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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)
This article describes the formulation and execution of the Rainbow Project, Phase I, funded by the College Board. Past data suggest that the SAT is a good predictor of performance in college. But in terms of the amount of variance explained by the SAT, there is room for improvement, as there would be for virtually any single test battery. Phase I of the(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)
How do concrete objects that cue real-world knowledge affect students' performance on mathematics word problems? In Experiment 1, fourth-and sixth-grade students (N ¼ 229) solved word problems involving money. Students in the experimental condition were given bills and coins to help them solve the problems, and students in the control condition were not.(More)