Showing papers on "Human intelligence published in 1994"

Darwin machines and the nature of knowledge

Abstract: Learn and survive. Behind this simple equation lies a revolution in the study of knowledge, which has left the halls of philosophy for the labs of science. This book offers a cogent account of what such a move does to our understanding of the nature of learning, rationality, and intelligence. Bringing together evolutionary biology, psychology, and philosophy, Henry Plotkin presents a new science of knowledge, one that traces an unbreakable link between instinct and our ability to know. Contrary to the modern liberal idea that knowledge is something derived from experience, this science shows us that what we know is what our nature allows us to know, what our instincts tell us we must know. Since our ability to know our world depends primarily on what we call intelligence, intelligence must be understood as an extension of instinct. Drawing on contemporary evolutionary theory, especially notions of hierarchical structure and universal Darwinism, Plotkin tells us that the capacity for knowledge, which is what makes us human, is deeply rooted in our biology and, in a special sense, is shared by all living things. This leads to a discussion of animal and human intelligence as well as an appraisal of what an instinct-based capacity for knowledge might mean to our understanding of language, reasoning, emotion, and culture. The result is nothing less than a three-dimensional theory of our nature, in which all knowledge is adaptation and all adaptation is a specific form of knowledge.

Assessment of cognitive processes : the PASS theory of intelligence

Abstract: Preface. I. RESTRUCTURING INTELLIGENCE. 1. The Cognitive Approach to Intellectual Assessment. 2. Conceptualization and Measurement of Intelligence: A Cognitive Processing Model. II. PROCESSES OF COGNITION. 3. Attention. 4. The Coding of Information. 5. Planning. III. MECHANISMS OF MEASUREMENT. 6. Operationalization of PASS. 7. PASS and Current IQ Tests. IV. DISCOVERY AND AMELIORATION OF DEFICITS. 8. Exceptional Children. 9. From Assessment to Remediation. 10. PASS Remedial Program: PREP. 11. The Raft. References and Index.

Personality and intelligence

Abstract: Part I. Personality Traits and Intelligence: 1. Personality and intelligence: psychometric and experimental approaches H. J. Eysenck 2. Intelligence, personality, and prudence Nick Haslam and Jonathan Baron Part II. Personality Development and Intelligence: 3. A life-span perspective on the interface between personality and intelligence Anna G. Maciel, Jutta Heckhausen and Paul B. Baltes 4. Toward an integrative model of personality and intelligence: a general framework and some preliminary steps Chi-Yue Chiu, Ying-Yi-Hong and Carol S. Dwek Part III. Personality and the Manifestations of Intelligence: 5. Social intelligence and personality: flexible life task pursuit Nancy Cantor and Robert Harlow 6. Thinking styles: theory and assessment at the interface between intelligence and personality Robert J. Sternberg 7. A living systems approach to the integration of personality and intelligence Martin E. Ford Part IV. Personality, Intelligence And Culture: 8. Intelligence and personality in the psychological theory of activit Sergei D. Smirnov 9. Cultural meaning systems, intelligence, and personality Patricia Ruzgis and Elena L. Grigorenko 10. Morality, authoritarianism, and personal agency in cultural contexts Elliot Turiel Part V. Integration: 11. Some final thoughts about personality and intelligence Peter Salovey and John D. Mayer Author index Subject index.

Mind in Context: Interactionist Perspectives on Human Intelligence

Abstract: Part I. Academic Tasks: 1. Abilities in academic tasks R. E. Snow 2. Novelty and intelligence M. K. Gardner 3. The effects of context on cognition: postcards from Brazil S. J. Ceci and A. Roazzi Part II. Everyday Tasks: 4. The role of problem interpretations in understanding the development of everyday problem solving C. A. Berg and K. S. Calderone 5. The case of cognitive ability testing for job selection R. K. Wagner 6. Leader intelligence, interpersonal stress, and task performance F. E. Fiedler and T. G. Link Part III. General Perspectives: 7. When minds meet: interactions, coincidence, and development in domains of ability N. Granott and H. Gardner 8. From intelligence to knowledge construction: a sociogenetic process approach J. Valsiner and M.-C. Leung 9. PRSVL: an integrative framework for understanding mind in context R. J. Sernberg.

