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40 - Society and Intelligence
- from Part VII - Intelligence and Its Role in Society
- Edited by Robert J. Sternberg, Cornell University, New York
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- Book:
- The Cambridge Handbook of Intelligence
- Published online:
- 13 December 2019
- Print publication:
- 16 January 2020, pp 964-987
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Summary
There are large between-country differences in measures of economic and noneconomic well-being. Many researchers view increasing the stock of human capital as the key to raising economic development, promoting democratization, and improving health, and hence improving overall societal well-being. The single most studied aspect of human capital concerns cognitive competence. Differences in population cognitive competence might explain these societal differences. Evidence suggests that education builds cognitive competence, and education and cognitive competence promote better social outcomes, in terms of both economic and noneconomic factors. However, measuring population cognitive competence for countries requires representative samples, culture-fair tests, equivalency in the relationship between test measures and other cognitive attributes, and comparability in testing situations. In most cases, none of this has been achieved.
Chapter 6 - Survey and Study Methods for Flooded Habitat Primatology
- from Part I - Introduction
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- By Adrian A. Barnett, Joseph E. Hawes, Antonio R. Mendes Pontes, Viviane M. Guedes Layme, Janice Chism, Robert B. Wallace, Nayara de Alcântara Cardoso, Stephen F. Ferrari, Raone Beltrão-Mendes, Barth Wright, Torbjørn Haugaasen, Rose Marie Hoare, Susan M. Cheyne, Bruna M. Bezerra, Ikki Matsuda, Ricardo Rodrigues dos Santos
- Edited by Katarzyna Nowak, Adrian A. Barnett, Ikki Matsuda
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- Book:
- Primates in Flooded Habitats
- Published online:
- 24 December 2018
- Print publication:
- 03 January 2019, pp 33-43
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Contributors
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- By Aakash Agarwala, Linda S. Aglio, Rae M. Allain, Paul D. Allen, Houman Amirfarzan, Yasodananda Kumar Areti, Amit Asopa, Edwin G. Avery, Patricia R. Bachiller, Angela M. Bader, Rana Badr, Sibinka Bajic, David J. Baker, Sheila R. Barnett, Rena Beckerly, Lorenzo Berra, Walter Bethune, Sascha S. Beutler, Tarun Bhalla, Edward A. Bittner, Jonathan D. Bloom, Alina V. Bodas, Lina M. Bolanos-Diaz, Ruma R. Bose, Jan Boublik, John P. Broadnax, Jason C. Brookman, Meredith R. Brooks, Roland Brusseau, Ethan O. Bryson, Linda A. Bulich, Kenji Butterfield, William R. Camann, Denise M. Chan, Theresa S. Chang, Jonathan E. Charnin, Mark Chrostowski, Fred Cobey, Adam B. Collins, Mercedes A. Concepcion, Christopher W. Connor, Bronwyn Cooper, Jeffrey B. Cooper, Martha Cordoba-Amorocho, Stephen B. Corn, Darin J. Correll, Gregory J. Crosby, Lisa J. Crossley, Deborah J. Culley, Tomas Cvrk, Michael N. D'Ambra, Michael Decker, Daniel F. Dedrick, Mark Dershwitz, Francis X. Dillon, Pradeep Dinakar, Alimorad G. Djalali, D. John Doyle, Lambertus Drop, Ian F. Dunn, Theodore E. Dushane, Sunil Eappen, Thomas Edrich, Jesse M. Ehrenfeld, Jason M. Erlich, Lucinda L. Everett, Elliott S. Farber, Khaldoun Faris, Eddy M. Feliz, Massimo Ferrigno, Richard S. Field, Michael G. Fitzsimons, Hugh L. Flanagan Jr., Vladimir Formanek, Amanda A. Fox, John A. Fox, Gyorgy Frendl, Tanja S. Frey, Samuel M. Galvagno Jr., Edward R. Garcia, Jonathan D. Gates, Cosmin Gauran, Brian J. Gelfand, Simon Gelman, Alexander C. Gerhart, Peter Gerner, Omid Ghalambor, Christopher J. Gilligan, Christian D. Gonzalez, Noah E. Gordon, William B. Gormley, Thomas J. Graetz, Wendy L. Gross, Amit Gupta, James P. Hardy, Seetharaman Hariharan, Miriam Harnett, Philip M. Hartigan, Joaquim M. Havens, Bishr Haydar, Stephen O. Heard, James L. Helstrom, David L. Hepner, McCallum R. Hoyt, Robert N. Jamison, Karinne Jervis, Stephanie B. Jones, Swaminathan Karthik, Richard M. Kaufman, Shubjeet Kaur, Lee A. Kearse Jr., John C. Keel, Scott D. Kelley, Albert H. Kim, Amy L. Kim, Grace Y. Kim, Robert J. Klickovich, Robert M. Knapp, Bhavani S. Kodali, Rahul Koka, Alina Lazar, Laura H. Leduc, Stanley Leeson, Lisa R. Leffert, Scott A. LeGrand, Patricio Leyton, J. Lance Lichtor, John Lin, Alvaro A. Macias, Karan Madan, Sohail K. Mahboobi, Devi Mahendran, Christine Mai, Sayeed Malek, S. Rao Mallampati, Thomas J. Mancuso, Ramon Martin, Matthew C. Martinez, J. A. Jeevendra Martyn, Kai Matthes, Tommaso Mauri, Mary Ellen McCann, Shannon S. McKenna, Dennis J. McNicholl, Abdel-Kader Mehio, Thor