Intelligence: 1965 model.

The structure-of-intellect (SI) model, with its 5 operation categories (cognition, memory, divergent production, convergent production, evaluation) intersecting with its 4 content categories (figural, symbolic, semantic, behavioral), and these in turn intersecting with its 6 product categories (units, classes, relations, systems, transformations, implications) was designed in 1958. The 1965 model is an operational model for problem solving in general. "Although emphasizing SI concepts, the model also takes into account many of the new findings and new thinking from other sources." The model is represented in a figure. An attempt, in progress, to integrate "intelligence into general psychological theory, thus giving intelligence a thorough psychological-theoretical foundation… ." is described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence: Foundations and issues in assessment.

There is no more central topic in psychology than intelligence and intelligence testing. With a history as long as psychology itself, intelligence is the most studied and likely the best understood construct in psychology, albeit still with many “unknowns.” The psychometric sophistication employed in creating intelligence tests is at the highest level. The authors provide an overview of the history, theory, and assessment of intelligence. Five questions are proposed and discussed that focus on key areas of confusion or misunderstanding associated with the measurement and assessment of intelligence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

General Intelligence as a Domain-Specific Adaptation.

General intelligence (g) poses a problem for evolutionary psychology's modular view of the human brain. The author advances a new evolutionary psychological theory of the evolution of general intelligence and argues that general intelligence evolved as a domain-specific adaptation for the originally limited sphere of evolutionary novelty in the ancestral environment. It has accidentally become universally important merely because we now live in an evolutionarily novel world. The available data seem to support the author's contention that intelligent people can solve problems better than less intelligent people only if the problems are evolutionarily novel, and they have no advantage in solving evolutionarily familiar problems. This perspective can also solve some empirical anomalies, such as the "central theoretical problem of human sociobiology" (D. R. Vining, 1986, p. 167) and the geographic distribution of general intelligence throughout the world. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Intelligence and Leadership: A Quantitative Review and Test of Theoretical Propositions.

Meta-analysis was used to aggregate results from studies examining the relationship between intelligence and leadership. One hundred fifty-one independent samples in 96 sources met the criteria for inclusion in the meta-analysis. Results indicated that the corrected correlation between intelligence and leadership is .21 (uncorrected for range restriction) and .27 (corrected for range restriction). Perceptual measures of intelligence showed stronger correlations with leadership than did paper-and-pencil measures of intelligence. Intelligence correlated equally well with objective and perceptual measures of leadership. Additionally, the leader's stress level and the leader's directiveness moderated the intelligence-leadership relationship. Overall, results suggest that the relationship between intelligence and leadership is considerably lower than previously thought. The results also provide meta-analytic support for both implicit leadership theory and cognitive resource theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concerning Intelligence.

Comments on the article by Alexander G. Wesman (see record 1968-18802-001), which proposed an organization of intelligence that views intelligence as a composite of all past learning experiences of the individual. The current author suggests that this is the same as saying that intelligence is knowledge, but states that intelligence is really the ability to acquire knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence and family size.

"As a result of the negative correlations commonly found between intelligence test scores of children and number of siblings, several writers have predicted a drop in the intellectual level of the population." A critical review of the theoretical and methodological aspects of the research literature concerned with differential fertility, and intelligence test performance in relation to family size, is presented. The author concludes on the basis of this analysis that the problem "is far more complex—both methodologically and theoretically—than was originally supposed." An ideal research design is briefly outlined. 110-item bibliography. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence, Race, and Genetics.

In this article, the authors argue that the overwhelming portion of the literature on intelligence, race, and genetics is based on folk taxonomies rather than scientific analysis. They suggest that because theorists of intelligence disagree as to what it is, any consideration of its relationships to other constructs must be tentative at best. They further argue that race is a social construction with no scientific definition. Thus, studies of the relationship between race and other constructs may serve social ends but cannot serve scientific ends. No gene has yet been conclusively linked to intelligence, so attempts to provide a compelling genetic link of race to intelligence are not feasible at this time. The authors also show that heritability, a behaviorgenetic concept, is inadequate in regard to providing such a link. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence and "lifeshort" learning.

Comments on the special issue entitled "Intelligence and lifelong learning" (American Psychologist, Vol 52, Oct 1997, 1029–1139). The author contends that there is no reference to how intelligence contributes to successful aging. The role of intelligence and education in aging is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Culture and Intelligence.

Intelligence cannot be fully or even meaningfully understood outside its cultural context. Work that seeks to study intelligence acontextually risks the imposition of an investigator's view of the world on the rest of the world. Moreover, work on intelligence within a single culture may fail to do justice to the range of skills and knowledge that may constitute intelligence broadly defined and risks drawing false and hasty generalizations. This article considers the relevance of culture to intelligence, as well as its investigation, assessment, and development. Studies that show the importance of understanding intelligence in its cultural context are described; the author concludes that intelligence must be understood in such context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working Memory Capacity and Fluid Intelligence Are Strongly Related Constructs: Comment on Ackerman, Beier, and Boyle (2005).

