K. Warner Schaie
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195156737
- eISBN:
- 9780199786817
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195156737.003.0010
- Subject:
- Psychology, Developmental Psychology
This chapter discusses the effects of health on the maintenance of intellectual functioning, the role of health behaviors, the effects of cognitive abilities as predictors of physical health, ...
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This chapter discusses the effects of health on the maintenance of intellectual functioning, the role of health behaviors, the effects of cognitive abilities as predictors of physical health, mortality, and medication use, as well as the role of perceptions of social support on health. A series of studies is described that relates the role of disease and intellectual functioning in the Seattle Longitudinal Study. The first study implicated cardiovascular disease as associated with earlier onset of decline of intellectual functioning. The second study, concerned with the structural relationship between disease processes and maintenance of intellectual functioning, also implicated cardiovascular and musculoskeletal conditions as leading to excess risk for cognitive decline.Less
This chapter discusses the effects of health on the maintenance of intellectual functioning, the role of health behaviors, the effects of cognitive abilities as predictors of physical health, mortality, and medication use, as well as the role of perceptions of social support on health. A series of studies is described that relates the role of disease and intellectual functioning in the Seattle Longitudinal Study. The first study implicated cardiovascular disease as associated with earlier onset of decline of intellectual functioning. The second study, concerned with the structural relationship between disease processes and maintenance of intellectual functioning, also implicated cardiovascular and musculoskeletal conditions as leading to excess risk for cognitive decline.
Ian Deary
- Published in print:
- 2000
- Published Online:
- January 2008
- ISBN:
- 9780198524175
- eISBN:
- 9780191712531
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198524175.001.0001
- Subject:
- Psychology, Cognitive Psychology
Human mental ability differences have a hierarchical structure, and may be viewed at levels from general ability (g) to specific abilities. Ability differences show moderate stability across the ...
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Human mental ability differences have a hierarchical structure, and may be viewed at levels from general ability (g) to specific abilities. Ability differences show moderate stability across the lifespan, moderate heritability, and some predictive power in the fields of education, work, and social life. The most persistent mystery is the origin(s) of individual differences in cognitive and biological processes. The book reviews the search for these origins. The chapters cover historical work from antiquity to the 20th century. Research addresses the search for the origins of mental ability differences in cognitive components, reaction times, and inspection times. Biological areas such as brain size, event-related potentials, functional brain imaging, and molecular genetics are presented. The book identifies solid findings and sites of progress and criticizes empirical and conceptual weaknesses in the field.Less
Human mental ability differences have a hierarchical structure, and may be viewed at levels from general ability (g) to specific abilities. Ability differences show moderate stability across the lifespan, moderate heritability, and some predictive power in the fields of education, work, and social life. The most persistent mystery is the origin(s) of individual differences in cognitive and biological processes. The book reviews the search for these origins. The chapters cover historical work from antiquity to the 20th century. Research addresses the search for the origins of mental ability differences in cognitive components, reaction times, and inspection times. Biological areas such as brain size, event-related potentials, functional brain imaging, and molecular genetics are presented. The book identifies solid findings and sites of progress and criticizes empirical and conceptual weaknesses in the field.
Allan Paivio
- Published in print:
- 1990
- Published Online:
- September 2008
- ISBN:
- 9780195066661
- eISBN:
- 9780199894086
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195066661.003.0006
- Subject:
- Psychology, Cognitive Psychology
This chapter focuses on individual differences in representational habits and skills, which presumably result from the developmental processes discussed in Chapter 5. The primary goal is to interpret ...
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This chapter focuses on individual differences in representational habits and skills, which presumably result from the developmental processes discussed in Chapter 5. The primary goal is to interpret relevant evidence in terms of dual coding theory and, where such data are not available, to propose testable implications of the theory.Less
This chapter focuses on individual differences in representational habits and skills, which presumably result from the developmental processes discussed in Chapter 5. The primary goal is to interpret relevant evidence in terms of dual coding theory and, where such data are not available, to propose testable implications of the theory.
