cognitive psychology sternberg

Why do some children seem to learn mathematics easily and others slave away at it, learning it only with great effort and apparent pain? Why are some people good at algebra but terrible at geometry? How can people who successfully run a business as adults have been failures at math in school? How come some professional mathematicians suffer terribly when trying to balance a checkbook? And why do school children in the United States perform so dismally in international comparisons? These are the kinds of real questions the editors set out to answer, or at least address, in editing this book on mathematical thinking. Their goal was to seek a diversity of contributors representing multiple viewpoints whose expertise might converge on the answers to these and other pressing and interesting questions regarding this subject.

The chapter authors were asked to focus on their own approach to mathematical thinking, but also to address a common core of issues such as the nature of mathematical thinking, how it is similar to and different from other kinds of thinking, what makes some people or some groups better than others in this subject area, and how mathematical thinking can be assessed and taught. Their work is directed to a diverse audience — psychologists interested in the nature of mathematical thinking and abilities, computer scientists who want to simulate mathematical thinking, educators involved in teaching and testing mathematical thinking, philosophers who need to understand the qualitative aspects of logical thinking, anthropologists and others interested in how and why mathematical thinking seems to differ in quality across cultures, and laypeople and others who have to think mathematically and want to understand how they are going to accomplish that feat.

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This edited volume presents a balanced approach to the ongoing debate of just how general the “general factor” of intelligence is. To accomplish this goal, the editors chose a number of distinct approaches to the study of intelligence–psychometric, genetic-epistemological, cognitive, biological, behavior-genetic, sociocultural, systems–and asked distinguished scholars to write from the standpoint of these approaches. Each approach comprises two chapters, one by a scholar leaning toward a view arguing for the greater generality of g, and the other by a scholar leaning toward a view arguing for the lesser generality of g. The scholars are not simply “for” or “against” these outlooks, rather they provide a more textured view of the general factor, attempting to explain it in psychological terms that are easily understandable.

Intended for psychologists in all areas, including clinical, consulting, educational, cognitive, school, developmental, and industrial-organizational, this book will also be of interest to educators, sociologists, anthropologists, and those interested in the nature of intelligence.

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This text enables readers to understand human intelligence from a variety of standpoints, such as psychology, anthropology, computational science, sociology, and philosophy. Readers will gain a comprehensive understanding of the concept of intelligence and how ideas about it have evolved and are continuing to evolve. Much of the present confusion surrounding the concept of intelligence stems from our having looked at it from these different standpoints without considering how they relate to each other or how they might be combined into a unified view that goes beyond the boundaries of a particular discipline.

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This one-of-a kind volume brings together leading scholars in intelligence research to present timely and forward-thinking perspectives. Each contributor builds upon past studies of intelligence and explores new ideas that differ radically from traditional notions about intelligence. Contributors also examine how intelligence changes over the lifespan, focusing on such issues as the importance of environmental context in determining intelligence and the importance of understanding how intelligence relates to other constructs like emotion and temperament. The roster of contributors includes distinguished scholars from a variety of orientations, including biology, cognition, development, personality, and artificial intelligence. This book will serve as a provocative resource for all readers interested in the concept of intelligence.

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Those responsible for professional development in public and private-sector organizations have long had to deal with an uncomfortable reality. Billions of dollars are spent on formal education and training directed toward the development of job incumbents, yet the recipients of this training spend all but a fraction of their working life outside the training room–in meetings, on the shop floor, on the road, or in their offices. Faced with the need to promote “continuous learning” in a cost-effective manner, trainers, consultants, and educators have sought to develop ways to enrich the instructional and developmental potential of job assignments–to understand and facilitate the “lessons of experience.”

Not surprisingly, social and behavioral scientists have weighed in on the subject of on-the-job learning, and one message of their research is quite clear. This message is that much of the knowledge people use to succeed on the job is acquired implicitly–without intention to learn or awareness of having learned. The common language of the workplace reflects an awareness of this fact as people speak of learning “by doing” or “by osmosis” and of professional “instinct” or “intuition.” Psychologists, more careful if not clearer in their choice of words, refer to learning without intention or awareness as “implicit learning” and refer to the knowledge that results from this learning as “tacit knowledge.”

