International Handbook of Intelligence

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Contributors......Page 9
Preface......Page 11
References......Page 13
disseminating and criticizing research on intelligence: u.k. contributions......Page 15
understanding intelligence: u.k. contributions......Page 16
u.k. contributions to understanding the structure of human intelligence differences......Page 18
some causes of human intelligence differences......Page 22
Working Memory......Page 23
g and Frontal Lobe Function......Page 25
Reaction Time......Page 26
Inspection Time......Page 28
Evoked Potentials......Page 31
Genetics......Page 32
Group Differences......Page 34
Pedagogical/Group Testing......Page 35
Individual Educational Testing......Page 39
Occupational Testing......Page 42
Cross-Domain Assessments......Page 46
References......Page 50
definitions and measurement of intelligence in the nordic countries......Page 63
The Early Decades......Page 64
Development from the 1930s......Page 65
Military Test Development......Page 69
Trends and Problems in the Development of Testing......Page 73
methodological developments......Page 74
Test Validity......Page 76
The Structure of Intelligence......Page 77
Behavioral Genetics......Page 80
Group Differences......Page 81
Schooling and Intelligence......Page 82
conclusions......Page 84
References......Page 85
the history of human intelligence in spain......Page 93
Main Antecedents......Page 94
The Study of Human Intelligence in Spain From Publication Databases......Page 95
current research on human intelligence in spain......Page 98
The Structure of Human Intelligence......Page 99
Human Information Processing......Page 100
Biological Correlates......Page 101
Genes and Environment......Page 102
Practical Validity......Page 103
Population Differences......Page 104
Emotional Intelligence......Page 105
Cognitive Training......Page 106
The Use of Intelligence Tests in Spain......Page 107
future perspectives and conclusions......Page 110
References......Page 112
introduction......Page 118
Why in France and Why Binet?......Page 119
Why Was the Line of Work of Binet Abandoned in France?......Page 121
French Switzerland......Page 123
The Underrecognized Contribution of André Rey......Page 124
The Contribution of Piaget......Page 125
Piagetian Theory and Intelligence Assessment......Page 126
The Criticisms......Page 128
The Domain of Education......Page 129
The Health Care Domain......Page 131
contemporary research on intelligence in france and switzerland......Page 132
Developmental Perspectives......Page 133
Piagetian Theory and Individual Differences......Page 137
The Differential Perspective......Page 139
conclusion......Page 141
References......Page 142
research on intelligence in german-speaking countries......Page 149
The Notion of Lifespan Development in the 18th Century......Page 150
Successions in the 19th and Early 20th Century......Page 151
Two Domains of Intellectual Functioning: Cognitive Mechanics and Pragmatics......Page 152
Speed of Information Processing......Page 155
Memory......Page 157
Neurobiological Correlates of Cognitive Mechanics and Information Processing......Page 158
the pragmatics of the mind......Page 159
Complex Problem Solving......Page 160
Beyond Traditional Conceptions: Dynamic Assessment, Expertise, and Giftedness......Page 162
Giftedness......Page 163
The Model of Selection, Optimization, and Compensation (SOC)......Page 164
The Model of Primary and Secondary Control (OPS)......Page 166
The Model of Assimilation and Accommodation......Page 167
The Berlin Wisdom Model......Page 168
Cognitive Mechanics and Pragmatics: Differential Biological and Cultural Influences......Page 170
Differential Lifespan Age Gradients of Cognitive Mechanics and Pragmatics......Page 172
Culture-Based Mnemonics and Cognitive Mechanics in Old and Very Old Age......Page 173
conclusion and outlook......Page 174
References......Page 175
6 Is It Possible to Study Intelligence Without Using the Concept of Intelligence?......Page 184
The Historical Circumstances of the Development of the Soviet Psychology of Thinking and Intelligence......Page 186
A Mosaic of Approaches......Page 188
The Concepts of Intelligence and Thinking in Soviet/Russian Psychology......Page 192
The Social-Historical and Social-Cultural Determinations of Thinking......Page 196
Social Environment as a Determinant of the Development of Thinking......Page 200
Social Situations Involving Communication with Others as a Determinant of the Development of Thinking......Page 206
Mechanisms of Social Determination Conceptualized in Terms of “External” and “Inner” Conditions of Thinking......Page 207
Theories of the Social Determination of Thinking as Applied and Implemented in Educational Practice......Page 211
References......Page 219
overview......Page 226
Overview......Page 227
Leading Individual Tests......Page 229
Psychometric Properties of Tests......Page 232
Group Tests of Ability......Page 233
Cultural Adaptation Principles and Procedures......Page 234
Sociocultural Differences: Jewish Sector......Page 235
Sociocultural Differences: Arab Sector......Page 237
Gender Differences......Page 238
Test Bias and Equity in School-Based Intelligence Testing......Page 240
unique contributions from israeli psychology......Page 243
Conceptualization of the Intelligence Domain......Page 244
Sampling the Domain......Page 245
Geometical Presentation of Intelligence Test Data......Page 247
Dynamic Assessment and Cognitive Modifiability......Page 250