Duncan Pritchard
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199586264
- eISBN:
- 9780191723360
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199586264.003.0003
- Subject:
- Philosophy, Metaphysics/Epistemology, General
This chapter canvasses two master intuitions about knowledge: the ability intuition and the anti-luck intuition. It argues that a robust anti-luck epistemology, which takes the anti-luck intuition as ...
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This chapter canvasses two master intuitions about knowledge: the ability intuition and the anti-luck intuition. It argues that a robust anti-luck epistemology, which takes the anti-luck intuition as central, cannot accommodate the ability intuition, and that a robust virtue epistemology which takes the ability intuition as central cannot accommodate the anti-luck intuition. It is suggested that the proper moral to be extracted from this impasse is that we need an anti-luck virtue epistemology — a theory of knowledge which incorporates two separate epistemic conditions designed to accommodate each of the two master intuitions about knowledge. Such a view can accommodate a range of key examples of interest to epistemologists. A genealogical diagnosis of the structure of knowledge is offered which supports this proposal. Anti-luck virtue epistemology can adequately respond to those versions of the value problem for knowledge which do not trade on the intuition that knowledge is finally valuable.Less
This chapter canvasses two master intuitions about knowledge: the ability intuition and the anti-luck intuition. It argues that a robust anti-luck epistemology, which takes the anti-luck intuition as central, cannot accommodate the ability intuition, and that a robust virtue epistemology which takes the ability intuition as central cannot accommodate the anti-luck intuition. It is suggested that the proper moral to be extracted from this impasse is that we need an anti-luck virtue epistemology — a theory of knowledge which incorporates two separate epistemic conditions designed to accommodate each of the two master intuitions about knowledge. Such a view can accommodate a range of key examples of interest to epistemologists. A genealogical diagnosis of the structure of knowledge is offered which supports this proposal. Anti-luck virtue epistemology can adequately respond to those versions of the value problem for knowledge which do not trade on the intuition that knowledge is finally valuable.
Ádám Miklósi
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780199295852
- eISBN:
- 9780191711688
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199295852.003.0008
- Subject:
- Biology, Animal Biology
Recent interest in dog behaviour has been overwhelmed by questions on socio-cognitive abilities in this species. This chapter refers to such abilities in a broad sense, that is, it includes ...
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Recent interest in dog behaviour has been overwhelmed by questions on socio-cognitive abilities in this species. This chapter refers to such abilities in a broad sense, that is, it includes aggressive and affiliative behaviours, in addition to various forms of interactions that occur among group mates such as communication, cooperation, play, and social learning. Most aspects of socio-cognitive behaviour are reviewed from an evolutionary perspective, suggesting that during evolution (domestication) dogs have changed patterns of social behaviour to adapt to living and surviving in the anthropogenic environment. It has been widely accepted that compared to wolves, dogs are at an advantage in showing attachment, complex communicative behaviours, or social learning skills when living in a human dominated environment; the same is true for cooperative abilities. In spite of this, there are many open questions how these traits are influenced by genetic (e.g., breeds) and environmental (e.g., socialization) factors.Less
Recent interest in dog behaviour has been overwhelmed by questions on socio-cognitive abilities in this species. This chapter refers to such abilities in a broad sense, that is, it includes aggressive and affiliative behaviours, in addition to various forms of interactions that occur among group mates such as communication, cooperation, play, and social learning. Most aspects of socio-cognitive behaviour are reviewed from an evolutionary perspective, suggesting that during evolution (domestication) dogs have changed patterns of social behaviour to adapt to living and surviving in the anthropogenic environment. It has been widely accepted that compared to wolves, dogs are at an advantage in showing attachment, complex communicative behaviours, or social learning skills when living in a human dominated environment; the same is true for cooperative abilities. In spite of this, there are many open questions how these traits are influenced by genetic (e.g., breeds) and environmental (e.g., socialization) factors.
Ian McDowell
- Published in print:
- 2006
- Published Online:
- September 2009
- ISBN:
- 9780195165678
- eISBN:
- 9780199864034
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195165678.003.0008
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
Population aging has highlighted the importance of disorders of cognition such as Alzheimer's disease. This chapter outlines a range of approaches to assessing cognitive ability and reviews thirteen ...
