We present a theory of mental architecture and development focusing on general intelligence (g). ... more We present a theory of mental architecture and development focusing on general intelligence (g). The theory integrates psychometric and developmental theories of intelligence into an overarching framework. The paper first focuses on the composition of g. It is shown that g involves attention control, flexibility, working memory, cognizance of mental processes, and inference. We then present a model of intellectual development involving four cycles - episodic, realistic representation-based, rule-based, and principle-based thought - and summarize several studies showing how the processes involved in g interact in each cycle. We then present research aiming to increase intelligence. Finally, we discuss the implications of this theory for psychometric, cognitive, and developmental science and show how it solves long-standing theoretical and practical problems not solved by other theories, such as the decreasing likelihood of attaining high intelligence, the differentiation of abilities...
ABSTRACT Traducción de: Towards a Science of Science Teaching Texto que estudia los estadios evol... more ABSTRACT Traducción de: Towards a Science of Science Teaching Texto que estudia los estadios evolutivos del desarrollo cognoscitivo en la población escolar y relaciona los datos aportados con los niveles cognoscitivos que exigen los currículos de ciencias en la escuela, destacando las áreas más significativas de inadecuación entre ambos aspectos.
Piaget's work is seen as a basis for the assessment of a projected course. The stages of a co... more Piaget's work is seen as a basis for the assessment of a projected course. The stages of a course ought to follow the same order of increasing logical complexity as are present in the pupils' own development. (LS)
Commentary from the point of view of an applied psychologist considers the findings of five paper... more Commentary from the point of view of an applied psychologist considers the findings of five papers in this special issue on cognitive development, exploring how the contributions of each study or analysis could be used in real instruction. Some areas on which to focus applied research are discussed. (SLD)
ABSTRACT Ideas about data processing seem to inhabit a no‐man's‐land between the territor... more ABSTRACT Ideas about data processing seem to inhabit a no‐man's‐land between the territory of science and the territory of mathematics. In the former they appear out of nowhere as from a conjurer's hat to do particular tasks such as to shed light on reaction kinetics. In the latter they often are given a context in science such as accounting for the motions of uniformly accelerated bodies where their performance is seen at its most elegant, and then the mathematician moves swiftly away before the dirtiness of reality diverts the pupil too much from the mathematical principles involved. In this paper, I intend to raid the world of social science for notions of data processing which are there commonplace on behalf of the pupils learning science in schools, and from psychology to import a style of thinking about the process of thinking which may be of use to their teachers as they develop new curricular approaches in the Secondary Science Curriculum Review.
We present a theory of mental architecture and development focusing on general intelligence (g). ... more We present a theory of mental architecture and development focusing on general intelligence (g). The theory integrates psychometric and developmental theories of intelligence into an overarching framework. The paper first focuses on the composition of g. It is shown that g involves attention control, flexibility, working memory, cognizance of mental processes, and inference. We then present a model of intellectual development involving four cycles - episodic, realistic representation-based, rule-based, and principle-based thought - and summarize several studies showing how the processes involved in g interact in each cycle. We then present research aiming to increase intelligence. Finally, we discuss the implications of this theory for psychometric, cognitive, and developmental science and show how it solves long-standing theoretical and practical problems not solved by other theories, such as the decreasing likelihood of attaining high intelligence, the differentiation of abilities...
ABSTRACT Traducción de: Towards a Science of Science Teaching Texto que estudia los estadios evol... more ABSTRACT Traducción de: Towards a Science of Science Teaching Texto que estudia los estadios evolutivos del desarrollo cognoscitivo en la población escolar y relaciona los datos aportados con los niveles cognoscitivos que exigen los currículos de ciencias en la escuela, destacando las áreas más significativas de inadecuación entre ambos aspectos.
Piaget's work is seen as a basis for the assessment of a projected course. The stages of a co... more Piaget's work is seen as a basis for the assessment of a projected course. The stages of a course ought to follow the same order of increasing logical complexity as are present in the pupils' own development. (LS)
Commentary from the point of view of an applied psychologist considers the findings of five paper... more Commentary from the point of view of an applied psychologist considers the findings of five papers in this special issue on cognitive development, exploring how the contributions of each study or analysis could be used in real instruction. Some areas on which to focus applied research are discussed. (SLD)
ABSTRACT Ideas about data processing seem to inhabit a no‐man's‐land between the territor... more ABSTRACT Ideas about data processing seem to inhabit a no‐man's‐land between the territory of science and the territory of mathematics. In the former they appear out of nowhere as from a conjurer's hat to do particular tasks such as to shed light on reaction kinetics. In the latter they often are given a context in science such as accounting for the motions of uniformly accelerated bodies where their performance is seen at its most elegant, and then the mathematician moves swiftly away before the dirtiness of reality diverts the pupil too much from the mathematical principles involved. In this paper, I intend to raid the world of social science for notions of data processing which are there commonplace on behalf of the pupils learning science in schools, and from psychology to import a style of thinking about the process of thinking which may be of use to their teachers as they develop new curricular approaches in the Secondary Science Curriculum Review.
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Papers by Michael SHAYER