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Books by Scott Barry Kaufman

This volume provides the most comprehensive and up-to-date compendium of theory and research in t... more This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and, collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.

The Psychology of Creative Writing takes a scholarly, psychological look at multiple aspects of c... more The Psychology of Creative Writing takes a scholarly, psychological look at multiple aspects of creative writing, including the creative writer as a person, the text itself, the creative process, the writer's development, the link between creative writing and mental illness, the personality traits of comedy and screen writers, and how to teach creative writing. This book will appeal to psychologists interested in creativity, writers who want to understand more about the magic behind their talents, and educated laypeople who enjoy reading, writing, or both. From scholars to bloggers to artists, The Psychology of Creative Writing has something for everyone.

Papers by Scott Barry Kaufman

Integral Leadership Review, 2020

Alfonso Montuori and Scott Barry Kaufman discuss Kaufman's latest book Transcend. Topics include ... more Alfonso Montuori and Scott Barry Kaufman discuss Kaufman's latest book Transcend. Topics include the fall and rise of Humanistic Psychology, how Maslow's hierarchy of needs was misrepresented, Maslow's relevance today, pernicious dualisms, transcendence, and more.

ANNALS OF THE NEW YORK ACADEMY OF SCIENCES, 2016

Evidence from education, psychology, and neuroscience suggests that investing in the development ... more Evidence from education, psychology, and neuroscience suggests that investing in the development of the social-emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effective for promoting giftedness in students who are likely to lose interest and ambition over time. Giftedness is frequently equated with high general intelligence as measured by IQ tests, but this narrow conceptualization does not adequately capture students' abilities to utilize their talents strategically to fully realize their future possible selves. The brain's default mode network is thought to play an important role in supporting imaginative thinking about the self and others across time. Because this network's functioning is temporarily attenuated when individuals engage in task-and action-oriented focus (mindsets thought to engage the brain's executive attention network), we suggest that consistently focusing students on tasks requiring immediate action could undermine long-term cultivation of giftedness. We argue that giftedness-especially in science, technology, engineering, and mathematics (STEM)-can be cultivated by encouraging adolescents' intellectual curiosity and supporting their ability to connect schoolwork to a larger purpose. Improving STEM and gifted education may depend upon a shift from knowledge transmission and regimented evaluation to creative exploration, intentional reflectiveness, and mindful switching between task focus and imagining.

Several dispositional traits have been examined in mating contexts by evolutionary psychologists.... more Several dispositional traits have been examined in mating contexts by evolutionary psychologists. Such traits include life history strategy, sociosexuality, and the Big Five. Recently, scholars have examined the validity and predictive utility of mating intelligence, a new construct designed to capture the cognitive processes that underlie mating psychology. The current research employed a battery of dispositional traits that include all these constructs in an effort to predict preferences for different kinds of sex acts.

Although the concept of creative giftedness is still a comparatively new one, the benefits of app... more Although the concept of creative giftedness is still a comparatively new one, the benefits of applying research from this area are already making themselves known. Among these benefits are the tremendous advantages of including creativity in models of giftedness. In this chapter we first highlight how creative giftedness research has differentiated itself from intelligence.

Where is research in the field of intelligence headed? Wendy Johnson (2012) and James Thompson (2... more Where is research in the field of intelligence headed? Wendy Johnson (2012) and James Thompson (2012), in their reviews of our edited book, the Cambridge Handbook of Intelligence (Sternberg & Kaufman, 2011), help answer this question. Predictably, we agree with some points and disagree with others in their reviews. However, our purpose in writing this short essay is not to defend the book or authors against the reviews but rather to point out a trend that emerges from the citation analyses performed by the reviewers.

Abstract It has been argued that creativity evolved, at least in part, through sexual selection t... more Abstract It has been argued that creativity evolved, at least in part, through sexual selection to attract mates. Recent research lends support to this view and has also demonstrated a link between certain dimensions of schizotypy, creativity, and short-term mating. The current study delves deeper into these relationships by focusing on engagement in creative activity and employing an expansive set of personality and mental health measures (Five Factor Model, schizotypy, anxiety, and depression).

