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This edited collection examines the interrelationships between the
psychological concepts of intelligence, creativity, and wisdom,
while also presenting a systematic attempt to combine them within
the overarching concept of meta-intelligence. Building on
Robert J. Sternberg’s previous work, this authoritative volume
brings together leading researchers in the field of intelligence,
creativity, and wisdom to show the latest advances in this line of
research through a selection of 18 chapters. Using a wide range or
approaches, including psychological, cognitive, educational, and
philosophical perspectives, internationally renowned scholars offer
insights into the benefits of re-thinking our understanding of
intelligence, creativity, and wisdom, and how they may helpfully be
more integrated. This wide-ranging collection will appeal in
particular to students and scholars of cognitive, differential,
social, developmental, and educational psychology, as well as
creativity studies, education, philosophy, and related disciplines.
This book brings together eminent and emerging scholars to present
cutting-edge research on diverse conceptions of giftedness and
talent from a range of international perspectives. It covers
classical views, emphasizing IQ, but also seeks to move the
academic debate on from the common exclusive emphasis on IQ-based
skills. In each chapter the contributors address both theoretical
advances and practical applications for administrators, teachers,
and parents. The editors conclude by integrating the different
points of view and showing ways in which major ideas, even when
given different names, can be integrated to provide a holistic and
integral viewpoint on giftedness and talent. This book will appeal
to students and scholars of creativity, giftedness and gifted
education; as well as to practitioners, teachers and education
policymakers.
We were motivated to edit this book when we began to hear stories
of exceptional students who were struggling with reading, writing,
or math, but who could solve seemingly any problem with computers,
or build the most intricate structures with Legos, or could draw
beautiful pictures, or could tell the most creative stories but
ended up in tears when asked to write it out. How is it possible to
have so much talent in some areas and yet to appear to have a
disability in another? What resources are available for these
students? How can we ensure that these students' abilities are
nurtured and developed? Our goal in this book is to provide ideas
and possibly even tentative answers for educators and to stimulate
more questions to be answered by researchers. We have ourselves
been addressing related questions for some time. Our group at the
PACE Center at Yale has explored the developmentof abilities,
competencies and expertise that allow people to be successful in
life. Through this work, we have collaborated with school districts
and other educators and researchers across the country to expand
the notion ofwhat is traditionally thought ofas intelligence. We
use the conceptofsuccessful intelligence to allow for the
possibility that the skills traditionally taught in school are not
the only ones, and often not even the most important ones, that
allow people to be successful in the world.
How is one to understand the nature of intelligence? One approach
is through psychometric testing, but such an approach often puts
the "cart before the horse"--the test before the theory. Another
approach is to use evolutionary theory. This criterion has been
suggested by a number of individuals in the past, from Charles
Darwin in the more distant past to Howard Gardner, Stephen Gould,
Steven Pinker, Carl Sagan, David Stenhouse, and many others. The
chapters in this book address three major questions: 1. Does
evolutionary theory help us understand the nature of human
intelligence? 2. If so, what does it tell us about the nature of
human intelligence? 3. And if so, how has intelligence evolved? The
goal of this book is to present diverse points of view on the
evolution of intelligence as offered by leading experts in the
field. In particular, it may be possible to better understand the
nature and societal implications of intelligence by understanding
how and why it has evolved as it has. This book is unique in
offering a diversity of points of view on the topic of the
evolution of human intelligence.
This book reflects on the various ways in which intelligence can
manifest itself in the wide range of diverse contexts in which
people live. Intelligence is often viewed as being tantamount to a
score or set of scores on a decontextualized standardized
intelligence test. But intelligence always acts within a
sociocultural context. Indeed, early theorists defined intelligence
in terms of adaptation to the environment in which one lives. The
tradition of decontextualization is old, dating back to the very
beginning of the 20th century with the development of the
Binet-Simon Intelligence Scales. This tradition is not only old,
however, but obsolete. Because people live in different
sociocultural as well as physical environments, intelligence can
take somewhat different forms in different places and even at
different times. The chapters in this edited volume show that
intelligence viewed in the abstract is a somewhat vacuous concept -
it needs to be contextualized in terms of people's physical and
sociocultural surroundings.