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Population aging has highlighted the importance of disorders of cognition such as Alzheimer's disease. This chapter outlines a range of approaches to assessing cognitive ability and reviews thirteen brief assessment scales, mainly intended for use with elderly people. These include screening instruments and longer bedside assessments, but do not include neuropsychological assessment instruments for which formal qualifications are required for their administration and interpretation.Less
Population aging has highlighted the importance of disorders of cognition such as Alzheimer's disease. This chapter outlines a range of approaches to assessing cognitive ability and reviews thirteen brief assessment scales, mainly intended for use with elderly people. These include screening instruments and longer bedside assessments, but do not include neuropsychological assessment instruments for which formal qualifications are required for their administration and interpretation.
Lesley J. Rogers and Gisela Kaplan
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9780195305104
- eISBN:
- 9780199850556
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195305104.003.0009
- Subject:
- Political Science, Environmental Politics
This chapter discusses issues concerning the interface between scientific knowledge and legislation for animal rights. It reviews available and up-to-date scientific evidence for awareness of self, ...
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This chapter discusses issues concerning the interface between scientific knowledge and legislation for animal rights. It reviews available and up-to-date scientific evidence for awareness of self, theory of mind, complex memory, planning actions, complex communication, and intelligence in animals. The chapter considers brain size in relation to cognitive ability and social behaviour, and mentions that even smaller brains can process information very efficiently. Based on the anomalies in animal intelligence, it cautions us against ranking species according to performance on a single task or on a single set of criteria, and against attributing higher value to one set of characteristics than another.Less
This chapter discusses issues concerning the interface between scientific knowledge and legislation for animal rights. It reviews available and up-to-date scientific evidence for awareness of self, theory of mind, complex memory, planning actions, complex communication, and intelligence in animals. The chapter considers brain size in relation to cognitive ability and social behaviour, and mentions that even smaller brains can process information very efficiently. Based on the anomalies in animal intelligence, it cautions us against ranking species according to performance on a single task or on a single set of criteria, and against attributing higher value to one set of characteristics than another.
(Keith E. Stanovich and Richard F. West)
- Published in print:
- 2010
- Published Online:
- May 2011
- ISBN:
- 9780195341140
- eISBN:
- 9780199894307
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195341140.003.0007
- Subject:
- Psychology, Cognitive Psychology, Cognitive Models and Architectures
This chapter reviews what is known about the connections between intelligence and the reasoning biases related to human rationality. Overall, the associations are surprisingly modest. There is great ...
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This chapter reviews what is known about the connections between intelligence and the reasoning biases related to human rationality. Overall, the associations are surprisingly modest. There is great variability, however. Some well-known thinking biases are virtually independent of cognitive ability. Others do show modest associations. The chapter presents a model of performance on heuristics and biases tasks that explains why some tasks associate with intelligence and others do not.Less
This chapter reviews what is known about the connections between intelligence and the reasoning biases related to human rationality. Overall, the associations are surprisingly modest. There is great variability, however. Some well-known thinking biases are virtually independent of cognitive ability. Others do show modest associations. The chapter presents a model of performance on heuristics and biases tasks that explains why some tasks associate with intelligence and others do not.
K. Warner Schaie
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195156737
- eISBN:
- 9780199786817
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195156737.003.0003
- Subject:
- Psychology, Developmental Psychology
This chapter presents the database for the Seattle Longitudinal Study and details the study participants and the measurement battery. The chapter also discusses, in addition to the cognitive ability ...
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This chapter presents the database for the Seattle Longitudinal Study and details the study participants and the measurement battery. The chapter also discusses, in addition to the cognitive ability measures, the neuropsychological assessment battery; measures of cognitive style; everyday problem solving; self-reported cognitive change; lifestyles, health status, health behaviors, and the subjective environment; as well as measures of personality traits and attitudes.Less
This chapter presents the database for the Seattle Longitudinal Study and details the study participants and the measurement battery. The chapter also discusses, in addition to the cognitive ability measures, the neuropsychological assessment battery; measures of cognitive style; everyday problem solving; self-reported cognitive change; lifestyles, health status, health behaviors, and the subjective environment; as well as measures of personality traits and attitudes.
