Intelligence and Technology

The Impact of Tools on the Nature and Development of Human Abilities

Edited by Robert J. Sternberg, David D. Preiss

© 2005 – Routledge

272 pages

Purchasing Options:
Paperback: 9780415648639
pub: 2012-07-26
US Dollars$54.95
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Hardback: 9780805849271
pub: 2005-05-12
US Dollars$125.00
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e–Inspection Copy

About the Book

In this volume, Robert J. Sternberg and David D. Preiss bring together different perspectives on understanding the impact of various technologies on human abilities, competencies, and expertise. The inclusive range of historical, comparative, sociocultural, cognitive, educational, industrial/organizational, and human factors approaches will stimulate international multi-disciplinary discussion. Major questions that are addressed include:

*What is the impact of different technologies on human abilities?

*How does technology enhance or limit human intellectual functioning?

*What is the cognitive impact of complex technologies?

*What is the cognitive impact of the transfer of technologies?

*How can we design technologies that foster intellectual growth?

*How does technology mediate the impact of cultural variables on human intellectual functioning?

Part I addresses the history of cognitive technologies and how they have evolved with culture, but at the same time helped culture evolve. Part II focuses on how educational technologies affect the ways in which students and others think. The topic of Part III is technology in the world of work. Part IV deals with the interface between intelligence and technology.

The diversity and richness of technology relates to different forms of abilities, competencies, and expertise. In consequence, many psychologists, educators, and others are interested in exploring the ways in which technology and human abilities interact, but lack a handy source of information to satisfy their interest. This book provides researchers and students in these areas with relevant perspectives and information.

Reviews

"This book will provide some interesting intellectual challenges for those who seek to explore how different technologies assist in describing the world, and the multiple approaches to researching questions will provide some interesting ideas that will support new stepping off points for people who seek to research the important roles that different technologies afford for our own thinking and representation about the world in which we live."—British Journal of Educational Technology

"This challenging collection of essays deals with the impact of evolving information technologies on human mental life and, indeed, on the nature and organization of human culture as a store of information-processing techniques. What topic could be more relevant to our swiftly changing contemporary world?"—Jerome Bruner, From the Foreword

Table of Contents

Contents: Foreword. Preface. Part I: Cognitive Technologies in Historical and Cultural Evolution. R.S. Nickerson, Technology and Cognition Amplification. A.E. Maynard, K. Subrahmanyam, P.M. Greenfield, Technology and the Development of Intelligence: From the Loom to the Computer. D.R. Olson, Technology and Intelligence in a Literate Society. Part II: Cognitive Consequences of Educational Technologies. G. Salomon, D. Perkins, Do Technologies Make Us Smarter? Intellectual Amplification With, Of, and Through Technology. S.P. Lajoie, Cognitive Tools for the Mind: The Promises of Technology--Cognitive Amplifiers or Bionic Prosthetics? Part III: Technological Partnerships at Work. A. Kirlik, Work in Progress: Reinventing Intelligence for an Invented World. J-M. Hoc, Cooperation Between Human Cognition and Technology in Dynamic Situations. C. D¡az-Canepa, Transferring Technologies to Developing Countries: A Cognitive and Cultural Approach. Part IV: Intelligent Technologies and Technological Intelligences. D.D. Preiss, R.J. Sternberg, Technologies for Working Intelligence. M. Cole, J. Derry, We Have Met Technology and It Is Us.

About the Series

Educational Psychology Series

This series has several goals:

  • to present the most significant contemporary theory and research on psychology as it is applied to education at all levels – elementary; secondary, and tertiary;
  • to present this research in a way that is relevant and accessible to both psychologists and educators;
  • to explore new ideas in instruction and assessment that are grounded in theory and tested in classrooms;
  • to inform and influence educational policy through the establishment of a solid base of theory and research rather than through the fads and fashions that come and go with the times but that have no base in the psychology of instruction;
  • to achieve further integration in the perspectives of education and psychology, as well as to draw together various fields of psychology in order to capitalize on their potential contributions to educational outcomes;
  • to explore notions of school reform that are linked to our knowledge about students’ learning, thinking, and motivation; and
  • to disseminate ideas from around the world, including Europe, Asia, and Africa, as well as the Americas.

 

This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.

Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.

Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU009000
EDUCATION / Educational Psychology
PSY008000
PSYCHOLOGY / Cognitive Psychology
TEC052000
TECHNOLOGY & ENGINEERING / Social Aspects