Information flows continuously in the environment. As we attempt to do something, our senses receive large volumes of information. In any conversation, messages are exchanged rapidly. To understand meaning, we have to focus, record, choose and process relevant information at every moment, before it is displaced by other information. Often,…

This paper discusses the distinct meanings of "internalization" and "interiorization" as ways of rendering intelligible the social constitution of the psychological in a line of research that started with Piaget and extended into a post-Piagetian reformulation of intelligence in successive generations of studies of the relations between social…

J.H. Kranzler and A.R. Jensen report on a reanalysis of previous data that is again inconsistent with the hypothesis that psychometric "g" is unitary. J.B. Carroll reiterates objections to the evidence that Kranzler and Jensen offer in support of a composite "g." (SLD)

Argues that the mission of the university is to create intelligence. Defines intelligence, discusses research on cognitive processes of learning, and discusses obstacles to using the demonstrate-label-coach-mastery strategy emphasizing the value of the clinical approach used to teach seven specific skills. Presents a classroom illustration of this…

Educators must provide conditions which encourage the practice and demonstration of intelligent behaviors. Twelve characteristics of intelligent behavior are discussed, such as persistence, decreasing impulsivity, listening to others, metacognition, questioning and problem posing, etc. A summary of the school conditions in which intelligent…

Sifts through confusing intelligence theories, arguing that intelligence is a combination of influences involving power, tactics, and content. Good thinking is an unnatural act demanding evenhanded reasoning, problem finding (versus solving), and knowledge as invention. Discusses thinking frames guiding thought processes and the implications for…

The results of studies regarding intelligence in infancy are reviewed, and are compatible with Sternberg's findings on intelligence in adulthood. It is suggested that a major aspect of intelligence--attitude toward and performance with novel kinds of concepts--is continuous in nature throughout the life span, but requires different measurement…

The degree to which human intelligence can be improved by psychological and educational means will depend largely upon the level of analysis accepted as representing intelligence. Training and structured learning can enhance achievement in the form of knowledge and skills. Traditional Intelligence Tests (IQ) are fairly broad samples of…

Suggests that the iconic memory impairment of retarded subjects is attributable in part to mental retardation and not simply to low mental age. (Author/ED)

It was concluded that while retinoblastoma per se is not associated with intellectual superiority or inferiority, retinoblastoma associated with blindness may result in selective cognitive superiority. (Authors)

Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)

The ideas and practices of two philosopher-educators and their implications for experiential education are surveyed. Earl Kelley holds that learning is not a matter of acquisition and acceptance, but a result of process and subject to continuous modification. He maintains that the educational system disregards and impedes the learner's purpose. He…

Characterizes intelligence in terms of learning processes and uses the concepts and methods of other disciplines to understand how the conditions responsible for the development of its constituent processes and the manner of their organization lead to variations in effectiveness of intellectual functioning. (Author/JM)