| Description |
1 online resource (748 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Preface; Dedication; Part I: The Challenge of Teaching Thinking; 1. Introduction; 2. Aspects of Intellectual Competence; 1. What is Intelligence?; The ability to classify patterns; The ability to modify behavior adaptively-to learn; The ability to reason deductively; The ability to reason inductively-to generalize; The ability to develop and use conceptual models; The ability to understand; 2. Some Conceptions of Differential Intelligence; 3. The Assessment of Intelligence |
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Some sociological factors behind the idea and practice of mental testingForerunners and pioneers of mental testing; Components of early tests; Summary; 4. Cognitive Development; 5. Efforts to Increase Intelligence through Training; 6. Summary; 3. Some Perspectives on Thinking; 1. Thinking Ability as a Skill or Collection of Skills; 2. Bartlett's View; 3. Thinking Skills versus Knowledge; 4. Some Dichotomies; 5. What Limits Thinking?; Encoding, operations, goals; Style, know-how, load, abilities; Rule-based versus model-based behavior; Implicit and explicit know-how |
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Generality versus context-boundedness6. Can Thinking Skills be Taught?; 7. Summary; 4. Problem Solving, Creativity and Metacognition; 1. Problem Solving; What is problem solving?; The identification of problem-solving strategies; Some problem-solving heuristics; Implications for the teaching of thinking; 2. Creativity; Definitions of the creative and creativity; Components of creativity; Implications or the teaching of thinking; 3. Metacognition; Some examples of metacognitive skills; Accessibility as a metacognitive skill; Implications for the teaching of thinking; 4. Summary |
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5. Errors and Biases in Reasoning1. Errors in Deductive Reasoning; Nature of deductive reasoning; Using criteria other than validity; Errors due to difficult terms; Altering the representation; Summary; 2. Errors in Inductive Reasoning; Nature of inductive thinking; Biases in drawing a sample; Biases in relating a sample to a hypothesis; Biases in forming new hypotheses; Summary; 3. Reasoning Errors Due to Social Factors; Favoritism in evaluating hypotheses in which one has a vested interest; Evaluating people rather than hypotheses; Summary; 4. Failures to Elaborate a Model of a Situation |
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Measuring the quality of informal reasoningCommon errors in informal reasoning; Failures of elaboration; 5. Summary; 6. Summary of Part I; Part II: Approaches to Teaching Thinking; 6. Cognitive Operations Approaches; 1. The Instrumental Enrichment Program; Feuerstein's concept of intelligence and its assessment; Cognitive modifìability and the importance of mediated learning; Cognitive structure, deficient cognitive functions and cognitive maps; Specifics of the program; Evaluation of the program; 2. The Structure of Intellect Program; The theoretical basis for the program |
| Summary |
First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company |
| Notes |
Content of the program |
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Print version record |
| Subject |
Thought and thinking -- Study and teaching
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Reasoning -- Study and teaching
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Problem solving -- Study and teaching
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PSYCHOLOGY -- Cognitive Psychology.
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SCIENCE -- Cognitive Science.
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Problem solving -- Study and teaching.
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Reasoning -- Study and teaching.
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Thought and thinking -- Study and teaching.
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| Form |
Electronic book
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| Author |
Perkins, D. N
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Smith, E. E
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| ISBN |
9781317738794 |
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1317738799 |
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9781317738800 |
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1317738802 |
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