The Architecture of the Child Mind: g, Fs, and the hierarchical model of intelligence/ Marc H. Bornstein & Diane L. Putnick.
By: Bornstein, Marc H [author.].
Contributor(s): Putnick, Diane L [author.].
Publisher: NEW YORK: Routledge; 2019Description: xvii, 214p.ISBN: 9780367135843.Subject(s): Children -- Intelligence levels | Age and intelligence | IntellectDDC classification: 155.413 Summary: What exactly does it mean to be intelligent? Does intelligence manifest itself in one way or in different ways in children? Do children fit any preconceived notions of intelligence? Some theories assert a general (g) factor for intelligence that is universal and enters all mental abilities; other theories state that there are many separate domains or faculties (Fs) of intelligence; and still others argue that the g and Fs of intelligence coexist in a hierarchical relation. The Architecture of the Child Mind: g, Fs, and the Hierarchical Model of Intelligence argues for the third option in young children. Through state-of-the-art methodologies in an intensive research program conducted with 4-year-old children, Bornstein and Putnick show that the structure of intelligence in the preschool child is best construed as a hierarchically organized combination of a General Intelligence factor (g) and multiple domain-specific faculties (Fs). The Architecture of the Child Mind offers a review of the history of intelligence theories and testing, and a comprehensive and original research effort on the nature and structure of intelligence in young children before they enter school. Its focus on intelligence will appeal to cognitive, developmental, and social psychologists as well as researchers and scholars in education, particularly those specializing in early childhood education.| Item type | Current location | Call number | Status | Date due | Barcode |
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NASSDOC Library | 155.413 BOR-A (Browse shelf) | Available | 53209 |
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| 155.4 WEI-I Introduction to abnormal child and adolescent psychology | 155.401954 KAK-I Inner world: a psychoanalytic study of childhood and society in India | 155.40924 AME-A Arnold Gesell-Hemes of his work | 155.413 BOR-A The Architecture of the Child Mind: | 155.413 SOC- Social cognition: development, neuroscience and autism | 155.413 TRA- Transitions Between Consciousness and Unconsciousness | 155.4130954133 NAN-D Development of theory of mind and mental state language in children |
Includes bibliographical references and index.
What exactly does it mean to be intelligent? Does intelligence manifest itself in one way or in different ways in children? Do children fit any preconceived notions of intelligence? Some theories assert a general (g) factor for intelligence that is universal and enters all mental abilities; other theories state that there are many separate domains or faculties (Fs) of intelligence; and still others argue that the g and Fs of intelligence coexist in a hierarchical relation. The Architecture of the Child Mind: g, Fs, and the Hierarchical Model of Intelligence argues for the third option in young children. Through state-of-the-art methodologies in an intensive research program conducted with 4-year-old children, Bornstein and Putnick show that the structure of intelligence in the preschool child is best construed as a hierarchically organized combination of a General Intelligence factor (g) and multiple domain-specific faculties (Fs).
The Architecture of the Child Mind offers a review of the history of intelligence theories and testing, and a comprehensive and original research effort on the nature and structure of intelligence in young children before they enter school. Its focus on intelligence will appeal to cognitive, developmental, and social psychologists as well as researchers and scholars in education, particularly those specializing in early childhood education.
English.
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