The science of human intelligence:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2024
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| Ausgabe: | Second edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xvii, 423 Seiten Illustrationen, Diagramme |
| ISBN: | 9781108477154 9781108701969 |
Internformat
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| adam_text | Contents Preface Acknowledgments 1 A Brief Voyage to the Past 1.1 Introduction: We Are Not All Equally Intelligent 1.1.1 Spain, Sixteenth Century 1.1.2 England and France, Nineteenth and Twentieth Centuries 1.2 Testing for Intelligence 1.2.1 Testing before PsychologicalScience 1.2.2 Alfred Binet Invents Modern Intelligence Testing 1.2.3 The Intelligence Quotient(IQ) 1.2.4 The Stanford-Binet and Wechsler Tests 1.2.5 Group Testing 1.3 Do the Tests Work? 1.3.1 Tests’Accuracy 1.3.2 A Few Statistics 1.3.3 Objections to Testing for Intelligence 1.4 Debunking Myths before Moving Forward 1.5 Summary 1.6 Questions for Discussion 2 Basic Concepts 2.1 Introduction: A Framework for Understanding Intelligence 2.1.1 Manifest and Latent Variables 2.1.2 Causes of Intelligence 2.1.3 Measurement of Intelligence 2.1.4 Uses of Intelligence page xiii xvii i i շ 3 4 4 4 5 8 9 11 11 12 13 15 20 21 23 23 23 24 26 27 vii
viii CONTENTS 2.2 2.3 2.4 2.5 2.1.5 Products of Intelligence 2.1.6 Cause and Effect in Intelligence Research 2.1.7 Reaction Ranges and the Challenge Hypothesis 2.1.8 Intelligence Is Part of a System Scientific Theories 2.2.1 Choosing between Competing Theories 2.2.2 Systems Thinking Complicates the Issue 2.2.3 Intelligence as a Construct in Social Systems 2.2.4 Reductionism 2.2.5 Psychometrics 2.2.6 Information Processing 2.2.7 Biology Do We Need All This? Summary Questions for Discussion 27 28 29 p 35 54 36 58 38 40 41 42 43 44 45 3 Psychometric Models of Intelligence 3.1 Introduction: ... And Then There Were Tests 3.2 Sampling Intelligence 3.2.1 Language 3.2.2 Visuospatial Reasoning 3.2.3 Mathematical Reasoning 3.2.4 Deductive and Inductive Reasoning 3.2.5 Aptitude and Achievement Tests 3.3 Test Design and Test Use 3.3.1 Item Selection and Evaluation 3.3.2 The Distribution of Test Scores 3.3.3 Item Response Theory (IRT): Beyond Raw Scores 3.3.4 The Importance of Norming 3.4 Intelligence Measurement: Summary 3.5 Psychometric Models in Brief 3.5.1 Essence of Psychometric Models 3.5.2 Factor Analysis 3.5.3 Exploratory Factor Analysis (EFA) 3.5.4 Confirmatory Factor Analysis (CFA) 3.5.5 Limits of Factor Analysis 3.6 To g or Not to g 3.6.1 General Intelligence (g) 3.6.2 The Positive Manifold and g 3.6.3 The Nature of g 3.6.4 Reservations about g 3.6.5 Spearman versus Thurstone 3.7 The Cattell-Horn-Carroll (CHC) Model 3.7.1 Extensions and Applications of the Three-Stratum Model 3.7.2 What Is a Natural Kind of Ability: g, Gf, or Gc? 3.8 The g-VPR Model 3.8.1 Psychometric
Evidence for the g-VPR Model 3.8.2 Logical Arguments for the g-VPR Model 3.9 Summary 3.10 Questions for Discussion 49 5° 51 52 53 53 54 55 56 57 57 57 58 58 62 63 65 65 66 66 68 70 71 73 76 78 79 80 81 82
CONTENTS ix 4 Cognitive Models of Intelligence and Information Processing 4.1 Introduction 4.2 Cognitive Psychology 4.3 Mental Processing Speed 4.3.1 Experimental Paradigms 4.3.2 Experimental Resultsfor Processing Speed and Intelligence 4.4 Working Memory Capacity 4.4.1 The Measurement of Working Memory Capacity 4.4.2 The Relation between Working Memoryand Intelligence 4.5 Verbal Comprehension and Intelligence 4.5.1 Low-Level Linguistic Skills 4.5.2 Higher-Order Comprehension 4.6 Visuospatial Ability and Intelligence 4.6.1 Imagery 4.6.2 Spatial Orientation 4.6.3 Visuospatial Ability and InformationProcessing 4.7 Process Overlap Theory: Connecting Psychometric, Cognitive, and Biological Models of Intelligence 4.8 Summary 4.9 Questions for Discussion 115 117 117 5 Intelligence and the Brain 5.1 Introduction 5.2 Are Bigger Brains Smarter? 