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Index
Coverpage
Half title
Title page
Imprints page
Dedication
Contents
Contributors
Preface
Chapter 1 Intelligence as Potentiality and Actuality
Fundamental Issues about Intelligence
Adolescent and Adult Intellectual Development
Intelligence of Young and Middle-Aged Adults
Directly Assessing the Knowledge Components of Intelligence
Ability and Non-ability Traits and Intellectual Investment
Current Issues
Future Directions
References
Chapter 2 Hereditary Ability: g Is Driven by Experience-Producing Drives
What Is g?
The Heritability of Intelligence
Gould Again
The Wilson Effect
The Structure of Mental Abilities
What Influences the Development of g? Experience-Producing Drives!
Notes
References
Chapter 3 Culture, Sex, and Intelligence
Sex Differences in Quantitative Fields
Sex Differences in Mathematical Ability
Sex Differences in Spatial Ability
A Seeming Paradox
Unanswered Questions
References
Chapter 4 The Nature of the General Factor of Intelligence
Process Overlap Theory
Internal Consistency of POT
Empirical Support of POT
Editor’s Questions
What Is Intelligence?
How Is Intelligence Best Measured?
How Is Intelligence Best Developed?
What Are Some of the Most Interesting Empirical Results from Your Own Research and Why Are They Important to the Field?
What Do You See as the Most Important Educational or Social Policy Issue Facing the Field of Intelligence Today?
What Are the Most Important Questions about Intelligence that Future Research on Intelligence Should Address?
References
Chapter 5 Intelligence in Edinburgh, Scotland: Bringing Intelligence to Life
What Is Intelligence?
How Is Intelligence Best Measured?
Some Intelligent Results from Edinburgh and Scotland
Bringing the Scottish Mental Surveys’ Intelligence Data to Life
Intelligence and the Length of Life
The Lifetime Stability of Intelligence Differences
What Affects Lifetime Changes in Intelligence Differences?
The Heritability of Intelligence
Structural Brain Imaging Correlates of Intelligence
Sex Differences, Getting on in Life, and Estimating Premorbid Intelligence
More Intelligence Research with Good Epidemiological Samples
Educational and Social Policy Matters in Intelligence
Questions for Future Research
References
Chapter 6 Intelligence as Domain-Specific Superior Reproducible Performance
The Original Approaches to the Measurement of Intelligence
Brief Outline of Chapter
Can Short-Term Memory Capacity in Adults Be Changed with Practice?
Expert-Performance Approach
The Role of Intelligence and Basic Cognitive Abilities in the Acquisition of Expert Performance
Concluding Remarks
References
Chapter 7 Intelligence, Society, and Human Autonomy
The Steel Chain of Ideas
Factor Analysis
The Tale of the Twins
Raven’s and the Martians
The Method of Correlated Vectors
A Better Theory
The Flynn Effect
Correlated Vectors Revisited
The Dickens-Flynn Model
Genes and Human Autonomy
Sociological Spectacles
Philosophy and Science
The Future
References
Chapter 8 The Theory of Multiple Intelligences
Introduction
A Thought Experiment
Definition
Criteria
Original Set of Intelligences
Other Possible Intelligences
Scientific Implications
The Theory in Education
Education of Young Children
Why and How Educators Use MI
Concluding Note
Note
References
Chapter 9 g Theory
Prologue to a Theory of g
What Is Intelligence?
The Problem with Intelligence
The Meaning of g, a Latent Construct
The Auxiliary Role of Broad Stratum II Abilities
How Is Intelligence Best Measured?
Professional Practice
Research
How Is Intelligence Best Developed?
Fully Exploiting Maximal Capacity
Preventing Needless Decline in Maximal Capacity
What Are Some of the Most Interesting Empirical Results from Your Own Research and Why Are They Important to the Field?
How Did Human Populations Evolve such a Finely Graded, g-ordered Hierarchy of Occupations?
What Makes Some Life Tasks and Outcomes More g Loaded than Others?
