Scott Barry Kaufman Frontmatter More Information

Cambridge University Press 978-0-521-51806-2 - The Cambridge Handbook of Intelligence Edited by Robert J. Sternberg and Scott Barry Kaufman Frontmatter More information

The Cambridge Handbook of Intelligence

This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. The 42 chapters are written by world-renowned experts, each in his or her respective field, and collectively, the chapters cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.

Robert J. Sternberg is provost and senior vice president and professor of psychology at Oklahoma State University. He was previously dean of the School of Arts and Sciences and professor of psychology and education at Tufts University. His PhD is from Stanford and he holds 11 honorary doctorates. Sternberg is president of the International Association for Cognitive Education and Psychology and president-elect of the Federation of Associations of Behavioral and Brain Sciences. He was the 2003 president of the American Psychological Association and was the president of the Eastern Psychological Association. The central focus of his research is on intelligence, creativity, and wisdom. He is the author of more than 1,200 journal articles, book chapters, and books; has received more than $20 million in government and other grants and contracts for his research; has won more than two dozen professional awards; and has been listed in the APA Monitor on Psychology as one of the top 100 psychologists of the 20th century. He is listed by the ISI as one of its most highly cited authors in psychology and psychiatry.

Scott Barry Kaufman is an adjunct assistant professor of psychology at New York University. He holds a PhD in cognitive psychology from Yale University; an M Phil in experimental psychology from King’s College, University of Cambridge, where he was a Gates Cambridge Scholar; and a BS from Carnegie Mellon University. From 2009–2010, he was a postdoctoral Fellow at the Center Leo Apostel for Interdisciplinary Studies, Free University of Brussels. His research interests include the nature, identification, and development of human intelligence, creativity, imagination, and personality. In addition to publishing more than 25 book chapters and articles in professional journals such as Cognition, Intelligence,andJournal of Creative Behavior, he is co-editor of The Psychology of Creative Writing (2009) with James C. Kaufman. His work has been covered in media outlets such as Scientific American Mind and Men’s Health. Additionally, he writes a blog for Psychology Today entitled “Beautiful Minds” and is a contributing writer for The Huffington Post. Kaufman is the recipient of the 2008 Frank X. Barron award from Division 10 of the American Psychological Association for his research on the psychology of aesthetics, creativity, and the arts.

© in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-51806-2 - The Cambridge Handbook of Intelligence Edited by Robert J. Sternberg and Scott Barry Kaufman Frontmatter More information

The Cambridge Handbook of Intelligence

Edited by ROBERT J. STERNBERG Oklahoma State University

SCOTT BARRY KAUFMAN New York University

CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao˜ Paulo, Delhi, Tokyo, Mexico City Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org Information on this title: www.cambridge.org/9780521739115

C Cambridge University Press 2011

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2011

Printed in the United States of America

A catalog record for this publication is available from the British Library.

Library of Congress Cataloging in Publication data

The Cambridge Handbook of Intelligence / [edited by] Robert J. Sternberg, Scott Barry Kaufman. p. cm. – (Cambridge Handbooks in Psychology) Includes bibliographical references and index. ISBN 978-0-521-51806-2 – ISBN 978-0-521-73911-5 (pbk.) 1. Intellect. 2. Human information processing. I. Sternberg, Robert J. (Robert Jeffrey), 1949– II. Kaufman, Scott Barry, 1979– III. Title. IV. Series. BF431.C26837 2011 153.9–dc22 2010049730

ISBN 978-0-521-51806-2 Hardback ISBN 978-0-521-73911-5 Paperback

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet Web sites referred to in this publication and does not guarantee that any content on such Web sites is, or will remain, accurate or appropriate.

This volume is dedicated to the memory of John L. Horn, foremost scholar, dedicated colleague, wonderful friend.

