New Books on Darwinism Look at the Religious and Rhetorical Aspects of Evolutionary Theory

Darwin's Proof: The Triumph of Religion Over Science , Cornelius Hunter, Brazos Press 2003 (1-58743-056-8), pp. 168, Hb $17.99
Doubts About Darwin: A History of Intelligent Design , Thomas Woodward, Baker Books 2003 (0-8010-6443-0), pp. 303, Hb $19.99     

A Better Look at Intelligence

The Planning, Attention, Simultaneous, and Successive (PASS) model is offered as an alternative to the unidimensional conceptualization of intelligence as a general ability. The unidimensional conceptualization has not helped researchers and clinicians understand variations of cognitive functions within special populations such as individuals with learning disabilities, disorders of attention, or mental retardation. Neither has this conceptualization aided in program planning for these individuals. PASS is a model of cognitive function based on contemporary research in both cognition and neuropsychology and provides a theory for both assessment and intervention. This article reviews concepts and examples of PASS theory and its application to reading disabilities and mental retardation. For example, the article links dyslexia with a deficit in successive processing. It also identifies the major difficulties of individuals with Down syndrome in phonological memory and articulation. Further research on successive processing, and planning as it relates to language, is suggested.     

A Gender-Fair Look at Variability in Creativity: Growth in Variability Over a Period Versus Gender Comparison at a Time Point

Using two normative datasets of the Wallach-Kogan Creativity Tests (WKCT), variability in creativity was studied in terms of growth over a period and gender comparison at a time point. New indices were introduced to tap growth in variability for men and women and new results were obtained for the growth in variability of various creative abilities measured by the WKCT. It was found that both male variability and female variability increased with time in both verbal and figural fluency, flexibility, uniqueness, and unusualness. For gender comparison of variability at a time point, the widely accepted gender-difference variance ratio was employed. In line with previous cognitive-intellectual research findings, results of this study showed that the Greater Male Variability Hypothesis had supportive evidence from responses to figural stimuli but not responses to verbal stimuli of the WKCT. The findings and the advantages of the new indices were discussed.