How Could such a Highly General Information-Processing Ability, g, Have Evolved so High so Fast in Pretechnological Human Groups?
What Do You See as the Most Important Educational or Social Policy Issue Facing the Field of Intelligence Today?
Denying a Consequential Biological Fact Does More Harm than Good
Using Knowledge of g to Predict Policies that Will Fail, and How
Spotting and Confronting the Use of Deceptive Science
Using Knowledge of g to Identify and Explain Successes too Good to Be True
What Are the Most Important Questions about Intelligence that Future Research on Intelligence Should Address?
References
Chapter 10 Puzzled Intelligence
Prelude: Is There Still Anything about Intelligence That We Do Not Know?
Interlude: The Epigenome and How It Can Aid the Understanding of Intelligence
Postlude: The Only Thing Left to Do
Author Note
References
Chapter 11 A View from the Brain
Primitive Beginnings
Turning Points
From Personality to Positrons
Early Contributions of Neuroimaging Studies
The Parieto-Frontal Integration Theory (P-FIT) of Intelligence
Phase Two of Neuroimaging/Intelligence Studies
Turning Education Policies Upside Down
References
Chapter 12 Is Critical Thinking a Better Model of Intelligence?
Construct Validity: The Gold Standard in Assessment
Critical Thinking: What It Is, How to Get It and How to Get It to Transfer
Assessment of Critical Thinking
Can Critical Thinking Assessments Tell Us What People Do in Real Life?
References
Chapter 13 Many Pathways, One Destination
Looking Backward: Measuring Intelligence
Defining Intelligence So It Is Measurable
Measuring Intelligence So It Is Equitable
Looking Forward: Measuring Intelligence
Note
References
Chapter 14 My Quest to Understand Human Intelligence
The Wonder Years (1979–1998)
Introduction to Intelligence Research (1998–2003)
Dual-Process Theory of Human Intelligence (2003–2009)
Coming out Ungifted and the Theory of Personal Intelligence (2009–2013)
Positive Psychology, Imagination, and Character (2014–2017)
References
Chapter 15 Individual Differences at the Top
The Organization of Intellectual Abilities
Empirical Findings
Study of Mathematically Precocious Youth (SMPY)
Ability Level
Ability Pattern
Profoundly Gifted
Spatial Ability: The “Orphan Ability”
Discussion
Nurturing Exceptional Talent
Horizontal and Vertical Levels of Analysis
Conclusion
Acknowledgment
Notes
References
Chapter 16 The Intelligence of Nations
Economic Growth
Income Inequality
Educational Attainment
Educational Input
Cognitive Achievement
Political Institutions
Personality
Happiness and Life Satisfaction
Health
Crime
Fertility
Conclusion
References
Chapter 17 Intelligences about Things and Intelligences about People
A Note on General Intelligence and Broad Intelligences
A Startling Omission
Reasoning about Individuals?
Intelligences about People
Measuring People-Centered Intelligences
The Test Development Process
Personal and Emotional Intelligences as Broad Intelligences within the Three-Stratum Model
Thing-Centered versus People-Centered Intellectual Development
Specificity of Prediction?
Correlates and Predictions
Discussion
The Definition of Intelligence Revisited
Too Many Intelligences? Yes and No
Implications of Person-Centered Intelligences for Education
Concluding Thoughts
Note
References
Chapter 18 Mechanisms of Working Memory Capacity and Fluid Intelligence and Their Common Dependence on Executive Attention
Fluid Intelligence
Fluid Intelligence and Working Memory Capacity
The System Underlying Tests of Working Memory Capacity and Fluid Intelligence
Evidence for this Perspective
Maintenance, Disengagement, and the Development of Crystalized Intelligence
The Limitations of Extreme-Groups Research
Developing Working Memory/Intelligence
Proper Measurement of the Working Memory System – A Work in Progress
Notes
References
Chapter 19 Successful Intelligence in Theory, Research, and Practice
What Is Intelligence?
How Is Intelligence Best Assessed?
How Is Intelligence Best Developed?
Future Agenda
References
Index
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