Contents

Contributors page xi Preface xv

PART I: INTELLIGENCE AND ITS MEASUREMENT

1. History of Theories and Measurement of Intelligence 3 N. J. Mackintosh 2. Tests of Intelligence 20 Susana Urbina 3. Factor-Analytic Models of Intelligence 39 John O. Willis, Ron Dumont, and Alan S. Kaufman 4. Contemporary Models of Intelligence 58 Janet E. Davidson and Iris A. Kemp

PART II: DEVELOPMENT OF INTELLIGENCE 5. Intelligence: Genes, Environments, and Their Interactions 85 Samuel D. Mandelman and Elena L. Grigorenko 6. Developing Intelligence through Instruction 107 Raymond S. Nickerson 7. Intelligence in Infancy 130 Joseph F. Fagan 8. Intelligence in Childhood 144 L. Todd Rose and Kurt W. Fischer

vii

viii CONTENTS

9. Intelligence in Adulthood 174 Christopher Hertzog

PART III: INTELLIGENCE AND GROUP DIFFERENCES 10. Intellectual Disabilities 193 Robert M. Hodapp, Megan M. Grifﬁn, Meghan M. Burke, and Marisa H. Fisher 11. Prodigies and Savants 210 David Henry Feldman and Martha J. Morelock 12. Intellectual Giftedness 235 Sally M. Reis and Joseph S. Renzulli 13. Sex Differences in Intelligence 253 Diane F. Halpern, Anna S. Beninger, and Carli A. Straight 14. Racial and Ethnic Group Differences in Intelligence in the United States 273 Lisa A. Suzuki, Ellen L. Short, and Christina S. Lee 15. Race and Intelligence 293 Christine E. Daley and Anthony J. Onwuegbuzie

PART IV: BIOLOGY OF INTELLIGENCE 16. Animal Intelligence 309 Thomas R. Zentall 17. The Evolution of Intelligence 328 Liane Gabora and Anne Russon 18. Biological Basis of Intelligence 351 Richard J. Haier

PART V: INTELLIGENCE AND INFORMATION PROCESSING 19. Basic Processes of Intelligence 371 Ted Nettelbeck 20. Working Memory and Intelligence 394 Andrew R. A. Conway, Sarah J. Getz, Brooke Macnamara, and Pascale M. J. Engel de Abreu 21. Intelligence and Reasoning 419 David F. Lohman and Joni M. Lakin 22. Intelligence and the Cognitive Unconscious 442 Scott Barry Kaufman 23. Artiﬁcial Intelligence 468 Ashok K. Goel and Jim Davies

PART VI: KINDS OF INTELLIGENCE 24. The Theory of Multiple Intelligences 485 Katie Davis, Joanna Christodoulou, Scott Seider, and Howard Gardner 25. The Theory of Successful Intelligence 504 Robert J. Sternberg

CONTENTS ix

26. Emotional Intelligence 528 John D. Mayer, Peter Salovey, David R. Caruso, and Lillia Cherkasskiy 27. Practical Intelligence 550 Richard K. Wagner 28. Social Intelligence 564 John F. Kihlstrom and Nancy Cantor 29. Cultural Intelligence 582 Soon Ang, Linn Van Dyne, and Mei Ling Tan 30. Mating Intelligence 603 Glenn Geher and Scott Barry Kaufman

PART VII: INTELLIGENCE AND SOCIETY 31. Intelligence in Worldwide Perspective 623 Weihua Niu and Jillian Brass 32. Secular Changes in Intelligence 647 James R. Flynn 33. Society and Intelligence 666 Susan M. Barnett, Heiner Rindermann, Wendy M. Williams, and Stephen J. Ceci 34. Intelligence as a Predictor of Health, Illness, and Death 683 Ian J. Deary and G. David Batty