K. Warner Schaie
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195156737
- eISBN:
- 9780199786817
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195156737.003.0006
- Subject:
- Psychology, Developmental Psychology
This chapter reports findings regarding cohort and period differences in cognitive abilities as well as on other variables included in the Seattle Longitudinal Study. Here, expanded operational ...
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This chapter reports findings regarding cohort and period differences in cognitive abilities as well as on other variables included in the Seattle Longitudinal Study. Here, expanded operational definitions are provided for the computation of cohort and period effects and cumulative findings through the seventh study cycle are expanded and updated. Possible applications of the period effect estimates are considered. An example is provided of how corrections for cohort and period effects can be applied to adjust longitudinal estimates to obtain increased generalizability.Less
This chapter reports findings regarding cohort and period differences in cognitive abilities as well as on other variables included in the Seattle Longitudinal Study. Here, expanded operational definitions are provided for the computation of cohort and period effects and cumulative findings through the seventh study cycle are expanded and updated. Possible applications of the period effect estimates are considered. An example is provided of how corrections for cohort and period effects can be applied to adjust longitudinal estimates to obtain increased generalizability.
E. Glenn Schellenberg
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199586974
- eISBN:
- 9780191738357
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199586974.003.0022
- Subject:
- Psychology, Music Psychology, Health Psychology
This chapter reviews studies that examined the effects of music listening on cognitive performance. It focuses on performance after listening to music. The arousal and mood hypothesis offers an ...
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This chapter reviews studies that examined the effects of music listening on cognitive performance. It focuses on performance after listening to music. The arousal and mood hypothesis offers an explanation of the Mozart effect that has nothing to do with Mozart or with spatial abilities. Rather, it proposes that Mozart's music is simply one example of a stimulus that can change how people feel, which, in turn, influences how they perform on tests of cognitive abilities. In other words, the hypothesis offers a simple and sensible explanation of the effect when it is evident. There does not appear to be a specific link between music listening and cognitive abilities, and certainly not between listening to Mozart and spatial abilities. Hence, the direct benefits of listening to music on cognition are more of a fantasy than a reality. On the other hand, it is clear that music can change listeners' emotional states, which, in turn, may impact on their cognitive performance, and the fact that the link is mediated by arousal and mood does not make it less meaningful.Less
This chapter reviews studies that examined the effects of music listening on cognitive performance. It focuses on performance after listening to music. The arousal and mood hypothesis offers an explanation of the Mozart effect that has nothing to do with Mozart or with spatial abilities. Rather, it proposes that Mozart's music is simply one example of a stimulus that can change how people feel, which, in turn, influences how they perform on tests of cognitive abilities. In other words, the hypothesis offers a simple and sensible explanation of the effect when it is evident. There does not appear to be a specific link between music listening and cognitive abilities, and certainly not between listening to Mozart and spatial abilities. Hence, the direct benefits of listening to music on cognition are more of a fantasy than a reality. On the other hand, it is clear that music can change listeners' emotional states, which, in turn, may impact on their cognitive performance, and the fact that the link is mediated by arousal and mood does not make it less meaningful.
Mike Anderson and Jeff Nelson
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9780198566427
- eISBN:
- 9780191693588
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198566427.003.0004
- Subject:
- Psychology, Cognitive Psychology
This chapter uses a hypothesis from research on individual differences in cognitive ability – the differentiation hypothesis – to show that individual differences can be informative for cognitive ...
