Adults' conceptions of intelligence across the adult life span.

To examine whether young, middle-aged, and older adults view the concept of intelligent person as similar or different during adulthood, 140 adults of various ages rated how likely it would be for individuals of average and exceptional intelligence at 30, 50, and 70 years of age to be engaged in behaviors previously identified by adults as characterizing adult intelligence. Adults perceived more similarity between exceptionally intelligent prototypes of closer ages (i.e., 30 and 50 and 50 and 70). Intelligence was perceived to consist of interest and ability to deal with novelty, everyday competence, and verbal competence--dimensions that were perceived to be differentially important for different-aged prototypes and by individuals of different ages. Participants' conceptions also included the idea that intelligence is malleable and that abilities differentially increase or decrease across the life span.     

Expertise in biological conceptions: The case of the vineyard

To study how expertise impacts the understanding of a complex system like the vineyard, three measures were used with 259 participants (190 non-experts, 34 winemakers and/or winegrowers, and 35 biologists): a questionnaire to check for expertise (the Plant Biology Questionnaire), a task about the Structure, Behaviour and Function model, and a measure of the content of the participants’ discourse with the ALCESTE software. Results showed that biologists mentioned functions significantly more often than behaviours, whereas it was the opposite for winegrowers. Non-experts mentioned functions and behaviours significantly less frequently than experts did. The content analysis confirmed the differential expression of each kind of expertise: scientific wording for biologists, technical wording for winegrowers, and words focused on perceptible structures for the non-experts. Results from all tasks were highly correlated and allowed for an interpretation of expertise in terms of mental models of the vineyard.     

This new science of ours: a more or less systematic history of consciousness and transcendence. Part II

Part I of this paper having postulated the locus of consciousness as residing in a field between primitive mind in participation mystique with the world and a transcendent ground of being, Part II takes up the nature of mind itself in this field in terms of in vivo experiences. Operations and manifestations of consciousness are inexhaustively explored in four venues: 1) Jung's life experiences, 2) Joseph Henderson's theory of psychic development, 3) Eric Voegelin's theory of consciousness and 4) the experiences of analytic patients in far reaches of very long analyses.     

The theory of intelligence and its measurement

Mental chronometry (MC) studies cognitive processes measured by time. It provides an absolute, ratio scale. The limitations of instrumentation and statistical analysis caused the early studies in MC to be eclipsed by the ‘paper-and-pencil’ psychometric tests started by Binet. However, they use an age-normed, rather than a ratio scale, which severely limits the ability of IQ tests to probe the physical basis of differences in cognition. For this reason, Arthur Jensen reinitiated mental chronometry in the 1970s. He designed an apparatus that measures reaction time to a task known as the Hick paradigm that requires the testee to respond to a display of 1 to 8 lights. Faster decision times were related to psychometric g, with theoretically important consequences. He was able to do this, where many other studies had failed, mainly because his apparatus clearly separated movement (MT) from reaction time (RT, also called ‘decision time’.) Interestingly, while RT is clearly related to IQ, MT is not. Principal components analysis reveals RT to be a cognitive variable and MT a motor variable. Failure to distinguish between them drastically obscures the correlation between composite RT (i.e., RT + MT) and cognitive variables. When Jensen (2006) reviewed the literature on MC he found there was a shocking lack of standardization in the administration, recording, and analysis. Consequently, the results of a study conducted in one lab, even though measured in absolute time, could not be compared directly against those from another. Termed “method variance,” this is a major obstacle to the advancement of MC. For that reason, Jensen's Institute of Mental Chronometry commissioned a leading electronics firm to construct a state-of-the-art apparatus to administer, record, and analyze MC experiments.     

