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  1. A capacity theory of comprehension: Individual differences in working memory.Marcel A. Just & Patricia A. Carpenter - 1992 - Psychological Review 99 (1):122-149.
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  • Universal intelligence: A definition of machine intelligence.Shane Legg & Marcus Hutter - 2007 - Minds and Machines 17 (4):391-444.
    A fundamental problem in artificial intelligence is that nobody really knows what intelligence is. The problem is especially acute when we need to consider artificial systems which are significantly different to humans. In this paper we approach this problem in the following way: we take a number of well known informal definitions of human intelligence that have been given by experts, and extract their essential features. These are then mathematically formalised to produce a general measure of intelligence for arbitrary machines. (...)
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  • Deliberation, cognitive diversity, and democratic inclusiveness: an epistemic argument for the random selection of representatives.Hélène Landemore - 2013 - Synthese 190 (7):1209-1231.
    This paper argues in favor of the epistemic properties of inclusiveness in the context of democratic deliberative assemblies and derives the implications of this argument in terms of the epistemically superior mode of selection of representatives. The paper makes the general case that, all other things being equal and under some reasonable assumptions, more is smarter. When applied to deliberative assemblies of representatives, where there is an upper limit to the number of people that can be included in the group, (...)
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  • What one intelligence test measures: A theoretical account of the processing in the Raven Progressive Matrices Test.Patricia A. Carpenter, Marcel A. Just & Peter Shell - 1990 - Psychological Review 97 (3):404-431.
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  • Toward a triarchic theory of human intelligence.Robert J. Sternberg - 1984 - Behavioral and Brain Sciences 7 (2):269-287.
    This article is a synopsis of a triarchic theory of human intelligence. The theory comprises three subtheories: a contextual subtheory, which relates intelligence to the external world of the individual; a componential subtheory, which relates intelligence to the individual's internal world; and a two-facet subtheory, which relates intelligence to both the external and internal worlds. The contextual subtheory defines intelligent behavior in terms of purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life. The normal course (...)
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  • The theoretical status of latent variables.Denny Borsboom, Gideon J. Mellenbergh & Jaap van Heerden - 2003 - Psychological Review 110 (2):203-219.
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  • Comparative studies of animal intelligence: Is Spearman's g really Hull's D?Euan M. Macphail - 1985 - Behavioral and Brain Sciences 8 (2):234-235.
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  • An Overview of Models for Response Times and Processes in Cognitive Tests.Paul De Boeck & Minjeong Jeon - 2019 - Frontiers in Psychology 10.
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  • The Behavioral Level of Emotional Intelligence and Its Measurement.Richard E. Boyatzis - 2018 - Frontiers in Psychology 9.
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  • Husserl’s concept of transcendental consciousness and the problem of AI consciousness.Zbigniew Orbik - 2024 - Phenomenology and the Cognitive Sciences 23 (5):1151-1170.
    Edmund Husserl, the founder of phenomenological philosophy, developed the concept of the so-called pure transcendental consciousness. The author of the article asks whether the concept of consciousness understood this way can constitute a model for AI consciousness. It should be remembered that transcendental consciousness is the result of the use of the phenomenological method, the essence of which is referring to experience (“back to things themselves”). Therefore, one can legitimately ask whether the consciousness that AI can achieve can possess the (...)
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  • Cognitive ability and variation in selection task performance.Keith E. Stanovich & Richard F. West - 1998 - Thinking and Reasoning 4 (3):193-230.
    Individual differences in performance on a variety of selection tasks were examined in three studies employing over 800 participants. Nondeontic tasks were solved disproportionately by individuals of higher cognitive ability. In contrast, responses on two deontic tasks that have shown robust performance facilitationthe Drinking-age Problem and the Sears Problem-were unrelated to cognitive ability. Performance on deontic and nondeontic tasks was consistently associated. Individuals in the correct/correct cell of the bivariate performance matrix were over-represented. That is, individuals giving the modal response (...)
