Intelligence: Its Structure, Growth and Action (eBook)

Front Cover 1
Intelligence: Its Structure, Growth and Action 4
Copyright Page 5
Contents 12
Foreword 6
Preface 10
Tables and Figures 18
Chapter One: The Scientific Goals of Ability Research 24
1. The importance of intelligence 24
2. A brief history of ideas about intelligence 25
3. The testing age begins 27
4. The basic issue of the structure and definition of abilities 30
Chapter Two: Principles and Methods in Investigating General Intelligence 34
1. The nature of verbal definitions of intelligence 34
2. Is intelligence unitary? Surface and source traits 36
3. Behavior structure investigation: from correlation to factor analysis 39
4. The difference between the scientist's and the mathematician's factor model: rotational resolution 42
5. Early factor findings: the two-factor (g and s) hierarchical theory 45
6. A first glimpse of the properties of "general mental capacity" 47
Chapter Three: The Nature of Primary Abilities 50
1. From the general ability factor to multiple factor analysis 50
2. Thurstone demonstrates the existence of primary abilities 52
3. A roll call of presently recognized primary abilities 59
4. Description of some representative primary ability patterns 62
5. Fluency, memory, and perception primaries possibly tied to personality 69
6. Methods needed to clarify the primary ability field 74
Chapter Four: Principles in Drawing the Map of Abilities 84
1. What good is a taxonomy? 84
2. A critique and further exploration of some proposed classificatory principles 86
3. What categories are really needed in a theoretical classification of abilities? 93
4. The ADAC or theoretical "ability dimension analysis chart" 102
5. Constructing tests to fit a schema versus creating a taxonomy to fit discovered abilities 105
Chapter Five: The Discovery of Fluid and Crystallized General Intelligence 110
1. The birth of the "two intelligences" concept 110
2. The meaning of factor strata 118
3. Hyperplanes: the technical requirement for unambiguous factor resolution 124
4. The emergence of the second-stratum fluid and crystallized ability patterns 132
5. gf and gc: their differences from each other and from previous concepts 137
Chapter Six: Higher Stratum Ability Structure and the "Investment Theory" of Intelligence 144
1. What comes after the pyramids? 144
2. The interpretation of the main second-stratum broad factors 147
3. What can future research add to structural concepts at the second stratum? 151
4. The new perspective from the third stratum 156
5. Causal sequences and factor analysis: the investment theory 161
6. Problems of the autonomy and the Protean inconstancy of gc 169
Chapter Seven: The Natural History of Ability: Distribution and Relation to Sex and Age 176
1. On the general ability equality of men and women 176
2. On the more specific ability differences and their subtle personality associations 180
3. Intelligence changes in the growth period and the problem of intelligence units and distribution 186
4. Distribution problems connected with defining intelligence, especially in infancy 197
5. Some problems in reaching meaningful trends and distributions in the adult period 208
6. Age changes in primary abilities and local organizations by SL, CL, and CCL methods 215
7. Age changes in intelligence and the general capacities 221
Chapter Eight: The Physiological and Neurological Bases of Intelligence 236
1. Ability and gross brain features 236
2. The degree of localization of brain function 238
3. Evidence for intelligence as generalized coordinated cortical action 242
4. Qualifications and complications of mass action theory 246
5. Evidence from electrical action of the brain 249
6. Evidence from chemical response properties of the brain 259
7. The physiological interpretation of fluid and crystallized intelligence, qualified by some unsolved riddles of memory 267
Chapter Nine: Ultra-Human Intelligence: Illumination from Evolution of Animals and Machines 278
1. The distinction of intelligence as a subcategory within purpose-adaptive behavior 278
2. Instinct in relation to tractability and intelligence 280
3. The conditions and ranges of unreflective and insightful learning on animals 284
4. Phylogenetic evidence on animal ability structure 292
5. The general behavioral structure of mammalian ability 300
6. The comparative structure of the abilities of machines and computers 304
Chapter Ten: The Debate on Heredity and Environment: Abilities in Relation to Race and Culture 328
1. The need for scientific objectivity 328
2. The Mendelian and the nature–nurture variance ratio approaches 330
3. Determining nature–nurture ratios: the MAVA method 337
4. Additional evidence from twin and family correlation studies 348
5. The interplay of learning and school experience with the intelligence and primary abilities 358
6. The effects of specific differential experiences 371
7. Abilities as molded by race and culture 378
Chapter Eleven: The Triadic Theory of Abilities Developmentally Related to Structural Learning Theory 388
1. General introduction to theory 388
2. Clarification of power-agency and nature–nurture aspects of the triadic theory 390
3. Closer consideration of properties of the sensory and motor organizations - the p's 394
4. The relations of general capacities (g's), provincial organizations (p's), and agencies (a's) 402
5. Agencies: (1) Tools or aids from cognitive consistencies: the transfer problem 407
6. Agencies: (2) The effector patterns connected with dynamic structures, notably sentiments: the isomorphism principle 417
7. Agencies: (3) Splitting effectors into profiency and dynamic components by conditional factoring 425
8. The formal equations concerning motivation and learning experience in relation to ability structure 432
9. The distinction of developmental and action structures, and the changing pattern of crystallized intelligence 445
Chapter Twelve: Personality-Ability Interactions and the Prediction of Achievement 458
1. Basic principles in dissecting ability from personality and motivation traits 458
2. Personality traits that simulate abilities 465
3. What does intelligence do for personality development? 472
4. Personality and the special ability areas 479
5. Personality and ability measures in the prediction of achievement 485
6. Analysis of interaction of abilities, personality, and motivation in scholastic achievement 494
7. Memory, motivation, and ability 506
8. The relation of motivation and ability to performance in an immediate situation 512
Chapter Thirteen: Genius and the Processes of Creative Thought 522
1. Some myths and facts about genius 522
2. Some ability and personality associates of high creativity 525
3. The creative personality and the culture pattern 535
4. The synthesis of capacities, personality, and dynamics in creativity 542
5. The roles of gf and ag in problem-solving and creative process 547
6. The roles of eductive, associative, and dissolvent thinking 552
7. A closer look at crystallized intelligence in creative thought 561
Chapter Fourteen: Intelligence and Society 568
1. When will societies take a census of their ability resources? 568
2. The intelligence distribution and its effects on society 572
3. What is presently happening to our intelligence resources? 584
4. Intelligence and some major socio-political processes 593
5. Intelligence and living standards: the psycho-economic theories of ability dislocation and shift 604
6. Technical conditions and practical effects of testing programs in schools and occupations 615
7. On the effective educational and community use of ability resources 632
8. Augmenting the springs of ability 642
Glossary 648
References 658
Author Index 694
Subject Index 704