PART VIII: INTELLIGENCE IN RELATION TO ALLIED CONSTRUCTS 35. Intelligence and Personality 711 Colin G. DeYoung 36. Intelligence and Achievement 738 Richard E. Mayer 37. Intelligence and Motivation 748 Priyanka B. Carr and Carol S. Dweck 38. Intelligence and Creativity 771 James C. Kaufman and Jonathan A. Plucker 39. Intelligence and Rationality 784 Keith E. Stanovich, Richard F. West, and Maggie E. Toplak 40. Intelligence and Wisdom 827 Ursula M. Staudinger and Judith Gluck¨ 41. Intelligence and Expertise 847 Phillip L. Ackerman

PART IX: MOVING FORWARD 42. Where Are We? Where Are We Going? Reﬂections on the Current and Future State of Research on Intelligence 863 Earl Hunt

Author Index 887 Subject Index 936

Contributors

PHILLIP L. ACKERMAN DAVID R. CARUSO Georgia Institute of Technology, USA Yale University, USA

SOON ANG STEPHEN J. CECI Nanyang Technological University, Singapore Cornell University, USA

SUSAN M. BARNETT LILLIA CHERKASSKIY Cornell University, USA Yale University, USA

G. DAVID BATTY JOANNA CHRISTODOULOU Medical Research Council Social and Public Harvard University, USA Health Sciences Unit, Glasgow

ANDREW R. A. CONWAY ANNA S. BENINGER Princeton University, USA Claremont McKenna College, USA

CHRISTINE E. DALEY JILLIAN BRASS Pace University, USA Columbus Psychological Associates, USA

MEGHAN M. BURKE JANET E. DAVIDSON Vanderbilt University, USA Lewis & Clark College, USA

NANCY CANTOR JIM DAVIES Syracuse University, USA Carleton University, Canada

PRIYANKA B. CARR KATIE DAVIS Stanford University, USA Harvard University, USA

xii CONTRIBUTORS

IAN J. DEARY MEGAN M. GRIFFIN University of Edinburgh, Scotland Vanderbilt University, USA

COLIN G. DEYOUNG ELENA L. GRIGORENKO University of Minnesota, USA Columbia University, USA; Yale University, USA; and Moscow State University, Russia RON DUMONT Fairleigh Dickinson University, USA RICHARD J. HAIER University of California, Irvine, USA CAROL S. DWECK Stanford University, USA DIANE F. HALPERN Claremont McKenna College, USA LINN VAN DYNE Michigan State University, USA CHRISTOPHER HERTZOG Georgia Institute of Technology, USA PASCALE M. J. ENGEL DE ABREU University of Oxford, United Kingdom ROBERT M. HODAPP Vanderbilt University, USA JOSEPH F. FAGAN Case Western Reserve University, USA EARL HUNT DAVID HENRY FELDMAN The University of Washington, USA Tufts University, USA ALAN S. KAUFMAN KURT W. FISCHER Yale University School of Medicine, USA Harvard University, USA JAMES C. KAUFMAN MARISA H. FISHER California State University at San Vanderbilt University, USA Bernardino, USA

JAMES R. FLYNN SCOTT BARRY KAUFMAN University of Otago, New Zealand New York University, USA

LIANE GABORA IRIS A. KEMP University of British Columbia, Canada Lewis & Clark College, USA

HOWARD GARDNER JOHN F. KIHLSTROM Harvard University, USA University of California, Berkeley, USA

GLENN GEHER JONI M. LAKIN State University of New York, The University of Iowa, USA New Paltz, USA

CHRISTINA S. LEE SARAH J. GETZ Princeton University, USA Brown University, USA

JUDITH GLUCK¨ DAVID F. LOHMAN Alpen-Adria University Klagenfurt, Austria The University of Iowa, USA

ASHOK K. GOEL N. J. MACKINTOSH Georgia Institute of Technology, USA University of Cambridge, United Kingdom

CONTRIBUTORS xiii

BROOKE MACNAMARA SCOTT SEIDER Princeton University, USA Boston University, USA

SAMUEL D. MANDELMAN ELLEN L. SHORT Columbia University, USA Long Island University, USA