Tacit Knowledge in Professional Practice explores implicit learning and tacit knowledge as they manifest themselves in the practice of six knowledge-intensive professions, and considers the implications of a tacit-knowledge approach for increasing the instructional and developmental impact of work experiences. This volume brings together distinguished practitioners and researchers in each of the six disciplines to discuss their own research and/or professional experience and to engage each other’s views. It addresses professional practice in its totality — from the technical to the interpersonal to the crassly commercial — not simply a few aspects of practice that lend themselves to controlled study. Finally, this edited volume seeks to go beyond the enumeration of critical experiences to an understanding of the psychological mechanisms that underlie learning from experience in professional disciplines and, in so doing, to lay a foundation for innovations in professional education and training.

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“This is a genuinely exciting volume that breaks new ground by linking cognitive theory to the literatures on socialization and values. The pathways that lead from competence to beliefs about competence to actual behaviors are intriguing. Cognitive, clinical, developmental, and social psychologists will find real treasures in these chapters, and the study of competence will be greatly advanced by the compilation of these writings.”-Stephen J. Ceci

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Who is creative and why? And what does it mean to be creative? Is a creative individual a master-of-all trades or a master of one? In other words, is creativity a generalized attribute or is it a domain-specific attribute? In Creativity: The Psychology of Creative Potential and Realization, authors ponder these questions and discuss the attributes that lead people to be creative in various fields such as the arts and letters, the sciences, and business. The emphasis of this volume is on the theoretical issue of whether the attributes that lead to creativity in one domain are the same as those that lead to creativity in another domain. Researchers and students alike will find these discussions delightfully intriguing. The study of creativity is burgeoning and multidisciplinary, in that it involves approaches of social, personality, cognitive, clinical, biological, differential, developmental, and educational psychology. The book will be of interest a wide range of psychologist, researchers and students.
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The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related.
Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development:
*represents a new direction in theory and research on intellectual functioning and development;
*portrays human intelligence as fundamentally constrained by biology and adaptive needs but modulated by social and cultural forces; and
*encompasses and integrates a broad range of scientific findings and advances, from cognitive and affective neurosciences to cultural psychology, addressing fundamental issues of individual differences, developmental variability, and cross-cultural differences with respect to intellectual functioning and development.
By presenting current knowledge regarding integrated understanding of intellectual functioning and development, this volume promotes exchanges among researchers concerned with provoking new ideas for research and provides educators and other practitioners with a framework that will enrich understanding and guide practice.
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The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions–knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction–sometimes work to facilitate learning in the classroom and other contexts. But learning may also be impeded by intuitive conceptions, and they can be difficult to dislodge as needed. The literatures in psychology and education include a large and diverse body of theory and research on intuitive conceptions, but this work is limited in some respects. This volume contributes in four ways to overcome these limitations. Understanding and Teaching the Intuitive Mind: Student and Teacher Learning:
* pulls together diverse theoretical and methodological approaches to the origin, structure, function, and development of intuitive conceptions;
* explores a diversity of academic disciplines–paying equal attention not only to mathematics and science, the fields in which intuitive concepts have been studied most extensively, but also to the social sciences, arts, and humanities;
* explicitly links theory and research to educational implications and classroom applications; and
* focuses not only on students’ intuitive conceptions but also on teachers’ intuitive beliefs about learning and teaching.

Although the viewpoints of the contributors are diverse, they share the belief that educational practices have much to gain by systematic studies of the intuitive learner and teacher. This volume offers state-of-the-art, research-based information and support for psychologists, teacher educators, educational administrators, teachers, prospective teachers, and others who seek to develop educational practices that are cognizant of (and responsive to) the intuitive conceptions of students and teachers.

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