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