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Conventional views of intelligence favor individuals who are strong in memory and analytical abilities (e. They disfavor most other individuals. The result is that individuals who may have the talents to succeed in life may be labeled as unintelligent, whereas some of those labeled as intelligent may be less endowed with such talents. This article presents(More)
Like E. Paul Torrance, my colleagues and I have tried to understand the nature of creativity , to assess it, and to improve instruction by teaching for creativity as well as teaching students to think creatively. This article reviews our investment theory of creativity, propulsion theory of creative contributions , and some of the data we have collected(More)
A lmost 40 years ago, Jensen (1) claimed that, when all is said and done, there is not much one can do to raise people's IQs. Over the years, there have been various attempts to do so, which generally have yielded somewhat ambiguous results (2). Even successful attempts (3) have typically involved training people on the same kinds of items on which they(More)
The authors describe an approach to psychology they refer to as unified psychology, which is the multiparadigmatic, multidisciplinary, and integrated study of psychological phenomena through converging operations. In this article, they unpack this definition and explore some of its implications. First, they review some previous efforts to conceive of a(More)
Intelligence cannot be fully or even meaningfully understood outside its cultural context. Work that seeks to study intelligence acontextually risks the imposition of an investigator's view of the world on the rest of the world. Moreover, work on intelligence within a single culture mayfail to do justice to the range of skills and knowledge that may(More)
The authors consider the empirical validity of the Graduate Record Examination (GRE) as a predictor of various kinds of performance in a graduate psychology program, including 1st- and 2nd-year grades; professors' ratings of students' dissertations; and professors' ratings of students' analytical, creative, practical, research, and teaching abilities. On(More)
In this article, we have reviewed research in diverse domains that has provided evidence for the assertion that intelligence can be construed, in part, as a response to novelty. We began by distinguishing two types of continuities, namely, the continuity in the fundamental nature of intelligence throughout development and the relative stability of(More)