Academic Intelligence

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Academic Intelligence

1.

The Nature of Intelligence (Chap. 7 "General, Academic, and Artificial Intelligence")
by Lauren B. Resnick. 366 pgs.

Book

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Title Page

Contents

Preface

1: Introduction: Changing Conceptions of Intelligence

References

Part I: Cognition and Intelligence in the Psychometric Tradition

2: The Intelligence We Test--An Evolving Concept

References

3: Psychometric Tests as Cognitive Tasks: A New Structure of Intellect""

Acknowledgments

References

4: Who Needs General Intelligence?

References

Supplementary Comment: Carroll's Response to Cooley

Reference

Part II: Computer Simulation in the Study of Intelligence

5: Identifying Basic Abilities Underlying Intelligent Performance of Complex Tasks

Acknowledgments

References

6: Steps Toward the Simulation of Intellectual Development

Acknowledgments

References

7: General, Academic, and Artificial Intelligence

References

Part III: Intelligence as Adaptation

8: Human Intelligence as Adaptation: An Ethological Approach

Acknowledgments

References

9: The Nature of Intelligent Behavior: Questions Raised by Cross-Cultural Studies

Acknowledgments

References

10: Culture, Technology, and Intellect

References

Part IV: Basic Processes in Intelligence

11: Problem Solving and Intelligence

References

Acknowledgments

12: Metacognitive Aspects of Problem Solving

References

13: Varieties of Cognitive Power

References

Acknowledgments

14: Language and Intelligence

References

Acknowledgments

15: Language Comprehension and the Deverbalization of Intelligence

References

Part V: General Considerations for the Nature of Intelligence

16: Intelligence and Cognitive Psychology

References

17: The Nature of The Nature of Intelligence""

Acknowledgments

References

Ordinal Scales of Infant Development and the Nature of Intelligence

References

19: A Factor Model for Research on Intelligence and Problem Solving

References

20: The Processes of Intelligence and Education

Acknowledgments

References

Author Index

Index
2.

Learning Disabilities: Theoretical and Research Issues (Chap. 5 "Implications of the Distinction between Academic and Practical Intelligence for Learning-Disabled Children")
by H. Lee Swanson, Barbara Keogh. 372 pgs.

Book

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Title Page

Contents

Preface

Overview of Theoretical and Research Issues

1: Definitional Assumptions and Research Issues

REFERENCES

I: INTELLIGENCE AND LEARNING DISABILITIES

2: Intelligence and Learning Disabilities: An Introduction

REFERENCES

3: Cognitive Science Perspectives on Intelligence and Learning Disabilities

REFERENCES

4: A Sideway Glance at This Thing Called Ld: A Context X Process X Person Framework

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5: Implications of the Distinction Between Academic and Practical Intelligence for Learning-Disabled Children

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6: The Diagnostic and Educational Utility of Thinking Aloud During Problem Solving

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7: IQ and Learning Disabilities: R.I.P.

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II: SOCIAL COGNITION: MOTIVATIONAL AND SOCIAL ASPECTS

8: Social Factors in Learning Disabilities: An Overview

REFERENCES

9: Learning Disabled Adolescents' Vulnerability to Victimization and Delinquency

REFERENCES

10: Behavior Problems in Children with Learning Problems

REFERENCES

11: Social Competence and Learning Disabilities: A Prospective Study

REFERENCES

III: SUBTYPING RESEARCH

12: Subtyping in Learning Disabilities: Introduction to the Issues

REFERENCES

13: Methodological Issues in Cluster Analysis: How Clusters Become Real

REFERENCES

14: A Critical Appraisal of Empirical Subtyping Research in Learning Disabilities

REFERENCES

IV: COGNITION AND ACADEMIC PERFORMANCE

15: Cognition and Academic Performance: An Introduction

REFERENCES

16: Toward an Interactive Model: Teaching Text-Based Concepts to Learning Disabled Students

REFERENCES

17: Phonological Synthesis Tasks: A Developmental, Functional, and Componential Analysis

REFERENCES

18: Diagnostic Assessment of Listening and Reading Comprehension

REFERENCES

APPENDIX A

APPENDIX B

19: Cognition and Academic Performance in Children with Learning Disabilities, Low Academic Achievement, Diabetes Mellitus, and Seizure Disorders

REFERENCES

20: Learning Disabilities in Children with Clinical Depression

REFERENCES

21: Children With, Learning Disabilities: The Role of Achievement in Their Social, Personal, and Behavioral Functioning

REFERENCES

Author Index

Subject Index
3.

