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001			EBC3300104
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005			20240729124827.0
006			m o d |
007			cr cnu||||||||
008			240724s1996 xx o ||||0 eng d
020			_a9780674029316 _q(electronic bk.)
020			_z9780674634565
035			_a(MiAaPQ)EBC3300104
035			_a(Au-PeEL)EBL3300104
035			_a(CaPaEBR)ebr10312810
035			_a(OCoLC)923109131
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aBF431
082	0		_a153.9
100	1		_aCeci, Stephen J.
245	1	0	_aOn Intelligence : _bA Biological Treatise on Intellectual Development, Expanded Edition.
250			_a1st ed.
264		1	_aCambridge : _bHarvard University Press, _c1996.
264		4	_c©1996.
300			_a1 online resource (313 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aIntro -- Contents -- Preface, 1996 -- Preface to the Original Edition -- Acknowledgments -- PART ONE SOCIAL CONTEXT AND INTELLECTUAL DEVELOPMENT -- CHAPTER 1 Why a Treatise on Intelligence? -- Five Easy Facts -- Old Wine in New Bottles? -- Traditional Psychological Theories of Intelligence -- About the Rest of This Book -- CHAPTER 2 Toward an Inductive Theory of Intellectual Complexity -- Toward a Developmental Framework -- Terminological Considerations -- Elaborated Knowledge Structures versus Cognitive Processes -- Knowledge versus Intelligence -- CHAPTER 3 Mismatches Between Intelligent Peformance and IQ -- Cultural Anthropology -- Grocery Shopping -- Dairy Workers -- !Kung San Hunters -- Experimental Psychology -- Cupcake Baking -- Capturing Butterflies -- City Manager -- A Day at the Races -- CHAPTER 4 A Social-Organizational Analysis of Intellectual Development -- Social Class and IQ -- Motivational Values Inculcated Through Parenting -- SAT Scores and Academic Achievement -- Income and SATs: One Interpretation -- Income and SATs: An Alternate Interpretation -- The Terman Study of Genius -- The Validity of IQ -- Convergence from Recent Life Course Analyses -- Thirtysomething: To Be Born Rich or Smart -- CHAPTER 5 The Impact of Schooling on Intelligence -- Correlation Between IQ and Years in School -- Influence of Summer Vacation on IQ -- Continuous Impact of Schooling on IQ -- Impact of Delayed Schooling on IQ -- School Achievement versus Aptitude -- Influence of Early Termination of Schooling on IQ -- Influence of Northern Schooling on Black IQ -- Influence of Early School Entry on Cognitive Development -- Influence of Intergenerational Changes in Schooling -- Quality of Schooling -- Schooling and Information Processing -- Perceptual Abilities -- Concept Formation -- Memory -- Other Cognitive Skills -- Taking Stock.
505	8		_aPART TWO THE BIOECOLOGICAL FRAMEWORK -- CHAPTER 6 The Role of Context in Shaping Multiple Intelligences -- Contextualism and Intelligence -- Cognitive Molecules Out of Context -- Culture's Role -- A Bioecological Theoretical Framework -- Introducing the Bioecological View -- Multiple Cognitive Potentials -- Pitting g Against a Multiple Potential Perspective -- Central Processing Capacity -- The Problem with Factors -- Contexts of Crystallization -- Motives as Crystallizing Agents -- Environmental Challenges -- Knowledge versus Intelligence -- Some Illustrative Anecdotes -- Knowledge and Process in Symbiosis -- CHAPTER 7 A Model of Cognitive Complexity -- Evaluating the Bioecological Framework vis-a-vis Classic Forms of Evidence: The Case of Heritability -- Genetics -- Methods of Estimating h2 -- The Stability, Nature, and Meaning of h2 -- The Assumption of Additivity -- Differences Between Correlations and Means -- Confounding Genetic and Ecological Sources of Shared Variance -- CHAPTER 8 The Fallacy: Biology =IQ =Intelligence =Singularity of Mind =Real-World Success -- Cross-Task Commonality -- The Role of Task Complexity -- g and Job Success -- Positive Manifold -- Same-Different Judgments -- The Role of Practice -- Age of Aquisition and Memory -- CHAPTER 9 How Abstract Is Intelligence? -- The Relationship Between Intelligence and Abstraction -- Transfer Within and Across Domains -- Abstractness Defined -- The Role of Knowledge in Abstraction -- Race and Abstraction: The Jensen Study -- Generality -- The Effect of Training on Transfer -- Transfer and Cross-Task Correlations -- The Problem of Problem Isomorphs -- CHAPTER 10 Taking Stock of the Options -- Contrasting the Bioecological Framework with Existing Theories -- Contextualist Theories -- Information Processing Theory -- Structural Theories: Piaget's Theory and Case's Theory.
505	8		_aCase's Theory of Intellectual Development -- Knowledge-based Theories of Intellectual Development -- Theories of Multiple Intelligences -- Sternberg's Triarchic Theory -- Modularity Theories -- Caveat Lector -- Epilogue -- Endnotes -- References -- Subject Index.
520			_aCeci argues that traditional conceptions of intelligence ignore the role of society in shaping intelligence and underestimate the intelligence of non-Western societies. He puts forth a "bio-ecological" framework of individual differences in intellectual development intended to address major deficiencies of extant theories of intelligence.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aIntellect.
650		0	_aAbility-Testing.
655		4	_aElectronic books.
776	0	8	_iPrint version: _aCeci, Stephen J. _tOn Intelligence _dCambridge : Harvard University Press,c1996 _z9780674634565
797	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3300104 _zClick to View
999			_c74651 _d74651