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12007 results in Cambridge Handbooks

Page 545 of 601

  • Chapter 15 - Race and Intelligence

  • from Part III - Intelligence and Group Differences
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 293-306

  • Summary

    This chapter considers the fact that intelligence and achievement can be predicted from infancy and has theoretical implications. A classic issue in the study of intelligence is whether there is a single, general intelligence or whether there are multiple intelligences. The debate as to whether the nature of intelligence is continuous or discontinuous over age has a long history in the field of developmental psychology. One approach to understanding the biochemical bases of disordered intellectual functioning early in life is to study the effects of the common bodily biochemicals on cognitive functioning in populations with known neurological dysfunction. The study of the origins of intelligence in infancy by measures of early cognitive functioning may aid in clarifying theoretical issues, contribute to a methodologically integrated study of intelligence across a number of scientific disciplines, and, eventually, aid in reducing the incidence of intellectual disability.

  • Chapter 10 - Intellectual Disabilities

  • from Part III - Intelligence and Group Differences
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 193-209

  • Summary

    British psychologist Charles Spearman proposed a conception of intelligence perhaps most widely (though by no means universally) accepted by authors and users of intelligence tests. This chapter discusses Cattell and Horn's Gf-Gc Model, Carroll's Three-Stratum hierarchy, integration of Horn-Cattell and Carroll models to form CHC theory and applications of CHC Theory-Cross-Battery Assessment and Test Development. Stanovich argues for separating mental abilities measured by intelligence tests (MAMBIT) from other abilities, such as rational decision making, Sternberg's three components of successful intelligence, and Gardner's eight intelligences. Factor-based theories of intelligence have proliferated since Spearman started the ball rolling more than a century ago. The time has come for developers of individual clinical tests of intelligence to broaden their basis of test construction beyond the analytic dimension of Sternberg's triarchic theory and to begin to embrace the assessment of both practical intelligence and creativity.

  • Chapter 5 - Intelligence

  • from Part II - Development of Intelligence
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 85-106

  • Summary

    This chapter attempts to broadly outline the current understanding of the etiology of intelligence and intelligence-related processes. First, it describes the major concepts that have primarily guided studies of the etiological bases of intellectual abilities and disabilities. Then, the chapter discusses the state of the field's understanding of cases of intellectual abilities and disabilities. A point of view on the Chinese initiative as presented in the CNN electronic publication is described. The chapter describes the major concepts that have been and are used to explore the connection between the genes and intelligence. The evidence pertaining to observations that the genome is a major source of the variations in individuals' intellectual abilities and disabilities is discussed. Studies of various indicators of information processing speed have been prominent in the field of intelligence due to the observation that these indicators reliably correlate with various aspects of intelligence, especially, with the g factor.

  • Chapter 12 - Intellectual Giftedness

  • from Part III - Intelligence and Group Differences
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 235-252

  • Summary

    Despite broad diversity several common themes about intellectual giftedness and the conditions for its development exist. This chapter provides a review of the research related to intellectual giftedness with a discussion of different themes, summarizing about research on intellectual giftedness in the United States, including the seminal work of Lewis Terman, and presenting an overview of some interesting and potentially important American theories to date. It outlines some interesting research-based trends related to new ideas in defining and developing academic gifts and talents. There is no agreed-upon consensus about who are gifted and no final answers about evolving understandings of how intellectual giftedness develops and the characteristics that help to identify and nurture intellectual gifts and talents. To introduce the challenge associated with both defining and identifying giftedness in students, four brief case studies are discussed in the chapter.

  • Chapter 24 - The Theory of Multiple Intelligences

  • from Part VI - Kinds of Intelligence
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 485-503

  • Summary

    The concept of race itself is intensely debated in the social and behavioral sciences, with some subscribing to the notion that it represents a biological fact. As with race, there is no universally accepted definition of intelligence. Admittedly, intelligence testing has come a long way in the past 100 years. Developers of modern tests of cognitive ability have attempted to achieve culture neutrality and tap a broader spectrum of underlying skills, and IQ has become a far more psychometrically sophisticated concept. The relationship between IQ and socioeconomic status (SES) is only one argument challenging hereditarian assumptions about the largely genetic nature of intelligence. Continued research on race and intelligence is important, particularly with regard to the etiology of differences in IQ scores. In conducting studies of this nature, however, investigators must be objective, comprehensive, and cautious, given the potential for divisiveness and far-reaching sociopolitical implications.