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This chapter uses a hypothesis from research on individual differences in cognitive ability – the differentiation hypothesis – to show that individual differences can be informative for cognitive models of the mind. The differentiation hypothesis comes in two forms. The developmental differentiation hypothesis argues that as children develop, their abilities become more differentiated, and that, as adults age, their abilities become de-differentiated. The individual differences differentiation hypothesis states that abilities are more differentiated at higher IQ. Differentiation is usually inferred from either a smaller g-factor or a lower average inter-test correlation. Simulations of alternative models that specify different functional relationships between processes underlying the g-factor and specific abilities are presented. A common but simple interpretation of the apparent de-differentiation of abilities with advancing age, and increasing differentiation with development in children, is that a single common factor underlies both g and developmental change. The simulations reveal that this simple interpretation is unwarranted.Less
This chapter uses a hypothesis from research on individual differences in cognitive ability – the differentiation hypothesis – to show that individual differences can be informative for cognitive models of the mind. The differentiation hypothesis comes in two forms. The developmental differentiation hypothesis argues that as children develop, their abilities become more differentiated, and that, as adults age, their abilities become de-differentiated. The individual differences differentiation hypothesis states that abilities are more differentiated at higher IQ. Differentiation is usually inferred from either a smaller g-factor or a lower average inter-test correlation. Simulations of alternative models that specify different functional relationships between processes underlying the g-factor and specific abilities are presented. A common but simple interpretation of the apparent de-differentiation of abilities with advancing age, and increasing differentiation with development in children, is that a single common factor underlies both g and developmental change. The simulations reveal that this simple interpretation is unwarranted.
Maricela Alarcón, Robert Plomin, Robin P. Corley, and John C. Defries
- Published in print:
- 2003
- Published Online:
- March 2012
- ISBN:
- 9780195157475
- eISBN:
- 9780199848065
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195157475.003.0003
- Subject:
- Psychology, Developmental Psychology
During the last few decades, family, twin, and adoption designs have been used to assess the genetic and environmental etiologies of specific cognitive ...
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During the last few decades, family, twin, and adoption designs have been used to assess the genetic and environmental etiologies of specific cognitive abilities (SCA). The largest family study of SCA was the Hawaii Family Study of Cognition, which included test data from 1,816 intact nuclear families. Measures of parent-offspring resemblance can only be considered via upper-bound estimates of heritability. Thus, family studies can provide conclusive evidence for the familiarity of a trait, but not for its genetic etiology. In contrast, results obtained from twin studies can provide estimates of heritability. This chapter discusses the results of multivariate genetic analyses of Colorado Adoption Project (CAP) parent-offspring data at seven and twelve years of age, and compares them to those obtained by Rice et al. (1989) when the CAP children were only four years of age. The etiologies of individual differences for each of the four measures — verbal, spatial, perceptual speed, and memory — and their covariation were assessed by fitting a parent-offspring multivariate conditional path model to CAP specific cognitive abilities data.Less
During the last few decades, family, twin, and adoption designs have been used to assess the genetic and environmental etiologies of specific cognitive abilities (SCA). The largest family study of SCA was the Hawaii Family Study of Cognition, which included test data from 1,816 intact nuclear families. Measures of parent-offspring resemblance can only be considered via upper-bound estimates of heritability. Thus, family studies can provide conclusive evidence for the familiarity of a trait, but not for its genetic etiology. In contrast, results obtained from twin studies can provide estimates of heritability. This chapter discusses the results of multivariate genetic analyses of Colorado Adoption Project (CAP) parent-offspring data at seven and twelve years of age, and compares them to those obtained by Rice et al. (1989) when the CAP children were only four years of age. The etiologies of individual differences for each of the four measures — verbal, spatial, perceptual speed, and memory — and their covariation were assessed by fitting a parent-offspring multivariate conditional path model to CAP specific cognitive abilities data.
Patrick Rabbitt and Mike Anderson
- Published in print:
- 2006
- Published Online:
- March 2012
- ISBN:
- 9780195169539
- eISBN:
- 9780199847204
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195169539.003.0023
- Subject:
- Psychology, Cognitive Psychology
This chapter examines the effect of aging on cognitive abilities and asks whether all cognitive abilities show evidence of decline or whether some abilities are relatively spared. Declines in ...
