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:
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.
“I commend this work for its insights, methods, scope, and of course, intelligence.”
From the Foreword
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.
This series has several goals:
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.