The importance of transfer for understanding intelligence, cognition, and education has been debated for a century, as it has been one of the central theoretical issues in psychology, education, and cognition. Education theories are based on the assumption that students will transfer what they learn in school to new situations. But what if transfer does not occur? Much of current educational practice could be called into question. This book presents views on the status of transfer research. Detterman argues that there is little evidence to support the existence of the transfer of complex...

This volume presents an important glimpse into the directions in which the research and measurement of intelligence are likely to go in future decades. Part one examines perspectives on the theory of intelligence, identifying the research likely to be productive in future investigations. Part Two considers perspectives on the measurement of intelligence, emphasizing the links between current theory and future testing.

This volume is divided into two parts with an extensive introduction presenting a selective history of the attempts to change cognitive abilities. The first part deals with programs which have attempted to raise IQ by intensive intervention. The second part focuses on attempts to improve specific cognitive skills. The authors represent a diverse segment of scientists concerned with the improvements of intellectual functioning.

Two dozen brief essays by the foremost experts in the field are presented in this volume. Each researcher comments on the nature of intelligence, its measurement, and the future of research in the field, bringing his or her own perspective to bear on the issues. Truly diverse viewpoints are represented: cognitive psychology, developmental psychology, psychometrics, artifical intelligence, cross-cultural psychology, educational psychology, and differential psychology. An introduction that sets an historical and philosophical context, and two essays that interrelate the contributions,...