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This chapter examines the effect of aging on cognitive abilities and asks whether all cognitive abilities show evidence of decline or whether some abilities are relatively spared. Declines in specific abilities would be lacunae of loss sparing the archipelagos of surviving abilities. This chapter looks at evidence from the perspective of maintenance or loss of consistency of relationships between mental abilities as age advances. Analysis of cross-sectional data from a large elderly sample showed age impaired performance on all tests that individuals were given, with the exception of some vocabulary tests. However, the amounts of total variance in test performance associated with differences in age between forty-nine and ninety-two years were very modest—not exceeding 22%. Further analysis of the data set showed that levels of correlations between scores on intelligence tests and other tests of fluid intelligence, between intelligence tests and other cognitive tests, and between other cognitive tests are consistently higher in a sample aged from seventy to ninety-two years than in a sample aged from forty-nine to sixty-nine years.Less
This chapter examines the effect of aging on cognitive abilities and asks whether all cognitive abilities show evidence of decline or whether some abilities are relatively spared. Declines in specific abilities would be lacunae of loss sparing the archipelagos of surviving abilities. This chapter looks at evidence from the perspective of maintenance or loss of consistency of relationships between mental abilities as age advances. Analysis of cross-sectional data from a large elderly sample showed age impaired performance on all tests that individuals were given, with the exception of some vocabulary tests. However, the amounts of total variance in test performance associated with differences in age between forty-nine and ninety-two years were very modest—not exceeding 22%. Further analysis of the data set showed that levels of correlations between scores on intelligence tests and other tests of fluid intelligence, between intelligence tests and other cognitive tests, and between other cognitive tests are consistently higher in a sample aged from seventy to ninety-two years than in a sample aged from forty-nine to sixty-nine years.
Heiner Rindermann, Stephen J. Ceci, and Wendy M. Williams
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199794003
- eISBN:
- 9780199345212
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794003.003.0004
- Subject:
- Psychology, Social Psychology, Cognitive Psychology
This chapter concentrates in on what is arguably one of the most important domains of excellence – cognitive ability. Cognitive process theories (constructivist and psychometric intelligence ...
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This chapter concentrates in on what is arguably one of the most important domains of excellence – cognitive ability. Cognitive process theories (constructivist and psychometric intelligence theories) help in understanding exceptional achievement. But differences in cognitive processes themselves must be explained. Thus the consideration of background determinants, such as genetic and environmental factors influencing high ability and its development, are warranted. But why study high cognitive ability? We attempt to show its relevance for the development of society itself. People at the highest competence levels make disproportionate contributions to patent rates, Nobel Prizes, numbers of scientists, societal wealth, various political variables, and societal modernity. Our chapter ends with a discussion of possibilities for furthering intellectual excellence and for increasing the number of people with high abilities accompanied with ethical considerations to avoid destructive social consequences.Less
This chapter concentrates in on what is arguably one of the most important domains of excellence – cognitive ability. Cognitive process theories (constructivist and psychometric intelligence theories) help in understanding exceptional achievement. But differences in cognitive processes themselves must be explained. Thus the consideration of background determinants, such as genetic and environmental factors influencing high ability and its development, are warranted. But why study high cognitive ability? We attempt to show its relevance for the development of society itself. People at the highest competence levels make disproportionate contributions to patent rates, Nobel Prizes, numbers of scientists, societal wealth, various political variables, and societal modernity. Our chapter ends with a discussion of possibilities for furthering intellectual excellence and for increasing the number of people with high abilities accompanied with ethical considerations to avoid destructive social consequences.
Nicholas R. Burns, Veneta A. Bastian, and Ted Nettelbeck
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780195181890
- eISBN:
- 9780199847860
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181890.003.0007
- Subject:
- Psychology, Social Psychology
This chapter addresses key questions about how emotional intelligence (EI) should be conceptualized. Is EI distinct from existing personality and ability constructs? If so, what are the main ...