5.3 Where in the Brain Is Intelligence? 5.3.1 The P-FIT Model of Distributed Networks 5.3.2 Patterns of Brain Connectivity 5.3.3 Predicting Intelligence from Brain Connectivity 5.4 Brain Efficiency 5.5 Linking Intelligence, BrainConnectivity, and Neurons 5.6 Summary 5.7 Questions for Discussion 122 122 129 130 131 139 141 143 149 15o 152 6 The Genetic Basis of Intelligence 6.1 Introduction 6.2 Evolution and Genes 6.3 Behavioral Genetics 6.3.1 Heritability 6.3.2 Adoption Studies 6.3.3 Twin Studies 6.3.4 Heritability of Information Processing 6.3.5 Heritability of Academic Skills 6.3.6 Are Findings from Behavioral Genetics Convincing? 6.4 DNA and Molecular Genetics 6.4.1 Genetic Basis of Intelligence Variation 6.4.2 Hunting Genes for
Intelligence 6.4.3 Cooperation, GWAS, and Polygenic Scores to Predict Intelligence 6.4.4 Genes to Neurons to Brains to Intelligence 6.5 Concluding Thoughts 6.6 Summary 6.7 Questions for Discussion 157 157 158 159 160 161 165 169 171 174 176 177 177 179 185 186 107 188 84 84 85 89 92 95 97 101 101 105 106 108 no 111 111 113
CONTENTS 7 Experience and Intelligence 7.1 Introduction 7.2 Experience and the Physical World 7.2.1 Prenatal and Infant Experiences 7.2.2 Direct Insults to the Brain 7.2.3 Atmospheric Lead 7.2.4 Nutrition 7.2.5 Alcohol 7.3 Experience and the Social World 7.3.1 Socioeconomic Status (SES) 7.3.2 Adoption 7.3.3 The Home: Parenting 7.3.4 The Home: Resources 7.3.5 Early Interventions in At-Risk Populations 7.3.6 A Value Judgment 7.4 Experience, Formal Education, and Intelligence 7.4.1 Does Education Contribute to Intelligence? 7.4.2 How Much Does Education Improve Intelligence? 7.5 Summary 7.6 Questions for Discussion 8 Intelligence and Everyday Life 8.1 Introduction 8.2 Investigating Intelligence and Success inLife 8.2.1 The Conceptual Criterion Problem 8.2.2 Three Statistical Problems 8.2.3 The Research Design Problem 8.2.4 Are These Problems Fatal? 8.3 Intelligence and Academic Achievement 8.3.1 Intelligence in Grades K-l2 8.3.2 Intelligence and Selection in Higher Education 8.4 Intelligence in the Workplace 8.4.1 Studies of Military Enlisted Performance 8.4.2 Studies of the Civilian Workplace 8.4.3 General Intelligence and Specific Jobs 8.5 Health, Personal/Social Adjustment, and “Emotional Intelligence” 8.6 Conclusion 8.7 Summary 8.8 Questions for Discussion 9 Introduction to the Scientific Study of Population Differences 9.1 Introduction 9.2 The Issues Involved 9.2.1 Motivation 9.2.2 Recruitment and Attrition Effects 9.2.3 Establishing Causation 9.3 Statistics and Measurement 9.3.1 The Size of Population Differences 9.3.2 Using the Same Standardized Test for Measuring
Different Populations 9.3.3 Comparing Groups Using Test Batteries 192 ]92 196 197 199 200 202 2O5 2°6 2O7 2O7 212 213 214 21§ 220 220 223 224 224 229 229 23° 23° U1 235 237 23$ 239 24x 243 247 249 252 255 26і 2$2 2$3 2^6 2 66 267 267 269 27° 27 і 2 7J 273 274
CONTENTS 9.4 What to Conclude? 9.5 Summary 9.6 Questions for Discussion xi 276 276 280 10 Sex Differences and Intelligence 10.1 Introduction: Why Sex Matters 10.2 Psychometric Studies of Intelligence Differences 10.2.1 Evidence from Test Batteries 10.2.2 Evidence from Individual Tests 10.2.3 The Importance of Variance 10.3 Sex Differences in Cognitive Abilities 10.3.1 Sex Differences in Cognitive Traits and Education 10.3.2 Boys and Girls in the K-12 System 10.3.3 College and University Undergraduate Education 10.3.4 Postgraduate Education and Career Development 10.4 Possible Origins of Cognitive Sex Differences 10.4.1 Social/Cultural Influence and Interests 10.4.2 Two Views of Evolution 10.4.3 Are There Male and Female Brains? 10.5 Conclusions 10.6 Summary 10.7 Questions for Discussion 283 283 285 285 287 289 294 298 299 301 304 307 307 310 311 315 316 316 11 Intelligence and Aging 11.1 Introduction 11.2 How Do We Study the Relationship between Intelligence and Aging? 