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  • On quantum computing for artificial superintelligence.Anna Grabowska & Artur Gunia - 2024 - European Journal for Philosophy of Science 14 (2):1-30.
    Artificial intelligence algorithms, fueled by continuous technological development and increased computing power, have proven effective across a variety of tasks. Concurrently, quantum computers have shown promise in solving problems beyond the reach of classical computers. These advancements have contributed to a misconception that quantum computers enable hypercomputation, sparking speculation about quantum supremacy leading to an intelligence explosion and the creation of superintelligent agents. We challenge this notion, arguing that current evidence does not support the idea that quantum technologies enable hypercomputation. (...)
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  • Theories of Independent Intelligences as a Lakatosian Research Program.Jonathan Egeland - 2022 - Philosophia 50 (5):2441-2456.
    Theories of different and independent types of intelligence constitute a Lakatosian research program, as they all claim that human intelligence has a multidimensional structure, consisting of independent cognitive abilities, and that human intelligence is not characterized by any general ability that is of greater practical importance, or that has greater predictive validity, than other, more specialized cognitive abilities. This paper argues that the independent intelligences research program is degenerating, since it has not led to novel, empirically corroborated predictions. However, despite (...)
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  • Tacit teaching.Nicholas C. Burbules - 2008 - Educational Philosophy and Theory 40 (5):666-677.
    This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit (...)
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  • The contested role of AI ethics boards in smart societies: a step towards improvement based on board composition by sortition.Ludovico Giacomo Conti & Peter Seele - 2023 - Ethics and Information Technology 25 (4):1-15.
    The recent proliferation of AI scandals led private and public organisations to implement new ethics guidelines, introduce AI ethics boards, and list ethical principles. Nevertheless, some of these efforts remained a façade not backed by any substantive action. Such behaviour made the public question the legitimacy of the AI industry and prompted scholars to accuse the sector of ethicswashing, machinewashing, and ethics trivialisation—criticisms that spilt over to institutional AI ethics boards. To counter this widespread issue, contributions in the literature have (...)
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  • The nature of the black–white difference on various psychometric tests: Spearman's hypothesis.Arthur R. Jensen - 1985 - Behavioral and Brain Sciences 8 (2):193-219.
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  • Oh g Dr. Jensen! or, g-ing up cognitive psychology?P. M. A. Rabbitt - 1985 - Behavioral and Brain Sciences 8 (2):238-239.
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  • Model theory of deduction: a unified computational approach.Bruno G. Bara, Monica Bucciarelli & Vincenzo Lombardo - 2001 - Cognitive Science 25 (6):839-901.
    One of the most debated questions in psychology and cognitive science is the nature and the functioning of the mental processes involved in deductive reasoning. However, all existing theories refer to a specific deductive domain, like syllogistic, propositional or relational reasoning.Our goal is to unify the main types of deductive reasoning into a single set of basic procedures. In particular, we bring together the microtheories developed from a mental models perspective in a single theory, for which we provide a formal (...)
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  • Understanding the nature of the general factor of intelligence: The role of individual differences in neural plasticity as an explanatory mechanism.Dennis Garlick - 2002 - Psychological Review 109 (1):116-136.
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  • Field Analysis and Interdisciplinary Science: Scientific Capital Exchange in Behavior Genetics.Aaron L. Panofsky - 2011 - Minerva 49 (3):295-316.
    This paper uses Pierre Bourdieu’s field theory to develop tools for analyzing interdisciplinary scientific fields. Interdisciplinary fields are scientific spaces where no single form of scientific capital has a monopoly and therefore multiple forms of scientific capital constitute the structures and stakes of scientific competition. Scientists compete to accumulate and define forms of scientific capital and also to set the rates of exchange between them. The paper illustrates this framework by applying it to the interdisciplinary field of behavior genetics. Most (...)
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  • Imitating the Human. New Human–Machine Interactions in Social Robots.Johanna Seifert, Orsolya Friedrich & Sebastian Schleidgen - 2022 - NanoEthics 16 (2):181-192.