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This chapter addresses key questions about how emotional intelligence (EI) should be conceptualized. Is EI distinct from existing personality and ability constructs? If so, what are the main components that distinguish it from these constructs and how might it be included within a multistratum model capable of predicting more favourable adaptation within real-world social environments? Is EI predominantly a single domain or is it multifactorial? If it is a separate entity, can it be improved by training? Does EI change over the life span? The chapter considers relationships between three different measures of EI, five personality traits, two different cognitive abilities, and several life skills. It aims to test whether EI has predictive validity for these life skills, beyond contributions of personality and cognitive abilities to these outcomes.Less
This chapter addresses key questions about how emotional intelligence (EI) should be conceptualized. Is EI distinct from existing personality and ability constructs? If so, what are the main components that distinguish it from these constructs and how might it be included within a multistratum model capable of predicting more favourable adaptation within real-world social environments? Is EI predominantly a single domain or is it multifactorial? If it is a separate entity, can it be improved by training? Does EI change over the life span? The chapter considers relationships between three different measures of EI, five personality traits, two different cognitive abilities, and several life skills. It aims to test whether EI has predictive validity for these life skills, beyond contributions of personality and cognitive abilities to these outcomes.
Michelle Ward and Laura A. Baker
- Published in print:
- 2003
- Published Online:
- March 2012
- ISBN:
- 9780195157475
- eISBN:
- 9780199848065
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195157475.003.0014
- Subject:
- Psychology, Developmental Psychology
This chapter explores the effect of prenatal smoking on cognitive and behavioral outcomes in children. These effects are examined in both adopted and ...
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This chapter explores the effect of prenatal smoking on cognitive and behavioral outcomes in children. These effects are examined in both adopted and non-adopted children in order to evaluate the extent to which smoking during pregnancy may affect general and specific cognitive abilities, personality characteristics, and childhood behavioral problems at twelve years of age. A comparison of effects between adopted children (separated from their birth mothers shortly after birth) and non-adopted children (raised by their birth mothers) is made, along with an investigation of characteristics of mothers who did and did not smoke during pregnancy. The chapter also examines the extent to which maternal characteristics (such as education and cognitive ability) may explain any adverse child outcomes in the smoking groups.Less
This chapter explores the effect of prenatal smoking on cognitive and behavioral outcomes in children. These effects are examined in both adopted and non-adopted children in order to evaluate the extent to which smoking during pregnancy may affect general and specific cognitive abilities, personality characteristics, and childhood behavioral problems at twelve years of age. A comparison of effects between adopted children (separated from their birth mothers shortly after birth) and non-adopted children (raised by their birth mothers) is made, along with an investigation of characteristics of mothers who did and did not smoke during pregnancy. The chapter also examines the extent to which maternal characteristics (such as education and cognitive ability) may explain any adverse child outcomes in the smoking groups.
Jodi Quas and Robyn Fivush (eds)
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780195326932
- eISBN:
- 9780199870318
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195326932.001.0001
- Subject:
- Psychology, Developmental Psychology
The question of how well children recall and can discuss emotional experiences is one with numerous theoretical and applied implications. Theoretically, the role of emotions generally and emotional ...
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The question of how well children recall and can discuss emotional experiences is one with numerous theoretical and applied implications. Theoretically, the role of emotions generally and emotional distress specifically in children's emerging cognitive abilities has implications for understanding how children attend to and process information, how children react to emotional information, and how that information affects their development and functioning over time. Practically speaking, increasing numbers of children have been involved in legal settings as victims or witnesses to violence, highlighting the need to determine the extent to which children's eyewitness reports of traumatic experiences are accurate and complete. In clinical contexts, the ability to narrate emotional events is emerging as a significant predictor of psychological outcomes. How children learn to describe emotional experiences and the extent to which they can do so coherently thus has important implications for clinical interventions.Less
The question of how well children recall and can discuss emotional experiences is one with numerous theoretical and applied implications. Theoretically, the role of emotions generally and emotional distress specifically in children's emerging cognitive abilities has implications for understanding how children attend to and process information, how children react to emotional information, and how that information affects their development and functioning over time. Practically speaking, increasing numbers of children have been involved in legal settings as victims or witnesses to violence, highlighting the need to determine the extent to which children's eyewitness reports of traumatic experiences are accurate and complete. In clinical contexts, the ability to narrate emotional events is emerging as a significant predictor of psychological outcomes. How children learn to describe emotional experiences and the extent to which they can do so coherently thus has important implications for clinical interventions.
