Showing papers on "Human intelligence published in 1986"

A Triarchic Theory of Human Intelligence

Abstract: The triarchic theory of human intelligence provides a broader basis for understanding intelligence than do many, if not most theories of intelligence. The theory is called “triarchic” because it consists of three parts. The first part relates intelligence to the internal world of the individual, specifying the mental mechanisms that lead to more or less intelligent behaviour. This part of the theory specifies three kinds of mental processes that are instrumental in learning how to do things, planning what things to do and how to do them, and in actually doing the things. The second part of the theory specifies at what point in a persons’ experience with tasks or situations intelligence is most critically involved in handling of those tasks or situation In particular, this part of the theory emphasises the roles of dealing with novelty and of automatising mental processing in intelligence. The third part of the theory relates intelligence to the external world of the individual, specifying three kinds of macroprocesses — adaptation, selection and shaping — that characterise intelligent behaviour in the everyday world. This part of the theory thus emphasises the role of environmental context in determining what constitutes intelligent behaviour in a given milieu.

A Literature Review of Factor Analytic Studies of the WAIS-R.

Abstract: Wechsler's intelligence scales long have been subjected to factor analytic studies in an effort to describe the components of measurable human intelligence. Most authors have extracted a general factor g, as well as a Verbal Comprehension factor, Perceptual Organization factor, and Memory/Freedom from Distractibility factor from a two- or three-factor solution. This article reviews the factor analytic studies done on the 1981 WAIS-R standardization sample and various patient samples in an effort to update and continue to tie together the findings on Wechsler's scales across ages and populations. We conclude that although the results of the WAIS-R factor analytic studies reviewed depend upon the statistical approach employed as well as each investigator's theoretical perspective, a three-factor solution appears to provide a source of hypotheses about an individual's or a select sample's unique abilities and weaknesses worthy of further exploration.

Paradigms for intelligent decision support

Abstract: Advances in artificial intelligence (AI) are providing powerful new computational tools that greatly expand the potential to support cognitive activities in complex work environments (e.g., monitoring, planning, fault management, problem solving). The application of these tools, however, creates new challenges about how to “couple” human intelligence and machine power in a single integrated system that maximizes joint performance. This paper examines some of the important issues about the use of tools to support cognitive tasks, such as what is useful advice and what is an effective combination of multiple decision makers, that are raised by the capability to produce powerful, intelligent artificial systems.

Conceptions of ability and intelligence

Abstract: INTELLIGENCE AS A FUNCTION OF CONCEPTION OF INTELLIGENCE INTELLIGENCE PREFERRED INTELLIGENCE PREFERRED BY SUBJECT BY TEACHER CONCEPTIONS OF INTELLIGENCE Verbal Equal Abstract Verbal Equal Abstract

From testing intelligence to assessing competences: A pluralistic view of intellect

Abstract: The term “intelligence” is frequently used to refer to a general intellectual competence and is usually measured by tests of language and logic skills. In response, Howard Gardner and David Feldman have stressed the variety of human abilities and the numerous ways in which those abilities can be expressed. They call for a consideration of a wide range of competences in both definitions as well as tests of intelligence. Further, they point out that many competences cannot be adequately surveyed on standard paper and pencil tests. Therefore, they have advocated developing new means of assessment to examine natural performances in specific domains. Project Spectrum is designed to address these issues.

Sixth generation computing: a conspectus of the Japanese proposals

Abstract: This paper gives a precis of the sixth-generation computing systems research proposal, Promotion of Research and Development on electronics and Information Systems That May Complement or Substitute for Human Intelligence. The proposal was requested by the Japanese Ministry of Science and Technology in January 1983, prepared by the Subcommittee on Artificial Intelligence of The Council for Aerospace, Electronics and Other Advanced Technologies, and submitted in March 1985. It proposes an interdisciplinary research program on the nature of human intelligence involving physiology, psychology, linguistics, logic and computer science.

Misrepresenting Human Intelligence

Abstract: In this chapter, the author argues that research in Artificial Intelligence (AI) was based upon mistaken assumptions about the nature of human knowledge and understanding. He explains why he believe that even the cautious and guarded optimism which he once had with respect to certain isolated areas of AI research was unjustified and, ultimately, mistaken. The early stages of AI research were characterized by overly ambitious goals, wishful rhetoric and outlandish predictions. The basic project of AI research is to produce genuine intelligence by means of a programmed digital computer. This requires, in effect, that human knowledge and understanding be reconstructed out of bits of isolated and meaningless data and sequences of rule-governed operations. The mental processes of the novice are easily imitated by the digital computer. Since it can use more rules and consider more context-free elements in a given amount of time, the computer typically outperforms the novice.

The science of computing—expert systems

Abstract: The creative urge of human beings is coupled with tremendous reverence for logic. The idea that the ability to reason logically--to be rational--is closely tied to intelligence was clear in the writings of Plato. The search for greater understanding of human intelligence led to the development of mathematical logic, the study of methods of proving the truth of statements by manipulating the symbols in which they are written without regard to the meanings of those symbols. By the nineteenth century a search was under way for a universal system of logic, one capable of proving anything provable in any other system.

