Extending Intelligence

Enhancement and New Constructs

By Patrick C. Kyllonen, Richard D. Roberts, Lazar Stankov

© 2007 – Routledge

408 pages

Purchasing Options:
Paperback: 9780415877800
pub: 2010-01-18
US Dollars$54.95
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Hardback: 9780805845044
pub: 2007-10-30
US Dollars$160.00
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e–Inspection Copy

About the Book

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes – enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement.

Three key issues are addressed:

  • First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.
  • Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.
  • Third, most of the attention to examining intellectual enhancement, and in accounting for and closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.

Extending Intelligence: Enhancement and New Constructs is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

Reviews

“I commend this work for its insights, methods, scope, and of course, intelligence.”

Sidney Irvine

From the Foreword

Table of Contents

Contents: S. Irvine, Foreword. Part I: General Background. P.C. Kyllonen, L. Stankov, R.D. Roberts, Enhancements and New Constructs: Overview and Rationale. Part II: Enhancement Via Instruction. E. Hunt, Improving Intelligence: What's the Difference From Education? J-E. Gustafsson, Schooling and Intelligence: Effects of Track of Study on Level and Profile of Cognitive Abilities. F.A. Campbell, The Malleability of the Cognitive Development of Children of Low-Income African American Families: Intellectual Test Performance Over Twenty-One Years. N. Brody, Does Education Influence Intelligence? Part III: Enhancement Via Development. J. Comer, Child Development: The Under-Weighted Aspect of Intelligence. D. Lubinski, A. Bleske-Recheck, Enhancing Development in Intellectually Talented Populations. J.J. McArdle, Studies of the Impacts of Minimum Academic Standards (Pop 48) on the Academic Achievements of College Student-Athletes. E. Grigorenko, L. Jarvin, W. Niu, D. Preiss, Is There a Standard for Standardized Testing? Four Sketches of the Applicability (or Lack Thereof) of Standardized Testing in Different Educational Systems. Part IV: Enhancement Over Time. J. Horn, Spearman, g, Expertise, and the Nature of Human Cognitive Capability. R. Kliegl, D. Philipp, Becoming a Demosthenes! Compensating Age-Related Memory Deficits With Expert Strategies. J.R. Flynn, The History of the American Mind in the 20th Century: A Scenario to Explain IQ Gains Over Time and a Case for the Irrelevance of g. Part V: Enhancement Via New Constructs. R.J. Sternberg, g, g's, or Jeez: Which Is the Best Model for Developing Abilities, Competencies, and Expertise? J.D. Mayer, P. Salovey, D.R. Caruso, What Is Emotional Intelligence and What Does It Predict? D.F. Halpern, Is Intelligence Critical Thinking? Why We Need a New Definition of Intelligence. Part VI: New Directions in Enhancement. D. Benton, Nutrition and Intellectual Development. B. Rhodes, Challenges and Opportunities for Intelligence Augmentation. D. Dinges, N.L. Rogers, The Future of Human Intelligence: Enhancing Cognitive Capacity in a 24/7 World. Part VII: Conclusions. R.D. Roberts, P.C. Kyllonen, L. Stankov, Extending Intelligence: Conclusions and Future Directions.

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