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Books > Social sciences > Psychology > Cognition & cognitive psychology > Intelligence
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.
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.
In recent years the psychology of reasoning has undergone radical change, which can only be seen as a Kuhn-style scientific revolution. This shift has been dubbed 'New Paradigm'. For years, psychologists of reasoning focused on binary truth values and regarded the influence of belief as a bias. In contrast to this, the new paradigm puts probabilities, and subjective degrees of belief, centre stage. It also emphasises subjective psychological value, or utility; the way we reason within our own social environment ('social pragmatics'); and the crucial role of dual process theories. Such theories distinguish between fast, intuitive processes, and effortful processes which enable hypothetical thinking. The new paradigm aims to integrate the psychology of reasoning with the study of judgement and decision making, leading to a much more unified field of higher mental processing. This collection showcases these recent developments, with chapters on topics such as the difference between deduction and induction, a Bayesian formulation of faint praise, the role of emotion in reasoning, and the relevance of psychology of reasoning to moral judgement. This book was originally published as a special issue of Thinking & Reasoning.
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.
Intelligence - what it is and how it can be measured - is something
that has exercised psychologists, educationalists, biologists and
philosophers for hundreds of years. For many philosophers of
education, justification of the most dominant theory - that
intelligence has innately determined upper limits - appears
inadequate.
The "nature versus nurture" controversy dates back to at least the nineteenth century. How much of a role does genetics or environment play in accounting for reasoning skill and other intellectual aptitudes? At a time when the public school system in the United States is under attack, this debate has taken center stage in arguments about what accounts for differences in academic achievement. Maximizing Intelligence convincingly argues that, while both genetics and environment play a role in a child's intelligence, environmental factors, especially at an early age, are of primary importance. Working from this premise, Armor suggests how intelligence may be heightened. Armor presents four propositions about intelligence. His first is that intelligence exerts a major influence on educational and occupational success, following a chronological sequence, from a child's cognitive skills learned before school, to academic success during the school years, to eligibility for college. His second proposition is that intelligence can be changed, at least within limits. There is ample evidence that a child's intelligence is not fully given at birth, but continues to evolve and change at least through the early elementary school years, although at a declining rate. Proposition three is that intelligence is influenced by a series of "risk factors," and most of the influence occurs before a child reaches school age. Risk factors include parent intelligence and education, family income, family structure and size, nutrition, and specific parenting behaviors. The fourth proposition flows from the second and third--that the most promising avenues for maximizing intelligence come from a child's parents. Armor persuasively argues for a "whole family" approach whereby government programs are modified or created to inform parents of risk factors and to reward behaviors that optimize positive outcomes. Maximizing Intelligence is meticulously researched and reasoned, and will be welcomed by those interested in education, sociology, psychology, social theory, and policy studies.
Originally published in 1985, the chapters in this volume collectively approach the phenomenon of questioning from many perspectives. There are studies on question comprehension, question answering, question asking and the influence of adjunct questions on text comprehension and memory. The chapters cover different theories, models, methods, and practical applications. Some contributors focus exclusively on adult subjects, whereas other examine cognitive development in children. The earlier chapters in the book have a "pure science" emphasis, whereas the later chapters have an "applied" emphasis. Of course, the distinction between science and application had, in the editors' words, become "very fuzzy" in the years prior to publication.
New information obtained from the declassification of Ultra intercepts and other Second World War documents as well as from recent scholarly research has credited Allied deception operations with an even more important contribution to winning the war than was previously supposed. Yet deception is only one factor in the achievement of victory; it cannot guarantee success. It must be fully understood and exploited by the highest levels of command. Most histories of deception operations during the Second World War have focused on those that were successful. Instances in which deception operations failed to achieve their objectives are discussed by John Campbell, who describes an early attempt to convince the Germans that the Allies intended to invade at Pas de Calais in the summer of 1943, and by Katherine Herbig, who gives the first detailed description of US deception operations in the Pacific. Klaus-Jurgen Muller questions the actual effectiveness of deception operations against the Germans. He argues that many successes attributed to the Allies' use of deception were in fact achieved by independent considerations on the German side. Professor Muller builds a particularly strong case in challenging the success of Operation Fortitude North, in which the Allies tried to divert German troops to Norway before invading Normandy. Although very little is known of Soviet deception operations on the Eastern Front, it must be remembered that they were conducted on a much larger scale than those of either the British in Europe or the Americans in the Pacific. Colonel David Glantz's account of Soviet deception and covert activities offers a version of the historiography of the war between the USSRand Germany which may explain some of the monumental German failures. Tom Cubbage not only contributes a synthesis of the primary and secondary sources available on the deception operations preceding Overlord, but also reviews the so-called Hesketh Report - Fortitude: A History of Strategic Deception in North Western Europe April 1943 to May 1945, Colonel Roger Hesketh's official report on Allied deception operations against the Germans in north-west Europe which was declassified in 1976, yet remains unpublished. It indicates that Professor Muller's suspicions that the Allies over-estimated the impact of Fortitude are unfounded. Edited and with a comprehensive introduction by Michael Handel, these important and original studies put the entire deception effort during the Second World War into a more balanced and accurate perspective.