JOHN D. MAYER KEITH E. STANOVICH University of New Hampshire, USA University of Toronto, Canada

RICHARD E. MAYER URSULA M. STAUDINGER University of California, Santa Barbara, USA Jacobs University Bremen, Germany

MARTHA J. MORELOCK ROBERT J. STERNBERG Vanderbilt University, USA Oklahoma State University, USA

TED NETTELBECK The University of Adelaide, USA CARLI A. STRAIGHT Claremont Graduate University, USA RAYMOND S. NICKERSON Tufts University, USA LISA A. SUZUKI New York University, USA WEIHUA NIU Pace University, USA MEI LING TAN Nanyang Technological University, ANTHONY J. ONWUEGBUZIE Singapore Sam Houston State University, USA MAGGIE E. TOPLAK JONATHAN A. PLUCKER York University, Canada Indiana University, USA SUSANA URBINA SALLY M. REIS University of North Florida, USA The University of Connecticut, USA

RICHARD K. WAGNER JOSEPH S. RENZULLI Florida State University, USA The University of Connecticut, USA

RICHARD F. WEST HEINER RINDERMANN James Madison University, USA Karl-Franzens-University Graz, Austria

L. TODD ROSE WENDY M. WILLIAMS Harvard University, USA Cornell University, USA

ANNE RUSSON JOHN O. WILLIS York University, Canada Rivier College, USA

PETER SALOVEY THOMAS R. ZENTALL Yale University, USA University of Kentucky, USA

Preface

Suppose there were two identical twins As we start the second decade of the stranded on a desert island. Because they 21st century, approaches to the study of have the same genes and are in the same intelligence are far more varied and diverse environment, they adapt equally well to than they were then. They still very the rigorous demands of survival. Would much include the differentially based factor- the concept of intelligence ever arise? This analytic approach, but they include other conundrum was ﬁrst posed by Quinn McNe- approaches as well. Embracing such a diver- mar (1964) in his presidential address to the sity of approaches raises far more questions American Psychological Association. The than were raised before about just what conundrum raised the question of whether intelligence is. But there has never been our concept of intelligence is based exclu- much agreement on what intelligence is. sively on individual differences. It also Even in the early 20th century, when experts showed the extent to which in the earlier were asked what they believe intelligence part of the 20th century, thinking about to be, every expert gave a different answer intelligence was very closely tied to the (“Intelligence and Its Measurement,” 1921). psychological study of individual differ- This situation leaves us with the Humpty ences, or “differential psychology.” In those Dumpty conundrum: days, there were many different theories of intelligence but Edwin Boring’s (1923) view of intelligence as whatever it is that “I don’t know what you mean by ‘glory,’” intelligence tests measure seemed to be a Alice said. Humpty Dumpty smiled con- temptuously. “Of course you don’t – till starting point for much of this research. I tell you. I meant ‘there’s a nice knock- The factor-analytic theorists who belonged down argument for you!’” “But ‘glory’ to the differential-psychology movement doesn’t mean ‘a nice knock-down argu- generally used such tests as the starting ment,’” Alice objected. “When I use a point for generating their theories. They word,” Humpty Dumpty said, in rather a still do. scornful tone, “it means just what I choose it

