|
Showing 1 - 11 of
11 matches in All Departments
Cognitive psychology has established itself as one of the major
branches of the discipline. with much to its credit in such areas
as decision making. information processing. memory and learning.
Similarly. the assessment of cognitive abilities has become one of
the hallmarks of the practice of psychology in the school. in the
factory and in the clinic. In recent years. these two branches have
begun to interact. and the two approaches have begun mutually to
engage each other. A third trend, that of cross-cultural cognitive
psychology, has been informed both by experimental cognitive
sciences and by the practice of ability assessment (see. for
example. Berry and Dasen, 1974; Cole and Scribner, 1974). However.
the reverse has not been true: the cognitive processes and
abilities of much of the world's peoples studied by cross-cultural
psychologists have not been introduced to psychologists working in
these two Western traditions (see Irvine and Berry, 1987). This
volume attempts to begin this introduction by asking the question:
"What is known about the cognitive functions of other peoples that
could enable extant psychology to become more comprehensive, to
attain a 'universal' cognitive psychology?" Who are these "other
peoples." and by extension, what then is "indigenous cognition"?
The first question is rather easy to answer. but the second is more
difficult.
Against the background of NATO's Istanbul conference of 1971
(Cronbach and Drenth, 1972), the Kingston conference shows that
great progress has been made by the community of cross-cultural
psychologists. The progress is as much in the psychology of the
investigators as in the investigations being reported. In 1971 the
investigators were mostly strangers to each other. Behind their
reports lay radically different field experiences, disparate
research traditions, and mutually contradictory social ideals.
Istanbul was not a Tower of Babel, but participants did speak past
each other. Now a community exists, thanks to the meetings of NATO
and the International Association for Cross-Cultural Psychology, to
flourishing journals, and the Triandis et a1. (1980) Handbook. The
members tend to know each other, can anticipate how their formu
lations will fallon the ears of others, and accept superficially
divergent approaches as making up a collective enterprise. Ten
years ago there was open conflict between those who con fronted
exotic peoples with traditional tests and applied tradi tional
interpretations to the responses, and the relativists who insisted
that tasks, test taking, and interpretation cannot be
"standardized" in the ways that matter. Today's investigators are
conscious of the need to revalidate tasks carried into alien
settings; they often prefer to redesign the mode of presentation
and to attune the subject to test taking. They face the diffi
culties squarely and recognize that even the best means of coping
are only partially successful."
Proceedings of the NATO Advanced Study Institute, Athens, Greece,
December 10-20, 1984
This major new reference for study and research in human abilities
takes an innovative approach not found in any other book in the
field. Part One offers a revaluation of ability theory by the
editors, and strong individual contributions by those representing
markedly different approaches to the measurement of intelligence.
Part Two contains reviews of various regional and national
empirical studies in Britain, Norway, Turkey, Australia, China,
Japan, Southern Africa, and the United States. Part Three
concentrates on contexts where the limits of human assessment by
psychological tests are defined: in minority native groups in North
America, in migrants in Britain, in lower caste enclaves in India,
and among Australian Aborigines. Written by long-term residents of
the regions represented, the chapters bring with them a wealth of
new material that has been ignored in western formulation of theory
and practice. The editors have issued one of the best-formed, most
sustained scientific challenges to the conventional wisdom of human
assessment to appear for decades.
Originally published in 1988, Human Abilities in Cultural Context
constituted a major development in conceptualising and studying
human abilities. It formed a unique reference frame. This study
offers a re-evaluation of ability theory by the editors, S. H.
Irvine and J. W. Berry, and strong individual statements by H. J.
Eysenck, Arthur R. Jensen, Joseph R. Royce, and Robert J.
Sternberg, who represent markedly different approaches to the
measurement of intelligence. It also focuses on contexts in which
the limits of assessment by psychological tests are defined: in
minority native groups in North America, in migrants to Britain, in
lower-caste enclaves in India, among African minorities, and among
Australian Aborigines. Written by long-term residents of the
regions in question, these chapters presented a wealth of fresh
data in relation to Western formulations of theory and practice.