Janette Atkinson and Oliver Braddick
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9780199594818
- eISBN:
- 9780191738166
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199594818.003.0063
- Subject:
- Psychology, Social Psychology, Developmental Psychology
The first part of this chapter outlines a neurobiological model of visual mechanisms (and their development) that provides the neural underpinnings of the infant and young child's visual, ...
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The first part of this chapter outlines a neurobiological model of visual mechanisms (and their development) that provides the neural underpinnings of the infant and young child's visual, attentional, and spatial abilities. It discusses the links between attention and the child's other cognitive abilities, including planning and executing actions, and how these dynamic developmental interactions between different neural systems may be altered in atypical development from birth through early childhood. A key concept is the broad division of the visual brain into ‘ventral’ and ‘dorsal’ cortical streams. Dorsal-stream deficits are consistent with the characteristic visuocognitive profile found in Williams syndrome (WS). The second part of the chapter presents some evidence on the form these problems take in the visuospatial and visuomotor abilities in children with WS. Lastly, the chapter discusses the overlap between the brain networks controlling action systems and those involved in attention. This means that when visuospatial deficits are considered, these may be associated with deficits of attention.Less
The first part of this chapter outlines a neurobiological model of visual mechanisms (and their development) that provides the neural underpinnings of the infant and young child's visual, attentional, and spatial abilities. It discusses the links between attention and the child's other cognitive abilities, including planning and executing actions, and how these dynamic developmental interactions between different neural systems may be altered in atypical development from birth through early childhood. A key concept is the broad division of the visual brain into ‘ventral’ and ‘dorsal’ cortical streams. Dorsal-stream deficits are consistent with the characteristic visuocognitive profile found in Williams syndrome (WS). The second part of the chapter presents some evidence on the form these problems take in the visuospatial and visuomotor abilities in children with WS. Lastly, the chapter discusses the overlap between the brain networks controlling action systems and those involved in attention. This means that when visuospatial deficits are considered, these may be associated with deficits of attention.
Fergus I. M. Craik and Ellen Bialystok
- Published in print:
- 2006
- Published Online:
- March 2012
- ISBN:
- 9780195169539
- eISBN:
- 9780199847204
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195169539.003.0001
- Subject:
- Psychology, Cognitive Psychology
For the most part, researchers in cognitive development investigate the emergence of cognitive abilities from birth until about ten or twelve years old, and researchers in cognitive aging confine ...
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For the most part, researchers in cognitive development investigate the emergence of cognitive abilities from birth until about ten or twelve years old, and researchers in cognitive aging confine their inquiries to adults beyond the age of about sixty years. In both cases, although more so in cognitive aging, comparisons are also made with the performance of high-functioning young adults, usually university undergraduates, from whom deviations in performance are measured. The related notions of plasticity, adaptation, and compensation are central to understanding lifespan changes in cognitive processing. The pattern of development and decline of cognitive abilities depends on the observation perspective one takes and the size of the lens through which one peers. These differences are illustrated by describing the evidence from three perspectives that progressively narrow the lens and sharpen the focus: context and performance, differentiation-dedifferentiation, and representation and control. In each case, this chapter considers whether there is evidence for developmental growth and decline; and if so, whether the rise and fall are symmetrical and whether the patterns of change can be traced to the same underlying mechanisms.Less
For the most part, researchers in cognitive development investigate the emergence of cognitive abilities from birth until about ten or twelve years old, and researchers in cognitive aging confine their inquiries to adults beyond the age of about sixty years. In both cases, although more so in cognitive aging, comparisons are also made with the performance of high-functioning young adults, usually university undergraduates, from whom deviations in performance are measured. The related notions of plasticity, adaptation, and compensation are central to understanding lifespan changes in cognitive processing. The pattern of development and decline of cognitive abilities depends on the observation perspective one takes and the size of the lens through which one peers. These differences are illustrated by describing the evidence from three perspectives that progressively narrow the lens and sharpen the focus: context and performance, differentiation-dedifferentiation, and representation and control. In each case, this chapter considers whether there is evidence for developmental growth and decline; and if so, whether the rise and fall are symmetrical and whether the patterns of change can be traced to the same underlying mechanisms.
