{"title":"Symposium on the Theory of Multiple Intelligences","authors":"D. Perkins, J. Lochhead, J. Bishop","doi":"10.4324/9781315802015-8","DOIUrl":"https://doi.org/10.4324/9781315802015-8","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"20 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115523449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.4324/9781315802015-28
O. V. Leer
{"title":"“Upwards and Across”: An Essay on Cross-Disciplinary Thinking","authors":"O. V. Leer","doi":"10.4324/9781315802015-28","DOIUrl":"https://doi.org/10.4324/9781315802015-28","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124950320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.4324/9781315802015-23
Delores Gallo
{"title":"Empathy, Reason, and Imagination: The Impact of Their Relationship on Education","authors":"Delores Gallo","doi":"10.4324/9781315802015-23","DOIUrl":"https://doi.org/10.4324/9781315802015-23","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122650745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.4324/9781315802015-15
D. Isenberg
{"title":"Inside the Mind of the Senior Manager","authors":"D. Isenberg","doi":"10.4324/9781315802015-15","DOIUrl":"https://doi.org/10.4324/9781315802015-15","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130527644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.4324/9781315802015-35
J. Easley
{"title":"A Teacher Educator’s Perspective on Students’ and Teachers’ Schemes","authors":"J. Easley","doi":"10.4324/9781315802015-35","DOIUrl":"https://doi.org/10.4324/9781315802015-35","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128229298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On the Place of Representations in Cognition","authors":"B. Shanon","doi":"10.4324/9781315802015-4","DOIUrl":"https://doi.org/10.4324/9781315802015-4","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127962399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Symposium: Can Intelligence Be Improved?","authors":"R. Herrnstein, A. Jensen, J. Baron, R. Sternberg","doi":"10.4324/9781315802015-5","DOIUrl":"https://doi.org/10.4324/9781315802015-5","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"38 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130730677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I wish to offer a “best guess” hypothesis, consistent with the evidence I know of, which, if it is correct, implies that those of us who want to teach people to be more intelligent will have to be aware of some limitations on what we can do. I conceive of teaching intelligence as training of certain abilities in substantial generality, that is, so that they are broadly useful. In brief, some abilities can be trained this way and others cannot. Skills, narrowly conceived, cannot be trained in general. Methods or strategies can be trained in general, but there are few at best that are powerful enough to count as parts of intelligence. The abilities that can be trained most usefully may be called styles. I have in mind things like thoroughness in searching for evidence, willingness to consider alternative possibilities, and fairness in the way one goes about searching for evidence and using it. To some extent, these styles may be taught as habits, the way one teaches good manners. But I think a more productive way to teach them is by instilling appropriate goals and beliefs. Just as we may teach good manners by instilling a concern for others, we may teach good thinking by instilling a concern for the truth and a belief that it is possible to get to the bottom of things through our own efforts. In essence, the teaching of intelligence, like the teaching of moral behavior, involves the enforcement of certain standards of conduct. The question of whether any aspects of intelligence can be taught is not one we can answer definitively now. It is like the question, “Can diet prevent heart disease?” What we want is a best guess for practical purposes, not a conclusive scientific demonstration — although that would always be nice. Thus, it is inappropriate to argue that the burden of proof is on one side or the other. The practical issue before us involves the probable costs and benefits of various proposals, not scientific certainty. There are a few facts that make me think that the teaching of intelligence is possible. First, there is the cross-cultural evidence about the effects of schooling. In many countries, it is unfortunately still possible to do experiments on children who seem to differ only in that some of them go to school and others do not. In every study I know in which this has been done, (e.g., Stevenson et al., 1978) schooling has been found to have substantial beneficial effects on the performance of problem-solving and memory tasks. The tasks in question
{"title":"An Hypothesis About the Training of Intelligence","authors":"J. Baron","doi":"10.4324/9781315802015-6","DOIUrl":"https://doi.org/10.4324/9781315802015-6","url":null,"abstract":"I wish to offer a “best guess” hypothesis, consistent with the evidence I know of, which, if it is correct, implies that those of us who want to teach people to be more intelligent will have to be aware of some limitations on what we can do. I conceive of teaching intelligence as training of certain abilities in substantial generality, that is, so that they are broadly useful. In brief, some abilities can be trained this way and others cannot. Skills, narrowly conceived, cannot be trained in general. Methods or strategies can be trained in general, but there are few at best that are powerful enough to count as parts of intelligence. The abilities that can be trained most usefully may be called styles. I have in mind things like thoroughness in searching for evidence, willingness to consider alternative possibilities, and fairness in the way one goes about searching for evidence and using it. To some extent, these styles may be taught as habits, the way one teaches good manners. But I think a more productive way to teach them is by instilling appropriate goals and beliefs. Just as we may teach good manners by instilling a concern for others, we may teach good thinking by instilling a concern for the truth and a belief that it is possible to get to the bottom of things through our own efforts. In essence, the teaching of intelligence, like the teaching of moral behavior, involves the enforcement of certain standards of conduct. The question of whether any aspects of intelligence can be taught is not one we can answer definitively now. It is like the question, “Can diet prevent heart disease?” What we want is a best guess for practical purposes, not a conclusive scientific demonstration — although that would always be nice. Thus, it is inappropriate to argue that the burden of proof is on one side or the other. The practical issue before us involves the probable costs and benefits of various proposals, not scientific certainty. There are a few facts that make me think that the teaching of intelligence is possible. First, there is the cross-cultural evidence about the effects of schooling. In many countries, it is unfortunately still possible to do experiments on children who seem to differ only in that some of them go to school and others do not. In every study I know in which this has been done, (e.g., Stevenson et al., 1978) schooling has been found to have substantial beneficial effects on the performance of problem-solving and memory tasks. The tasks in question","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116906382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.4324/9781315802015-16
Carol L. Smith, Arthur B. Millman
{"title":"Understanding Conceptual Structures: A Case Study of Darwin’s Early Thinking","authors":"Carol L. Smith, Arthur B. Millman","doi":"10.4324/9781315802015-16","DOIUrl":"https://doi.org/10.4324/9781315802015-16","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123463221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.4324/9781315802015-11
William Maxwell
{"title":"The Human Brain as a Model for Decision Making 1","authors":"William Maxwell","doi":"10.4324/9781315802015-11","DOIUrl":"https://doi.org/10.4324/9781315802015-11","url":null,"abstract":"","PeriodicalId":186443,"journal":{"name":"Thinking: The Second International Conference","volume":"65 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124837042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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