Understanding the Interface between Intelligence and Personality......Page 252
Test Anxiety......Page 253
concluding remarks......Page 254
References......Page 256
8 Intelligence and Intelligence Testing in Turkey......Page 262
history of intelligence testing in turkey......Page 264
an overview of research involving intelligence......Page 265
test development and adaptation studies......Page 267
studies on component structures......Page 268
group differences......Page 270
comparisons across cultures......Page 272
Mother-Child Education Program......Page 275
Functional Adult Literacy Program......Page 276
Cognitive Capacity Development Program......Page 277
conclusion......Page 278
References......Page 279
name, speech, and mind......Page 284
Definitions of Intelligence......Page 285
Indian Philosophical – Psychological View of Intelligence......Page 286
Intelligence and Consciousness......Page 287
Intelligence in the Thought of Sri Aurobindo......Page 289
current research......Page 290
Proverbial Representation of Intelligence......Page 291
Laypeople’s Conception of Intelligence......Page 292
A Break With the Past: Contemporary Research in India is Mostly Euro-American......Page 293
The Practice of Intelligence Testing in India......Page 294
Selected Studies on Intelligence as a General Ability (IQ) General Intelligence......Page 295
Information Processing......Page 297
PASS Theory of Intelligence and Cultural Universals......Page 301
Context of Schooling and Its Cognitive Consequences......Page 303
AIIMS Comprehensive Neuropsychological Battery in Hindi (Adult Form)......Page 306
A Sample of Neuropsychological Studies......Page 307
comparisons and conclusions......Page 309
References......Page 310
intelligence research in japan: a historical review......Page 316
Early Innovative Attempts......Page 321
Applying Models of Working Memory to Intelligence Testing......Page 322
The Nature–Nurture Issue......Page 324
Constancy of IQ......Page 327
Statistically Sophisticated Analyses......Page 328
GE Interactions......Page 329
how is “intelligence” viewed in the japanese culture?......Page 331
Attributions of Success or Failure......Page 332
Effort-Dependent Optimism......Page 333
Social and Educational Policies......Page 334
References......Page 336
introduction......Page 339
Story 2......Page 340
Story 3......Page 341
Tests in Ancient China......Page 343
Modern Intelligence Test......Page 346
Research......Page 349
Theories......Page 350
References......Page 354
12 Similar Thoughts under Different Stars......Page 358
Cross-Cultural and Developmental......Page 360
history......Page 361
australian research linking mental speed to intelligence......Page 363
The Role of Capacity Constructs in Gf......Page 366
What the Nose Knows?......Page 367
Emotional Intelligence......Page 368
intelligence within developmental framework......Page 369
current techniques of assessment......Page 372
conclusions......Page 374
References......Page 375
13 Being Intelligent with Zimbabweans......Page 378
the context of the psychology of intelligence in zimbabwe......Page 379
Zimbabwean Traditional–Indigenous Definitions of Intelligence......Page 380
Modern Definitions of Intelligence in Zimbabwe......Page 386
theories on the multilayered nature of intelligence among zimbabweans......Page 388
history of research on intelligence in zimbabwe and sub-saharan africa......Page 390
Unraveling Indigenous Conceptions of Intelligence in Zimbabwe and Sub-Saharan Africa......Page 391
Psychometric Approach to the Study of Intelligence in Zimbabwe and Sub-Saharan Africa......Page 394
current research on intelligence in zimbabwe and sub-saharan africa......Page 395
Current Studies on Indigenous Conceptions of Intelligence......Page 396
current psychometric studies on intelligence in zimbabwe and sub-saharan africa......Page 397
Information Processing and Process-Oriented Studies......Page 399
summary and conclusion......Page 400
References......Page 401
introduction......Page 405
intelligence definitions and theories in the region......Page 406
Studies of Poverty and Intelligence......Page 410
Instrument Standardization Studies......Page 415
Studies About Teacher and Psychologists’ Intelligence Conceptions......Page 417
On Conceptualization and Theorization about Intelligence in the Region......Page 419
On the Need of Basic Research About Intelligence in Latin America......Page 420
References......Page 421
The Pervasiveness of Intelligence-Related Measurements......Page 425
The Societal System Created by Tests......Page 427
Implicit Theories......Page 428
g Theory......Page 429
The Theory of Primary Mental Abilities......Page 431
Fluid-Crystallized Ability Theory......Page 432
Expert Views......Page 433
A Psychometric Theory......Page 434
Cognitive Theories......Page 435
Biological Theories......Page 436
Systems Theories......Page 440
Dynamic Assessment......Page 449
Intelligence as Typical Performance......Page 450
References......Page 451
16 Human Intelligence......Page 459
Theories and Models about Intelligence......Page 460
The Testing of Intelligence......Page 468
Enriching Intelligence......Page 472
Implicit Theories about Intelligence......Page 473
The Architecture of Intelligence......Page 476
The Dynamic Relations Between the Various Systems and Levels of Intelligence......Page 477
Intellectual Development and Change......Page 478
The Social Aspects of Intelligence......Page 479
a possible frame for unifying research and theory......Page 481
conclusions......Page 484
References......Page 486
Index......Page 489