Why do recent depictions of government secrecy and surveillance so often use images suggesting massive size and scale: gigantic warehouses, remote black sites, numberless security cameras? Drawing on post-War American art, film, television, and fiction, Matthew Potolsky argues that the aesthetic of the sublime provides a privileged window into the nature of modern intelligence, a way of describing the curiously open secret of covert operations. The book tracks the development of the national security sublime from the Cold War to the War on Terror, and places it in a long history of efforts by artists and writers to represent political secrecy.

This handbook provides contributions by some of the world-leading experts in the field on recent phenomena and trends in transnational terrorism. Based on the methodological approach of a trend-and-key factor analysis of transnational terrorism and processed on the virtual platform "Foresight Strategy Cockpit" (FSC), the volume seeks to examine what potential future variants of transnational terrorism may evolve. Focusing on the latest structural developments in the sphere of politically or religiously motivated violence, the handbook considers the tactical, strategic, and not least the systemic dimension of terrorism. Divided into seven thematic sections, the handbook’s contributions cover a wide range of issues, dealing among others with strategic and hybrid terrorism, the systemic dimension of extremist violence, prevalent actors, counter-narratives, the crime terror-nexus, the role of digitalization and the spiral dynamic between Islamist and right-wing terrorism. The expert contributions provide a condensed overview of current developments, structural linkages and important academic debates centering around transnational salafi-jihadi terrorism, but also right-wing terrorism and counter-terrorism. A key objective of the work is to make the effects of prevention/preemption, (de-) radicalization and (non-) intervention both transparent and assessable. As such, it contributes well-founded strategies, feasible solutions and options for policy-makers and counter-terrorism experts. This volume will be of great interest to students of terrorism and counter-terrorism, political violence and security studies.

This book argues that critical realism offers the theory of cognitive rationality a real way of overcoming the limitations of methodological individualism by recognising both the agents' - and the social structure's - causal powers and liabilities. Cynthia Lins Hamlin persuasively argues that critical realism represents a better safeguard against the relativism which springs from the conflation of social reality and our ideas about it. This is an important book for sociologists and anyone working in the social sciences, and for all those concerned with the methodology, and philosophy, of social science.

A hallmark of much of the research on children's thinking in the 1970s had been the focus on explicit content domains. Much of this research had been represented by an eclectic collection of studies sampled from a variety of disciplines and content areas. However, in the few years before this publication, research in several content domains has begun to coalesce into a coherent body of knowledge. Originally published in 1982, the chapters in this work represent one of the first attempts to bring together the perspectives of a variety of different researchers investigating a specific, well defined content domain. This book presents theoretical views and research findings of a group of international scholars who are investigating the early acquisition of addition and subtraction skills by young children. Together, the contributors bring a blend of psychology, educational psychology, and mathematics education to this topic. Fields of interest such as information processing, artificial intelligence, early childhood, and classroom teaching and learning are included in this blend.

Have you ever wondered what IQ is and how it is measured? Why is there such a premium placed on high IQ? What do we mean by intelligence? What does your IQ score mean?

There can be no denying the enduring appeal of IQ over the last century. It is probably one of the most misunderstood yet highly researched psychological constructs ever. Such has been the controversy surrounding this topic that it is difficult to distinguish fact from fiction. Intelligence and Intelligence Testing is a text that aims to address that.

This book examines the controversial psychological construct that is IQ, discussing and reviewing the history and current status of the research on intelligence and providing an overview of its development, measurement and use. From Galton, Spearman and Binet to the relatively recent controversy caused by the research of Herrnstein and Murray, this important book makes a major claim about the importance today of problem solving on demand as one of the key components of today s notions of intelligence.

Chapters include coverage of:

• Intelligence and schooling;
• Cultural differences in views of intelligence;
• The history of IQ testing and its emergence into public consciousness;
• IQ as predictor of educational and occupational outcomes;
• Psychometrics and measurement of intelligence;
• The future of intelligence research.

Written by Richard B. Fletcher and John Hattie, the author of the highly-regarded Visible Learning, this textbook will be invaluable for all undergraduate and Masters level students studying the theory of intelligence and the impact of testing on educational. Detailed and annotated further reading lists and a glossary of terms are also included.

Have you ever wondered what IQ is and how it is measured? Why is there such a premium placed on high IQ? What do we mean by intelligence? What does your IQ score mean?

There can be no denying the enduring appeal of IQ over the last century. It is probably one of the most misunderstood yet highly researched psychological constructs ever. Such has been the controversy surrounding this topic that it is difficult to distinguish fact from fiction. Intelligence and Intelligence Testing is a text that aims to address that.