    Social robots are designed to perform intelligent, emotional, and autonomous behavior in order to establish intimate relationships with humans, for instance, in the context of elderly care. However, the imitation of qualities usually assumed to be necessary for human reciprocal interaction may impact our understanding of social interaction. Against this background, we compare the technical operations based on which social robots imitate human-like behavior with the concepts of emotionality, intelligence, and autonomy as usually attached to humans. In doing so, we (...)
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  • Computer-Aided Argument Mapping and the Teaching of Critical Thinking (Part 1).Martin Davies - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):15-30.
    This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The paper presents (...)
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  • Phenomenology and Integral Pheno‐Practice of Wisdom in Leadership and Organization.Wendelin M. Küpers - 2007 - Social Epistemology 21 (2):169 – 193.
    This paper investigates the multidimensional phenomenon of wisdom in organizations and management as an integral and relational process. In particular, the paper will show how phenomenology can help to render an extended understanding of the "incorporated" dimensions of wisdom situated in organizations and managerial life-world practises. Based on this, an integral (and holonic) pheno-practice of wisdom in organisations will be proposed. Accordingly the interior and exterior dimensions as well as individual and collective spheres of wisdom are assessed together. Furthermore, the (...)
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  • Differential K theory and group differences in intelligence.J. Philippe Rushton - 1985 - Behavioral and Brain Sciences 8 (2):239-240.
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  • On artificial intelligence.Peter H. Schönemann - 1985 - Behavioral and Brain Sciences 8 (2):241-242.
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  • A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School.Isabel Gómez-Veiga, José O. Vila Chaves, Gonzalo Duque & Juan A. García Madruga - 2018 - Frontiers in Psychology 9.
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  • Jensen's compromise with componentialism.Christopher Brand - 1985 - Behavioral and Brain Sciences 8 (2):222-223.
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  • The black–white factor is g.Robert A. Gordon - 1985 - Behavioral and Brain Sciences 8 (2):229-231.
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  • Looking for Mr. Good- g: General intelligence and processing speed.John G. Borkowski & Scott E. Maxwell - 1985 - Behavioral and Brain Sciences 8 (2):221-222.
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  • The issue of g: Some relevant questions.Jerry S. Carlson - 1985 - Behavioral and Brain Sciences 8 (2):224-225.
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  • Intelligence and g: An imaginative treatment of unimaginative data.Raymond B. Cattell - 1985 - Behavioral and Brain Sciences 8 (2):227-228.
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  • Interpretations for a class on minority assessment.J. P. Das - 1985 - Behavioral and Brain Sciences 8 (2):228-228.
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  • The nature of cognitive differences between blacks and whites.H. J. Eysenck - 1985 - Behavioral and Brain Sciences 8 (2):229-229.
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  • Measuring and interpreting g.Jan-Eric Gustafsson - 1985 - Behavioral and Brain Sciences 8 (2):231-232.
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  • Jensen, Spearman's g, and Ghazali's dates: A commentary on interracial peace.Panos D. Bardis - 1985 - Behavioral and Brain Sciences 8 (2):219-220.
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  • The black–white difference in g: A phenomenon in search of a theory.Arthur R. Jensen - 1985 - Behavioral and Brain Sciences 8 (2):246-263.
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  • The black–white differences are real: Where do we go from here?Keith E. Stanovich - 1985 - Behavioral and Brain Sciences 8 (2):242-243.
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  • The black–white differences and Spearman's g: Old wine in new bottles that still doesn't taste good.Robert J. Sternberg - 1985 - Behavioral and Brain Sciences 8 (2):244-244.
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  • Jensen's support for Spearman's hypothesis is support for a circular argument.James R. Wilson - 1985 - Behavioral and Brain Sciences 8 (2):246-246.
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  • Flexible Strategy Use in Young Children's Tic‐Tac‐Toe.Kevin Crowley & Robert S. Siegler - 1993 - Cognitive Science 17 (4):531-561.
