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Intelligence and Learning

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Cover of 'Intelligence and Learning'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction and Overview
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    Chapter 2 Intelligence and Learning
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    Chapter 3 Recent Issues in the Developmental Approach to Mental Retardation
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    Chapter 4 Reaction Time and Intelligence
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    Chapter 5 Intelligence and Learning: Specific and General Handicap
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    Chapter 6 The Nature of Intelligence
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    Chapter 7 The Primary Mental Ability
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    Chapter 8 Genetic Differences in “g” and Real Life
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    Chapter 9 Physiological Evidence that Demand for Processing Capacity Varies with Intelligence
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    Chapter 10 Closure Factors: Evidence for Different Modes of Processing
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    Chapter 11 Test Structure and Cognitive Style
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    Chapter 12 Intelligence and the Orienting Reflex
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    Chapter 13 Individual Differences in Memory Span
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    Chapter 14 Towards a Symbiosis of Cognitive Psychology and Psychometrics
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    Chapter 15 Development and Modifiability of Adult Intellectual Performance: An Examination of Cognitive Intervention in Later Adulthood
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    Chapter 16 The Relationship between Memory Span and Processing Speed
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    Chapter 17 Cognitive Mechanisms and Training
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    Chapter 18 Training and Logic: Comment on Magali Bovet’s Paper
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    Chapter 19 The Role of Social Experience in Cognitive Development
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    Chapter 20 Knowledge Development and Memory Performance
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    Chapter 21 Reasoning and Problem Solving in Young Children
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    Chapter 22 Logical Competence in Infancy: Object Percept or Object Concept?
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    Chapter 23 Piagetian Perspective in Draw-a-House Tree Task: A Longitudinal Study of the Drawings of Rural Children
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    Chapter 24 Metacognition and Intelligence Theory
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    Chapter 25 Adaptation to Equilibration: A More Complex Model of the Applications of Piaget’s Theory to Early Childhood Education
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    Chapter 26 A Model of Cognitive Development
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    Chapter 27 The Use of a Piagetian Analysis of Infant Development to Predict Cognitive and Language Development at Two Years
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    Chapter 28 Testing Process Theories of Intelligence
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    Chapter 29 Coding and Planning Processes
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    Chapter 30 Process Theories: Form or Substance? A Discussion of the Papers by Butterfield, Das and Jarman
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    Chapter 31 Toward a Unified Componential Theory of Human Intelligence: I. Fluid Ability
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    Chapter 32 Toward a Theory of Aptitude for Learning I. Fluid and Crystallized Abilities and their Correlates
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    Chapter 33 Comparison of Reading and Spelling Strategies in Normal and Reading Disabled Children
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    Chapter 34 Active Perceiving and the Reflection-Impulsivity Dimension
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    Chapter 35 Cognitive Strategies in Relation to Reading Disability
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    Chapter 36 Comparative Efficacy of Group Therapy and Remedial Reading with Reading Disabled Children
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    Chapter 37 Coding Strategies and Reading Comprehension
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    Chapter 38 Cultural Systems and Cognitive Styles
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    Chapter 39 Culture, Cognitive Tests and Cognitive Models: Pursuing Cognitive Universals by Testing Across Cultures
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    Chapter 40 Human Ageing and Disturbances of Memory Control Processes Underlying “Intelligent” Performance of Some Cognitive Tasks
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    Chapter 41 Ability Factors and the Speed of Information Processing
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    Chapter 42 The Design of a Robot Mind: A Theoretical Approach to Issues in Intelligence
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    Chapter 43 Cognitive Psychology and Psychometric Theory
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    Chapter 44 A Comparison of Psychometric and Piagetian Assessments of Symbolic Functioning in Down’s Syndrome Children
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    Chapter 45 A Comparison of the Conservation Acquisition of Mentally Retarded and Nonretarded Children
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    Chapter 46 Generalization of a Rehearsal Strategy in Mildly Retarded Children
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    Chapter 47 Cognitive Processing in Learning Disabled and Normally Achieving Boys in a Goal-Oriented Task
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    Chapter 48 Home Environment, Cognitive Processes, and Intelligence: A Path Analysis
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    Chapter 49 Inducing Flexible Thinking: The Problem of Access
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    Chapter 50 Hemispheric Intelligence: The Case of the Raven Progressive Matrices
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    Chapter 51 Individual Differences in the Patterning of Curves of D.Q. and I.Q. Scores from 6 Months to 17 Years
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    Chapter 52 The Social Ecology of Intelligence in the British Isles, France and Spain
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    Chapter 53 Verbal Ability, Attention and Automaticity
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    Chapter 54 Ability and Strategy Differences in Map Learning
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    Chapter 55 Information-Processing—“Old Wine in New Bottles” or a Challenge to the Psychology of Learning and Intelligence?
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    Chapter 56 General Intelligence and Mental Speed: Their Relationship and Development
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    Chapter 57 Presentation Mode and Organisational Strategies in Young Children’s Free Recall
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    Chapter 58 Qualitative and Quantitative Aspects in the Development of Proportional Reasoning
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Title
Intelligence and Learning
Published by
Springer US, December 2012
DOI 10.1007/978-1-4684-1083-9
ISBNs
978-1-4684-1083-9, 978-1-4684-1085-3
Editors

Friedman, Morton P., O’Connor, Neil, Das, J. P.

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Mendeley readers

The data shown below were compiled from readership statistics for 8 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 8 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 1 13%
Student > Doctoral Student 1 13%
Student > Master 1 13%
Unknown 5 63%
Readers by discipline Count As %
Computer Science 1 13%
Psychology 1 13%
Physics and Astronomy 1 13%
Unknown 5 63%