How is one to understand the nature of intelligence? One approach
is through psychometric testing, but such an approach often puts
the "cart before the horse"--the test before the theory. Another
approach is to use evolutionary theory. This criterion has been
suggested by a number of individuals in the past, from Charles
Darwin in the more distant past to Howard Gardner, Stephen Gould,
Steven Pinker, Carl Sagan, David Stenhouse, and many others. The
chapters in this book address three major questions:
1. Does evolutionary theory help us understand the nature of human
intelligence?
2. If so, what does it tell us about the nature of human
intelligence?
3. And if so, how has intelligence evolved?
The goal of this book is to present diverse points of view on the
evolution of intelligence as offered by leading experts in the
field. In particular, it may be possible to better understand the
nature and societal implications of intelligence by understanding
how and why it has evolved as it has. This book is unique in
offering a diversity of points of view on the topic of the
evolution of human intelligence.
Why do some children seem to learn mathematics easily and others
slave away at it, learning it only with great effort and apparent
pain? Why are some people good at algebra but terrible at geometry?
How can people who successfully run a business as adults have been
failures at math in school? How come some professional
mathematicians suffer terribly when trying to balance a checkbook?
And why do school children in the United States perform so dismally
in international comparisons? These are the kinds of real questions
the editors set out to answer, or at least address, in editing this
book on mathematical thinking. Their goal was to seek a diversity
of contributors representing multiple viewpoints whose expertise
might converge on the answers to these and other pressing and
interesting questions regarding this subject.
The chapter authors were asked to focus on their own approach to
mathematical thinking, but also to address a common core of issues
such as the nature of mathematical thinking, how it is similar to
and different from other kinds of thinking, what makes some people
or some groups better than others in this subject area, and how
mathematical thinking can be assessed and taught. Their work is
directed to a diverse audience -- psychologists interested in the
nature of mathematical thinking and abilities, computer scientists
who want to simulate mathematical thinking, educators involved in
teaching and testing mathematical thinking, philosophers who need
to understand the qualitative aspects of logical thinking,
anthropologists and others interested in how and why mathematical
thinking seems to differ in quality across cultures, and laypeople
and others who have to think mathematically and want to understand
how they are going to accomplish that feat.
Although complex problem solving has emerged as a field of
psychology in its own right, the literature is, for the most part,
widely scattered, and often so technical that it is inaccessible to
non-experts. This unique book provides a comprehensive, in-depth,
and accessible introduction to the field of complex problem
solving. Chapter authors -- experts in their selected domains --
deliver systematic, thought-provoking analyses generally written
from an information-processing point of view. Areas addressed
include politics, electronics, and computers.
Volume five continues to mark the significant advances made in the
psychology of human intelligence, problem solving, and thinking
abilities. Papers contributed by leaders in the field reflect a
diversity of perspectives and approaches to the human intelligence.
Subjects discussed include: * genetic and environmental
contributions to information-processing abilities * development of
children's conceptions of intelligence * skill acquisition as a
bridge between intelligence and motivation * information-processing
abilities underlying intelligence * costs of expertise and their
relation to intelligence * the nature of abstract thought
First published in 1987. Routledge is an imprint of Taylor &
Francis, an informa company.
Scientific Inquiry into Human Potential explores the intellectual
legacy and contemporary understanding of scientific research on
human intelligence, performance, and productivity. Across nineteen
chapters, some of the most eminent scholars of learning and
psychology recount how they originated, distinguished, measured,
challenged, and adapted their theories on the nature and nurture of
human potential over decades of scientific research. These
accessible, autobiographical accounts cover a spectrum of issues,
from the biological underpinnings and developmental nature of human
potential to the roles of community, social interaction, and
systematic individual differences in cognitive and motivational
functioning. Researchers, instructors, and graduate students of
education, psychology, sociology, and biology will find this book
not only historically informative but inspiring to their own
ongoing research journeys, as well.