The Genevan and Cattell-Horn Conceptions of Intelligence Compared: Early Implementation of Numerical Solution Aids

Abstract: The Genevan and Cattell-Horn theories of intelligence are compared. The theories are found to be similar in the following respects: Intelligence (operative intelligence and fluid ability) is conceptualized as adaptational in function; the products of everyday learning and crystallized skills reflect the impress of experience; one category of intelligence (operative intelligence, fluid ability) is conceptualized as prior or more fundamental than the other (learned products, crystallized skills). Important differences were also found: Whereas fluid ability is characterized as formless and fixed, operative intelligence is viewed as highly structured and evolving; a compensatory relation between noegenetic crystallized skills and fluid ability is hypothesized where such a relation is not conceived to exist between operative intelligence and learning. The relation of Piagetian operative level to the child's capacity to use crystallized solution procedures (aids) in making elementary numerical comparisons was investigated. Performance on quantitative comparison tasks reflecting the child's understanding of correspondence relations was highly related to operative level. It was also found that the child's capacity to implement solution aids in making quantitative comparisons was, to some extent, moderated by his or her level of operative development. Matarazzo (1972), without explicitly describing how they are akin, suggested that there are parallels in the theories of intelligence developed by Piaget and by Cattell and Horn. It is the purpose of this article to outline the similarities in the two theories of intelligence and to examine a key difference. A brief description of the two viewpoints follows. Cattell-Horn theory is conceptualized in terms of two major interrelated components of intelligence. In factor analytic studies, the components, fluid and crystallized abilities, manifest themselves as two "highly cooperative" second-order factors (Cattell, 1963). The crystallized factor "loads more highly those cognitive performances in which skilled judgment habits have become crystallized (whence its name) as the result of [the] earlier learning application of some prior, more fundamental general ability" (Cattell, 1963, pp. 2-3). Cattell (1963) asserted that crystallized ability also derives from the application of earlier acquired crystallized skills. In other words, the crystallized factor is conceived as "a precipitate out of experience" (Horn, 1967). Crystallized ability constitutes more than mere rote learning. It encompasses knowledge-producing, or, in Cattell's words, "noegenetic" proThis article is based on a substantive reanalysis of data collected in one of the studies conducted for my doctoral dissertation. The dissertation was submitted to the City University of New York in partial fulfillment of the requirements for the PhD degree. I extend appreciation to the following individuals who read various versions of the article: Harry Beilin, Geoffrey Saxe, George Schonfeld, and Pearl Knopf. I extend special thanks to Jan Powell and an anonymous reviewer for their valuable criticisms. The reanalysis was supported by NIMH grants 5 T32 MH13043-13 and MH30906.

Relationships Between Speed-of-Processing, Personality, and Intelligence

Abstract: Of his many contributions to psychology, Philip E. Vernon’s work in the field of human intelligence has perhaps exerted the greatest influence. From Intelligence and Attainment Tests (1960) and The Structure of Human Abilities (1961), to Intelligence and Cultural Environment (1969) and Intelligence: Heredity and Environment (1979), students of the nature and measurement of mental abilities have found comprehensive collections of information unrivalled for their clarity and impartiality.

The Future of Intelligence Testing

Abstract: Though the most widely used “intelligence” tests have changed little in the last half century, Dr Stern-berg predicts a variety of new influences of future intelligence testing, ranging from the ways we conceptualize intelligence, to the manner in which we pose problems to assess it

Beyond IQ: A Triarchic Theory Of Human Intelligence

Abstract: Introduction: Beyond IQ, as the title suggests, is about intelligence and the way it is measured. Why is a book about intelligence important to those of us concerned with analytic teaching, with teaching in general? What is it that we call IQ and why should anyone want to go beyond it? These questions will be addressed before examining the specific issues raised and addressed by the book under review and then examined again in the light of this new theory of intelligence.

AI and MAP in the processing industries

Abstract: Artificial intelligence (AI) has the potential to do more for process control in the next 10 years than microprocessors have in the past 10 years. Manufacturing Automation Protocol (MAP) could do for digital systems what 3 to 15 psi did for pneumatic systems and 4 to 20 ma did for analog electronic systems. This article reviews these technologies, gives real examples of their use in the processing industries, and shows how they are related. In the broadest sense, AI is the science of developing computer systems to emulate human intelligence (reasoning, decision making, language, learning, etc.). Although this includes several technologies, the branch of AI currently used in the processing industries is ''expert systems.'' The intent of an expert system is to simulate the decision making an expert performs to solve a problem. The decision-making process is converted to heuristics (rules of thumb) and deep knowledge (process model) that are put into the expert system's data base (knowledge base). The rules of thumb are usually translated into statements of the type ''IF this happens THEN take this action'' (examples to follow). The major advantage is assisting those with only limited knowledge of a subject by giving them access to themore » decision making process used by someone very knowledgeable in the subject.« less

Relation of intelligence to ego functioning in an adult psychiatric population.

