© 1991 – Psychology Press
As reform in all sectors of education continues, it is becoming increasingly important that we develop a rich understanding of what "intelligence" is, and how it can be improved. Reflecting current views on the manifestation, development, and assessment of human intelligence, this volume addresses a rich diversity of theoretical, methodological, and applied issues -- a number of which have not been raised previously. The contributors to this collection -- highly regarded experts from various countries -- propose perspectives for future research, their intent being not so much to predict the future, but to help shape it.
"…this book provides the reader with authorative introductions to and overviews of the current (1988) mainstream research being conducted by some of the leading investigators in the field. The reader is treated to a variety of conceptualizations of intelligence and a wide range of views about the important questions to ask….The contributions to this volume provide excellent introductions to and descriptions of a great deal of the cutting edge of research and thinking about the development of intelligent behavior and some of the current work on intelligence conceptualized as the ability to learn."
"…worth having for those who do a lot of work in the theory of intelligence…"
Contents: Foreword. H.A.H. Rowe, Introduction: Paradigm and Context. M. Richelle, Reconciling Views on Intelligence. K. Raaheim, Is the High IQ Person Really in Trouble? R. Glaser, Intelligence as an Expression of Acquired Knowledge. J.B. Biggs, K. Collis, Multimodal Learning and the Quality of Intelligent Behaviour. S.R. Goldman, J.W. Pellegrino, Cognitive Developmental Perspectives in Intelligence. L. Stankov, The Effects of Practice and Training on Human Abilities. J.D. Crawford, Intelligence Task Complexity and the Distinction Between Automatic and Effortful Mental Processing. D.L. Robinson, On the Neurology of Intelligence and Intelligence Factors. J.P. Das, R.F. Jarman, Cognitive Integration: An Alternative Model for Intelligence. R.J. Sternberg, Theory-Based Testing of Intellectual Abilities: Rationale for the Sternberg Triarchic Abilities Test. J.W. Pellegrino, Cognitive Models for Understanding and Assessing Spatial Abilities. R. Kluwe, C. Misiak, H. Haider, The Control of Complex Systems and Performance in Intelligence Tests. A. DiSessa, Transforming Intelligence With Computers. A.J. Cropley, Improving Intelligence: Fostering Creativity in Everyday Settings. K. Harris, Intelligence, Economics and Schooling.