Robert J. Sternberg

The percentage of school-age children in this country who have been labeled as having a learning disability is on the rise and may soon reach twenty percent. But what is a genuine learning disability and how does it differ from garden-variety poor learning? How can we more accurately assess children's abilities, and then teach to learning strengths instead of to weaknesses? From the biological bases of dyslexia and other disabilities, to the tests that do and do not accurately assess learning abilities, to the social and educational pressures that contribute to misdiagnois in this country, the authors outline the issues that concern both parents and teachers, to help children with all manner of learning problems.

"This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and, collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go"--

The 'Flynn effect' refers to the massive increase in IQ test scores over the course of the twentieth century. Does it mean that each generation is more intelligent than the last? Does it suggest how each of us can enhance our own intelligence? Professor Flynn is finally ready to give his own views. He asks what intelligence really is and gives a surprising and illuminating answer. This expanded paperback edition includes three important new essays. The first contrasts the art of writing cognitive history with the science of measuring intelligence and reports new data. The second outlines how we might get a complete theory of intelligence, and the third details Flynn's reservations about Gardner's theory of multiple intelligences. A fascinating and unique book that bridges the gulf separating our minds from those of our ancestors a century ago, and makes an important contribution to our understanding of human intelligence.

In 1957, Lee Cronbach called on the membership of the American Psychological Association to bring together experimental and differential approaches to the study of cognition. The field of intelligence research is an example of a response to that call, and Cognition and Intelligence: Identifying the Mechanisms of Mind investigates the progress of this research program in the literature of the past several decades. With contributions from formative experts in the field, including Earl Hunt and Robert Sternberg, this volume reviews the research on the study of intelligence from diverse cognitive approaches, from the most bottom-up to the most top-down. The authors present their findings on the underlying cognitive aspects of intelligence based on their studies of neuroscience, reaction time, artificial intelligence, problem solving, metacognition, and development. The book summarizes and synthesizes the literature reviewed and makes recommendations for the pursuit of future research in the field.