This book constitutes the refereed preceedings of the 6th European Conference on Case-Based Reasoning, ECCBR 2002, held in Aberdeen, Scotland, UK in September 2002The 31 revised full research papers and 14 revised application papers presented togehter with 2 invited contributions were carefully reviewed and selected from numerous submissions. All current issues in case-based reasoning, ranging from foundational and methodological issues to advanced applications in various fields are addressed.

This reissue of the modern classic on the study of argumentation features a new Introduction by the author.

The Routledge International Handbook of Thinking and Reasoning is an authoritative reference work providing a balanced overview of current scholarship spanning the full breadth of the rapidly developing and expanding field of thinking and reasoning. It contains 35 chapters written by leading international researchers, covering foundational issues as well as state-of-the-art developments in thinking and reasoning research. Topics covered range across all sub-areas of thinking and reasoning, including deduction, induction, abduction, judgment, decision making, argumentation, problem solving, expertise, creativity and rationality. The contributors engage with cutting-edge debates such as the status of dual-process theories of thinking, the role of unconscious, intuitive, emotional and metacognitive processes in thinking, and the importance of probabilistic conceptualisations of thinking and reasoning. Authors also examine the importance of neuroscientific findings in informing theoretical developments, and explore the situated nature of thinking and reasoning across a range of real-world contexts such as mathematics, medicine and science. The Handbook provides a clear sense of the way in which contemporary ideas are challenging traditional viewpoints as "new paradigm of the psychology of reasoning" emerges. This paradigm-shifting research is paving the way toward a richer and more inclusive understanding of thinking and reasoning, where important new questions drive a forward-looking research agenda. It is essential reading for both established researchers in the field of thinking and reasoning as well as advanced students wishing to learn more about both the historical foundations and latest developments in this rapidly growing field.

In a series of provocative conversations with "Skeptic" magazine Ssenior editor Frank Miele, renowned University of California-Berkeley psychologist Arthur R. Jensen details the evolution of his thoughts on the nature of intelligence, tracing an intellectual odyssey that leads from the programs of the Great Society to the Bell Curve Wars and beyond. Miele cross-examines Jensen's views on general intelligence (the g factor), racial differences in IQ, cultural bias in IQ tests, and whether differences in IQ are due primarily to heredity or to remediable factors such as poverty and discrimination. With characteristic frankness, Jensen also presents his view of the proper role of scientific facts in establishing public policy, such as Affirmative Action."Jensenism," the assertion that heredity plays an undeniably greater role than environmental factors in racial (and other) IQ differences, has entered the dictionary and also made Jensen a bitterly controversial figure. Nevertheless, "Intelligence, Race, and Genetics" carefully underscores the dedicated lifetime of scrupulously scientific research that supports Jensen's conclusions.

Unlike typical books on problem solving that are organized by content areas, such as mathematics and natural science, this book is organized by factors that affect problem solving performance, such as motivation, emotion, intellectual abilities, and working memory. Its goal is to organize in one volume all that is known about problem solving and the factors that contribute to its success or failure.

Reason and Nature investigates the norms of reason--the standards which contribute to determining whether beliefs, inferences, and actions are rational. Nine philosophers and two psychologists discuss what kinds of things these norms are, how they can be situated within the natural world, and what role they play in the psychological explanation of belief and action. Current work in the theory of rationality is subject to very diverse influences ranging from experimental and theoretical psychology, through philosophy of logic and language, to metaethics and the theory of practical reasoning; this range is well represented here.

This is the 11th volume in the New Directions in Cognitive Science Series (formerly Vancover Studies in Cognitive Science). It addresses common sense, reasoning, and rationality, currently areas of considerable interdisciplinary interest and importance. While common sense and rationality have often been viewed as two distinct features in a unified cognitive map, this interdisciplinary volume - including essays from an outstanding group of established scholars - engages with this notion and comes up with novel and often paradoxical views of this relationship. It should appeal to philosophers, psychologists, cognitive scientists, and computer scientists interested in considering what constitutes human rationality, behaviour, and intelligence. This groundbreaking collection is at the forefront of Cognitive Science research, and promises to be of unprecedented influence across disciplines.

What do we mean when we describe a person as intelligent? The concept of intelligence wields a powerful influence on research dealing with the brain and on how individuals progress in society. Yet, remarkably, there is no scientific consensus about the meaning of intelligence. In "The Making of Intelligence" Ken Richardson looks at how intelligence has been characterized and measured in the past, explores current trends in our understanding and uses of the concept, and predicts what form these trends will take in the future.