11.3 Psychometrics 11.4 Information Processing 11.4.1 Processing Speed 11.4.2 Working Memory 11.5 Biology 11.6 Healthy Aging 11.7 Summary 11.8 Questions for Discussion 322 322 325 329 335 335 337 341 348 349 350 12 Intelligence in the World 12.1 Introduction 12.2 The Intelligence of Nations 12.3 Methodological Issues 12.4 Opening Pandora’s Box 12.5 Cognitive Capitalism 12.6 What Makes Nations Intelligent? 12.7 Summary 12.8 Questions for Discussion 354 354 359 361 364 366 370 372 373 13 Enhancing Intelligence 13.1 Introduction 13.1.1 Sources of Confusion 13.1.2 Does Compensatory or Early Childhood Education
Boost Intelligence? 13.2 Evidence of Malleability from the Environment 13.2.1 Secondary Education Effects for Individuals 13.2.2 The Flynn Effect for Generations 375 375 376 378 379 379 379
CONTENTS xii 13.3 What Does Not Work (So Far)from Laboratory Studies 13.3.1 Memory Training 13.3.2 Computer Games 13.4 What Might Work from Biology 13.4.1 Embryo Selection 13.4.2 Genetic Engineering 13.4.3 Drugs and an IQ Pill 13.5 Summary and Conclusion 13.6 Questions for Discussion Epilogue: A Final Word E.l Ten Key Points E.2 A Final Challenge for You Index 381 381 383 385 385 387 ^88 ^ç0 յցՕ 394 395
“With their 75 years of combined research experience in the field of intelligence, no other pair of authors could have written such an authoritative and comprehensive book. It lucidly covers the theories, methods, and results of intelligence research, from the environment and training to genes and the brain throughout the life course. Clear and engaging, the book doesn’t shy away from controversial issues. Highly recommended.” Robert Plomin, King’s College London, UK “Perennially, there have been too few higher-level textbooks devoted to human intelligence differences. This engagingly voiced book is commendable as clear, current, comprehensive, and cautious.” Ian Deary, University of Edinburgh, UK “A riveting survey of modern research to unlock the nature and biological foundations of human intelligence by pioneers in the field. Aron K. Barbey, University of Illinois ‘The Science of Human Intelligence ... is probably the best book about human intelligence ever written ... The book is very well written, and the critical concepts and findings are nicely illustrated. I predict that it is going to be a standard text for classes on intelligence, and a standard reference for research on intelligence, for many years.” Andreas Demetriou, University of Cyprus “Human intelligence is the major adaptive mechanism for humans. If humans and this planet are to survive, it will be important that we understand and optimize our intellectual capabilities. This book presents our current best understanding of human intelligence and how it should be studied.” Douglas K. Detterman, psychologist,
USA at Urbana-Champaign, USA In this revised and updated edition of Hunt’s classic textbook Human Intelligence, two research experts explain how key scientific studies have revealed exciting information about what intelligence is, where it comes from, why there are individual differences, and what the prospects are for enhancing it. The topics are chosen based on the weight of evidence, so readers can evaluate what ideas and theories the data support. These topics include IQ testing, mental processes, brain imaging, genetics, population differences, sex, aging, and likely prospects for enhancing intelligence based on current scientific evidence. Readers will confront ethical issues raised by research data and learn how scientists pursue answers to basic and socially relevant questions about why intelligence is important in everyday life. Many of the answers will be surprising and stimulate readers to think constructively about their own views.