  • Chapter 39 - Intelligence and Rationality

  • from Part VIII - Intelligence in Relation to Allied Constructs
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 784-826

  • Summary

    Cross-cultural studies from a large number of societies provide examples of practical intelligence manifested as practical know-how. A particular form of practical know-how that figures prominently in research on practical intelligence is tacit knowledge. Tacit knowledge is practical knowledge that usually is not openly expressed or taught directly. Although practical intelligence is related to performance in a variety of domains, studies in which both practical intelligence, primarily various measures of tacit knowledge, and IQ have been measured demonstrate that practical intelligence is distinct from fluid and crystallized intelligence. Sternberg has been the most forceful proponent of the concept of practical intelligence as one of three, distinct form of intelligence. Horn and Masunaga provide an account of the merging of a theory of intelligence with a theory of expertise. The increasingly influential alternative is embodied or grounded cognition.

  • Chapter 17 - The Evolution of Intelligence

  • from Part IV - Biology of Intelligence
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 328-350

  • Summary

    This chapter focuses on the types of human abilities and their correlates, although practical intelligence and tacit knowledge are reviewed. One of the remarkable features of human intelligence is its relative stability of individual differences over years, even decades. When longitudinal data are collected on the same person over time, it is possible to compute correlations of ability test scores across that interval. Older adults may also be effective at using strategies that enhance cognition in everyday life, such as through the use of external aids or behavioral routines that support timely remembering of what to do and when to do it. The study of adult cognitive and intellectual development is entering a vibrant new phase, one in which the advances in statistical methods for modeling individual differences are being integrated with designs and measures that permit a subtle understanding of individual differences in cognitive change.

  • Chapter 34 - Intelligence as a Predictor of Health, Illness, and Death

  • from Part VII - Intelligence and Society
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 683-708

  • Summary

    This chapter reviews the history of artificial intelligence (AI) and its major subfields, and illustrates AI as a science and as a technology. Critics of AI from psychology sometimes view AI programs as being psychologically implausible. The chapter explains some dimensions in designing AI agents as well as describes some issues in putting multiple capabilities into an AI agent. It discusses the problems of the measurement of intelligence in AIs. When measuring the intelligence of human beings, the test need not have questions representing every kind of intelligent thing a person could do. Rather, the test result measures the general intelligence of the test taker. A lesson from the history of AI is that cognitive tasks that seem difficult for humans to solve are relatively easy to make programs solve, and those cognitive tasks that are apparently easy for humans to address are extraordinarily difficult to make computers solve.

  • Chapter 41 - Intelligence and Expertise

  • from Part VIII - Intelligence in Relation to Allied Constructs
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 847-860

  • Summary

    This chapter provides an overview of research on cultural intelligence (CQ), the nomological network of CQ, and future directions for research on CQ. It helps readers to think more deeply about their own CQ capabilities. Earley and Ang built on the increasing consensus that intelligence should go beyond mere cognitive abilities. They described CQ as a complex, multifactor individual attribute that is composed of metacognitive, cognitive, motivational, and behavioral factors. The chapter stimulates additional theorizing, empirical research, and practical application in diverse countries and cultures across the globe. To date, most of the empirical research on CQ has used the CQ Scale (CQS). CQ resonates with researchers and practitioners who are concerned with adaptation to and effectiveness in multicultural settings. Education researchers are calling for increased awareness of cultural differences in learning styles and for development of CQ in teachers and students.

  • Chapter 13 - Sex Differences in Intelligence

  • from Part III - Intelligence and Group Differences
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 253-272

  • Summary

    This chapter attempts to broadly outline the current understanding of the etiology of intelligence and intelligence-related processes. First, it describes the major concepts that have primarily guided studies of the etiological bases of intellectual abilities and disabilities. Then, the chapter discusses the state of the field's understanding of cases of intellectual abilities and disabilities. A point of view on the Chinese initiative as presented in the CNN electronic publication is described. The chapter describes the major concepts that have been and are used to explore the connection between the genes and intelligence. The evidence pertaining to observations that the genome is a major source of the variations in individuals' intellectual abilities and disabilities is discussed. Studies of various indicators of information processing speed have been prominent in the field of intelligence due to the observation that these indicators reliably correlate with various aspects of intelligence, especially, with the g factor.