Against the background of NATO's Istanbul conference of 1971
(Cronbach and Drenth, 1972), the Kingston conference shows that
great progress has been made by the community of cross-cultural
psychologists. The progress is as much in the psychology of the
investigators as in the investigations being reported. In 1971 the
investigators were mostly strangers to each other. Behind their
reports lay radically different field experiences, disparate
research traditions, and mutually contradictory social ideals.
Istanbul was not a Tower of Babel, but participants did speak past
each other. Now a community exists, thanks to the meetings of NATO
and the International Association for Cross-Cultural Psychology, to
flourishing journals, and the Triandis et a1. (1980) Handbook. The
members tend to know each other, can anticipate how their formu
lations will fallon the ears of others, and accept superficially
divergent approaches as making up a collective enterprise. Ten
years ago there was open conflict between those who con fronted
exotic peoples with traditional tests and applied tradi tional
interpretations to the responses, and the relativists who insisted
that tasks, test taking, and interpretation cannot be
"standardized" in the ways that matter. Today's investigators are
conscious of the need to revalidate tasks carried into alien
settings; they often prefer to redesign the mode of presentation
and to attune the subject to test taking. They face the diffi
culties squarely and recognize that even the best means of coping
are only partially successful."
Cognitive psychology has established itself as one of the major
branches of the discipline. with much to its credit in such areas
as decision making. information processing. memory and learning.
Similarly. the assessment of cognitive abilities has become one of
the hallmarks of the practice of psychology in the school. in the
factory and in the clinic. In recent years. these two branches have
begun to interact. and the two approaches have begun mutually to
engage each other. A third trend, that of cross-cultural cognitive
psychology, has been informed both by experimental cognitive
sciences and by the practice of ability assessment (see. for
example. Berry and Dasen, 1974; Cole and Scribner, 1974). However.
the reverse has not been true: the cognitive processes and
abilities of much of the world's peoples studied by cross-cultural
psychologists have not been introduced to psychologists working in
these two Western traditions (see Irvine and Berry, 1987). This
volume attempts to begin this introduction by asking the question:
"What is known about the cognitive functions of other peoples that
could enable extant psychology to become more comprehensive, to
attain a 'universal' cognitive psychology?" Who are these "other
peoples." and by extension, what then is "indigenous cognition"?
The first question is rather easy to answer. but the second is more
difficult.
Proceedings of the NATO Advanced Study Institute, Athens, Greece,
December 10-20, 1984
In Decembe, r, 1984 a NATO-sponsored Advanced Study Institute
entitled "Human Asessment: Cognition and Motivation" took place in
Athens. It succeeded in attracting a great many of the most eminent
scholars and researchers in this area, both as lecturers and
participants. The contributors to this book are mostly members of
staff who taught at the Institute. The chapters they have written
are designed to provide an introduction to the principal issues
that arise in the study of the assessment of intelligence and
cognition. Since most of the protagonists are represented in this
book the student is provided with an excellent overview. Many
different people are responsible for preparation of a book such as
this. We would like to express particular thanks to Siobhan Breslin
and Julie Coleman, who typed the text despite an unfriendly and
unreliable word-processing system. Thanks are also due to Steve
Gill who helped with the preparation of the figures. Finally, as a
mark of respect for his achievements and leadership in the field of
mental measurement, we dedicate this volume to Norman Frederiksen.
Sidney H. Irvine Stephen E. Newstead Plymouth, September 1985.
-VII- CONTENTS Preface VII Contributors to this volume XI Functions
and constants in mental measurement: Chapter 1 A taxonomic
approach. 1 Sidney H. Irvine Human cognition and intelligence:
Towards an Chapter 2 integrated theoretical perspective. 27 John M.
Verster Chapter 3 Synopsis of a triarchic theory of human
intelligence.
|
You may like...
Hoe Ek Dit Onthou
Francois Van Coke, Annie Klopper
Paperback
R300
R219
Discovery Miles 2 190
Atmosfire
Jan Braai
Hardcover
R590
R425
Discovery Miles 4 250
Loot
Nadine Gordimer
Paperback
(2)
R383
R318
Discovery Miles 3 180
|