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| adam_txt |
Contents Preface Acknowledgments 1 A Brief Voyage to the Past 1.1 Introduction: We Are Not All Equally Intelligent 1.1.1 Spain, Sixteenth Century 1.1.2 England and France, Nineteenth and Twentieth Centuries 1.2 Testing for Intelligence 1.2.1 Testing before PsychologicalScience 1.2.2 Alfred Binet Invents Modern Intelligence Testing 1.2.3 The Intelligence Quotient(IQ) 1.2.4 The Stanford-Binet and Wechsler Tests 1.2.5 Group Testing 1.3 Do the Tests Work? 1.3.1 Tests’Accuracy 1.3.2 A Few Statistics 1.3.3 Objections to Testing for Intelligence 1.4 Debunking Myths before Moving Forward 1.5 Summary 1.6 Questions for Discussion 2 Basic Concepts 2.1 Introduction: A Framework for Understanding Intelligence 2.1.1 Manifest and Latent Variables 2.1.2 Causes of Intelligence 2.1.3 Measurement of Intelligence 2.1.4 Uses of Intelligence page xiii xvii i i շ 3 4 4 4 5 8 9 11 11 12 13 15 20 21 23 23 23 24 26 27 vii
viii CONTENTS 2.2 2.3 2.4 2.5 2.1.5 Products of Intelligence 2.1.6 Cause and Effect in Intelligence Research 2.1.7 Reaction Ranges and the Challenge Hypothesis 2.1.8 Intelligence Is Part of a System Scientific Theories 2.2.1 Choosing between Competing Theories 2.2.2 Systems Thinking Complicates the Issue 2.2.3 Intelligence as a Construct in Social Systems 2.2.4 Reductionism 2.2.5 Psychometrics 2.2.6 Information Processing 2.2.7 Biology Do We Need All This? Summary Questions for Discussion 27 28 29 p 35 54 36 58 38 40 41 42 43 44 45 3 Psychometric Models of Intelligence 3.1 Introduction: . And Then There Were Tests 3.2 Sampling Intelligence 3.2.1 Language 3.2.2 Visuospatial Reasoning 3.2.3 Mathematical Reasoning 3.2.4 Deductive and Inductive Reasoning 3.2.5 Aptitude and Achievement Tests 3.3 Test Design and Test Use 3.3.1 Item Selection and Evaluation 3.3.2 The Distribution of Test Scores 3.3.3 Item Response Theory (IRT): Beyond Raw Scores 3.3.4 The Importance of Norming 3.4 Intelligence Measurement: Summary 3.5 Psychometric Models in Brief 3.5.1 Essence of Psychometric Models 3.5.2 Factor Analysis 3.5.3 Exploratory Factor Analysis (EFA) 3.5.4 Confirmatory Factor Analysis (CFA) 3.5.5 Limits of Factor Analysis 3.6 To g or Not to g 3.6.1 General Intelligence (g) 3.6.2 The Positive Manifold and g 3.6.3 The Nature of g 3.6.4 Reservations about g 3.6.5 Spearman versus Thurstone 3.7 The Cattell-Horn-Carroll (CHC) Model 3.7.1 Extensions and Applications of the Three-Stratum Model 3.7.2 What Is a Natural Kind of Ability: g, Gf, or Gc? 3.8 The g-VPR Model 3.8.1 Psychometric
Evidence for the g-VPR Model 3.8.2 Logical Arguments for the g-VPR Model 3.9 Summary 3.10 Questions for Discussion 49 5° 51 52 53 53 54 55 56 57 57 57 58 58 62 63 65 65 66 66 68 70 71 73 76 78 79 80 81 82
CONTENTS ix 4 Cognitive Models of Intelligence and Information Processing 4.1 Introduction 4.2 Cognitive Psychology 4.3 Mental Processing Speed 4.3.1 Experimental Paradigms 4.3.2 Experimental Resultsfor Processing Speed and Intelligence 4.4 Working Memory Capacity 4.4.1 The Measurement of Working Memory Capacity 4.4.2 The Relation between Working Memoryand Intelligence 4.5 Verbal Comprehension and Intelligence 4.5.1 Low-Level Linguistic Skills 4.5.2 Higher-Order Comprehension 4.6 Visuospatial Ability and Intelligence 4.6.1 Imagery 4.6.2 Spatial Orientation 4.6.3 Visuospatial Ability and InformationProcessing 4.7 Process Overlap Theory: Connecting Psychometric, Cognitive, and Biological Models of Intelligence 4.8 Summary 4.9 Questions for Discussion 115 117 117 5 Intelligence and the Brain 5.1 Introduction 5.2 Are Bigger Brains Smarter? 