Titlebook: Intelligence and Learning; Morton P. Friedman,J. P. Das,Neil O’Connor Book 1981 Plenum Press, New York 1981 attention.development.developm

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Introduction and Overview the nature of intelligence have been proposed: the developmental and structural models of Piaget and others, biological theories and information processing models. An international conference on intelligence and learning was organized to critically review these changes in the field. It brought toge

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Recent Issues in the Developmental Approach to Mental Retardationd be represented by one curve at the lowest end of the distribution. Familial retarded persons would be grouped with the rest of the population—their lower IQs considered a part of the normal variation dictated by the diversity of human genetic inheritance. The extreme environmental approach to ment

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Reaction Time and Intelligenceneral mental ability. Such RT-derived measurements, when combined in a multiple regression equation, predict some 50 percent or more of the variance in IQ or This relationship of IQ or . to RT parameters indicates that our standard IQ tests tap fundamental processes involved in individual difference

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The Nature of Intelligences, and Cicero used the term . very much in its modern meaning. Spencer revived the term, and together with Sir Francis Galton gave it wide acceptance among educated people in the 19th century. Spearman’s notion of general intelligence or . was essentially based on these foundations, adding only a te

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Physiological Evidence that Demand for Processing Capacity Varies with Intelligenceman suggested both a general factor of intelligence (g), which corresponded to the amount of “general mental energy” available to an individual for information processing, and a set of specific ability factors, which were brain systems or “mental engines” drawing upon the general energy pool (Spearm

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Closure Factors: Evidence for Different Modes of Processingation processing. Forty subjects were selected for their factor scores on both factors and placed into four groups: high Cf, low Cf, high Cs and low Cs. Each subject participated in three tachistoscopic tasks: one verbal recall task and two binary classification tasks with visuo-spatial stimulus mat