The authors agree with P. L. Ackerman, M. E. Beier, and M. O. Boyle (2005; see record 2004-22408-002) that working memory capacity (WMC) is not isomorphic with general fluid intelligence (Gf) or reasoning ability. However, the WMC and Gf/reasoning constructs are more strongly associated than Ackerman et al. (2005) indicate, particularly when considering the outcomes of latent-variable studies. The authors' reanalysis of 14 such data sets from 10 published studies, representing more than 3,100 young-adult subjects, suggests a strong correlation between WMC and Gf/reasoning factors (median r = .72), indicating that the WMC and Gf constructs share approximately 50% of their variance. This comment also clarifies the authors' "executive attention" view of WMC, it demonstrates that WMC has greater discriminant validity than Ackerman et al. (2005) implied, and it suggests some future directions and challenges for the scientific study of the convergence of WMC, attention control, and intelligence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of intellect.

Productive thinking is an aspect of intelligence which has been generally overlooked in most theoretical conceptualizations of human intelligence. A listing of approximately 40 intellectual factors culled from the research literature are presented. Of these numerous factors, the vast majority have to do with thinking and the remainder are memory factors. These factors are categorized according to a scheme suggested by the author. The "implications of the factors and their system were pointed out for factor theory and practice, for general psychological theory, and for the concept of intelligence and practices of intelligence testing." 31 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamic Prediction of Project Success Using Artificial Intelligence

The purpose of construction management is to successfully accomplish projects, which requires a continuous monitoring and control procedure. To dynamically predict project success, this research proposes an evolutionary project success prediction model (EPSPM). The model is developed based on a hybrid approach that fuses genetic algorithms (GAs), fuzzy logic (FL), and neural networks (NNs). In EPSPM, GAs are primarily used for optimization, FL for approximate reasoning, and NNs for input-output mapping. Furthermore, the model integrates the process of continuous assessment of project performance to dynamically select factors that influence project success. The validation results show that the proposed EPSPM, driven by a hybrid artificial intelligence technique, could be used as an intelligent decision support system, for project managers, to control projects in a real time base.     

Racial Differences in Intelligence.

Plotikin asserts that Elements of Psycholgy by Krech and Crutchfield (1958) is marred by its treatment of racial differences in intelligence. By 1958, it is clear that the interpretation of empirically discovered differences in intelligence between Whites and Negroes is a function of the degree of comparability of the two populations in terms of geographic distribution, language, education, socioeconomic status, motivation, and a host of other cultural factors. Krech and Crutchfield have singled out and emphasized a study by Tanser (1939). The results of the Tanser experiment indicate a superiority of the Whites over the Negroes of 14-18 IQ points on four tests of intelligence. The obvious danger which faces the unsophisticated reader of Krech and Crutchfield's text is the ready inference that the differences reported by Tanser are innate since the two populations are alleged to be comparable. Krech and Crutchfield, to their credit, do not draw this conclusion completely. When the large differences of the Tanser study are correctly interpreted as due to differential socioeconomic status, we are back where we started before the Tanser study was resurrected as an answer to a very complicated problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of intelligence in children and adults with high functioning autism.

Confirmatory factor analyses of the commonly used 11 subtests of the Wechsler child and adult intelligence scales were accomplished for 137 children and 117 adults with high functioning autism (HFA) and for comparable age groups from the standardization samples contained in the Wechsler manuals. The objectives were to determine whether the structure of intelligence in HFA groups was similar to that found in the normative samples, and whether a separate "social context" factor would emerge that was unique to HFA. Four-factor models incorporating a Social Context factor provided the best fit in both the autism and normative samples, but the subtest intercorrelations were generally lower in the autism samples. Findings suggest similar organization of cognitive abilities in HFA, but with the possibility of underconnectivity or reduced communication among brain regions in autism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence: A Heuristic Frame of Reference.

Describes the salient features of what can be called the classical point of view regarding intelligence. A more contemporary frame of reference is presented for contrast and its heuristic values are emphasized, especially in reference to treatment. This column is concerned with the philosophical approach to, rather than with psychological theories of, intelligence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The “other IQ”: Historiometric assessments of intelligence and related constructs.

Running parallel to mainstream research on the psychometric assessment of intelligence is another tradition of research on the historiometric assessment of intelligence and closely affiliated variables. Historiometric assessment is based on four data sources: (a) personality sketches (e.g., Intellectual Brilliance), (b) developmental histories (e.g., IQ), (c) content analyses (e.g., integrative complexity), and (d) expert surveys (e.g., Openness to Experience). The first two represent major lines of intelligence research that involved key figures in the development of corresponding psychometric methods (e.g., Galton, Terman, and Thorndike), whereas the last two constitute independent research paradigms that later intersected with the first two. The literature on U.S. presidents then provides an integrated illustration of the four historiometric approaches and how they converge on the same broad conclusions. Significantly, historiometric investigations on the relation between broadly defined intelligence and adulthood achievement obtain about the same effect size as that found in psychometric research (i.e., rs or βs = .25 ± .10). Because historiometric and psychometric studies have rather distinctive methodological advantages and disadvantages, this consistent outcome provides corroborative support for both sets of empirical findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence: Genetics, Genes, and Genomics.

More is known about the genetics of intelligence than about any other trait, behavioral or biological, which is selectively reviewed in this article. Two of the most interesting genetic findings are that heritability of intelligence increases throughout the life span and that the same genes affect diverse cognitive abilities. The most exciting direction for genetic research on intelligence is to harness the power of the Human Genome Project to identify some of the specific genes responsible for the heritability of intelligence. The next research direction will be functional genomics--for example, understanding the brain pathways between genes and intelligence. Deoxyribonucleic acid (DNA) will integrate life sciences research on intelligence; bottom-up molecular biological research will meet top-down psychological research in the brain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)