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Li briefly outlines three generations of intelligence research over the past 100 years with attention to the origins and limitations of early investigations and the resulting confusion and disagreement in modern reinterpretations of the findings. He discerns an emerging consensus among scholars and ...

Li briefly outlines three generations of intelligence research over the past 100 years with attention to the origins and limitations of early investigations and the resulting confusion and disagreement in modern reinterpretations of the findings. He discerns an emerging consensus among scholars and researchers that intelligence should be considered primarily as a product of thinking and learning. To find the essence of how thinking is possible and what learning is, Li investigates theory and research in cognitive psychology, developmental linguistics, animal behavior, and many other related disciplines. He proposes the notion of conceptual intelligence, i.e., human intelligence, as a result of thinking and learning through concepts. Li traces how the human species created concepts, and how conceptual thinking and conceptual learning make the human species intelligent and creative. There is nothing mysterious, intuitive, or innate about it. Our past thinking and learning has created the intelligence of today,and will continue to create our intelligence in the future. How to think deeper and learn better are the difficult questions for us now as we consciously venture into new arenas of problem-solving and cognition.

Arguing that a comprehensive theoretical overhaul of mainstream educational psychology is long overdue, Rethinking Intelligence suggests criteria upon which new models can be developed. The contributors reconceptualize educational psychology through a democratic vision of inclusivity that takes into ...

Arguing that a comprehensive theoretical overhaul of mainstream educational psychology is long overdue, Rethinking Intelligence suggests criteria upon which new models can be developed. The contributors reconceptualize educational psychology through a democratic vision of inclusivity that takes into account the culturally inscribed nature of research. They offer a theoretical and historical critique of how intelligence is measured in ways that exclude or ignore other criteria. By doing so, they hope to encourage educators and researchers to imagine new forms of intelligence, education, and life.

Martinez defines intelligence from a cognitive perspective as a repertoire of those skills, strategies, and knowledge structures that are most instrumental in human effectiveness. He posits that in today's complex, fast-paced, technologically dense, and information-rich society, intelligence is the ...

Martinez defines intelligence from a cognitive perspective as a repertoire of those skills, strategies, and knowledge structures that are most instrumental in human effectiveness. He posits that in today's complex, fast-paced, technologically dense, and information-rich society, intelligence is the supreme human resource. The current social context not only demands intelligence, but rewards it economically, psychically, and in other ways. His central argument in this book is this: The intellectual abilities that are crucial to modern life, including economic viability and effectiveness in daily living, correspond to the cognitive functions that are reasonably called intelligence; these intellectual abilities are learnable; we now know enough about the structure and mechanisms of intelligent thought and behavior to teach them directly. Martinez explicates his argument and provides research-based evidence to support his claim.