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Conceptual Issues in Research on Intelligence Vol: 5

Product Details
02 Jul 1998
Emerald Group Publishing Limited
334 pages - 156 x 234 x 19mm
Advances in Cognition and Educational Practice


Intelligence is considered in its widest sense, representing diverse view points and areas of specialization in this volume. Contributors represent an international network of intelligence and cognition researchers, coming from a wide range of countries including Germany, New Zealand, The Netherlands and the United States. This volume concentrates on a few points of special importance, that is, the changeability of intelligence and its relation to cognition. Most of the chapters in this work are original contributions to the field and were specially commissioned for this particular volume.
Introduction: issues in the malleability of intelligence (W. Tomic, J. Kingma). The schools: IQ tests, labels, and the word "intelligence" (J.R. Flynn). Intelligence as a subsystem of personality: from Spearman's G to contemporary models of hot processing (J.D. Mayer, D.C. Mitchell). A longitudinal study of factors associated with Wechsler verbal and performance IQ scores in students from low income, African-American families (F.A. Campbell, I. Nabors). De Groot's potentiality theory of intelligence: a resume and a validation study (A.A.J. van Peet). Relating reading achievement to intelligence and memory capacity (R.P. Carver). Experimental approaches to the assessment and development of higher-order intellectual processes (D.H. Clements, B.K. Nastasi). The detection of inter-stimulus relations: a locus of intelligence-related differences (S.A. Soraci et al.). Intelligence and learning potential: theoretical and research issues (W.C.M. Resing). Inductive reasoning and fluid intelligence: a training approach (K.J. Klauer). Accelerating intelligence development through an inductive reasoning training (W. Tomic, J. Kingma). The effects of test preparation (H. van der Molen et al.).

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