The Definition of a Profession: The Authority of Metaphor in the History of Intelligence Testing, 1890-1930

Abstract: In the early twentieth century, a small group of psychologists built a profession upon the new social technology of intelligence testing. They imagined the human mind as quantifiable, defining their new enterprise through analogies to the better established scientific professions of medicine and engineering. Offering a fresh interpretation of this controversial movement, JoAnne Brown reveals how this group created their professional sphere by semantically linking it to historical systems of cultural authority. She maintains that at the same time psychologists participated in a form of progressivism, which she defines as a political culture founded on the technical exploitation of human intelligence as a "new" natural resource. This book addresses the early days of the mental testing enterprise, including its introduction into the educational system. Moreover, it examines the processes of social change that construct, and are constructed by, shared and contested cultural vocabularies. Brown argues that language is an integral part of social and political experience, and its forms and uses can be specified historically. The historical and theoretical implications will interest scholars in the fields of history, politics, psychology, sociology of knowledge, history and philosophy of social science, and sociolinguistics.

The emergence of intelligence

Abstract: Language, foresight, musical skills and other hallmarks of intelligence are connected through an underlying facility that enhances rapid movements. Creativity may result from a Darwinian contest within the brain.

Chinese and Australian Concepts of Intelligence

Abstract: The paper explores the Chinese conceptualisation of intelligence and points out how Western techniques of measurement of intellectual functions arefarfrom satisfactory. Two studies are presented. B...

Reconceptualizing Intelligence: Dysrationalia as an Intuition Pump:

Abstract: The concept of intelligence is usually conceived of and operationalized in terms of cognitive capacities—relatively fixed information processing operations that determine the efficiency with which preestablished goals are achieved. Intelligence, as operationalized in standardized assessment instruments, has not included the measurement of dispositions toward rational thought and behavior (i.e., the thought processes that fix beliefs proportionately to evidence and that maintain consistency among beliefs). This contrasts with the vernacular use of the term intelligence, which does subsume dispositions toward rationality. It is argued that educational researchers and social scientists should begin to consider the consequences of the discrepancy between scientific/professional and vernacular concepts of intelligence. In order to provoke thought about the discrepancy and the effects that it has on educational practice and social policy, it is proposed that the field consider the implications of a new psycholo...

The Development of Social Intelligence in Psychotherapy Empathic and Dialogic Processes

Abstract: George Herbert Mead described "the whole nature of intelligence as social to its very core." In this respect, he was a forerunner of social constructionism, which, when applied to psychotherapy, focuses the therapeutic process on the client's meaning-making process in the context of relationships. Furthermore, Mead perceived the primary aspect of human intelligence to be the capacity of the individual to "put himselfin the place of' another. The implications ofthis for both individual and family psychotherapy and, in particular, its relevance to the practices of empathy and dialogue are explored. A case of couple therapy is used to illustrate the specific applications of the theoretical concepts discussed.It is generally recognized that the specifically social expressions of intelligence... depend upon the given individual's ability to take the roles of, or "put himself in the place of," the other individuals implicated with him in given social situations; and upon his consequent sensitivity to their atti...

Structure, Development, and Dynamics of Mind: A Meta-Piagetian Theory

Abstract: Publisher Summary This chapter provides an overview of a meta-Piagetian theory. The theory aspires to accommodate the architecture and development of human intelligence, mind, and reasoning. For reasons of convenience, from this point onwards, the chapter uses the term “mind” to refer to all of these three aspects of human knowing. As a theory about the architecture and the dynamics of the mind, it involves propositions, assertions, and hypotheses about (a) the structural organization of human knowledge acquisition and problem solving devices and capabilities, (b) the condition of these devices and capabilities at different ages, and (c) the causes and mechanisms which are responsible for their change along with age. The theory has originated in the Piagetian tradition. In addition, testing, in the psychometric tradition is based on the assumption that thought activity is organized along a number of specifiable ability dimensions which can be used to differentiate individuals. In turn, it is assumed that individual differences are signs indicating the boundaries between cognitive structures. Furthermore, the chapter provides the propositions of the theory about the structure of human mind.

A Person-Situation Interaction Theory of Intelligence in Outline

Abstract: Publisher Summary This chapter discusses the theory of intelligence in outline It takes intelligence as a first focus, however, because of two centrally important facts; general ability differences strongly predict individual differences in learning from instruction and they also interact frequently with variations in instructional treatment in this prediction These kinds of interactions are called aptitude-treatment interactions (ATI) The fact that ATI are ubiquitous in education emphasizes the need for a person-situation interaction theory of intelligence Intelligence has many faces, a characteristic that is usually described as multifaceted There are clearly multiple levels on which intellectual processes operate Many theorists posit metacognitive as well as cognitive functions; in the Demetriou-Efklides terminology, these are hypercognitive functions In addition, the chapter describes intelligence as hierarchical

Commentary: Multiple Intelligence Theory and Everyday Practices.

