The Science of Human Intelligence 2nd ed

✍ Scribed by Richard J. Haier

• Publisher: Cambridge University Press
• Year: 2023
• Tongue: English
• Leaves: 444
• Edition: 2
• Category: Library

✦ Synopsis

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, allowing readers to evaluate what ideas and theories the data support. 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.

✦ Table of Contents

Cover
Dedication
Contents
Preface
Reference
Acknowledgments
Chapter 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 Psychological Science
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
References
Chapter 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
2.1.5 Products of Intelligence
2.1.6 Cause and Effect in Intelligence Research
2.1.7 Reaction Ranges and the Challenge Hypothesis
The Challenge Hypothesis
2.1.8 Intelligence Is Part of a System
2.2 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
2.3 Do We Need All This?
2.4 Summary
2.5 Questions for Discussion
References
Chapter 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
References
Chapter 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 Results for 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 Memory and 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 Information Processing
4.7 Process Overlap Theory: Connecting Psychometric, Cognitive, and Biological Models of Intelligence
4.8 Summary
4.9 Questions for Discussion
References
Chapter 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, Brain Connectivity, and Neurons
5.6 Summary
5.7 Questions for Discussion
References
Chapter 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 Polygenetic 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
References
Chapter 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
References
Chapter 8 Intelligence and Everyday Life
8.1 Introduction
8.2 Investigating Intelligence and Success in Life
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-12
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
References
Chapter 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
9.4 What to Conclude?
9.5 Summary
9.6 Questions for Discussion
References
Chapter 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
References
Chapter 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 Heathy Aging
11.7 Summary
11.8 Questions for Discussion
References
Chapter 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
References
Chapter 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
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
References
Epilogue: A Final Word
E.1 Ten Key Points
E.2 A Final Challenge for You
Reference
Index