In Defense of a Developmental Theory of Intelligence: Response to the Commentators (original) (raw)
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Developing Intelligence: Is a Comprehensive Theory Possible?
Intelligence, 2013
""This is a special issue that is already on line in the journal INTELLIGENCE and it will be published soon in 2013. This special issue focuses on the findings and theory presented in a target article recently published in INTELLIGENCE: Demetriou, A., Spanoudis, G., Shayer, M., Mouyi, A., Kazi, S., & Platsidou, M. (2013). Cycles in speed-working memory-G relations: Towards a developmental-differential theory of mind. Intelligence, 41, 34-50. The special issue involves a short introduction, commentaries by Thomas R. Coyle, Robert V. Kail, and Juan Pascual-Leone and a rejonder by Andreas Demetriou, George Spanoudis, and Michael Shayer, which answers to the points raised in the three commentaries. As a whole, the special issue points to the directions to be taken for the integration of differential, developmental, and cognitive approaches to intelligence and the mind into an overarching framework. ""
In A. Demetriou & A. Raftopoulos, (Eds.), (2004). Cognitive developmental change: Models, methods, and measurement (pp 21-73). Cambridge: Cambridge University Press., 2004
This chapter summarizes and empirically substantiates our theory according to the state of the art in the early 2000s, with an emphasis on the integration of developmental and differential theory.
Developmental intelligence: From empirical to hidden constructs
This introduction first outlines the main issues and questions about mind and intelligence that need to be dealt with by disciplines such as differential, developmental, and cognitive, psychology. It then summarizes the major findings of the target article, the main points raised by the commentators, and the main points of the rejoinder. It ends up with a set of questions to be followed by future research.
Journal of Intelligence
This special issue aimed to contribute to the unification of two disciplines focusing on cognition and intelligence: the psychology of cognitive development and the psychology of intelligence. The general principles of the organization and development of human intelligence are discussed first. Each paper is then summarized and discussed vis-à-vis these general principles. The implications for major theories of cognitive development and intelligence are briefly discussed.
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 with development, and the training fade-out problem.
This chapter summarizes a comprehensive theory of intellectual organization and growth. The theory specifies a common core of processes (abstraction, representational alignment, and cognizance, i.e., AACog) underlying inference and meaning making. AACog develops over four reconceptualization cycles (episodic representations, realistic representations, rule-based inference and principle-based inference starting at birth, 2, 6, and 11 years, respectively) with two phases in each (production of new mental units and alignment). This sequence relates to changes in processing efficiency and working memory (WM) in overlapping cycles such that relations with efficiency are high in the production phases and relations with WM are high in the alignment phases over all cycles. Reconceptualization is self-propelled because AACog continuously generates new mental content expressed in representations of increasing inclusiveness and resolution. Each cycle culminates into an insight about the cycle's representations and underlying infer-ential processes that is expressed into executive programs of increasing flexibility. Learning addressed to this insight accelerates the course of reconceptualization. Individual differences in intellectual growth are related to both the state of this core and its interaction with different cognitively primary domains (e.g. categorical, quantitative, spatial cognition, etc.). We will also demonstrate that different levels of intelligence expressed through IQ measures actually correspond to different types of representational and problem-solving possibilities as expressed through the AACog reconceptualization cycles.
Michael and Kuperwasser.pdf Cognitive Intelligence The Theoretical Aspect
The Cognitive Campaign: Strategic and Intelligence Perspectives, 2019
In this article, we will focus on cognitive intelligence as a field in its own right whose importance has increasingly been recognized in recent years, as well as its interfaces with other fields that influence it and are affected by it. The article establishes a conceptual and theoretical foundation and aims to serve as a basis for developing methodologies and operating concepts within the intelligence community in the field of cognition, while relying on existing conceptualizations within the field. The article reveals the scope of the discussion and addresses the open questions, which will expand the knowledge base that the Israeli intelligence community has developed as a result of its practical experience in this field.
Intelligence and Cognitive Development: Three Sides of the Same Coin
Journal of Intelligence
Research on intelligence, mainly based on correlational and factor-analytical work, research on cognitive development, and research in cognitive psychology are not to be opposed as has traditionally been the case, but are pursuing the same goal, that is, understand how the human being adapts to his/her own, complex environment. Each tradition of research has been focusing on one source of variation, namely situational differences for cognitive psychology, individual differences for psychometrics, and age differences for developmental psychology, while usually neglecting the two other sources of variation. The present paper compares those trends of research with respect to the constructs of fluid intelligence, working memory, processing speed, inhibition, and executive schemes. Two studies are very briefly presented to support the suggestion that tasks issued from these three traditions are very similar, if not identical, and that theoretical issues are also similar. We conclude in arguing that a unified vision is possible, provided one is (a) interested in the underlying processes and not only in the experimental variations of conditions; (b) willing to adopt a multidimensional view according to which few general mechanisms are at work, such as working memory or processing capacity, inhibition, and executive schemes; and (c) granting a fundamental role to individual differences.