He argues that intelligence is not solely predetermined by such factors as genes and environment; it is also created by self-organizing interactions within evolved developmental systems. Considering the implications for society of this dynamic-systems approach, Richardson predicts that as our understanding of the relationship between the mind and the brain improves, the notion of intelligence as a single concept may disappear altogether.

Richardson takes particularly sharp aim at IQ tests, exposing the reductionist, oversimplified, and contradictory notions of intelligence that they presuppose as well as the social repercussions of the widespread, unreflecting acceptance of the IQ model in public consciousness.

From the writings of Charles Darwin and Herbert Spencer on evolution and adaptation to the reflections of Jean Piaget and Lev Vygotsky on logical reasoning; from the formulation of early IQ tests by Francis Binet and Henri Simon to their recent, provocative rebirth in the assertions of "The Bell Curve" by Charles Murray and Richard Herrnstein, "The Making of Intelligence" is a lucid, judicious, critical analysis of this controversial and important subject.

What do we mean when we describe a person as intelligent? The concept of intelligence wields a powerful influence on research dealing with the brain and on how individuals progress in society. Yet, remarkably, there is no scientific consensus about the meaning of intelligence. In "The Making of Intelligence" Ken Richardson looks at how intelligence has been characterized and measured in the past, explores current trends in our understanding and uses of the concept, and predicts what form these trends will take in the future.

He argues that intelligence is not solely predetermined by such factors as genes and environment; it is also created by self-organizing interactions within evolved developmental systems. Considering the implications for society of this dynamic-systems approach, Richardson predicts that as our understanding of the relationship between the mind and the brain improves, the notion of intelligence as a single concept may disappear altogether.

Richardson takes particularly sharp aim at IQ tests, exposing the reductionist, oversimplified, and contradictory notions of intelligence that they presuppose as well as the social repercussions of the widespread, unreflecting acceptance of the IQ model in public consciousness.

From the writings of Charles Darwin and Herbert Spencer on evolution and adaptation to the reflections of Jean Piaget and Lev Vygotsky on logical reasoning; from the formulation of early IQ tests by Francis Binet and Henri Simon to their recent, provocative rebirth in the assertions of "The Bell Curve" by Charles Murray and Richard Herrnstein, "The Making of Intelligence" is a lucid, judicious, critical analysis of this controversial and important subject.

Robyn Dawes defines irrationality as adhering to beliefs that are inherently self-contradictory, not just incorrect, self-defeating, or the basis of poor decisions. Such beliefs are unfortunately common. This book demonstrates how such irrationality results from ignoring obvious comparisons, while instead falling into associational and story-based thinking. Strong emotion-or even insanity-is one reason for making automatic associations without comparison, but as the author demonstrates, a lot of everyday judgment, unsupported professional claims, and even social policy is based on the same kind of "everyday" irrationality.

This practical guide for succeeding in aptitude tests, which are increasingly being used to test applicants for jobs and academic courses. This practical guide for succeeding in aptitude tests, which are increasingly being used to test applicants for jobs and academic courses, offers general information (benefits, drawbacks, use of tests) in addition to many examples of themed tests with recommended answers and explanations. It is an essential aid for anyone faced with an aptitude or psychometric test - particularly one that can make the difference between getting a job or losing it! Includes: Verbal, non-verbal, spatial and numerical tests. Tips on how to speed through a test.

What makes some decisions easy and others difficult? Current research in judgment and decision making indicates that conflict plays a decisive role in decision making processes. The essays in this book address questions about the causes of conflict and its effects on decision making and emotions, particularly (but not only) the emotion of regret. Several chapters address the role of attribute tradeoffs, such as that between money and risk, in the measurement of values for policy purposes. The chapters provide overviews of several current research programs and present new data.

The House on Garibaldi Street is the true story of one of this century's most audacious intelligence operations - the kidnapping of Adolf Eichmann in Argentina by the Mossad, Israel's secret intelligence service. In a daring operation which shook the world, a team of elite Mossad agents, under the personal command of the legendary Mossad leader Isser Harel, kidnapped Eichmann and smuggled him to Israel. Eichmann's trial received unparalleled media coverage, and brought home to millions around the world the horror of the Holocaust through its principal co-ordinator. Eichmann was found guilty of genocide and was executed two years later. Harel's account was first published in 1975 and won world acclaim, being translated into more than 20 languages and selling more than a million copies. This new edition has been completely revised and updated. For the first time the real names and details of all Mossad personnel are revealed, as are important diplomatic contacts which shed new light on the political acceptability of the kidnapping, the operation being officially sanctioned not only by Israel, but also by West Germany.; Shlomo Shpiro who worked personally with Isser Harel on the prepar