5.3 Where in the Brain Is Intelligence? 5.3.1 The P-FIT Model of Distributed Networks 5.3.2 Patterns of Brain Connectivity 5.3.3 Predicting Intelligence from Brain Connectivity 5.4 Brain Efficiency 5.5 Linking Intelligence, BrainConnectivity, and Neurons 5.6 Summary 5.7 Questions for Discussion 122 122 129 130 131 139 141 143 149 15o 152 6 The Genetic Basis of Intelligence 6.1 Introduction 6.2 Evolution and Genes 6.3 Behavioral Genetics 6.3.1 Heritability 6.3.2 Adoption Studies 6.3.3 Twin Studies 6.3.4 Heritability of Information Processing 6.3.5 Heritability of Academic Skills 6.3.6 Are Findings from Behavioral Genetics Convincing? 6.4 DNA and Molecular Genetics 6.4.1 Genetic Basis of Intelligence Variation 6.4.2 Hunting Genes for
Intelligence 6.4.3 Cooperation, GWAS, and Polygenic Scores to Predict Intelligence 6.4.4 Genes to Neurons to Brains to Intelligence 6.5 Concluding Thoughts 6.6 Summary 6.7 Questions for Discussion 157 157 158 159 160 161 165 169 171 174 176 177 177 179 185 186 107 188 84 84 85 89 92 95 97 101 101 105 106 108 no 111 111 113
CONTENTS 7 Experience and Intelligence 7.1 Introduction 7.2 Experience and the Physical World 7.2.1 Prenatal and Infant Experiences 7.2.2 Direct Insults to the Brain 7.2.3 Atmospheric Lead 7.2.4 Nutrition 7.2.5 Alcohol 7.3 Experience and the Social World 7.3.1 Socioeconomic Status (SES) 7.3.2 Adoption 7.3.3 The Home: Parenting 7.3.4 The Home: Resources 7.3.5 Early Interventions in At-Risk Populations 7.3.6 A Value Judgment 7.4 Experience, Formal Education, and Intelligence 7.4.1 Does Education Contribute to Intelligence? 7.4.2 How Much Does Education Improve Intelligence? 7.5 Summary 7.6 Questions for Discussion 8 Intelligence and Everyday Life 8.1 Introduction 8.2 Investigating Intelligence and Success inLife 8.2.1 The Conceptual Criterion Problem 8.2.2 Three Statistical Problems 8.2.3 The Research Design Problem 8.2.4 Are These Problems Fatal? 8.3 Intelligence and Academic Achievement 8.3.1 Intelligence in Grades K-l2 8.3.2 Intelligence and Selection in Higher Education 8.4 Intelligence in the Workplace 8.4.1 Studies of Military Enlisted Performance 8.4.2 Studies of the Civilian Workplace 8.4.3 General Intelligence and Specific Jobs 8.5 Health, Personal/Social Adjustment, and “Emotional Intelligence” 8.6 Conclusion 8.7 Summary 8.8 Questions for Discussion 9 Introduction to the Scientific Study of Population Differences 9.1 Introduction 9.2 The Issues Involved 9.2.1 Motivation 9.2.2 Recruitment and Attrition Effects 9.2.3 Establishing Causation 9.3 Statistics and Measurement 9.3.1 The Size of Population Differences 9.3.2 Using the Same Standardized Test for Measuring
Different Populations 9.3.3 Comparing Groups Using Test Batteries 192 ]92 196 197 199 200 202 2O5 2°6 2O7 2O7 212 213 214 21§ 220 220 223 224 224 229 229 23° 23° U1 235 237 23$ 239 24x 243 247 249 252 255 26і 2$2 2$3 2^6 2 66 267 267 269 27° 27 і 2 7J 273 274