    In domains with multiple competing goals, people face a basic challenge: How to make their strategy use flexible enough to deal with shifting circumstances without losing track of their overall objectives. This article examines how young children meet this challenge in one such domain, tic‐tac‐toe. Experiment 1 provides an overviews of development in the area; it indicates that children's tic‐tac‐toe strategies are rule based and that new rules are added one at a time. Experiment 2 demonstrates that even young children (...)
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  • Theory knitting: An integrative approach to theory development.David A. Kalmar & Robert J. Sternberg - 1988 - Philosophical Psychology 1 (2):153 – 170.
    A close scrutiny of the psychological literature reveals that many psychologists favor a 'segregative' approach to theory development. One theory is pitted against another, and the one that accounts for the data most successfully is deemed the theory of choice. However, an examination of the theoretical debates in which the segregative approach has been pursued reveals a variety of weaknesses to the approach, namely, masking an underlying theoretical indistinguishability of theoretical predictions, causing psychologists to focus unknowingly on different aspects of (...)
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  • Introduction. Wittgenstein's legacy for education.Paulus Smeyers & Nicholas Burbules - 2008 - Educational Philosophy and Theory 40 (5):585-590.
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  • Expertise overcomes impasse to yield far transfer and insight in problem-solving.Thomas C. Ormerod & Harriet Gross - 2024 - Thinking and Reasoning 30 (1):24-48.
    Sources of difficulty in insight problem-solving have been identified, but current theories are less successful at explaining discovery of solution ideas. Here, we explore the role of expertise in promoting insight. In Experiment 1, experienced designers and financiers solved visual and verbal problems. Expertise did not influence solution rates for verbal problems, but designers solved more visual problems than financiers, despite similar incorrect initial attempts. In Experiment 2, experienced and novice designers attempted problems either unconstrained, prevented from drawing, or sitting (...)
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  • Rethinking Rationality.Emmanuel M. Pothos & Timothy J. Pleskac - 2022 - Topics in Cognitive Science 14 (3):451-466.
    Topics in Cognitive Science, Volume 14, Issue 3, Page 451-466, July 2022.
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  • Alumnos de secundaria con altas capacidades, investigación sobre su creatividad.Nuria Aris Redó & María Ángeles Millán Gutiérrez - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (2):1-10.
    La creatividad, un constructo que se ha planteado desde distintas perspectivas a lo largo de la historia y son distintos autores los que la definen, la miden y la interpretan. Este artículo quiere estudiar cómo funciona la creatividad en alumnos con altas capacidades. Para ello se aplican dos instrumentos, dos pruebas, que están contrastados, para analizar las dimensiones de la creatividad a una muestra de alumnos de secundaria. Los resultados arrogan diferencias a favor de alumnos con alta capacidad. Las conclusiones (...)
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  • Criteria and explanations.Jonathan Baron - 1984 - Behavioral and Brain Sciences 7 (2):287-288.
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  • Reliability and g.Jonathan Baron - 1985 - Behavioral and Brain Sciences 8 (2):220-221.
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  • Cultural relativism comes in from the cold.J. W. Berry - 1984 - Behavioral and Brain Sciences 7 (2):288-288.
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  • Toward a synthetic approach to intelligence.Adam Biela - 1986 - Behavioral and Brain Sciences 9 (3):578-579.
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  • Rendezvous with IQ: Metacognition in real-life situations.Yasser A. Al-Hilawani - 2017 - Educational Studies 44 (2):119-146.
    The purpose of this study was to examine the relationship between metacognition as measured in real-life situations and IQ scores as reflected by performance on the Raven Standard Progressive Matrices Scale. It is also intended in this study to report on whether or not there were significant differences in performance on the metacognitive instrument among participants with typical development, deaf and hard-of-hearing, and low-achieving individuals with and without the influence of IQ. Analysis showed significant correlations between IQ, metacognitive test, and (...)
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