Lack of ability to think probabilistically makes one prone to a variety of irrational fears and vulnerable to scams designed to exploit probabilistic naivete, impairs decision making under uncertainty, facilitates the misinterpretation of statistical information, and precludes critical evaluation of likelihood claims. Cognition and Chance presents an overview of the information needed to avoid such pitfalls and to assess and respond to probabilistic situations in a rational way. Dr. Nickerson investigates such questions as how good individuals are at thinking probabilistically and how consistent their reasoning under uncertainty is with principles of mathematical statistics and probability theory. He reviews evidence that has been produced in researchers' attempts to investigate these and similar types of questions. Seven conceptual chapters address such topics as probability, chance, randomness, coincidences, inverse probability, paradoxes, dilemmas, and statistics. The remaining five chapters focus on empirical studies of individuals' abilities and limitations as probabilistic thinkers. Topics include estimation and prediction, perception of covariation, choice under uncertainty, and people as intuitive probabilists. Cognition and Chance is intended to appeal to researchers and students in the areas of probability, statistics, psychology, business, economics, decision theory, and social dilemmas.
Since the mid-80s several laboratories around the world have been
developing techniques for the operational use of tests derived from
item-generation. According to the experts, the major thrust of test
development in the next decade will be the harnessing of item
generation technology to the production of computer developed
tests. This is expected to revolutionize the way in which tests are
constructed and delivered.
From the Sunday Times bestselling author of The Man Who Couldn't Stop. 'Witty, sharp and enlightening . . . This book will make you smarter' Adam Rutherford. What if you have more intelligence than you realize? What if there is a genius inside you, just waiting to be released? And what if the route to better brain power is not hard work or thousands of hours of practice but to simply swallow a pill? In The Genius Within, bestselling author David Adam explores the ground-breaking neuroscience of cognitive enhancement that is changing the way the brain and the mind works – to make it better, sharper, more focused and, yes, more intelligent. Sharing his own experiments with revolutionary smart drugs and electrical brain stimulation, he delves into the sinister history of intelligence tests, meets savants and brain hackers and reveals how he boosted his own IQ to cheat his way into Mensa. Going to the heart of how we consider, measure and judge mental ability, The Genius Within asks difficult questions about the science that could rank and define us, and inevitably shape our future.
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.
In recent years, reported racial disparities in IQ scores have been
the subject of raging debates in the behavioral and social sciences
and education. What can be made of these test results in the
context of current scientific knowledge about human evolution and
cognition? Unfortunately, discussion of these issues has tended to
generate more heat than light.
Human reasoning is marked by an ability to remember one's personal
past and to imagine one's future. Together these capacities rely on
the notion of a temporally extended self or the self in time.
Recent evidence suggests that it is during the preschool period
that children first construct this form of self. By about four
years of age, children can remember events from their pasts and
reconstruct a personal narrative integrating these events. They
know that past events in which they participated affect present
circumstances. They can also imagine the future and make decisions
designed to bring about desirable future events even in the face of
competing immediate gratification. This book brings together the
leading researchers on these issues and for the first time in
literature, illustrates how a unified approach based on the idea of
a temporally extended self can integrate these topics.
This volume brings together leading researchers in a major new
effort to bridge the historical gap between the domains of ability
and personality. The result is a remarkable collection of chapters
analyzing critical issues at the interface--style, structure,
process, and context. Contributors address:
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.
The fundamental premise of "Thinkback"--based on overwhelming
scientific evidence--is that intelligence is not fixed at birth and
that, with consistent effort, we can dramatically improve our
capacities. It counters the claims of some psychologists that it is
impossible to increase intelligence because that ability is
determined at birth.
Shadow Working in Project Management aims at contributing to our knowledge of all things unconscious and irrational in our behaviour. It takes the form of an empirical research, and therefore addresses mostly the tools and techniques available to get in touch with Shadow aspects of self and collective, to recognize how it manifests, how it can lead to conflict, and ways to address it. From that perspective, it advances on to question the underlying beliefs of current management practices. It explores as well the inherent need for control in projects, being those of a professional nature, or other ventures. It challenges the strength of the concept of the "rational man" and its protagonism. Joana Bertholo's work explores the role and nature of the Shadow in the context of projects and their management, with an emphasis on techniques to address it. Despite being directed to managers and dedicated to the analyses of the managerial discourse, the tools and processes it proposes have universal relevance, based on the fact that the Shadow is everywhere, within everyone, from the individual to the global scale.
This comparative analysis of the sometimes fraught process of achieving democratic governance of security intelligence agencies presents material from countries other than those normally featured in the Intelligence Studies literature of North America and Europe. Some of the countries examined are former Communist countries and several in Latin America are former military regimes. Others have been democratic for a long time but still experience widespread political violence. Through a mix of single-country and comparative studies, major aspects of intelligence are considered, including the legacy of, and transition from, authoritarianism; the difficulties of achieving genuine reform; and the apparent inevitability of periodic scandals. Authors consider a range of methodological approaches to the study of intelligence and the challenges of analysing the secret world. Finally, consideration is given to the success - or otherwise - of intelligence reform, and the effectiveness of democratic institutions of control and oversight. This book was originally published as a special issue of Intelligence and National Security.
Originally published in 1985, the chapters in this volume collectively approach the phenomenon of questioning from many perspectives. There are studies on question comprehension, question answering, question asking and the influence of adjunct questions on text comprehension and memory. The chapters cover different theories, models, methods, and practical applications. Some contributors focus exclusively on adult subjects, whereas other examine cognitive development in children. The earlier chapters in the book have a "pure science" emphasis, whereas the later chapters have an "applied" emphasis. Of course, the distinction between science and application had, in the editors' words, become "very fuzzy" in the years prior to publication. |
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