Abstract: theory as an underlying framework for education. Indeed, school transformation is addressed only in brief interludes either within these chapters or in short essays between chapters that provide hortatory insights and visions of what the theory implies. The third part of the book addresses issues of MI theory and assessment, and the fourth part suggests a future agenda for MI theory. Although provocative suggestions for schooling are found throughout the book, the transformation of conventional schools to ones based on MI theory is found more in prescriptive advice than in actual school settings. I must say that I looked for something quite different. A productive decade of research and discourse has followed the publication of Gardner’s Frames of Mind , and many of the ideas in this classic were hinted at in his earlier writings. Virtually thousands of workshops have been given to school staffs on applying MI theory in classrooms, and at least one school, the Key School in Indianapolis, was designed from the ground up on the MI theory foundation established by Gardner. The theory and illustrative applications are now found in hundreds of textbooks ranging from curriculum and educational psychology to child development, and there is an industry of consultants and training materials specifically devoted to applying MI to schools. Unfortunately, the chapter devoted to the Key School is limited to only seven pages. Even those seven pages tell little about the school. We learn that it was founded six years before the writing of the book by a group of teachers in Indianapolis. We do not learn what brought these teachers together and convinced them to undertake this ambitious innovation; what strategy they followed to create the school; what type of student enrollments they serve; or even what the early results have been. The latter is especially surprising, given the emphasis of MI theory generally and of Gardner specifically on assessment. We do learn about some of the goals of the school and the use of projects. We learn little about the process itself and how it evolved or what lessons have been learned at this early stage. More to the point, it would be useful to know what schools do with all of the MI training that their staffs have received. Do such schools use the training to transform instruction in fairly profound ways, or does MI theory simply graft a new vocabulary onto practices that are sluggish to adapt? In contrast to the relative sparsity of information and analysis on how MI theory has been applied in school settings, Gardner does have much to say about discussing and recommending school practices that are consistent with MI theory. For example, Gardner places great emphasis on student projects as an appropriate confluence for recognizing and building on multiple intelliA Symposium

Thinking and intelligence

Abstract: This chapter is about how we make sense of the world. Making sense of things, interpreting situations and scenes, and planning activities are such basic human qualities that we take them for granted. We do not need to understand how we think, or how we plan, in order to do it — we just go ahead. It is interesting, though, to consider some of the characteristics of intelligent activity and what we might be able to do to enhance it.

Theories of intelligence

Abstract: Intelligence, Attention, and Learning: Maximal and Typical Performance Intelligence, Personality and Society: Constructivist versus Essentialist Possibilities Cognitive Abilities: Constructing a Theory from Data The Bio-Ecological Theory of Intelligence: A Developmental-Contextual Perspective Theoretical Possibilities: The Relation of Human Intelligence to Basic Cognitive Abilities A Biological Theory of Intelligence A System for Understanding Cognitive Capabilities: A Theory and the Evidence on Which it is Based Intelligence from the Standpoint of a (Pragmatic) Behaviorist Theoretical Models for the Study of Intelligence Phlogiston, Animal Magnetism,and Intelligence Multiple Intelligences in Multiple Contexts CAM: A Theoretical Framework for Cognitive Abilities Measurement Human Intelligence: Its Nature, Uses, and Interaction with Context Author Index Subject Index

468 Factor-Analyzed Data Sets: What They Tell Us and Don't Tell Us About Human Intelligence:

Abstract: Have you ever tried to reanalyze a set of someone else's data? If so, then you know how hard it is to do so. You have to find the data set, figure out what the variables are and how they are labeled, do the analysis, make sense of it, and so on. Many people who do a reanalysis decide never to do another. It is like someone else trying to read your computer output: You know what it means; they usually do not. Imagine, then, undertaking the reanalysis of 477 data sets. That is ~~at Jack Carroll did for Human Cogmtlve Abilities: A Survey of Factor-Analytic Studies. This tour de force represents the result of a massive undertaking that probably no one else would have the sheer persistence to finish, much less to start. Carroll obtained \"reasonable\" solutions for 461 of the data sets. The data sets, representing analyses of human abilities, are diverse with reo spect to country of origin (most being from the United States, but others coming from England, Canada, Germany, and Australia, as well as fewer from non· English-speaking countries), date of original publication (ranging from 1927 to 1987), age levels of subjects (ranging from 6 months to 71 years), genders of subjects (totals of 55,746 males in allmale samples, 10,357 females in a~l­ female samples, and 65,468 people In mixed sainples), and types of samples (students, military personnel, infants, prisoninmates, people in variou.s occ~· pations, etc.). They also vary Widely In types of abilities measured. Most of the data sets were correlation matrices, but others were various types of factor matrices.