xvi PREFACE

to mean – neither more nor less.” “The ques- Barry Kaufman. The Cambridge Handbook of tion is,” said Alice, “whether you can make Intelligence, which you are now reading, is by words mean so many different things.” far the most comprehensive single-volume “The question is,” said Humpty Dumpty, work to present to readers the breadth and “which is to be master – that’s all.” (Lewis depth of work being done in recent years Carroll, Through the Looking-Glass, ch. in the field of intelligence. The handbook is VI) divided into nine parts. Does intelligence have any set meaning Part I, “Intelligence and Its Measure- at all, or does it end up meaning what we ment,” contains four chapters that introduce want it to mean? Is it discovered, invented, the constructs. Chapter 1,“HistoryofThe- or some combination of the two? ories and Measurement of Intelligence,” by This handbook addresses the most basic N. J. Mackintosh, reviews how our current questions about intelligence – such as how theories and measurements of intelligence we come to conceive of it and what it have come to be. Chapter 2, “Tests of Intel- means – and also addresses questions such as ligence,” by Susana Urbina, discusses the how to measure it, how it develops, and how current state of intelligence tests and the it can be increased, if at all. The handbook issues confronting them. Chapter 3, “Factor- is the culmination of a series of volumes, all Analytic Models of Intelligence,” by John published by Cambridge University Press. O. Willis, Ron Dumont, and Alan S. Kauf- The first volume was published almost 30 man, reviews the differential approach to years ago (Sternberg, 1982). That Handbook intelligence and the factor-analytic models of Human Intelligence was the first compre- that have arisen out of it. Chapter 4, “Con- hensive volume trying to set down and syn- temporary Models of Intelligence,” by Janet thesize the entire field of human intelli- E. Davidson and Iris A. Kemp, surveys and gence. The handbook was intended to guide evaluates some of the major contemporary research on intelligence for the remainder models. of the 20th century. The century ended Part II deals with various aspects of and so the second volume was published the “Development of Intelligence.” Chap- 18 years later (Sternberg, 2000). The Hand- ter 5, “Intelligence: Genes, Environments, book of Intelligence was broader than the orig- and Their Interactions,” by Samuel D. Man- inal handbook and included material on ani- delman and Elena L. Grigorenko, reveals mal intelligence as well – hence, the word our current knowledge about how genes “human” was dropped from the title. Four and environment interact to produce intelli- years later, the International Handbook of gence. Chapter 6, “Developing Intelligence Intelligence (Sternberg, 2004) was published. through Instruction,” by Raymond S. Nick- The goal of that book was to present intel- erson, discusses what we have learned about ligence in a global way. How is intelligence how intelligence can be developed through conceived of, measured, and developed in instructional techniques. Chapter 7, “Intel- countries around the world? The handbook ligence in Infancy,” by Joseph F. Fagan, ana- revealed similarities but also great diversity lyzes what we know about intelligence in the in the ways in which intelligence is viewed earliest years of life. Chapter 8, “Intelligence around the world. in Childhood,” by L. Todd Rose and Kurt W. The field of intelligence has been mov- Fischer, reviews the literature on how intel- ing forward at a much greater rate than ligence develops and manifests itself during ever before, and this explosion of knowl- the childhood and teenage years. Chapter 9, edge is what has led to the publication of “Intelligence in Adulthood,” by Christopher a new and even more comprehensive hand- Hertzog, reviews our knowledge of how book only slightly more than a decade after intelligence develops throughout the adult the 2000 publication. This handbook is a life span. joint effort between Sternberg and a col- Part III deals with “Intelligence laborator and former student at Yale, Scott and Group Differences.” Chapter 10,