CONTENTS 9.4 What to Conclude? 9.5 Summary 9.6 Questions for Discussion xi 276 276 280 10 Sex Differences and Intelligence 10.1 Introduction: Why Sex Matters 10.2 Psychometric Studies of Intelligence Differences 10.2.1 Evidence from Test Batteries 10.2.2 Evidence from Individual Tests 10.2.3 The Importance of Variance 10.3 Sex Differences in Cognitive Abilities 10.3.1 Sex Differences in Cognitive Traits and Education 10.3.2 Boys and Girls in the K-12 System 10.3.3 College and University Undergraduate Education 10.3.4 Postgraduate Education and Career Development 10.4 Possible Origins of Cognitive Sex Differences 10.4.1 Social/Cultural Influence and Interests 10.4.2 Two Views of Evolution 10.4.3 Are There Male and Female Brains? 10.5 Conclusions 10.6 Summary 10.7 Questions for Discussion 283 283 285 285 287 289 294 298 299 301 304 307 307 310 311 315 316 316 11 Intelligence and Aging 11.1 Introduction 11.2 How Do We Study the Relationship between Intelligence and Aging? 11.3 Psychometrics 11.4 Information Processing 11.4.1 Processing Speed 11.4.2 Working Memory 11.5 Biology 11.6 Healthy Aging 11.7 Summary 11.8 Questions for Discussion 322 322 325 329 335 335 337 341 348 349 350 12 Intelligence in the World 12.1 Introduction 12.2 The Intelligence of Nations 12.3 Methodological Issues 12.4 Opening Pandora’s Box 12.5 Cognitive Capitalism 12.6 What Makes Nations Intelligent? 12.7 Summary 12.8 Questions for Discussion 354 354 359 361 364 366 370 372 373 13 Enhancing Intelligence 13.1 Introduction 13.1.1 Sources of Confusion 13.1.2 Does Compensatory or Early Childhood Education
Boost Intelligence? 13.2 Evidence of Malleability from the Environment 13.2.1 Secondary Education Effects for Individuals 13.2.2 The Flynn Effect for Generations 375 375 376 378 379 379 379
CONTENTS xii 13.3 What Does Not Work (So Far)from Laboratory Studies 13.3.1 Memory Training 13.3.2 Computer Games 13.4 What Might Work from Biology 13.4.1 Embryo Selection 13.4.2 Genetic Engineering 13.4.3 Drugs and an IQ Pill 13.5 Summary and Conclusion 13.6 Questions for Discussion Epilogue: A Final Word E.l Ten Key Points E.2 A Final Challenge for You Index 381 381 383 385 385 387 ^88 ^ç0 յցՕ 394 395
“With their 75 years of combined research experience in the field of intelligence, no other pair of authors could have written such an authoritative and comprehensive book. It lucidly covers the theories, methods, and results of intelligence research, from the environment and training to genes and the brain throughout the life course. Clear and engaging, the book doesn’t shy away from controversial issues. Highly recommended.” Robert Plomin, King’s College London, UK “Perennially, there have been too few higher-level textbooks devoted to human intelligence differences. This engagingly voiced book is commendable as clear, current, comprehensive, and cautious.” Ian Deary, University of Edinburgh, UK “A riveting survey of modern research to unlock the nature and biological foundations of human intelligence by pioneers in the field." Aron K. Barbey, University of Illinois ‘The Science of Human Intelligence . is probably the best book about human intelligence ever written . The book is very well written, and the critical concepts and findings are nicely illustrated. I predict that it is going to be a standard text for classes on intelligence, and a standard reference for research on intelligence, for many years.” Andreas Demetriou, University of Cyprus “Human intelligence is the major adaptive mechanism for humans. If humans and this planet are to survive, it will be important that we understand and optimize our intellectual capabilities. This book presents our current best understanding of human intelligence and how it should be studied.” Douglas K. Detterman, psychologist,