The historical foundations of humanitarian action

Abstract: In addition to the religious motivation, another equally old tradition can be said to have played a part in the emergence of the Red Cross Movement. This involved the perception, by the sole means of human intelligence, of an ideal concept of goodness separate from, and in some cases even opposed to, the consideration of a person's immediate interests.

Artificial organizational intelligence

Abstract: A natural intelligence is not an isolated one; on the contrary, it is highly related with other natural intelligences. Consequently, an artificial intelligence could be conceived as non-isolated and "socially" related to others. In this context the author: defines the basic concepts to be employed; reviews the "social" relations and influences existing between natural intelligences, translates these "social" relations into artificial ones and presents an artificial Delphi way of intelligence interaction; reviews the collective decision-making process and its influence on the individual decision; establishes ordinal and cardinal collective decision-making between several artificial intelligences; establishes the general guidelines for the design of a "socialized" artificial intelligence; discusses the very encouraging results, from where it is concluded that a "socialized" artificial intelligence is more "intelligent" than an isolated, "non-socialized" one; attempts a generalization to the organizational context by means of applying collective decision theory to expert systems based on the experience of individual managers or employees; and reverses the analogical thinking direction to suggest the feasibility and desirability of natural organizational intelligence, supported by an artificial organizational intelligence. >

Machine Predictability Versus Human Creativity

Abstract: In this paper I defend a natural view of higher human intelligence, specifically, that sort of intelligence which involves intentional content states such as belief and desire. This natural view is that higher human intelligence is inseparable from the sort of cultural activity which distinguishes persons from animals or machines. Needless to say, this view is not held in high esteem. This is not because it conflicts with any facts. Indeed, it is in harmony with all of the facts which anyone, in their non-ideological moments, must admit. Rather, the resistance derives from the fact that it conflicts with the currently favored research program, inherited from the French Enlightenment, of producing a machine model of man.

Mental testing and machine intelligence: The Lashley‐Hull debate

Abstract: Karl Lashley and Clark Hull had a long and unresolved controversy about the structure and function of the brain, its relationship to the mind, and the use of machine metaphors to explain intelligence Though on the surface their debate was not about the relative importance of heredity or environment in determining intelligence and behavior, this is the subtext that ran through their exchanges A determined hereditarian, Lashley was committed, both intellectually and institutionally, to the integration of biology and psychology But Hull believed that environmentally-shaped reflex connections underlay behavior and that this law made psychology the most basic of the social sciences

Brain Makers

Abstract: From the Publisher: Over the past four decades, large corporations and research labs have tried to find a way to make computers behave more like humans. In particular, they have wanted to create thinking machines - computers that could learn, reason, and even understand the spoken word. The technology that attempts to do this is known as artificial intelligence. Artificial intelligence is about power: the power of man to recreate human intelligence in machines, and the power of man over those machines. Yet AI is also about the power to use intelligent computers as a weapon - literally - in the wars of corporate competition and personal egos, because in the story of man and machines, man is the real story. In the quest to create thinking computers, there are plenty of outsized egos to match the relative normalcy of the people that worked tirelessly to make AI a reality. People who had been tossed out of every other respectable job in the computer business often found a safe haven in AI, where they worked side by side with post-pubescent geniuses who would rather sleep in a room with a computer than in a room with a member of the opposite sex. Still other people, with no pretensions of greatness, made remarkable breakthroughs that pushed the technology further than it was ever expected to go. You do not have to understand anything about machines to understand the business of artificial intelligence. Even if you've never used a computer, you are not at a loss in the pages that follow. Nor do you need to know anything concerning the age-old quandary about what really constitutes "thinking." This is the story of a technology that is being used by all of the world's major corporations - a technology that passes approval on credit card purchases, schedules the flights of airplanes, helps the IRS catch tax cheats, assists the FBI in tracking down serial killers, and makes life-and-death decisions in emergency rooms. It is a technology that is becoming an integral part of the world around

A critique of artificial intelligence

Abstract: Research on artificial intelligence has yielded several useful technologies, which hold much further promise. If there is to be an age of the intelligent android, however, it is not just around the corner, perhaps because the computer may be an inoppropriate vehicle for simulating human intelligence. The emphasis should continue to be on the creation of devices and mechanisms which serve human beings.

Social logics and expert systems

Abstract: My goal is to emphasize the way we generally use the word ‘logic’ and the sort of problems related to the definition of logic and the sort of problems related to the definition of logic. I also wish to underline the differences between human intelligence and artificial intelligence.