PREFACE xvii

“Intellectual Disabilities,” by Robert M. “Working Memory and Intelligence,” by Hodapp, Megan M. Griffin, Meghan M. Andrew R. A. Conway, Sarah J. Getz, Burke, and Marisa H. Fisher, discusses Brooke Macnamara, and Pascale M. J. Engel different intellectual disabilities, especially de Abreu, points to interesting research that the intellectual disability formerly called suggests that working memory and fluid mental retardation. Chapter 11, “Prodigies intelligence are extremely closely related. and Savants,” by David Henry Feldman and Chapter 21, “Intelligence and Reasoning,” by Martha J. Morelock, presents our knowl- David F. Lohman and Joni M. Lakin, takes edge on extremely exceptional specific a more traditional approach, relating intel- kinds of intelligence during childhood and, ligence to reasoning and primarily induc- in some cases, adulthood as well. Chapter 12, tive reasoning. Chapter 22, “Intelligence and “Intellectual Giftedness,” by Sally M. Reis the Cognitive Unconscious,” by Scott Barry and Joseph S. Renzulli, portrays the devel- Kaufman, takes a look at interesting litera- opment of children who have extraordinary ture, some of it quite recent, suggesting that intellectual gifts. Chapter 13, “Sex Differ- the cognitive unconscious may play more of ences in Intelligence,” by Diane F. Halpern, a role in intelligence than many of us might Anna S. Beninger, and Carli A. Straight, think. Chapter 23, “Artificial Intelligence,” summarizes and analyzes our knowledge by Ashok K. Goel and Jim Davies, pro- about levels and patterns of differences vides a panorama of current views on artifi- between the sexes in intelligence. Chapter cial intelligence and how it relates to natural 14, “Racial and Ethnic Group Differences in intelligence. Intelligence in the United States,” by Lisa Part VI deals with “Kinds of Intelli- A. Suzuki, Ellen L. Short, and Christina gence.” Chapter 24, “The Theory of Mul- S. Lee, discusses how different groups tiple Intelligences,” by Katie Davis, Joanna understand and display their intelligence in Christodoulou, Scott Seider, and Howard one society, the United States. Chapter 15, Gardner, presents the widely known and “Race and Intelligence,” by Christine E. utilized theory of multiple intelligences orig- Daley and Anthony J. Onwuegbuzie, inally presented by Howard Gardner. Chap- discusses the construct of race and reviews ter 25, “The Theory of Successful Intelli- research on the existence and causes of race gence,” by Robert J. Sternberg, summarizes differences in intelligence. the (triarchic) theory of successful intelli- Part IV is on the “Biology of Intelli- gence and the empirical evidence support- gence.” Chapter 16, “Animal Intelligence,” ing it. Chapter 26, “Emotional Intelligence,” by Thomas R. Zentall, summarizes and by John D. Mayer, Peter Salovey, David R. integrates our knowledge about intelligence Caruso, and Lillia Cherkasskiy, reviews a in animals other than humans. Chapter 17, literature that has shown explosive growth “The Evolution of Intelligence,” by Liane during the last two decades or so, that on Gabora and Anne Russon, discusses how emotional intelligence. Chapter 27. “Prac- intelligence has evolved over time within tical Intelligence,” by Richard K. Wagner, but primarily across species boundaries. highlights our understanding of practical Chapter 18, “Biological Bases of Intelli- intelligence, or how people use their intel- gence,” by Richard J. Haier, evaluates ligence in their everyday lives. Chapter 28, our knowledge regarding biological bases, “Social Intelligence,” by John F. Kihlstrom particularly as revealed by neurocognitive and Nancy Cantor, discusses how social imaging. intelligence, or intelligence as exhibited in Part V is about “Intelligence and Infor- our interactions with people, can make a dif- mation Processing.” Chapter 19, “Basic Pro- ference to people’s lives. Chapter 29,“Cul- cesses of Intelligence,” by Ted Nettel- tural Intelligence,” by Soon Ang, Linn Van beck, deals with the more basic attentional Dyne, and Mei Ling Tan, discusses cultural and perceptual processes that provide a intelligence, or how we can adapt to differ- foundation for intelligence. Chapter 20, ent cultural contexts. Finally, Chapter 30,