Mind Wars: The Battle for Your Brain ("Academic 'Intelligence'" begins on p. 182)
by Ian McFadyen. 226 pgs.

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"Develops the suggestion that ideas can be transmitted across societies and generations and are subject to natural selection in the same way as are physical characteristics, a concept first proposed by Richard Dawkins in The Selfish Gene. "

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Title Page

Contents

About the Author

Introduction

Chapter 1: Multiplication is the Name of the Game

Chapter 2: Programming Your Human Being

Chapter 3: Living by the Code

Chapter 4: What's My Motivation?

Chapter 5: The Power to Compete

Chapter 6: The Noble Art

Chapter 7: Spreading the Word

Chapter 8: The Evolution of Ideas

Chapter 9: The Proof Zone

Chapter 10: Testing, Testing

Chapter 11: Doctrines and Intellectuals

Chapter 12: How Do We Know What is True?

Epilogue

Bibliography

Index
4.

Intelligence: Reconceptualization and Measurement ("Academic and Everyday Intelligence" begins on p. 57)
by Helga A. H. Rowe. 312 pgs.

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Papers written on current research projects by twenty-two participants, including Robert Sternberg, Robert Glaser and Andrea di Sessa, who had contributed to a seminar on intelligence in Melbourne in 1988. Topics include discussions of theory and aspects of intelligence, the impact of information technologies, problems of high IQ, neurology, and a concluding chapter by Australian Kevin Harris with a materialist interpretation of the purposes of schools that assumes a need for more and continually deskilled labor that is productive of surplus value.

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Title Page

Contents

Preface

Notes on Contributors

1: Introduction: Paradigm and Context

REFERENCES

2: Reconciling Views On Intelligence

REFERENCES

3: Is the High IQ Person Really in Trouble? Why?

REFERENCES

4: Intelligence as an Expression of Acquired Knowledge

REFERENCES

5: Multimodal Learning and the Quality of Intelligent Behavior

REFERENCES

6: Cognitive Developmental Perspectives on Intelligence

REFERENCES

7: The Effects of Training and Practice on Human Abilities

REFERENCES

8: Intelligence, Task Complexity, and the Distinction Between Automatic and Effortful Mental Processing

REFERENCES

9: On the Neurology of Intelligence and Intelligence Factors

REFERENCES

10: Cognitive Integration: Alternative Model for Intelligence

REFERENCES

11: Theory-Based Testing of Intellectual Abilities: Rationale for the Triarchic Abilities Test

REFERENCES

12: Cognitive Models for Understanding and Assessing Spatial Abilities

REFERENCES

ACKNOWLEDGMENTS

13: The Control of Complex Systems and Performance in Intelligence Tests

REFERENCES

14: New Intelligence with Information Technologies

REFERENCES

ACKNOWLEDGMENTS

15: Improving Intelligence by Fostering Creativity in Everyday Settings

REFERENCES

16: Intelligence, Economics, and Schooling

REFERENCES

Author Index

Subject Index
5.

Personal and Social Talents, in Phi Delta Kappan
by Kevin R. Kelly, Sidney M. Moon. 4 pgs.

Journal Article
6.

The Myth of Intelligence, in The Psychological Record
by Henry D. Schlinger. 18 pgs.

Journal Article
7.

Learning and Cognition in the Mentally Retarded (Discussion of academic intelligence begins on p. 92)
by Penelope H. Brooks, Richard Sperber, Charley McCauley. 546 pgs.

Book

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Title Page

Contents

List of Contributors

Preface

I Some General Issues And Theoretical Approaches

1 Some Methodological And Conceptual Issues in the Study Of Cognitive Processes With Retarded People

Acknowledgment

2 The Search for Developmental Models for Understanding Mental Retardation

3 Metacognition And Retardation: Paradigmatic, Theoretical, and Applied Perspectives

References

4 Ethology and Sociobiology: Contributions to the Study Of Mental Retardation

Conclusion

References

Acknowledgments

5 Macrocomponents And Microcomponents Of Intelligence: Some Proposed Loci of Mental Retardation

References

6 Cognitive Deficits in Mental Retardation: a Process Approach

7 Investigation of the Effects Of Institutionalization On Learning and Other Behaviors

References

Ii Basic Components Of Information Processing

8 Semantic Processing Efficiency In the Mentally Retarded

Concluding Comments

Acknowledgment

References

9 Dissection of Component Processes in Rapid Information Processing Tasks: Comparison of Retarded And Nonretarded People

Acknowledgment

10: Attention, Skill, And Intelligence: Some Speculations on Extreme Individual Differences In Human Performance