Choice Recommended Read Psychological research into human intelligence and abilities presents us with a number of difficult questions: Are human abilities explained by a single core intelligence or by multiple intelligences? How should abilities be assessed? With tests unlike the problems which people normally have to solve, or with practical problems closer to those encountered in life, school and work? Do ability tests predict how a person will behave? If so, can they predict whether a person will succeed at school and at work? Intelligence and Human Abilities critically evaluates research evidence from the past 100 years to consider these and other issues. It shows that, despite the apparent contradictions in this research, the evidence in fact supports one coherent model, a fact which has clear implications for researchers, educators and test-users. This clear and engaging text provides an up-to-date evaluation of what the empirical evidence tells us about the number, nature and origins of human abilities. It will be essential reading for students and practitioners of psychology and education, and also for users of ability tests such as applied psychologists and personnel managers.

Development of Adult Thinking is a timely synthesis and evaluation of the current knowledge and emerging issues relating to adult cognitive development and learning. Focusing on psychological and educational cutting-edge research as well as giving an overview of the key theorists such as Piaget and Kohlberg, Kallio and the team of expert contributors offer a holistic view on the development of adult thinking, representing perspectives from developmental, moral, and social psychology, as well as education and philosophy. These topics are divided into three sections: Adult cognitive and moral development, Perspectives of adult learning, and Open questions and new approaches, offering introduction, analysis, and directions for future research. This text is essential reading for students and researchers in developmental psychology and related courses as well as adult educators and teachers working in adult education.

What exactly does it mean to be intelligent? Does intelligence manifest itself in one way or in different ways in children? Do children fit any preconceived notions of intelligence? Some theories assert a general (g) factor for intelligence that is universal and enters all mental abilities; other theories state that there are many separate domains or faculties (Fs) of intelligence; and still others argue that the g and Fs of intelligence coexist in a hierarchical relation. The Architecture of the Child Mind: g, Fs, and the Hierarchical Model of Intelligence argues for the third option in young children. Through state-of-the-art methodologies in an intensive research program conducted with 4-year-old children, Bornstein and Putnick show that the structure of intelligence in the preschool child is best construed as a hierarchically organized combination of a General Intelligence factor (g) and multiple domain-specific faculties (Fs). The Architecture of the Child Mind offers a review of the history of intelligence theories and testing, and a comprehensive and original research effort on the nature and structure of intelligence in young children before they enter school. Its focus on intelligence will appeal to cognitive, developmental, and social psychologists as well as researchers and scholars in education, particularly those specializing in early childhood education.

In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others' values. Book Features: Underscores the necessity of moral commitment in the use of critical thinking. Offers assistance for handling controversial issues that many teachers find unsettling. Proposes a way for students and teachers to work together across the disciplines.

Originally published in 1990, this title attempts to provide for the educational practitioner an overview of a field that responded in the 1980s to a major educational agenda. This innovative 'agenda' called for teaching students in ways that dramatically improved the quality of their thinking. Its context is a variety of changes in education that brought the explicit teaching of thinking to the consciousness of more and more teachers and administrators.

Research on insight problem solving examines how new ideas are generated to solve problems that initially resist the application of prior knowledge or analogue solutions. In the laboratory, insight problems are designed to create an impasse; overcoming the impasse is sometimes accompanied by a distinctive phenomenological experience, the so-called Aha! moment. Insight: On the Origins of New Ideas presents research that captures these episodes of insight under laboratory conditions and informs models that account for their emergence. Descriptions and analyses of episodes of discovery both in and out of the laboratory are included to provide a general overview of insight. Featuring contributions from leading researchers, the volume debates the relative importance of intelligence and working memory, the development of an alternative interpretation of the problem based on deliberate analyses and heuristics, and unconscious inferences in the emergence of insight. These discussions generate new testable hypotheses to shed light on the cognitive processes underpinning insight, along with concrete methodological recommendations that, together, map a productive programme of future research. This book will be of interest to students and researchers of thinking and reasoning - specifically those interested in insight and creative problem solving.

Dual Process Theory 2.0 provides a comprehensive overview of the new directions in which dual process research is heading. Human thinking is often characterized as an interplay between intuition and deliberation and this two-headed, dual process view of human thinking has been very influential in the cognitive sciences and popular media. However, despite the popularity of the dual process framework it faces multiple challenges. Recent advances indicate that there is a strong need to re-think some of the fundamental assumptions of the original dual process model. With chapters written by leading scholars who have been actively involved in the development of an upgraded 'Dual Process Theory 2.0', this edited volume presents an accessible overview of the latest empirical findings and theoretical ideas.. With cutting edge insights on the interaction between intuition and deliberation, Dual Process Theory 2.0 should be of interest to psychologists, philosophers, and economists who are using dual process models.