This book examines the controversial psychological construct that is IQ, discussing and reviewing the history and current status of the research on intelligence and providing an overview of its development, measurement and use. From Galton, Spearman and Binet to the relatively recent controversy caused by the research of Herrnstein and Murray, this important book makes a major claim about the importance today of 'problem solving on demand' as one of the key components of today's notions of intelligence.

Chapters include coverage of:

• Intelligence and schooling;
• Cultural differences in views of intelligence;
• The history of IQ testing and its emergence into public consciousness;
• IQ as predictor of educational and occupational outcomes;
• Psychometrics and measurement of intelligence;
• The future of intelligence research.

Written by Richard B. Fletcher and John Hattie, the author of the highly-regarded Visible Learning, this textbook will be invaluable for all undergraduate and Masters level students studying the theory of intelligence and the impact of testing on educational. Detailed and annotated further reading lists and a glossary of terms are also included.

Originally published in 1976, this title is an edited volume and reflects the major approaches being taken in structural learning at the time. Chapter 1 deals with the basic question of whether competence (knowledge) should be characterized in terms of rules (automata), on the one hand, or associations on the other. The bulk of Chapter 2 is devoted to a series of earlier experiments on rule learning by the editor and his associates. The two contributions in Chapter 3 deal with graph theoretical models. Piagetian models constitute the subject of Chapter 4. Chapter 5 deals with attempts to stimulate human behaviour with a computer. Chapter 6 ranges over a wide variety of competence models, with particular reference to logic and mathematics. In Chapter 7 the editor proposes a new theory of structural learning, together with some empirical results.

Research from the neurosciences and behavioural sciences highlights the importance of individual differences in explaining human behaviour. Individual differences in core psychological constructs, such as intelligence or personality, account for meaningful variations in a vast range of responses and behaviours. Aspects of chess have been increasingly used in the past to evaluate a myriad of psychological theories, and several of these studies consider individual differences to be key constructs in their respective fields. This book summarizes the research surrounding the psychology of chess from an individual- differences perspective. The findings accumulated from nearly forty years' worth of research about chess and individual differences are brought together to show what is known - and still unknown - about the psychology of chess, with an emphasis on how people differ from one another.

Language comprises a major mark of humans compared with other primates and is the main vehicle for social interaction. A major characteristic of any natural language is that the same communication, idea, or intention can be articulated in different waysa "in other words, the same message can be "framed" differently. The same medical treatment can be portrayed in terms chance of chance of success or chance of failure; energy reduction can be expressed in terms of savings per day or savings per year; and a task can be described as 80% completed or 20% uncompleted. In this book, contributors from a variety of disciplinesa "psychology, linguistics, marketing, political science, and medical decision makinga "come together to better understand the mechanisms underlying framing effects and assess their impact on the communication process.

Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. Whether in the classroom, university or workplace, there is a growing requirement to use and interpret a large variety of external representational forms and tools for knowledge acquisition, problem solving, and to communicate with others.

Use of Representations in Reasoning and Problem Solving brings together contributions from some of the world's leading researchers in educational and instructional psychology, instructional design, and mathematics and science education to document the role which external representations play in our understanding, learning and communication. Traditional research has focused on the distinction between verbal and non-verbal representations, and the way they are processed, encoded and stored by different cognitive systems. The contributions here challenge these research findings and address the ambiguity about how these two cognitive systems interact, arguing that the classical distinction between textual and pictorial representations has become less prominent. The contributions in this book explore:

• how we can theorise the relationship between processing internal and external representations
• what perceptual and cognitive restraints can affect the use of external representations
• how individual differences affect the use of external representations
• how we can combine external representations to maximise their impact
• how we can adapt representational tools for individual differences.

Using empirical research findings to take a fresh look at the processes which take place when learning via external representations, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational and instructional psychology, instructional design and mathematics and science education.

Originally published in 1975, this volume (3 of 4) presents an expanded model of certain deductive abilities in children and adults. A partial explanation of the growth of these abilities was suggested in Volume 2 of this series, and it is amplified here, both with regard to propositional logic and the logic of class inclusion. A new methodology is employed, the issue of the effect of content in deductive reasoning is covered, and developmental questions are reformulated. Although only data from experiments with adolescents are presented here, the volume sets the stage for potentially illustrating developmental comparisons, a topic pursued in Volume 4 of this novel and inventive series.

Originally published in 1976, this fourth and final volume in a series that met with critical acclaim is concerned with a certain kind of answer to the question "What distinguishes the concepts that are a natural part of human languages from those that are merely expressible in language?" The kind of answers contemplated rely on formal properties of the logics that overlay the two sorts of concepts. The author presents a substantive theory of natural concepts which helps to make concrete the methodological proposals. In order to make the theory more manageable, it is restricted to sentential modifiers expressed in English. Although these proposals are substantive, the methodology they exemplify may be of even more significance. Some of the ideas in the author's approach derive from the work of Chomsky, and several issues relevant to the growth of logical thinking are also treated with data that speak to questions raised in Volume 3, concerning qualitative change through development. This final volume in the series will be essential reading for all concerned with both logical abilities in children, their development, and novel methodological approaches to research bearing on this and related issues.

