This article discusses the issues of the basic processes underlying intelligence, considering both historical and contemporary perspectives. The attempt to elucidate basic processes has had, at best, mixed success. There are some problems with pinpointing the underlying basic processes of intelligence, both in theory and as tested, such as what…

Outlines a componential theory of intelligence and describes how this theory might complement different factorial theories of intelligence. Discusses the respective uses of components and factors in educational theory and practice. (Author/GC)

Explores how higher education can focus more clearly on the development of successful intelligence--a kind of knowing that permits creative use of information, analysis of complex topics, and its application in a variety of settings. (EV)

A theory of the nature of mental abilities is presented. In this theory, mental abilities are hierarchically organized into four progressively deeper levels--the levels of composite tasks, subtasks, information-processing components, and information-processing metacomponents. Composite tasks can be decomposed into subtasks, subtasks into…

Three major views of intelligence are compared and evaluated: the psychometric, the Piagetian, and the information-processing. The educational implications of each view for training content knowledge and intellectual skills are considered. How each view would approach training students in solving verbal analogies is discussed. (Author/BS)

Proposes a definition of intelligence as the mental abilities necessary for adaptation to, as well as shaping and selection, of any environmental context. Applies this definition to current theories and testing in the field of intelligence, as well as to understanding of the role of intelligence in lifelong learning and success. (MMU)

A four-prong instructional model for intellectual-skills development is described. The four prongs are: familiarization, intra-group problem solving, inter-group problem solving, and individual problem solving. A psychological model of what is to be taught, the triarchic theory of human intelligence, provides the underpinning of the instructional…

An information-processing assessment of the construct validity of aptitude tests is presented. It is stated that aptitude tests have been rather successful because they possess high construct validity, although the constructs in terms of which the tests may be most profitably understood are information-processing rather than psychometric ones. It…

This article argues that decisions regarding identification, instruction, and programming for gifted students need to take into account not only their abilities but their styles of thinking. The article discusses the theory of mental self-government; data gathered from testing the theory; and relevance of thinking styles to decisions regarding…

Two influential theories of intellectual development are reviewed and analyzed: the psychometric framework, based on the factorial composition of intelligence, and the Piagetian model, based on assimilation and accomodation through four stages of intellectual development. A third concept is the componential theory of intelligence, based on…

This report describes four projects that apply Robert J. Sternberg's theories to various aspects of giftedness and gifted performance. Project 1, a construct validation and educational application of Sternberg's triarchic theory of human intelligence, revealed that students who are instructed and whose achievement is evaluated in a way that…

This study demonstrated an aptitude-strategy interaction in linear syllogistic reasoning; specifically, that the efficiency of each of four alternative strategies for solving linear syllogisms would depend on subjects' verbal and spatial abilities. The four strategies, as well as research methods in aptitude-treatment interaction, are discussed.…

A theory of the components of verbal intelligence is developed and tested in this series of experiments. After reviewing alternative theoretical frameworks for understanding verbal intelligence, a componential theory of verbal comprehension is proposed. This theory specifies the information-processing components, context cues, and mediating…