This book provides an overview of the approaches of leading
scholars to understanding the nature of creativity, its
measurement, its investigation, its development, and its importance
to society. The authors are the twenty-four psychological
scientists who are most frequently cited in the four major
textbooks on creativity, and they can thus be considered among the
most eminent living scholars in the field. Authors discuss how they
define creativity, the kinds of questions they have addressed,
theories they have proposed, and a description of their research
and the most interesting empirical results it has produced. The
chapters represent a wide range of substantive and methodological
emphases, including psychometric, cognitive, expertise-based,
developmental, neuropsychological, cultural, systems, and
group-difference approaches. The Nature of Human Creativity brings
together an incredible diversity of viewpoints, helping students
and researchers to see the points of consensus as well as the
differences in contemporary perspectives.
Scientific Inquiry into Human Potential explores the intellectual
legacy and contemporary understanding of scientific research on
human intelligence, performance, and productivity. Across nineteen
chapters, some of the most eminent scholars of learning and
psychology recount how they originated, distinguished, measured,
challenged, and adapted their theories on the nature and nurture of
human potential over decades of scientific research. These
accessible, autobiographical accounts cover a spectrum of issues,
from the biological underpinnings and developmental nature of human
potential to the roles of community, social interaction, and
systematic individual differences in cognitive and motivational
functioning. Researchers, instructors, and graduate students of
education, psychology, sociology, and biology will find this book
not only historically informative but inspiring to their own
ongoing research journeys, as well.
In a world plagued by enormous, complex problems requiring
long-range vision and interdisciplinary insights, the need to
attend to the influence of dogmatic thinking on the development of
high ability and creative intelligence is pressing. This volume
introduces the problem of dogmatism broadly, explores the nature
and nuances of dogmatic thinking from various disciplinary
perspectives, and applies the gleaned insights to what is known
about creativity. Bringing together leading thinkers in the fields
of creative studies and education, and in other relevant fields
(history, sociology, psychology) whose work pertains to the various
dimensions of dogmatism and the ethical problems it generates, this
panoramic view represents interdisciplinary bridge building with
the potential to generate new insights about the education of
creative young minds.
The study of human intelligence features many points of consensus,
but there are also many different perspectives. In this unique book
Robert J. Sternberg invites the nineteen most highly cited
psychological scientists in the leading textbooks on human
intelligence to share their research programs and findings. Each
chapter answers a standardized set of questions on the measurement,
investigation, and development of intelligence - and the outcome
represents a wide range of substantive and methodological emphases
including psychometric, cognitive, expertise-based, developmental,
neuropsychological, genetic, cultural, systems, and
group-difference approaches. This is an exciting and valuable
course book for upper-level students to learn from the originators
of the key contemporary ideas in intelligence research about how
they think about their work and about the field.
This is a comprehensive review of the psychological literature on
wisdom by leading experts in the field. It covers the philosophical
and sociocultural foundations of wisdom, and showcases the
measurement and teaching of wisdom. The connection of wisdom to
intelligence and personality is explained alongside its
relationship with morality and ethics. It also explores the
neurobiology of wisdom, its significance in medical
decision-making, and wise leadership. How to develop wisdom is
discussed and practical information is given about how to instil it
in others. The book is accessible to a wide readership and includes
virtually all of the major theories of wisdom, as well as the full
range of research on wisdom as it is understood today. It takes
both a basic-science and applied focus, making it useful to those
seeking to understand wisdom scientifically, and to those who wish
to apply their understanding of wisdom to their own work.
The intuitive mind is a powerful force in the classroom and often
an undetected one. Intuitive conceptions--knowledge or
knowledge-structures that individuals acquire and use largely
without conscious reflection or explicit instruction--sometimes
work to facilitate learning in the classroom and other contexts.
But learning may also be impeded by intuitive conceptions, and they
can be difficult to dislodge as needed. The literatures in
psychology and education include a large and diverse body of theory
and research on intuitive conceptions, but this work is limited in
some respects. This volume contributes in four ways to overcome
these limitations. Understanding and Teaching the Intuitive Mind:
Student and Teacher Learning: * pulls together diverse theoretical
and methodological approaches to the origin, structure, function,
and development of intuitive conceptions; * explores a diversity of
academic disciplines--paying equal attention not only to
mathematics and science, the fields in which intuitive concepts
have been studied most extensively, but also to the social
sciences, arts, and humanities; * explicitly links theory and
research to educational implications and classroom applications;
and * focuses not only on students' intuitive conceptions but also
on teachers' intuitive beliefs about learning and teaching.
