Download The General Factor of Intelligence: How General Is It? by Robert J. Sternberg, Elena L. Grigorenko PDF

By Robert J. Sternberg, Elena L. Grigorenko

This edited quantity offers a balanced method of the continuing debate of simply how normal the "general factor" of intelligence is. to complete this objective, the editors selected a couple of particular methods to the examine of intelligence--psychometric, genetic-epistemological, cognitive, organic, behavior-genetic, sociocultural, systems--and requested extraordinary students to jot down from the perspective of those techniques. every one method contains chapters, one by way of a pupil leaning towards a view arguing for the higher generality of g, and the opposite through a pupil leaning towards a view arguing for the lesser generality of g. the students will not be easily "for" or "against" those outlooks, really they supply a extra textured view of the final issue, trying to clarify it in mental phrases which are simply understandable.

meant for psychologists in all parts, together with medical, consulting, academic, cognitive, college, developmental, and industrial-organizational, this e-book can be of curiosity to educators, sociologists, anthropologists, and people drawn to the character of intelligence.

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By Robert J. Sternberg, Elena L. Grigorenko

This edited quantity offers a balanced method of the continuing debate of simply how normal the "general factor" of intelligence is. to complete this objective, the editors selected a couple of particular methods to the examine of intelligence--psychometric, genetic-epistemological, cognitive, organic, behavior-genetic, sociocultural, systems--and requested extraordinary students to jot down from the perspective of those techniques. every one method contains chapters, one by way of a pupil leaning towards a view arguing for the higher generality of g, and the opposite through a pupil leaning towards a view arguing for the lesser generality of g. the students will not be easily "for" or "against" those outlooks, really they supply a extra textured view of the final issue, trying to clarify it in mental phrases which are simply understandable.

meant for psychologists in all parts, together with medical, consulting, academic, cognitive, college, developmental, and industrial-organizational, this e-book can be of curiosity to educators, sociologists, anthropologists, and people drawn to the character of intelligence.

Show description

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At the same time, I am unable to dismiss it completely, as some anti-g advocates argue. Crucial to each one of these views are design issues related to the definition of the domainof cognition and, in particular, theeffects of Sampling from this domain. In the first part of this chapter, I outline the reasons for my position. If the role ofg in cognition is smaller than its advocates surmise, it is not surprising that no agreed basic process, either psychological or physiological, has been identified to date.

Our own empirical studies did include both sensory and psychomotor processes. We found it difficult to exclude psychomotor processes from consideration mainly because it is hard to distinguish between these and tactile/kinaesthetic processes, especially since “active touch” is an important aspect of the latter (Roberts, Stankov, Pallier, & Dolph, 199’7; Stankov, Seizova-Caijic & Roberts, 2000). Gardner (1983) also kept bodily kinaesthetic intelligence inhis list of multiple intelligence because of its links to high level accomplishments in danceand sports.

Of course, the causal connections in the whole nexus of the many diverse phenomena involving the g factor is highly complex. Indeed, g and its ramifications cut across the behavioral sciences-brainphysiology,psychology,sociology-perhaps more than any other scientific construct. THE DOMAIN OF g THEORY It is important to keep in mind the distinction between intelligence and g , as these terms are used here. The psychology of intelligence could, at least in theory, be based on the study of one person,just as Ebbinghaus discovered some of the laws of learning and memory in experimentswith N = 1, using himself as his experimental subject.

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