Postdoc Project - Intelligence through the Eyes of Imagination (original) (raw)
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Provinces of Imaginative Intelligence - A Taxonomy
Transactions of the Charles S. Peirce Society, 2020
This article surveys functional features of human imagination from a pragmatist perspective. It proposes a taxonomy that traces facets of imaginative functioning and posits these at the center, not the periphery of human intelligence. The article under- stands human deliberative intelligence as a creative and situated process of transactions which involve not only the entire spectrum of human psychological capacities but also meaningful interactions with others within an environment. The concept of “imagination” will be explored in its projective, affective, aesthetic, motoric and dramatic provinces.
2000
The terms are frequently used in everyday discourse as well as in psychological discourse with no minimal definition, and it is useful to know what people mean when they use these terms. People evaluate the intelligence, creativity, and wisdom of themselves and others with some regularity, and it is worthwhile to know the psychological bases on which these evaluations are made.
The issue discussed in this paper is the loss of meaning for the expressionintelligence'. The term taken from everyday language has been applied to various psychological definitions, theories or psychometric tests across a period of time which has contributed to the corrosion in meaning of the original term. Attempts by science to isolate and identify the qualities or attrib- utes of intelligence have altered if not entirely destroyed the meaning of the expression. A brief review of the history of the modern investigation into intelligence is thereby presented.
Intelligence Including Its Growth, Maintenance, and Failings
2007
Lists of illustrations and tables 8 Acknowledgements 10 Declaration concerning publication 11 Original Summary of Whole Work 12 GENERAL INTRODUCTION 15 Problems of intuitive thought-as a tool, and as a subject of study 15 Subtopics and how they are allocated here 20 The balance between Parts A, B, and C-and their interdependence 21 Some 18 interrelated biological insights which seem mutually corroborative 22 Possible applications in the social sciences and elsewhere 28 (1) The psychology of economics and politics; (2) Psychiatry; (3) Philosophical enigmas; (4) Academic psychology; (5) Physiology; (6) Embryology and cell-navigation; (7) Demystification within physics PREFACE TO THE 2006 ONLINE EDITION "37a" References for the 2006 Preface ACQUISITION OF KNOWLEDGE WITHOUT TRANSCENDENTAL ASSISTANCE: AN EXTENDED PIAGETIAN APPROACH-Kybernetes, 5, 73-82 73 (A1) A Dissection of Piaget's Key Concepts 73 A1.1 Introduction: Should we postulate specific mental mechanisms in the absence of clearcut evidence? 73c1 A1.2 Popper's concept of Mental Versus Physical 74c1 A1.3 Similar concepts in Piaget 's Work 75c1 A1.4 Application and extension 75c2 (i) Reflexes. (ii) Classical Conditioning. (iii) Operant Conditioning. (iv) Innate Releasing Mechanisms (IRMs) and Fixed Action Patterns (FAPs).
Practical Intelligence": Towards a New Conception of Intelligence
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Abstract'What is intelligence?'This question, as a very complex one, is really important in education, which is also related to the nature of human being. With the conception of intelligence, intelligence quotient (IQ) test under the name of'science'have had a strong ...
On the Principles of Imagination and Creativity
Advances in Logistics, Operations, and Management Science, 2019
Human beings are the only mammals to be able to utilize high-level cognitive functions to build knowledge, innovate, and communicate their complex ideas. Imagination, creativity, and innovation are interlinked in the sense that one leads to the other. This chapter details the concepts of imagery, imagination, and creativity and their interrelationships in the first section. Next, the author discusses the historical perspectives of imagination pertaining to the accounts of famous philosophers and psychologists like Aristotle, Kant, Hume, Descartes, Sartre, Husserl, and Wittgenstein. Section 3 and 4 present the neuro-biological correlates of imagination and creativity, respectively. Brain regions, neuronal circuits, genetic basis, as well as the evolutionary perspective of imagination and creativity are elicited in these sections. Finally, creativity and innovation are explored as to how they will contribute to knowledge build-up and advances in science, engineering, and business in the fourth industrial revolution and the imagination age.
Intelligence and experience: A neopiagetian approach
Instructional Science, 1979
An organismic process-structural approach to the classic and modern issues of intelligence and experience is outlined. A Theory of Constructive Operators (TCO) originally designed to explicate Piaget's metatheoretical notions of stages and of equilibration is presented. The theory describes a psychological organism which is a very active semantic-pragmatic system geared to assimilatory praxis. Its organization is bilevel: a situation-bound level of subjective operators (schemes) and a situation-free level constituted either by silent operators (mental effort, learning operators, field factors, affective factors, etc.) or by basic principles which describe the dynamic articulation of subjective and silent operators (the central articulation is a principle of schematic overdetermination of performance). The presentation emphasizes the TCO's epistemological foundations and Piagetian roots. The rules governing its main constructs are given. The presentation is therefore detailed enough to make possible the theory's use and its evaluation. Some of the theory's constructs as well as the illustration of mathematical models derivable from the theory in order to make quantitative predictions in many different types of tasks are however omitted. Experimental-developmental work supporting the TCO is not presented but reference to relevant papers and unpublished dissertations is provided. Relations of the TCO to some recent information-processing models of artificial intelligence and to task analysis are explained. Five basic aspects or conceptions of intelligence are recognized: genotypic (Hebb's intelligence A), phenotypic (Hebb's intelligence B), psychometric (Veruon's intelligence C), developmental (intelligence D) and computer-simulation (i.e., CS) intelligence. All five are briefly discussed and their relations with the TCO's explication of intelligence are briefly mentioned. In this manner we tacitly suggest how the understanding of these various aspects of the complex notion of intelligence can be advanced by means of the TCO. Detailed discussion of this last issue is however beyond the scope of the paper.
Since its first mention during medieval ages, 'Intelligence' has been a contentious construct. The earlier conceptions of 'intelligence' were linked to the domain of philosophy. These conceptions came to be strongly condemned by early modern philosophers like Locke and Hume, and they preferred the term 'understanding' in their philosophical writings (Nidditch, 1975). The debate endures even today, albeit the contending parties now have the proponents of the psychometric approach on one side, and those supporting cognitive-contextual approaches on the other. Given the debates surrounding intelligence, public opinions can differ regarding the same. My current analysis proceeds via interviews held with three participants regarding their views on intelligence.