Intelligence, Mind, and Reasoning: Structure and Development PDF
Preview Intelligence, Mind, and Reasoning: Structure and Development
INTELLIGENCE, MIND, AND REASONING Structure and Development ADVANCES IN PSYCHOLOGY 106 Editors: G. E. STELMACH P. A. VROON INTELLIGENCE, MIND, AND REASONING Structure and Development Edited by Andreas DEMETRIOU and Anastasia EFKLIDES Department of Psychology Faculty of Philosophy Aristotelian University of Thessaloniki Thessaloniki, Greece 1994 NORTH-HOLLAND AMSTERDAM LONDON * NEW YORK TOKYO NORTH-HOLLAND ELSEVIER SCIENCE B.V. Sara Burgerhartstraat 25 P.O. Box 211, lo00 AE Amsterdam, The Netherlands ISBN: 0 444 89714 3 0 1994 Elsevier Science B.V. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher, Elsevier Science B.V., Copyright & Permissions Department, P.O. Box 521, 1000 AM Amsterdam, The Netherlands. Special regulations for readers in the U.S.A. - This publication has been registered with the Copyright Clearance Center Inc. (CCC), Salem, Massachusetts. Information can be obtained from the CCC about conditions under which photocopies of parts of this publication may be made in the U.S.A. All other copyright questions, including photocopying outside of the U.S.A., should be referred to the copyright owner, Elsevier Science B.V., unless otherwise specified. No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein. This book is printed on acid-free paper. Printed in The Netherlands V Preface Most of the contributions to this volume are revised versions of papers presented at two symposia, organised by the editors, at the 4th Conference of the European Association for Research on Learning and Instruction in Turku, Finland, in 1991. Four of the contributors were specifically invited to submit a paper for this volume, so that the various approaches to intelligence, mind and reasoning are better presented. The contributions in the first part deal with intelligence and mind. The contributions in the second part deal with mind and reasoning. Robert Sternberg in the concluding chapter offers an overview and discussion of all the papers and, through an analogy, makes it clear that if we are to understand intelligence we need a multi-tradition approach that takes into account and perhaps transcends all individual approaches. This is a need also recognised by most of the contributors and the editors themselves, who feel that there are various levels of description of that evading entity called intelligence. The editors would like to express their warmest thanks to Smaragda Kazi from the Department of Psychology of the Aristotelian University of Thessaloniki and the Art of Text Publishing Company, Thessaloniki, Greece for the secretarial assistance and diligence in producing the text. Andreas Demetriou Anastasia Efklides This Page Intentionally Left Blank vii Contents Preface ........................................................................................................ Page v List of contributors ............................................................................................ vii Intelligence, mind and reasoning: Three levels of description Andreas Demetriou and Anastasia Efldides .................................................... 1 Part I. Intelligence and mind 1. A person-situation interaction theory of intelligence in outline Richard E. Snow.. ........................................................................................... 11 2. Taking stock of what there is: The case of cognitive abilities Johan Olav Undheim ..................................................................................... 29 3. Hierarchical models of intelligence and educational achievement Jan-Eric Gustafsson ..................................................................................... ..45 4. Structure, development, and dynamics of mind: A meta-Piagetian theory Andreas Demetxiou and Anastasia Efldides .............................................. 75 5. The older child’s theory of mind William V. Fabricius and Paula J Sch wanenflugel ............................... ..111 Part 11. Mind and reasoning 1. Reasoning, metareasoning and the promotion of rationality David Moshman ........................................................................................... 135 2. The structure and development of propositional reasoning ability: Cognitive and metacognitive aspects Anastasia EMides, Andreas Demetriou, and Yiota Metallidou ........... 151 3. Reasoning models and intellectual development Leslie Smith,. ............................................................................................... ..173 4. A representational communication approach to the development of inductive and deductive logic Peter E. Langford and Robert Hunting .................................................... 191 viii Concluding chapter Gulliver Ravel's travels: An excursion to the theoretical islands of intelligence Robert$ Stemberg. ........................................................................................... 213 Name index ....................................................................................................... 233 Subject index ..................................................................................................... 237 ix Contributors Demetriou Andreas, Department of Psychology, Faculty of Philosophy, University of Thessaloniki, Thessaloniki 54006, Greece Efklides Anastasia, Department of Psychology, Faculty of Philosophy, University of Thessaloniki, Thessaloniki 54006, Greece Fabricius William V., Department of Psychology, Arizona State University, Tempe AZ 85283-1 104, USA Gustafsson Jan-Eric, Department of Education and Educational Research, University of Goteborg Box 1010, S-43126 Molndal, Sweden Hunting Robert, School of Education, La Trobe University, Bundoora, Victoria, Australia 3083 Langford Peter E., School of Education ,L a Trobe University, Bundoora, Victoria, Australia 3083 Metallidou Yiota, Department of Psychology, Faculty of Philosophy, University of Thessaloniki, Thessaloniki 54006, Greece Moshman David, Department of Educational Psychology, University of Nebraska, Lincoln, NE 68588-0641, USA Schwanenflugel Paula J., Department of Educational Psychology, Aderhold Hall, University of Georgia, Athens, Georgia 30602, USA Smith Leslie, Department of Educational Research, Lancaster University, LA1 4TY, UK Snow Richard E., School of Education, Stanford University, Stanford, California 94305-3096, USA Sternberg Robert J., Department of Psychology, Yale University, Box 11A Yale Station, New Haven, CT 06520-7447, USA Undheim Johan Olav, Department of Psychology, AVH, University of Trondheim, N-7055 Dragvoll, Norway
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