Over the last few decades, economists and psychologists have quietly documented the many ways in which a person's IQ matters. But, research suggests that a nation's IQ matters so much more. As Garett Jones argues in Hive Mind, modest differences in national IQ can explain most cross-country inequalities. Whereas IQ scores do a moderately good job of predicting individual wages, information processing power, and brain size, a country's average score is a much stronger bellwether of its overall prosperity. Drawing on an expansive array of research from psychology, economics, management, and political science, Jones argues that intelligence and cognitive skill are significantly more important on a national level than on an individual one because they have "positive spillovers." On average, people who do better on standardized tests are more patient, more cooperative, and have better memories. As a result, these qualities-and others necessary to take on the complexity of a modern economy-become more prevalent in a society as national test scores rise. What's more, when we are surrounded by slightly more patient, informed, and cooperative neighbors we take on these qualities a bit more ourselves. In other words, the worker bees in every nation create a "hive mind" with a power all its own. Once the hive is established, each individual has only a tiny impact on his or her own life. Jones makes the case that, through better nutrition and schooling, we can raise IQ, thereby fostering higher savings rates, more productive teams, and more effective bureaucracies. After demonstrating how test scores that matter little for individuals can mean a world of difference for nations, the book leaves readers with policy-oriented conclusions and hopeful speculation: Whether we lift up the bottom through changing the nature of work, institutional improvements, or freer immigration, it is possible that this period of massive global inequality will be a short season by the standards of human history if we raise our global IQ.

Aptitude tests assess a person's abilities or intelligence, often as part of an IQ test, whilst personality questionnaires help to reveal an individual's characteristics or personality traits. Both are of equal value to employers as they can indicate a candidate's suitability to a particular position. IQ and Personality Tests contains hundreds of practice questions from both these vital areas of assessment. The personality questions look at attitudes and values, often in an entertaining way, whilst the aptitude questions are organised into two IQ tests which assess verbal, numerical, logical and spatial reasoning skills. They are typical of the type and style of question candidates are likely to encounter in actual IQ tests. Answers and a simple analysis of scores are also given, so that readers can assess their performance. Whilst providing entertainment, the questions in IQ and Personality Tests are also a great source of practice material for those faced with the real tests.

Children face an overwhelming amount of information and a range of different choices every day, and so there has never been a more important time to understand how children learn to make judgments and decisions in our modern world. Individual Differences in Judgment and Decision-Making presents cutting-edge developmental research to advance our knowledge and understanding of how these competencies emerge. Focusing on the role of individual differences, the text provides a complementary theoretical approach to understanding the development of judgment and decision-making skills, and how and why these competencies vary within and between different periods of development. Sampling a diverse set of developmental paradigms and measures, as well as considering typical and atypically developing samples, this volume provokes thinking about how we can support our children and youth to help them make better choices. Drawing on the expertise of a range of international contributors, this book will be of interest to students and researchers of thinking and reasoning from both cognitive and developmental psychology backgrounds.

This volume analyzes the Serial podcast, situating it in the trajectory of other popular crime narratives and contemporary cultural theory. Contributors focus on topics such as the ethics of the use of fiction techniques in investigative journalism, the epistemological overlay of postmodern indeterminacy, and the audience's prolific activity in social media, examining the competing narrative strategies of the narrators, characters, and the audience. Other topics considered include the multiplication of narratives and the longing for closure, how our minds work as we experience true crime narratives, and what critical race theory can teach us about the program's strategies.

The way that we assess and overcome problems is an essential part of everyday life. Problem Solving provides a clear introduction to the underlying mental processes involved in solving problems. Drawing on research from cognitive psychology and neuroscience, it examines the methods and techniques used by both novices and experts in familiar and unfamiliar situations. This edition has been comprehensively updated throughout, and now features cutting-edge content on creative problem solving, insight and neuroscience. Each chapter is written in an accessible way, and contains a range of student-friendly features such as activities, chapter summaries and further reading. The book also provides clear examples of studies and approaches that help the reader fully understand important and complex concepts in greater detail. Problem Solving fully engages the reader with the difficulties and methodologies associated with problem solving. This book will be of great use to undergraduate students of cognitive psychology, education and neuroscience, as well as readers and professionals with an interest in problem solving.