C. Milland, Tonya L. K. Miller, John D. Mitchell, K. Annette Mizuguchi, Naila Moghul, David R. Moss, Ross J. Musumeci, Naveen Nathan, Ju-Mei Ng, Liem C. Nguyen, Ervant Nishanian, Martina Nowak, Ala Nozari, Michael Nurok, Arti Ori, Rafael A. Ortega, Amy J. Ortman, David Oxman, Arvind Palanisamy, Carlo Pancaro, Lisbeth Lopez Pappas, Benjamin Parish, Samuel Park, Deborah S. Pederson, Beverly K. Philip, James H. Philip, Silvia Pivi, Stephen D. Pratt, Douglas E. Raines, Stephen L. Ratcliff, James P. Rathmell, J. Taylor Reed, Elizabeth M. Rickerson, Selwyn O. Rogers Jr., Thomas M. Romanelli, William H. Rosenblatt, Carl E. Rosow, Edgar L. Ross, J. Victor Ryckman, Mônica M. Sá Rêgo, Nicholas Sadovnikoff, Warren S. Sandberg, Annette Y. Schure, B. Scott Segal, Navil F. Sethna, Swapneel K. Shah, Shaheen F. Shaikh, Fred E. Shapiro, Torin D. Shear, Prem S. Shekar, Stanton K. Shernan, Naomi Shimizu, Douglas C. Shook, Kamal K. Sikka, Pankaj K. Sikka, David A. Silver, Jeffrey H. Silverstein, Emily A. Singer, Ken Solt, Spiro G. Spanakis, Wolfgang Steudel, Matthias Stopfkuchen-Evans, Michael P. Storey, Gary R. Strichartz, Balachundhar Subramaniam, Wariya Sukhupragarn, John Summers, Shine Sun, Eswar Sundar, Sugantha Sundar, Neelakantan Sunder, Faraz Syed, Usha B. Tedrow, Nelson L. Thaemert, George P. Topulos, Lawrence C. Tsen, Richard D. Urman, Charles A. Vacanti, Francis X. Vacanti, Joshua C. Vacanti, Assia Valovska, Ivan T. Valovski, Mary Ann Vann, Susan Vassallo, Anasuya Vasudevan, Kamen V. Vlassakov, Gian Paolo Volpato, Essi M. Vulli, J. Matthias Walz, Jingping Wang, James F. Watkins, Maxwell Weinmann, Sharon L. Wetherall, Mallory Williams, Sarah H. Wiser, Zhiling Xiong, Warren M. Zapol, Jie Zhou
- Edited by Charles Vacanti, Scott Segal, Pankaj Sikka, Richard Urman
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- Book:
- Essential Clinical Anesthesia
- Published online:
- 05 January 2012
- Print publication:
- 11 July 2011, pp xv-xxviii
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Contributors
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- By Phillip L. Ackerman, Soon Ang, Susan M. Barnett, G. David Batty, Anna S. Beninger, Jillian Brass, Meghan M. Burke, Nancy Cantor, Priyanka B. Carr, David R. Caruso, Stephen J. Ceci, Lillia Cherkasskiy, Joanna Christodoulou, Andrew R. A. Conway, Christine E. Daley, Janet E. Davidson, Jim Davies, Katie Davis, Ian J. Deary, Colin G. DeYoung, Ron Dumont, Carol S. Dweck, Linn Van Dyne, Pascale M. J. Engel de Abreu, Joseph F. Fagan, David Henry Feldman, Kurt W. Fischer, Marisa H. Fisher, James R. Flynn, Liane Gabora, Howard Gardner, Glenn Geher, Sarah J. Getz, Judith Glück, Ashok K. Goel, Megan M. Griffin, Elena L. Grigorenko, Richard J. Haier, Diane F. Halpern, Christopher Hertzog, Robert M. Hodapp, Earl Hunt, Alan S. Kaufman, James C. Kaufman, Scott Barry Kaufman, Iris A. Kemp, John F. Kihlstrom, Joni M. Lakin, Christina S. Lee, David F. Lohman, N. J. Mackintosh, Brooke Macnamara, Samuel D. Mandelman, John D. Mayer, Richard E. Mayer, Martha J. Morelock, Ted Nettelbeck, Raymond S. Nickerson, Weihua Niu, Anthony J. Onwuegbuzie, Jonathan A. Plucker, Sally M. Reis, Joseph S. Renzulli, Heiner Rindermann, L. Todd Rose, Anne Russon, Peter Salovey, Scott Seider, Ellen L. Short, Keith E. Stanovich, Ursula M. Staudinger, Robert J. Sternberg, Carli A. Straight, Lisa A. Suzuki, Mei Ling Tan, Maggie E. Toplak, Susana Urbina, Richard K. Wagner, Richard F. West, Wendy M. Williams, John O. Willis, Thomas R. Zentall
- Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
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- Book:
- The Cambridge Handbook of Intelligence
- Published online:
- 05 June 2012
- Print publication:
- 30 May 2011, pp xi-xiv
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Chapter 33 - Society and Intelligence
- from Part VII - Intelligence and Society
- Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
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- Book:
- The Cambridge Handbook of Intelligence
- Published online:
- 05 June 2012
- Print publication:
- 30 May 2011, pp 666-682
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Summary
This chapter presents evidence that mechanisms relating to the cognitive unconscious: mental structures, processes, and states that can influence experience, thought, and actions outside phenomenal awareness and voluntary control make an important contribution to intelligent behavior. There have been some recent studies that look at individual differences in the cognitive unconscious. The chapter focuses on individual differences and reviews recent empirical work on relations among the cognitive processes underlying psychometric intelligence and the cognitive processes underlying the cognitive unconscious, attempting to bridge two major research programs that, until recently, have traveled on separate but parallel paths. The dual-process theory of human intelligence aims to integrate modern dual-process theories of cognition with research on intelligence. By fostering collaborations across the various areas of psychology and related disciplines, and incorporating dual-process theory into thinking, one should be able to come to a fuller, more complete understanding of human intelligence.