  • Chapter 16 - Animal Intelligence

  • from Part IV - Biology of Intelligence
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 309-327

  • Summary

    This chapter discusses a core problem that has plagued the study of intelligence for decades, the complexity of behavior. The central tenets of dynamic systems, which underpin efforts to analyze the organization and development of behavior in its complexity are outlined, keeping person and context connected and treating variability as the starting point for analysis. The classic approaches to intelligence, psychometric, Piagetian, nativist, and dynamic/constructivist are reviewed. The chapter explains how disputes between them have illuminated learning sequences, resolved important questions, and paved the way for a dynamic approach to intelligence are shown. The dynamic skill theory framework, emphasizing its conceptual origins in dynamic systems, ways that it has advanced understanding variability and consistency in intelligence, and its relevance to understanding childhood intelligence are introduced. The areas where dynamic systems concepts and models have generated usable knowledge directly relevant to intelligence, learning, and the practice of education are considered.

  • Chapter 4 - Contemporary Models of Intelligence

  • from Part I - Intelligence and Its Measurement
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 58-82

  • Summary

    This chapter describes cited contemporary models of intelligence for each of the three levels: psychometric, physiological, and social. The contemporary models that bridge more than one level are examined. The chapter discusses the extended theory of fluid and crystallized intelligence (Gf-Gc theory), the three-stratum theory, the Cattell-Horn-Carroll (CHC) theory, and critique of the psychometric level and its models. According to the dual process (DP) theory intelligent behavior can be explained through a hierarchical structure of directed and spontaneous mental processes. Sternberg notes that his analytic, practical, and creative aspects of intelligence could be applied to Gardner's domains of intelligences. Similarly, neuroimaging studies could examine areas of the brain that are activated before and after the acquisition of expertise. The psychometric, physiological, and social levels and their current models have headed the field of intelligence down three productive paths. Perhaps the time has come for these paths to converge into one.

  • Chapter 23 - Artificial Intelligence

  • from Part V - Intelligence and Information Processing
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 468-482

  • Summary

    The relationship between culture and intelligence is complex and characterized by a lack of consensus regarding the definition and operationalization of each construct. Due to limited or non-existent health care, particular racial and ethnic groups are at greater risk for sensory loss and other health problems that may lower their performance on intelligence measures, for example, higher blood lead levels leading to cognitive deficits. This chapter discusses the measures of intelligence that include g factor, test bias, cultural loading, and test fairness. A number of alternative assessment practices have emerged in recent years in part to address criticisms of the usage of intelligence tests with members of racial and ethnic minority groups. It should be noted that the IQ difference between Black and White 12- year-olds has dropped 5.5 points. Asians and Asian Americans have often obtained the highest group averages on standardized intelligence tests.

  • Chapter 19 - Basic Processes of Intelligence

  • from Part V - Intelligence and Information Processing
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 371-393

  • Summary

    The field of intellectual disabilities (formerly referred to as mental retardation) has a long and complicated relationship to the field of intelligence. The three issues that dominate the history of intellectual disabilities vis-vis intelligence are: developmental difference controversy; undifferentiated versus differentiated approaches to intellectual disabilities; and motivation, different life experiences, and other nonintellectual concerns. Many issues relate to the intellectual profiles of persons with a specific cause, or etiology, of intellectual disabilities. Everyday adaptive functioning of persons with intellectual disabilities highlights the difficulties inherent in connecting intelligence with real-life functioning and problems. To many researchers, persons with intellectual disabilities simply display lower levels of intelligence and offer few ties to their specific fields. The fields of intelligence and intellectual disabilities continue to function somewhat independently, and only a handful of researchers interested in intelligence are also interested in intelligence as it pertains to persons with disabilities.

Page 545 of 601