This book deals with moral dilemmas and the development of ethical reasoning in two senses. First, the editor focuses on dilemmas, both real and hypothetical, which require moral judgments. The ""Heinz dilemma,"" part of Kohlberg's scoring system for level of moral development, is in some cases used as a point of departure for discussion. Problems with this particular dilemma as a scoring item are examined in detail, along with problems generated by similar dilemmas for moral reasoning in everyday life.

Those who study moral reasoning and its development are in somewhat of a dilemma as they attempt to integrate information from the domains of philosophy and psychology. These essays investigate domain issues in varied cultural settings, and across genders and age ranges for what have been proposed as universals in moral judgment, as well as formulate theories that reflect both empirical evidence and logical process.

The essays share a conception of human nature as inherently social, as well as a healthy respect for the problems or dilemmas which human sociality carries in its wake. Some of these problems are theoretical, such as those having to do with the moral reasoning or the classic issues of values justification. Other problems are practical, such as those having to do with distributive justice or methods of moral education. This volume will shed light on the process of resolving dilemmas both within philosophy and psychology.

The study of intuition and its relation to thoughtful reasoning is a burgeoning research topic in psychology and beyond. While the area has the potential to radically transform our conception of the mind and decision making, the procedures used for establishing empirical conclusions have often been vaguely formulated and obscure. This book fills a gap in the field by providing a range of methods for exploring intuition experimentally and thereby enhancing the collection of new data.

The book begins by summarizing current challenges in the study of intuition and gives a new foundation for intuition research. Going beyond classical dual-process models, a new scheme is introduced to classify the different types of processes usually collected under the label of intuition. These new classifications range from learning approaches to complex cue integration models.

The book then goes on to describe the wide variety of behavioural methods available to investigate these processes, including information search tracing, think aloud protocols, maximum likelihood methods, eye-tracking, and physiological and non-physiological measures of affective responses. It also discusses paradigms to investigate implicit associations and causal intuitions, video-based approaches to expert research, methods to induce specific decision modes as well as questionnaires to assess individual preferences for intuition or deliberation.

By uniquely providing the basis for exploring intuition by introducing the different methods and their applications in a step-by-step manner, this text is an invaluable reference for individual research projects. It is also very useful as a course book for advanced decision making courses, and could inspire experimental explorations of intuition in psychology, behavioural economics, empirical legal studies and clinical decision making.

The last two years have witnessed deterioration in the global security situation characterised by increasing tensions among major powers. The threat perceptions of the US, China and Russia vis-is each other have sharpened. There is stiff competition among them to dominate the strategic space in different parts of the world. This has led them to fo

In this concise and lucid survey, originally published in 1972, the author considers the major theoretical perspectives influential in the psychology of thinking at the time. They are looked at in relation to the problems which they are designed to answer and their success in accounting for the experimental evidence.

The mysterious life and career of Desmond Morton, Intelligence officer and personal adviser to Winston Churchill during the Second World War, is exposed for the first time in this study based on full access to official records. After distinguished service as artillery officer and aide-de-camp to General Haig during the First World War, Morton worked for the Secret Intelligence Service from 1919-1934, and the fortunes of SIS in the interwar years are described here in unprecedented detail. As Director of the Industrial Intelligence Centre in the 1930s, Morton s warnings of Germany s military and industrial preparations for war were widely read in Whitehall, though they failed to accelerate British rearmament as much as Morton - and Churchill - considered imperative. Morton had met Churchill on the Western Front in 1916 and supported him throughout the wilderness years, moving to Downing Street as the Prime Minister s Intelligence adviser in May 1940. There he remained in a liaison role, with the Intelligence Agencies and with Allied resistance authorities, until the end of the war, when he became a troubleshooter for the Treasury in a series of tricky international assignments. Throughout Morton s career, myth, rumour and deliberate obfuscation have created a misleading picture of his role and influence. This book shines a light into many hitherto shadowy corners of British history in the first half of the twentieth century.

This book will be of great interest to scholars and informed lay readers with an interest in the Second World War, intelligence studies and the life of Winston Churchill.

One of the most exciting recent innovations in the social sciences has been the emergence of behaviour economics', which extends the notion of rational choice to allow for both motivation beyond self-interest and intuitions that cannot be reduced to the logic of a situation. This new book by Howard Margolis demonstrates how an account of widely-discussed topics, from tipping points in social choice to cognitive illusions and experimental anomalies, can be brought within a coherent framework.

