This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…

In this article, I consider three general issues raised by Haier and Jung (2008). First, I discuss the use of drugs for intellectual enhancement. Second, I reflect on prediction of performance based on biological measures. Third, I query whether biology can tell us what intelligence and creativity are. I conclude that biological assessments raise…

Searches for an understanding of developmental scholar William Kessen, and of what he was trying to teach in his later years. Discusses possible sources of Kessen's dissatisfaction with the field of child development, and whether any of these issues can be resolved in ways that Kessen might not have fully anticipated. Summarizes the main lessons…

This article analyzes an essay by Joseph Renzulli reviewing his work on gifted models by using the career of Renzulli himself as a case study of the components of creative, productive giftedness. It finds that creatively gifted individuals must face challenges that are formalized in the Sternberg and Lubart investment theory of creativity.…

Two influential theories of intellectual development are reviewed and analyzed: the psychometric framework, based on the factorial composition of intelligence, and the Piagetian model, based on assimilation and accomodation through four stages of intellectual development. A third concept is the componential theory of intelligence, based on…

Argues primarily that metacognition is an important part of human abilities, which are, in turn, forms of developing expertise. If the goal is to understand the basis of individual differences in student academic success, metacognition needs to be understood as representing part of the abilities that lead to student expertise, but only as part.…

Argues that the cognitive mechanisms in human creativity are, for the most part, sighted rather than blind. Reviews attempts to apply evolutionary ideas to psychology and argues that these ideas do not apply to the psychology of human creativity. An alternative sighted-variation framework is then proposed. (Author/CR)

The article reviews the cognitive behavioral approaches to the training of intelligence in the mentally retarded. A proposed structure of intelligent behavior is presented that serves as the basis for classifying the intended foci of the various training programs. Selected training programs are reviewed in terms of this classification. The…

This article presents WICS as a model of giftedness. WICS stands for Wisdom, Intelligence, Creativity, Synthesized. The article considers the relation between giftedness and expertise, and argues that giftedness is, ultimately, expertise in development. One cannot clearly distinguish between giftedness and expertise, because all measures of…

A subtheory of intellectual giftedness is presented that centers on the role of insight. Component processes of insight (selective encoding, combination, and comparison) are reviewed, and approaches to its evaluation are noted. Results of an intervention study are cited to suggest the feasibility of training insight. (CL)

This new edition of one of the classic works of psychology highlights the achievements of this pioneer in the study of intelligence and child development. (SLD)

Examines the relationship of intelligence to the internal and external world of the individual and to the experience of the individual. Also examines competing models and metaphors that have motivated questions about these relationships. Indicates that a theory that addressed all three areas simultaneously is the triarchic theory. (JN)

A three-stage model for the evolution of theories of intelligence is proposed and applied to understanding the evolution of correlationally based and experimentally based theories of intelligence. In stage one, alternative conceptions compete. In subsequent stages, alternative conceptions, which combine elements of prior approaches, emerge and…

Intelligence is here defined in terms of component processes, and three programs are reviewed that train aspects of intelligence as specified by this theory: Feuerstein's "Instrumental Enrichment," Lipman's "Philosophy for Children," and the "Chicago Mastery Learning" program. Central suggestions are provided for…

Among the requirements of an intellectual skills training program are: (1) a culturally relevant theoretical basis; (2) training in information processing skills; (3) program responsiveness to students' needs and sensitivity to individual differences; (4) establishment of linkages between the training program and the real world; and (5) empirical…