ERIC Number: ED263163
Record Type: Non-Journal
Publication Date: 1985
Reference Count: N/A
Intelligence Testing, Cognition, and Instruction. 1985/19.
Curtis, Mary E.; Glaser, Robert
This paper examines the implications of recent theory and research in cognitive psychology for the understanding and assessment of intelligence. Three major themes are developed. The first has to do with how changes in the social and educational climate for testing can influence the conception of intellectual compentence and the technology of testing. The second theme concerns the ways that cognitive psychology, with its emphases on memory, problem-solving, and knowledge acquisition, has begun to provide a new framework for viewing differences in intellectual functioning. Finally, it is argued that study of the kinds of performances required for success in school suggests ways in which intelligence testing can be made more responsive to current social and educational needs. (Author)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.