The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes

The field of creativity has largely focused on individual differences in divergent thinking abilities. Recently, contemporary creativity researchers have shown that intelligence and executive functions play an important role in divergent thought, opening new lines of research to examine how higher-order cognitive mechanisms may uniquely contribute to creative thinking. The present study extends previous research on the intelligence and divergent thinking link by systematically examining the relationships among intelligence, working memory, and three fundamental creative processes: associative fluency, divergent thinking, and convergent thinking. Two hundred and sixty five participants were recruited to complete a battery of tasks that assessed a range of elementary to higher-order cognitive processes related to intelligence and creativity. Results provide evidence for an associative basis in two distinct creative processes: divergent thinking and convergent thinking. Findings also supported recent work suggesting that intelligence significantly influences creative thinking. Finally, working memory played a significant role in creative thinking processes. Recasting creativity as a construct consisting of distinct higher-order cognitive processes has important implications for future approaches to studying creativity within an individual differences framework.     

How semantic memory structure and intelligence contribute to creative thought: a network science approach

The associative theory of creativity states that creativity is associated with differences in the structure of semantic memory, whereas the executive theory of creativity emphasises the role of top-down control for creative thought. For a powerful test of these accounts, individual semantic memory structure was modelled with a novel method based on semantic relatedness judgements and different criteria for network filtering were compared. The executive account was supported by a correlation between creative ability and broad retrieval ability. The associative account was independently supported, when network filtering was based on a relatedness threshold, but not when it was based on a fixed edge number or on the analysis of weighted networks. In the former case, creative ability was associated with shorter average path lengths and higher clustering of the network, suggesting that the semantic networks of creative people show higher small-worldness.     

Counselors and legislators: a case history

Recent Florida legislation provides for the training and use of paraprofessionals in guidance. The impetus for this legislation came from the legislators and vocational educators, rather than from the guidance profession. The official reasons given for the enactment of this legislation were especially critical of counselor education. The primary concern was that adequate vocational guidance is not being provided to youth in or out of school. This article discusses the preliminary hearings, content of the laws, and guidelines for implementing this legislation.     

A theory of intelligence: II. The role of span in a variety of intellectual tasks

This paper is the sequel to Part I in which a theory of intelligence was developed in terms of the concepts of span ability and complex stimulus control. A broad range of topics is discussed including discrimination learning, language, language development, reading, the relation between intelligence and learning, task analysis and the training of the mentally retarded, the role of span in IQ subtests, and suggestions for research. The paper includes summaries of previously unpublished research by the first author as well as published work by other investigators.     

The history of science as discourse,the structure of scientific and literary texts: Part II. Some issues posed by computational methodology

Implications of both computer science and the computer are critical for a deeper penetration into the history of science. Building directly on “Formalized Historiography,” which appeared in this Journal last year [14 (1978): 247–263], the present essay contrasts the analysis of history of science discourse by a human reader with that at present or in prospect possible with computer-based ‘intelligent systems.’ Further, related issues are posed as to how scientific the history of science may itself become, and as to the types of transformed understanding that may emerge both of the processes of science and of the history of science. For example, would a connotation-free understanding of the structure of scientific discourse through successive state transitions (paradigm shifts) disclose science itself to be an abstract machine?     

Decision theory and artificial intelligence II: The hungry monkey

This paper describes a problem-solving framework In which aspects of mathematical decision theory are incorporated into symbolic problem-solving techniques currently predominant in artificial intelligence. The utility function of decision theory IS used to reveal tradeoffs among competing strategies for achieving various goals, taking into account such factors as reliability, the complexity of steps in the strategy, and the value of the goal. The utility function on strategies can therefore be used as a guide when searching for good strategies. It is also used to formulate solutions to the problems of how to acquire a world model, how much planning effort is worthwhile, and whether verification tests should be performed. These techniques are illustrated by application to the classic monkey and bananas problem.     

The Logic and Meaning of Plurals. Part II

In this sequel to “The logic and meaning of plurals. Part I”, I continue to present an account of logic and language that acknowledges limitations of singular constructions of natural languages and recognizes plural constructions as their peers. To this end, I present a non-reductive account of plural constructions that results from the conception of plurals as devices for talking about the many. In this paper, I give an informal semantics of plurals, formulate a formal characterization of truth for the regimented languages that results from augmenting elementary languages with refinements of basic plural constructions of natural languages, and account for the logic of plural constructions by characterizing the logic of those regimented languages.