The Cambridge handbook of intelligence

By Robert J. Sternberg, Scott Barry Kaufman. 2011

452 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9b0ddd4fff1de8197e85b30f80aac2d9989b0370

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In Experimental and Cognitive Psychology

Citations in the corpus

Cybernetic Big Five Theory. (2015, methodology): “Other methods of assessing traits, such as performance or decision-making tasks, do not rely as heavily on subjective interpretation, but, with a few exceptions (e.g., traits related to cognitive ability), they have been much less well developed than questionnaire measures (DeYoung, 2011).”
A Cybernetic Theory of Psychopathology (2018, background): “…protective against most forms of psychopathology or may simply be attributable to heightened test anxiety among people high in Neuroticism (Caspi et al., 2014; Castellanos-Ryan et al., 2016; DeYoung, 2011; Gale, Batty, Tynelius, Deary, & Rasmussen, 2010; Moutafi, Furnham, & Tsaousis, 2006).”
Fostering changes in attitude, knowledge and behavior: demographic variation in environmental education effects (2018, background): “Students reveal different learning modalities and increased hypothetical and deductive intelligences at different stages in their growth (Farr 2010; Sternberg and Kaufmann 2011) and as expected, increased age contributed to greater baseline environmental knowledge scores.”
From madness to genius: The Openness/Intellect trait domain as a paradoxical simplex (2012, methodology): “We believe what they have in common is cognitive exploration of the structure of experience (DeYoung, 2011; DeYoung et al., 2005; Van Egeren, 2009), with intelligence and other traits related to Intellect emphasizing exploration of abstract information, and apophenia and other traits related to…”
The shifting sands of creative thinking: Connections to dual-process theory (2014, background): “For instance, Kaufman (2011) suggests that, during generative thinking, unconscious cognitive processes activated through defocused attention are more prevalent, whereas, during exploratory thinking, controlled cognition activated by focused attention becomes more prevalent.”
Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms. (2014, background): “There are two types of processes that might give rise to correlations between performance on tests of cognitive ability and performance in a given domain, which Ackerman (2013) in his recent chapter on “Expertise and Intelligence” mentions explicitly.”
Ready, Set, Create: What Instructing People to "Be Creative" Reveals About the Meaning and Mechanisms of Divergent Thinking (2014, background): “Most studies, however, find weak relationships (Kim, 2005), so the prevailing view is that creativity and intelligence don’t have much in common (Kaufman & Plucker, 2011; Kim, Cramond, & VanTassel-Baska, 2010; Runco, 2007).”
Creative and critical thinking: Independent or overlapping components? (2018, background): “Later, creativity researchers (e.g., Jankowska & Karwowski, 2015; Kaufman & Plucker, 2011; Weisberg, 2006) questioned the idea that creative ability can be understood as a synonym of divergent thinking alone, since it involves deductive and inductive thinking, as well as the use of problem solving…”
Research on Giftedness and Gifted Education (2014, unknown): “Research on the Triarchic Theory has provided more empirical support in the areas of assessment and effective educational interventions (Sternberg, 2011; Sternberg, Castejón, Prieto, Hautamäki, & 392 Summer 2014 Grigorenko, 2001).”