Human Cognition and Intelligence Towards an Integrated Theoretical Perspective

Verster, J. M.

doi:10.1007/978-94-010-9437-5_2

Cited by 5 publications

(6 citation statements)

References 174 publications

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“…Yüzyılı aşkın süredir yapılan araştırmalar sonucunda ortaya konmuş olan veriler, zekâ konusundaki tüm soru işaretlerini ortadan kaldırmamışsa da, önemli bir bilgi topluluğu oluşmasını sağlamıştır (Neisser vd., 1996). Zihni yetkinliklerdeki bireysel farklılıkların araştırılmasında merkezi bir öneme sahip bir konu olan (Verster, 1987) zekâ kavramı, genel anlamda zihin işlevlerinin tamamı, dar anlamda ise düşünce yoluyla problem çözmek olarak tanımlanabilir (Şemin, 1972). Ayrıca zekâ, farklı kültürel çerçeveler içerinde sorun çözme veya ürün yaratma becerisi olarak da görülmektedir (Gardner, 1993).…”

Section: Introductionunclassified

“…Zihni yetkinliklerdeki bireysel farklılıkların araştırılmasında merkezi bir öneme sahip bir konu olan (Verster, 1987) zekâ kavramı, genel anlamda zihin işlevlerinin tamamı, dar anlamda ise düşünce yoluyla problem çözmek olarak tanımlanabilir (Şemin, 1972). Ayrıca zekâ, farklı kültürel çerçeveler içerinde sorun çözme veya ürün yaratma becerisi olarak da görülmektedir (Gardner, 1993).…”

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Genel Bilişsel Yetenek Ölçümlerinde Süre ve Performans İlişkisinde A Tipi Kişiliğin Rolü

Güler¹,

Basim²

2016

Yönetim Ve Ekonomi Celal Bayar Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi

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Section: Introductionunclassified

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Genel Bilişsel Yetenek Ölçümlerinde Süre ve Performans İlişkisinde A Tipi Kişiliğin Rolü

Güler¹,

Basim²

2016

Yönetim Ve Ekonomi Celal Bayar Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi

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“…Dark and Benbow (1993) noted that this conclusion has been borne out by research that used both psychometric and cognitive approaches to the study of intelligence. Through the psychometric approach, factor structures of intelligence were constructed using aptitude and achievement test scores from a general population (Verster, 1987). These factor structures were found to adequately explain test performance even in a more restricted gifted population (Benbow, Stanley, Zonderman, & Kirk, 1983).…”

Section: Quantitative Differences Between Intellectualfy Gifted and Amentioning

confidence: 99%

“…Studies that used the cognitive correlates approach have attempted to explain the mechanisms behind thinking processes by invoking theories of memory and cognition. (See Snow &Lohman, 1989, andVerster, 1987, for pertinent reviews. )…”

Section: The Cognitive Correlates Approach To the Stu(fy Of Intelligencementioning

confidence: 99%

“…In their review of cognitive differences among the gifted. Dark and Benbow (1993) noted that the factor structures of intelligence (See Verster, 1987) that were constructed to account for differences in aptitude and achievement test scores in a general population can also be used to explain differences in a more restricted gifted population (Benbow et al, 1983).…”

Section: Intellectual Giftedness As Intellectual Precocitymentioning

confidence: 99%

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Automatization and transfer of alphabet arithmetic, number comparison, and object comparison among intellectually gifted youth, average-ability youth, and college students

Reyes

Melissa²

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Accuracy scores across the ten training blocks of the gifted, college, and grade 7/8 groups Response times across the ten training blocks Response times across the ten training blocks of the gifted, college, and grade 7/8 groups Slopes across the ten training blocks Slopes across the ten training blocks of the gifted, college, and grade 7/8 groups Accuracy scores of the gifted, college, and grade 7/8 groups for final training, retest, and transfer blocks Response times of the gifted, college, and grade 7/8 groups for final training, retest, and transfer blocks Slopes of the gifted, college, and grade 7/8 groups for final training, retest, and transfer blocks Plots of the power law having the same values for parameters b and c but different values for parameter a Plots of the power law having the same values for parameters a and c but different values for parameter b Plots of the power law having the same values for parameters a and b but different values for parameter c Accuracy scores for training, reversed, and new stages for both number and object stimuli Accuracy scores of the gifted and college groups for number and object stimuli Accuracy scores of the gifted and college groups for training, reversed, and new stages Accuracy scores of the gifted and college groups for the different stimulus-stage combinations Response times of the gifted and college groups for number and object stimuli Response times of the gifted and college groups for training, reversed, and new stages lOS Response times of the gifted and college groups for the different stimulus-stage combinations Rates of automatization for training, reversed, and new stages for number and object stimuli Rates of automatization of the gifted and college groups for number and object stimuli Rates of automatization of the gifted and college groups for training, reversed, and new stages Rates of automatization of the gifted and college groups for the different stimulus-stage combinations

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