Starting from Darwin's own comments on the origins of moral concerns and from a review of notorious cognitive illusions, Margolis shows how rational choice theory can be extended to incorporate social as well as self-interested motivation, but allowing for the cognitive complications that can be expected in domains well-outside familiar experience. This yields a coherent account of many otherwise mystifying results from cooperation experiments. A concluding chapter illustrates how the argument can be applied to the salient empirical topic of jihadist terrorism.

This book will be of great interest not only to students and researchers in behavioural and experimental economics but across the social sciences.

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement. Three key issues are addressed:
*First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.
*Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.
*Third, most of the attention to examining intellectual enhancement, and in accounting forand closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.
"Extending Intelligence: Enhancement and New Constructs" is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

1. Uniquely brings together research from Cognitive Psychology, Clinical Psychology and Philosophy to explain psychological concepts and disorders. 2. Brings together a multidisciplinary group of internationally recognized contributors. 3. Will be recommended further reading for courses on Cognitive and Clinical Psychology, as well as being of interest to clinicians and psychiatrists.

Problem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the educational capacity to prepare them. "Learning to Solve Complex Scientific Problems "is an immensely useful read offering the insights of cognitive scientists and engineering and science educators who explain methods for helping students solve the complexities of everyday, scientific problems.
 
Important features of this volume include discussions on:
*how problems are represented by the problem solvers and how perception, attention, memory, and various forms of reasoning impact the management of information and the search for solutions;
*how academics have applied lessons from cognitive science to better prepare students to solve complex scientific problems;
*gender issues in science and engineering classrooms; and
*questions to guide future problem-solving research.
 
The innovative methods explored in this practical volume will be of significant value to science and engineering educators and researchers, as well as to instructional designers.

What is meant by the term "intelligence" and, once de- fined, how do we go about achieving a valid measurement of this faculty? This classic textbook, originally published in 1979, and now reissued with a new preface by Sybil Eysenck, incorporates a broad range of findings and reanalyzes much of the existing literature in this area.

In The Structure and Measurement of Intelligence, Hans Eysenck draws on methods for determining the effect of genetics and environment on the development of intelligence and examines the validity of the term as defined in relation to internal as well as external criteria. He tests a number of hypotheses on intelligence against empirical research findings and considers various criticisms in detail. The significance of intelligence and its measurement in society are explored in depth. Eysenck greatly expands upon such questions as: Does IQ measure intelligence? How valid is the nature versus nurture argument? and, How might socioeconomic status influence one's intelligence?

Designed primarily for students and scholars in psychology and education, this text will make thought-provoking reading for all concerned with the development and measurement of intelligence in the individual.

This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Styles is intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life.

A Handbook of Process Tracing Methods demonstrates how to better understand decision outcomes by studying decision processes, through the introduction of a number of exciting techniques. Decades of research have identified numerous idiosyncrasies in human decision behavior, but some of the most recent advances in the scientific study of decision making involve the development of sophisticated methods for understanding decision process-known as process tracing. In this volume, leading experts discuss the application of these methods and focus on the best practices for using some of the more popular techniques, discussing how to incorporate them into formal decision models. This edition has been expanded and thoroughly updated throughout, and now includes new chapters on mouse tracking, protocol analysis, neurocognitive methods, the measurement of valuation, as well as an overview of important software packages. The volume not only surveys cutting-edge research to illustrate the great variety in process tracing techniques, but also serves as a tutorial for how the novice researcher might implement these methods. A Handbook of Process Tracing Methods will be an essential read for all students and researchers of decision making.

Egyptian efforts to acquire long-range surface-to-surface missiles in the early 1960s carry important lessons for our time, when weapons of mass destruction and charges of politicizing intelligence are key issues. This new study traces the history of the early Egyptian ballistic missile program, which began with the successful recruitment of German scientists who had experience in Hitler's V1 and V2 missile projects. Yet even as these Germans began their work on developing missiles for Egyptian President Gamal Abdel Nasser, Israeli intelligence was busy collecting information on their activities. Indeed, this intelligence sparked a crisis in the Israeli leadership; Prime Minister David Ben-Gurion, Golda Meir, Moshe Dayan, and other top Israeli officials anxiously debated strategies to grapple with this new threat to their national security. Ultimately, they adopted a multifaceted approach that included intimidation of the scientists and their families, appeals to the West German government to order the scientists' recall and, finally, an attempt to involve the U.S. government in the intricacies of the Arab-Israeli conflict. Drawing extensively on material from recently declassified U.S. government documents, this new major work demonstrates how Nasser's missile program played an instrumental role in cementing the U.S.-Israeli national security relationship. The book concludes with several key lessons that can help stem the global proliferation of advanced weapons. This book will be of great interest to scholars of proliferation, international relations, the Middle East, disarmament and security studies in general.