USA at Urbana-Champaign, USA In this revised and updated edition of Hunt’s classic textbook Human Intelligence, two research experts explain how key scientific studies have revealed exciting information about what intelligence is, where it comes from, why there are individual differences, and what the prospects are for enhancing it. The topics are chosen based on the weight of evidence, so readers can evaluate what ideas and theories the data support. These topics include IQ testing, mental processes, brain imaging, genetics, population differences, sex, aging, and likely prospects for enhancing intelligence based on current scientific evidence. Readers will confront ethical issues raised by research data and learn how scientists pursue answers to basic and socially relevant questions about why intelligence is important in everyday life. Many of the answers will be surprising and stimulate readers to think constructively about their own views. |
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| id | DE-604.BV049315086 |
| illustrated | Illustrated |
| index_date | 2024-07-03T22:41:54Z |
| indexdate | 2024-07-10T10:01:18Z |
| institution | BVB |
| isbn | 9781108477154 9781108701969 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034576131 |
| oclc_num | 1383733603 |
| open_access_boolean | |
| owner | DE-384 DE-19 DE-BY-UBM DE-578 DE-11 |
| owner_facet | DE-384 DE-19 DE-BY-UBM DE-578 DE-11 |
| physical | xvii, 423 Seiten Illustrationen, Diagramme |
| publishDate | 2024 |
| publishDateSearch | 2024 |
| publishDateSort | 2024 |
| publisher | Cambridge University Press |
| record_format | marc |
| spelling | Haier, Richard ca. 20./21. Jh. Verfasser (DE-588)1237730457 aut The science of human intelligence Richard J. Haier, Roberto Colom, Earl Hunt Second edition Cambridge Cambridge University Press 2024 xvii, 423 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Intelligenz (DE-588)4027251-5 gnd rswk-swf Intelligenz (DE-588)4027251-5 s DE-604 Colom, Roberto Verfasser aut Hunt, Earl B. 1933-2016 Verfasser (DE-588)133174530 aut Erscheint auch als Online-Ausgabe, EPUB 978-1-108-56957-6 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034576131&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034576131&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Haier, Richard ca. 20./21. Jh Colom, Roberto Hunt, Earl B. 1933-2016 The science of human intelligence Intelligenz (DE-588)4027251-5 gnd |
| subject_GND | (DE-588)4027251-5 |
| title | The science of human intelligence |
| title_auth | The science of human intelligence |
| title_exact_search | The science of human intelligence |
| title_exact_search_txtP | The science of human intelligence |
| title_full | The science of human intelligence Richard J. Haier, Roberto Colom, Earl Hunt |
| title_fullStr | The science of human intelligence Richard J. Haier, Roberto Colom, Earl Hunt |
| title_full_unstemmed | The science of human intelligence Richard J. Haier, Roberto Colom, Earl Hunt |
| title_short | The science of human intelligence |
| title_sort | the science of human intelligence |
| topic | Intelligenz (DE-588)4027251-5 gnd |
| topic_facet | Intelligenz |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034576131&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034576131&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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