Although the viewpoints of the contributors are diverse, they share
the belief that educational practices have much to gain by
systematic studies of the intuitive learner and teacher. This
volume offers state-of-the-art, research-based information and
support for psychologists, teacher educators, educational
administrators, teachers, prospective teachers, and others who seek
to develop educational practices that are cognizant of (and
responsive to) the intuitive conceptions of students and teachers.
Adaptive Intelligence is a dramatic reappraisal and reframing of
the concept of human intelligence. In a sweeping analysis, Robert
J. Sternberg argues that we are using a fatally-flawed, outdated
conception of intelligence; one which may promote technological
advancement, but which has also accelerated climate change,
pollution, the use of weaponry, and inequality. Instead of focusing
on the narrow academic skills measured by standardized tests,
societies should teach and assess adaptive intelligence, defined as
the use of collective talent in service of the common good. This
book describes why the outdated notion of intelligence persists,
what adaptive intelligence is, and how it could lead humankind on a
more positive path.
Motivated by their belief that the most interesting work on
intelligence is now being done at the interface of intelligence and
personality, Robert Sternberg and Patricia Ruzgis have collected a
body of essays exploring the interconnections and interdependencies
between these two constructs. The essays selected for this 1994
volume form a history of the fields of intelligence and
personality, from the period of 'grand theories', in which
researchers sought to formulate overarching theories of the
constructs as a whole, to the psychometric approach of factor
analysis, to the development of situational and domain-specific
theories, and finally to current research on person-situation
interactions. Including work from prominent researchers such as
Eysenck, Baltes, Dwek, Cantor, Ford, Smirnov, and Salovey, the book
comprises an overview of the current state of the literature on the
integration of the emotional and cognitive sides of a person's
life.
"Now what should I do?" This is a question academic leaders ask
themselves with great regularity. As ironic as it may seem, very
few academic leaders have had any formal training in academic
administration, or in any kind of administration at all. For the
most part, academic administrators learn on the job. They also seek
advice wherever they can get it. The purpose of this book is to
offer such advice. The book is written both for academic
administrators at all levels as well as for those who aspire to
academic administration.
"Now what should I do?" This is a question academic leaders ask
themselves with great regularity. As ironic as it may seem, very
few academic leaders have had any formal training in academic
administration, or in any kind of administration at all. For the
most part, academic administrators learn on the job. They also seek
advice wherever they can get it. The purpose of this book is to
offer such advice. The book is written both for academic
administrators at all levels as well as for those who aspire to
academic administration.
What is the impact of the family environment on us, particularly
with regard to our intellectual functioning? Does the role of early
family environment wear off, as some researchers have suggested, or
does it maintain or possibly even become more important as we grow
older? This book examines the interrelationship between family
environment and intellectual functioning in a lifespan perspective.
Covering a wide range of topics, it provides the most comprehensive
and up-to-date examination of life-span family influences on
various aspects of intellectual function. For cognitive,
development/lifespan, and educational psychologists, and scholars
studying the family and its influences, this volume will help:
*students learn about family effects; *researchers update
themselves in this active area of investigation; *therapists
understand problems in intellectual functioning in their clients
and in treating these clients successfully; and *educators gain a
better grasp on how the students they teach are products not only
of their genes and environments, in general, but of their family
environments, in particular.
This book offers a comprehensive overview of the latest
developments in the social psychology of nonverbal communication.
It explores topics including social skill, empathy, adaptive
advantage, emotion-reading and emotion-hiding; and examines
personal charisma, memory and communicating with robots. Together,
the authors present diverse, cutting-edge research on nonverbal
social intelligence as an adaptive strategy for survival and
success. The collection provides an effective demonstration of the
interdisciplinary nature of this topic, and it's relevance to
researchers across the social sciences and beyond.
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