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Author Sternberg, Robert J
Title The Cambridge Handbook of Intelligence
Imprint New York : Cambridge University Press, 2011
book jacket
Descript 1 online resource (1006 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series Cambridge Handbooks in Psychology
Cambridge Handbooks in Psychology
Note Cover -- Half-title -- Title -- Copyright -- Dedication -- Contents -- Contributors -- Preface -- References -- Part I: Intelligence and its measurement -- Chapter 1 History of Theories and Measurement of Intelligence -- Measuring Intelligence -- Galton -- J. McK. Cattell -- Binet -- Spearman and the Theory of General Intelligence -- The Divorce between Theory and Practice -- Factor Analysis -- What is g? -- The Explanation of g -- Inspection Time and Reaction Time -- Cognitive Psychology to the Rescue? -- Breaching the .30 Barrier -- Working Memory -- Getting Together Again? -- References -- Chapter 2 Tests of Intelligence -- What Are Intelligence Tests? -- When and How Did Intelligence Tests Come to Be? -- Do Intelligence Tests Really Measure Intelligence? -- What Do Intelligence Tests Actually Do? -- What Functions or Purposes Do Intelligence Tests Serve? -- Do Intelligence Tests Have a Future? -- References -- Chapter 3 Factor-Analytic Models of Intelligence -- Global Intellectual Ability Versus Separate Abilities -- General Intelligence - Spearman's g -- Thurstone's Primary Mental Abilities -- Guilford's Structure of Intellect Model -- One Influential Synthesis - Cattell, Horn, and Carroll -- Cattell and Horn's Gf-Gc Model -- Carroll's Three-Stratum Hierarchy -- Integration of Horn-Cattell and Carroll Models to Form CHC Theory -- Applications of CHC Theory - Cross-Battery Assessment and Test Development -- Cognitive Abilities - What's in a Name? -- Definitions of CHC Abilities -- Other Formulations -- Planning, Attention, Simultaneous, Successive (PASS) -- Triarchic Theory -- Multiple Intelligences -- Rationality -- A Parting Thought -- References -- Chapter 4 Contemporary Models of Intelligence -- The Psychometric Level and Its Models -- Extended Gf-Gc Theory -- The Three-stratum Theory -- The Cattell-Horn-Carroll (CHC) Theory
Critique of the Psychometric Level and Its Models -- The Physiological Level and its Models -- Brain Efficiency and the Parieto-Frontal Integration Theory (P-FIT) -- The Neural Plasticity Model of Intelligence -- Critique of the Physiological Level and Its Model -- The Social Level and Its Models -- The Triarchic Theory of Successful Intelligence and Beyond -- The Theory of Multiple Intelligences -- Models of Emotional Intelligence -- Critique of the Social Level and Its Models -- Models that Bridge Levels -- PASS Theory -- The Theory of the Minimal Cognitive Architecture -- The Dual Process Theory of Human Intelligence -- Critique of the Bridge Models -- Conclusions and Implications -- References -- Part II: Development of intelligence -- Chapter 5 Intelligence: Genes, Environments, and Their Interactions -- Vocabulary Prep: Terms and Concepts -- Intelligence and the Genome -- Differentiating Heritability Estimates -- Dissecting Intelligence into Its Componential Processes -- Electrophysiological Measures -- Speed of Information Processing -- Other Cognitive Processes -- Grounding the Heritability of IQ -- In Place of Conclusion -- References -- Chapter 6 Developing Intelligence through Instruction -- What Is Intelligence and What Determines It? -- IQ, Rationality and Expertise -- Nature plus Nurture -- Reasons to Believe that Intelligence Is Malleable -- Effects of Experience on the Central Nervous System -- Changes in Average Intelligence over Time -- Changes in Individuals' IQ over Time -- Effects of Beliefs about Intelligence -- Motivation and Intelligence -- Intelligence and the Malleability of Working Memory -- Age and Intelligence -- Organized Attempts to Increase Intelligence -- Head Start -- The Carolina Abecedarian Project -- Project Intelligence -- Others
What Can Be Taught to Increase One's Ability to Perform Cognitively Demanding Tasks? -- What Should the Goal Be? -- Concluding Comments -- References -- Chapter 7 Intelligence in Infancy -- Overview -- Theory -- The Origins of Cognition -- The Intelligent Infant -- Implications for Theory: Single Versus Multiple Intelligences -- Implications for Theory: Continuity Versus Discontinuity -- Implications for Theory: Genetic and Environmental Influences on Intelligence -- Implications for Practice: The Physically Compromised Infant -- Implications for Practice: Causes of Disordered Intellectual Functioning -- Implications for Practice: Genetic Factors in Early Intellectual Disability -- Understanding the Neurological Bases of Infant Cognition -- Summary -- Acknowledgments -- References -- Chapter 8 Intelligence in Childhood -- Framing Childhood Intelligence -- Dynamics of Intelligent Behavior -- Dynamic Concepts -- Dynamic Models -- Beyond Concepts and Models -- Classical Approaches to Intelligence -- Psychometric Approach: Factors of Intelligence -- Piagetian Approach: Logic and Constructivism -- Nativist Approach: Early Competences -- Toward Dynamics: Building Knowledge Step by Step -- Progress from Research -- Dynamic Skill Theory -- Webs of Skill: Conceptual Foundations -- Dynamic Skills -- Constructive Webs -- Order from Variation -- Developmental Pathways -- Developmental Range -- Developmental Levels: Universal Scale Across Domains -- A Case of Emotional Behavior -- Web of Representations for the Case -- From Research to Usable Knowledge: Dynamic Assessment -- Conclusion: Analyzing Variability and Stability to Illuminate Intelligence -- Acknowledgment -- References -- Chapter 9 Intelligence in Adulthood -- Descriptive Research on Adult Age Differences -- Longitudinal Evidence Regarding Levels of Adult Intellectual Development
Age Changes in the Factor Structure of Intelligence Tests -- Individual Differences in Cognitive Change -- Influences on Adult Cognitive Development -- Functional Aspects of Adult Intelligence -- Conclusions -- References -- Part III: Intelligence and group differences -- Chapter 10 Intellectual Disabilities -- Intellectual Disabilities -- History and Background -- Developmental-Difference Debate -- From One Undifferentiated Group, to Two Groups, to Multiple Groups -- Role of Nonintellectual Factors -- Current State of the Art: Basic Issues -- Defining Intellectual Disability -- Mental Retardation Versus Intellectual Disability -- Theoretical Issues -- Etiology-Related Profiles -- IQ Versus Adaptive Functioning -- Relation of Adaptive Behavior to Adverse Life Outcomes -- Implications for Intervention -- Inclusive Schooling for Children with Intellectual Disabilities -- What Should Children with Intellectual Disabilities Be Taught? -- In What Ways Can Teaching Be Optimized for All Children? -- Looking to the Future -- Conclusion -- References -- Chapter 11 Prodigies and Savants -- Defining Prodigies and Savants -- Recent Research on Child Prodigies -- Theoretical Interpretations -- Brain Imaging Research on Prodigies -- General and Specific Abilities in Prodigies -- Savants and Intelligence -- General and Specific Abilities in Savants -- Research on Savants' Intelligence and Related Topics -- More Recent Research and Interpretation of the Savant Phenomenon -- Plasticity and Diversity in Savants -- Brain Studies of Savants -- General Conclusions -- Progress in Prodigies Research -- Progress in Research With Savants -- The Interplay of General and Specific Intellectual Abilities: Transcending the General Versus Specific Intelligence Issue -- References -- Chapter 12 Intellectual Giftedness -- Four Case Studies -- Dwayne -- Kendra -- Patrick
Common Themes Related to Intellectual Giftedness -- Intellectual Giftedness Is Developmental -- The Multidimensional Aspects of Intellectual Giftedness -- Diverse Patterns in Intellectual Giftedness -- Culture, Gender, and Environment Influence Intellectual Giftedness -- Noncognitive Aspects of Intellectual Giftedness -- Important American Contributions to Research on Intellectual Giftedness -- Genetic Studies of Genius: Terman's Early Contributions -- Three-Ring Conception of Giftedness: Joseph Renzulli -- Application of Multiple Intelligence to Gifted Contributors: Howard Gardner -- Triarchic Theory Applied to Cognitive Giftedness: Robert Sternberg -- Interesting Directions in Research on Intellectual Giftedness -- Contributions and the "10,000 Hours" Necessary: Simonton and Ericsson -- Talent Development in Young People -- Fixed Versus Malleable Traits: Carol Dweck -- Multiplier Effects -- Where Things Stand Today -- Current Federal Definition -- Characteristics of Individuals With High Intellectual Ability or Potential -- Interventions and Programs for Gifted and High Potential Students -- References -- Chapter 13 Sex Differences in Intelligence -- The Smarter Sex -- Sex Differences Across the Life Span -- Sex Differences Over Time -- Why? -- Evolutionary Perspectives -- Biological Perspectives -- Genes, Hormones, and Brains -- Sociocultural Perspectives -- Biopsychosocial Model -- Where We Go From Here -- References -- Chapter 14 Racial and Ethnic Group Differences in Intelligence in the United States -- Defining the Relevant Concepts -- Culture -- Intelligence -- Heritability -- Environment, Poverty, and Home Environment -- Measures of Intelligence -- g Factor -- Test Bias -- Cultural Loading -- Test Fairness -- Alternative Assessment Practices -- Outcome Implications for Multicultural Populations -- Tests as Gatekeepers
Black-White Test Score Gap: Intelligence
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Sternberg, Robert J. The Cambridge Handbook of Intelligence New York : Cambridge University Press,c2011 9780521518062
Subject Intellect.;Human information processing
Electronic books
Alt Author Kaufman, Scott Barry
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