11 Oculomotor Functioning And The Learning and Cognitive Processes of the Intellectually Handicapped

References

Acknowledgment

Iii Learning, Generalization, And Transfer

12 Generalization Training in The Educable Mentally Retarded: Intelligence and Its Educability Revisited

Conclusion

References

Acknowledgment

References

14 Intelligence and the Process Of Generalization

Acknowledgment

Summary

References

Iv Problem Solving

15 Some Extensions of The Instructional Approach to The Study of Cognitive Development and a Sufficient Condition for Transfer Of Training

Concluding Discussion

References

Acknowledgement

16 Depth of Search: How Far Can the Retarded Search Through an Internally Represented Problem Space?

References

V Social Aspects Of Cognition

17 Toward a Social-Ecological Perspective of Sensorimotor Development Among The Mentally Retarded

Acknowledgment

References

18 Social Understanding And Mental Retardation

References

Vi Intervention And Education

19 Course and Structure Of Intellectual Development In Children at High Risk For Developmental Retardation

References

20 Assessing Cognitive Change

Acknowledgments

References

21 Molecular Research And Molar Learning

References

Acknowledgment

22 Teaching New Behavior Via Equivalence Relations

References

Author Index

Subject Index
8.

Adult Learning and Development: Perspectives from Educational Psychology (Discussion of academic intelligence begins on p. 112)
by Thomas Pourchot, M. Cecil Smith. 279 pgs.

Book

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Title Page

Contents

Foreword

Preface

Acknowledgements

I: Introduction

1: What Does Educational Psychology Know about Adult Learning and Development?

II: Theoretical Perspectives

2: We Learn, Therefore We Develop: Learning versus Development -- or Developing Learning?

3: Abstraction, the Will, the Self, and Modes of Learning in Adulthood

4: Extending Sociocultural Theory to Adult Learning

5: On the Development of Adult Metacognition

III: Knowing, Learning, and Problem Solving in Adulthood

6: Changing Mind, Changing World: Practical Intelligence and Tacit Knowledge in Adult Learning

7: The Role of Adults' Beliefs about Knowledge in School, Work, and Everyday Life

Appendix

8: Adult Intelligence: Sketch of a Theory and Applications to Learning and Education

9: Mnemonic Strategies for Adult Learners

IV: Adult Educational Pschology

10: Adult Age Differences in Reading and Remembering Text and Using This Information to Make Decisions in Everyday Life

11: The Educational Psychology of Reading in Adulthood

12: Forgiveness Education with Adult Learners

13: Contributions of Parent Education to Adult Development

V: Conclusion

14: Toward an Adult Educational Psychology

Author Index

Subject Index
9.

Directors of Development: Influences on the Development of Children's Thinking (Discussion of academic intelligence begins on p. 151)
by Lynn Okagaki, Robert J. Sternberg. 301 pgs.

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Introduction: Influences on the Development of Children's Thinking

PART I: Biological Factors Influencing Cognitive Development

CHAPTER 1: What Effects Do Parents Have on Their Children?

References

CHAPTER 2: Intellectual Functioning in Children Born Preterm: Recent Research

Acknowledgments

References

CHAPTER 3: Malnutrition and Cognitive Development: Research-Policy Linkages and Current Research Directions

References

PART II: Social Factors Influencing Cognitive Development

CHAPTER 4: Culture and Cognitive Development

References

CHAPTER 5: Cultural and Parental Influences on Cognitive Development

References

Acknowledgments

CHAPTER 6: Socialization of Representational Competence in the Family: The Distancing Paradigm

References

Acknowledgments

PART III: School and Intervention Programs

CHAPTER 7: Making a Difference in People's Abilities to Think: Reflections on a Decade of Work and Some Hopes for the Future

Acknowledgments

References

CHAPTER 8: Parents as Instruments of Intervention in Home-Based Preschool Programs

Acknowledgments

References

CHAPTER 9: The Long-Term Effects of Model Preschool Programs

References

CHAPTER 10: School and Family: The Collaborative Way

Acknowledgments

References

CHAPTER 11: Schooling, Culture, and Cognitive Development

Acknowledgments

References

CHAPTER 12: Directors of Development: A Play in an Unknown Number of Acts

Acknowledgments

Author Index

Subject Index
10.

Can Higher Grades Result in Fewer Friends? A Reexamination of the Relation between Academic and Social Competence, in Adolescence
by Hans A. Landsheer, Gerard H. Maassen, Paulien Bisschop, Liesbeth Adema. 7 pgs.

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