental Psychology, British Journal of Educational Research, etc.

What follows is a short answer to your question. Roughly speaking, intelligence is one's ability to actively adpat to changes in his/her physical and social melieu. A. Einstein, S. Hawking and J. Piaget are but three examples that considered intelligence in this way. Note that there are two main different approaches to intelligence: psychometric and developmental. The former appeals to mental tests, such as Weschler's scales (for children and adults) and attributes an IQ (e.g., 100, 120, 140 ...) to the individual. IQ is considered to be a continuous and quantitative score or measure of intelligence. The developmental approach to intelligence appeals to developmental tasks (e.g., Piagetian taks), not mental tests, and attributes to the individual a qualitative and descontinuous type of intelligence, for example, preoperational, concrete operational, and formal operational in Piagetian terms. It is beyond the scope of my answer to elaborate deeply on the differences and similarities between these two approaches to intelligence. However, in addition to what I have just said, it should be mentioned that the psychometric approach is more oriented to the content rather than the structure of one's cognitive activities; the opposite is the case as far as the developmental approach is concerned.

Globally speaking, learning is one' ability to engage with things that s/he does not understand. Due to learning our behavioral repertoire increases. There are also several approaches to learning. J. Watson's theory of learning and its emphasis on the classical conditioning, F. Skinner's approach to learning and its emphasis on the operant conditioning, and A. Bandura's social learning and socio-cognitive theory and its emphasis on the self-efficacy concept are but three examples of approaches to learning.

As it would be expected, the more one is intelligent, either in terms of IQ or qualitative intelligence, the more one is likely to enagage with things that s/he does not understand. So, in normal cases, as it were, there is a positive relation between intelligence and learning. This relation should be seen in reciprocal terms. Intelligence plays a crucial role in one's learning and the more we learn the more we tend to be cognitively or intellectually developed.

Best regards,

Orlando

The relationship between intelligence and learning, I think that scientific research identified the relationship as a positive link, intelligence leads to improvement of learning, especially in"cognitive school" and intelligence plays an important role in the "behavioral school." Learning affects the responses of learners on intelligence tests, intelligence tests rely on academic achievement, And "scholastic achievement" is influenced by intelligence

Konstantinos Karampelas's answer kind of sums this up, but

It depends upon the type of intelligence and the way in which the "learning" is done.

I read an article the other day about how the one thing Donald Trump had was "Emotional Intelligence" while...well you know how he comes across.

And judging from some of the things he's accomplished, I'd say he has a degree of "Emotional Intelligence."

https://eduimed.usm.my/EIMJ20201202/EIMJ20201202_03.pdf