11 - The Role of Transferable Knowledge in Intelligence
- Edited by Robert J. Sternberg, Yale University, Connecticut, Jean E. Pretz, Yale University, Connecticut
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- Book:
- Cognition and Intelligence
- Published online:
- 23 November 2009
- Print publication:
- 01 November 2004, pp 208-224
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Summary
A prerequisite for cognitively complex behavior in a given realm is the possession of a well differentiated yet integrated knowledge base that gets operated on by efficient cognitive processes.
(Ceci, 1996, p. 22)The transferability of learning is of prime importance in evaluating these educational claims … the transferability of skills is key: If the skills developed by such [educational and training] efforts do not transfer beyond the training context, much of the investment may be considered wasted.
(Barnett & Ceci, 2002)In the past decade, a new approach to understanding development has been put forward that describes a specific form of interaction between biology and environment, called the “bioecological model” (Ceci, 1996; Bronfenbrenner & Ceci, 1993, 1994). The goal of this chapter is to describe how a bioecological approach informs the study of intellectual development. In doing this, we shall focus on the evidence for the tenet of bioecological theory that is most relevant to intellectual functioning, namely, the knowledge-dependent nature of information processing. Following a description of the evidence for this tenet, we will segue into a discussion of the role of the transferability of knowledge in intellectual competence.
The bioecological approach to development posits a close interplay between knowledge and processing efficiency. What this means in the realm of intellectual competence is that, except for the most basic and dedicated processes (e.g., feature detection), processing efficiency is a function of interaction between genetic potentials for processing and the richness of the knowledge base on which the processes operate.
3 - Developing Childhood Proclivities into Adult Competencies: The Overlooked Multiplier Effect
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- By Stephen J. Ceci, Cornell University, Susan M. Barnett, Cornell University, Tomoe Kanaya, Cornell University
- Edited by Robert J. Sternberg, Yale University, Connecticut, Elena L. Grigorenko, Yale University, Connecticut
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- Book:
- The Psychology of Abilities, Competencies, and Expertise
- Published online:
- 05 June 2012
- Print publication:
- 23 June 2003, pp 70-92
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Summary
In this chapter, we tackle a problem that has been at the heart of the debate over the relative influence of genes and environments in producing cognitive competencies. Our goal is to attempt to reconcile the disparate claims of behavior genetics researchers who stress the prepotency of genes in producing intellectual competence (for example, Bouchard, Lykken, Tellegan, and McGue, 1998) with those whom Scarr (1997) refers to as “socialization theorists” because of their stance on the crucial role of the social and material environment in shaping developmental outcomes.
Our means of making this reconciliation is to describe recent efforts by diverse scholars to explain cognitive growth in terms of theories, models, and metaphors that are inherently multiplicative, more so than prior ones. We do not intend to delve into a comparative analysis of the strengths and weaknesses of each model or metaphor, as that is not our goal, but instead we want to make the point that various researchers, coming from very different orientations, have found the need to postulate similar types of multiplier effects to account for cognitive growth across a wide range of attainments (reading, intelligence, mathematics, motoric).
In the treatment that follows we use the terms “proclivities,” “penchants,” and “abilities” interchangeably, to refer to basic, underlying “resource pools” that are undoubtedly biologically based. Thus, we speak of a newborn's penchant, ability, or proclivity to stare, attend, remember, and process the perceptual world.