Abstract: Wechsler Adult Intelligence Scale-Revised (WAIS-R) IQs and clinical ratings of 10 ego functions in a diagnostically heterogeneous sample of 60 adult psychiatric inpatients were correlated. With severity of pathology statistically controlled, higher intelligence was associated with more adequate ego functioning in several spheres: primary autonomous functions, thought processes, object relations, and masterycompetence. There were also some clinically meaningful differences between the Verbal and Performance IQs in the pattern of correlations. Extending Hartmann's original views, the authors employ an ethological framework to conceptualize intelligence in relation to the ego's role in adaptation, emphasizing that intelligence is an important — albeit neglected — aspect of ego functioning.

Intelligence: From Genes to Genius in the Quest for Control

Abstract: Intelligence is an elusive concept that will be with us for the indefinite future. It is a highly problematic term, born of the observation that individuals differ in their accomplishments, skills, and ability to profit from experience with sufficient stability that certain predictions can be made to pragmatic advantage. Understandably, the concept is anthropocentric. It was formulated in response to observations by humans of humans. That origin has complicated the formulation of a perspective concerning the sources of human intelligence. Our perspective is the comparative framework, which holds that human attributes had their origins in evolution that might be traced in part even today in extant animal forms.

Artificial intelligence and cognitive psychology

Abstract: The real source of the crisis in Artificial Intelligence lies in Intellectual faculties. One who carries researches into Artificial Intelligence ought to make every effort to study Intellectual faculties. Intellectual faculties should be first, Artifficial Intelligence second. The purposes of Cognitive Psychology are to understand the characteristics of Intellectual faculties and how people think. There are many similarities in the study of Intellectual faculties and Artificial Intelligence. In line with the computer principle and the method of psychological research, this paper expounds the close relation between Artificial Intelligence and Intellectual faculties and their mutual influences by illustrating Cognition, Attentiveness, Memory and thinking. It also suggests that Intellectual faculties be formalized by the studies of the relation between the code and Intellectual faculties and the relation between the thought and Intellectual faculties so that further Artificial Intelligence cquld be made. Also, it explores how one makes computer create new concepts.

Speed of Information-Processing, Intelligence, and Mental Retardation

Abstract: Publisher Summary Campione and Brown described a number of ways in which research with the mentally retarded might provide information about the nature of human intelligence. They summarized their rationale for this approach as follows: If it is possible to identify characteristics that are lacking or reduced in retarded individuals relative to non-retarded individuals, and that are wholly or in part responsible for observed performance differences in a class of cognitive tasks, one will have identified some important components of intelligence. Essentially, a partial definition of intelligence, and one which is at least implicit in this work, is that it consists of processes which are lacking or reduced in effectiveness in the population of retarded children. In this chapter, the topics of intelligence and mental retardation are approached from the other direction than that adopted by Campione and Brown. Rather than discussing the implications that research with the retarded may have to theories of intelligence, the chapter focuses on the studies of information-processing correlates of intelligence and draws some conclusions as to the ways in which the results of such studies might pertain to mental retardation.

Communication Centre of Scientific Knowledge for Self-Reliance

Abstract: Development means improving the living conditions for all. An acceptable quality of life is one in which people have the basic commodities at their disposal. If such commodities cannot be bought people should be able to produce them. The main resources for doing so are human intelligence and knowledge. The Communication Centre of Scientific Knowledge for Self-Reliance, through wall posters, training manuals and other methods, makes information for the improvement of living conditions available in developing countries.

The application of expert systems principles to teaching and training

Abstract: Expert systems are a subset of artificial intelligence (AI); AI itself might be simplistically described as an attempt to use computers to mimic the functioning of human intelligence and may include knowledge acquisition, reasoning, and adaptation to experience. However, the realization of such a concept lies in the future. Current experimental developments use large, fast, and expensive computers. This chapter discusses the application of expert systems principles to teaching and training. It presents the use of expert systems principles in industrial training with more normal computer-based training approaches and an evaluation of the relative merits of the two approaches. The emphasis of the arguments is on the effectiveness of expert systems and computer-based training in terms of both cost and learning. The chapter discusses the position of expert systems applications within training

A task allocation approach for the man-machine intelligency synergetic system

Abstract: Previous literature demonstrates that task allocation can be either static or dynamic, with both approaches possessing benifets and drawbacks. In order to improve task allocation for man-machine systems, a different task allocation approach is introduced utilising the synergism of human high level intelligence and the information processing ability of the computer. On the basis of human intelligence and limitation analysis a max-min principle for task allocation is presented and three categories of tasks are defined to implement the principle. Emulation illustrates the validity and simplicity of the method. In essence this process is a queuing system with task classified constraints in regard to the problem to be solved.