It is argued that external validity across situations and life stages cannot be obtained for any single measure of intellectual ability. Presented at 84th Annual Meeting of the American Psychological Association, Washington, 1976. (Author/PD)

Considers relationships of dialectical thinking to formal operational thought; general conceptions of cognitive structure to understanding thinking across specific domains; motivational and cognitive competence factors in adult reasoning; and contextualistic and dialectical conceptions of social intelligence. Outlines structural-developmental…

Introduces five papers by presenting a rationale for examining personality and social factors in relation to intellectual aging. Argues that identification of links between personality, social, and cognitive factors may be useful for explaining and predicting variations in the course of intellectual aging. Recommends collaboration among…

Development of memory depends upon changes in several mnemonic processes, which are illustrated in experiments with normal and mentally retarded adults and children. (Author/WY)

Examined the relation of control beliefs to individual differences in 63 elderly adults in 1981 and 1986. Over the 5 years, generalized control and intellectual performance did not change, but intellectual control beliefs did. (RJC)

The article reviews the literature on two questions: what is the normal course of creative development, and do peak periods exist during which people are most open to efforts to foster creative abilities. Six specific periods are identified as peak periods of creative growth. (DB)

Outlines major premises of contextual perspectives to adult intellectual development and describes what theorists hypothesize to be changes in environmental demands that occur during adulthood. Presents research suggesting that people's conceptions of intelligence at all points during development include social competence as a form of intellectual…

"Understanding Adult Intelligence" (Robert Sternberg) focuses on the nature of intelligence. It explains Sternberg's triarchic theory, in which he posits three main aspects of intelligence: its relation to the internal or mental world of the learner, its relation to experience, and its relation to the surrounding world. "Strategies and Learning"…

Cohort-sequential analyses were conducted on measures from the Primary Mental Abilities Test and the Test of Behavioral Rigidity for 2,151 participants at the first testing and 723 individuals at the retesting 7 years later. Data were examined for 7-year age intervals from 25 to 81 years and cohort intervals from 1889 to 1938. (Author/JMB)

This reply to Horn and Donaldson is previous critique of Schaie and Baltes' Research and writings on intelligence in adulthood and old age has two parts: the first discusses theoretical perspectives and the second makes observations on the empirical data base. (Author/AM)

The results of this study highlight the cognitive intellectual aspect of the speed of behavior. These findings supplement Hunt's studies of the relationships between speed of cognitive processing and performance of young adults on conventional tests, and emphasize the importance of cognitive speed for subsequent intellectual development. (Author)

Laboratory education is discussed from three viewpoints: (1) as an instrument for adult resocialization, (2) as an educational challenge which promotes personal but not social reconstruction, and (3) as a value medium which operates against the intellectual and independence modes. Criticism is focused on what the laboratory education technique…

One hundred and sixty-two subjects of three age levels were tested to examine the relationship between crystallized and fluid abilities and three problem solving tasks varying in the abstractness/concreteness of their stimuli and emphasis on past experience. These dimensions have been used by Davis to distinguish between Type "O" and Type "C"…

Suggests that a careful review of the logical and empirical bases for the myth argument indicates that there is little to justify it. The evidence suggests that if one lives long enough, decrements in at least some of the important abilities of intelligence is likely to occur. (Author/AM)

Fifty women and 43 men who did little college study in the four years following high school graduation were retested with a multiaptitude precollege battery. Results show that, in the absence of continuing education, the 50 women declined in intellectual growth, while the men grew slightly. The women utilized in the study were employed, for the…