xviii PREFACE

“Mating Intelligence,” by Glenn Geher and relationship whose nature has been in dis- Scott Barry Kaufman, presents the intrigu- pute for many years and continues to be. ing notion that intelligence may be in large Chapter 39, “Intelligence and Rationality,” part an evolutionary adaptation to increase by Keith E. Stanovich, Richard F. West, and our ability to attract the mates we want. Maggie E. Toplak, reviews the literature on Part VII covers “Intelligence and Society.” intelligence and rationality, suggesting that Chapter 31, “Intelligence in Worldwide Per- although they may be related, they are by no spective, ” by Weihua Niu and Jillian Brass, means the same. Chapter 40, “Intelligence provides an overview of intelligence as it and Wisdom,” by Ursula M. Staudinger and exists in a wide variety of cultures. Chap- Judith Gluck,¨ shows that understanding wis- ter 32, “Secular Changes in Intelligence,” dom can help us better understand how by James R. Flynn, discusses the astonish- intelligence can play either a positive or a ing finding, by Flynn himself, that levels of negative role in society. Chapter 41, “Intel- intelligence as measured by intelligence tests ligence and Expertise,” by Phillip L. Acker- increased by about three points per decade man, discusses how intelligence matters in during the 20th century. Chapter 33, “Soci- the acquisition and manifestation of exper- ety and Intelligence,” by Susan M. Barnett, tise in its various phases. Heiner Rindermann, Wendy M. Williams, Finally, Part IX is called “Moving For- and Stephen J. Ceci, deals with the relation- ward.” In the final chapter of the book, ship between IQ test scores and outcomes in Chapter 42, “Where Are We? Where Are society that are viewed as more or less suc- We Going? Reflections on the Current and cessful in the contexts of various societies. Future States of Research on Intelligence,” Chapter 34, “Intelligence as a Predictor of Earl Hunt, one of the pioneers of the cogni- Health, Illness, and Death,” by Ian J. Deary tive approach to intelligence, discusses both and G. David Batty, reviews results analyzed where the field is and where it is going and by Deary and others, especially of the Scot- should be going. tish Mental Surveys, linking intelligence to We hope you enjoy the book and find issues of longevity and health during one’s it profitable. The book has been a labor of life span. love for both of us. But most of all, it has Part VIII is entitled “Intelligence in Rela- been a labor for all the authors involved and tion to Allied Constructs.” Chapter 35, we are grateful to them for taking the time “Intelligence and Personality,” by Colin G. and putting in the effort to make this vol- DeYoung, surveys the ever-growing liter- ume possible. We wish to thank our edi- ature on how intelligence relates to per- tors at Cambridge University Press, Simina sonality as captured by different theories, Calin and Jeanie Lee, for their support of especially five-factor theory. Chapter 36, this project, as well as our copy editor Pat- “Intelligence and Achievement,” by Richard terson Lamb for her patience and hard work E. Mayer, summarizes what we know about and Ken Karpinski for his help with pro- how measured levels of intelligence pre- duction. We also want to thank Cambridge dict school and other types of achievement. University Press for its support of the entire Chapter 37, “Intelligence and Motivation,” endeavor in its publication of all the succes- by Priyanka B. Carr and Carol S. Dweck, sive handbooks of which this one is a culmi- shows that people’s attitudes toward their nation. intelligence, and especially its modifiabil- ity, may be key in their ability to acquire RJS and SBK new knowledge and to succeed in learning, February 2011 both in school and elsewhere. Chapter 38, “Intelligence and Creativity,” by James C. References Kaufman and Jonathan A. Plucker, reviews the widely dispersed literature on the rela- Boring, E. G. (1923,June6). Intelligence as the tionship of intelligence to creativity, a tests test it. New Republic, 35–37.

PREFACE xix

Caroll, Lewis. (year). Through the looking-glass. Sternberg, R. J. (Ed.). (1982). Handbook of human City: Publisher. intelligence. New York: Cambridge University “Intelligence and its measurement”: A sympo- Press. sium (1921). Journal of Educational Psychology, Sternberg,R.J.(Ed.).(2000). Handbook of intelli- 12, 123–147, 195–216, 271–275. gence. New York: Cambridge University Press. McNemar, Q. (1964). Lost: Our intelli- Sternberg, R. J. (Ed.). (2004). International hand- gence? Why? American Psychologist, 19, 871– book of intelligence. New York: Cambridge 882. University Press.