We examined the degree to which the conventional notion of g associated with IQ tests and general... more We examined the degree to which the conventional notion of g associated with IQ tests and general cognitive ability tests (COG-g) relate to the general ability that underlies tests of reading, math, and writing achievement (ACH-g).

Research suggests you'd be more creative if I didn't allow your mind to roam free. When people ar... more Research suggests you'd be more creative if I didn't allow your mind to roam free. When people are given the task of imagining alien creatures, most use specific instances (eg, joe the plumber) as their starting point. This effect is especially pronounced when creatures are described as being intelligent and capable of space travel.

Many definitions of giftedness exist (Kaufman & Sternberg, 2007; 2008). While these theories diff... more Many definitions of giftedness exist (Kaufman & Sternberg, 2007; 2008). While these theories differ in important ways, such as their dimensionality, their emphasis on creativity, or their focus on developmental and environmental factors, they all emphasize the importance of conscious, deliberate, learning and the assessment of giftedness using tests that require explicit thought.

Have difficulty? You're not alone. A century of psychological research shows that under laborator... more Have difficulty? You're not alone. A century of psychological research shows that under laboratory conditions, the expected solution rate for this' nine-dot'problem is 0 percent. Most people continue having difficulty solving the problem after given hints, extended time, and even 100 chances!

Many people often think of play in the form of images of young children at recess engaging in gam... more Many people often think of play in the form of images of young children at recess engaging in games of tag, ball, using slides, swings, and physically exploring their environments. But physical play is not the only kind of play. We often use the terms pretend play or make-believe play (the acting out of stories which involve multiple perspectives and the playful manipulation of ideas and emotions), that reflect a critical feature of the child's cognitive and social development.

Intelligence, Jan 1, 2007

… , and the mind's …, Jan 1, 2008

Intelligence, Jan 1, 2009

Recent evidence suggests the existence of multiple cognitive mechanisms that support the general ... more Recent evidence suggests the existence of multiple cognitive mechanisms that support the general cognitive ability factor (g). Working memory and processing speed are the two best established candidate mechanisms. Relatively little attention has been given to the possibility that associative learning is an additional mechanism contributing to g. The present study tested the hypothesis that associative learning ability, as assessed by psychometrically sound associative learning tasks, would predict variance in g above and beyond the variance predicted by working memory capacity and processing speed. This hypothesis was confirmed in a sample of 169 adolescents, using structural equation modeling. Associative learning, working memory, and processing speed all contributed significant unique variance to g, indicating not only that multiple elementary cognitive processes underlie intelligence, but also the novel finding that associative learning is one such process.

The Quarterly Journal …, Jan 1, 2010

Individuals with autism spectrum condition (ASC) have diagnostic impairments in skills that are a... more Individuals with autism spectrum condition (ASC) have diagnostic impairments in skills that are associated with an implicit acquisition; however, it is not clear whether ASC individuals show specific implicit learning deficits. We compared ASC and typically developing (TD) individuals matched for IQ on five learning tasks: four implicit learning tasks-contextual cueing, serial reaction time, artificial grammar learning, and probabilistic classification learning tasks-that used procedures expressly designed to minimize the use of explicit strategies, and one comparison explicit learning task, paired associates learning. We found implicit learning to be intact in ASC. Beyond no evidence of differences, there was evidence of statistical equivalence between the groups on all the implicit learning tasks. This was not a consequence of compensation by explicit learning ability or IQ. Furthermore, there was no evidence to relate implicit learning to ASC symptomatology. We conclude that implicit mechanisms are preserved in ASC and propose that it is disruption by other atypical processes that impact negatively on the development of skills associated with an implicit acquisition.

Handbook of giftedness in children, Jan 1, 2008

The Journal of Creative Behavior, Jan 1, 2007