To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
RESEARCH ON INTELLIGENCE IN GERMAN-SPEAKING COUNTRIES
Philosophical and scientific traditions of a given region shape a researcher's conception of intelligence and the methods he or she employs to study mental abilities. In this chapter, we highlight an arguably unique aspect of intelligence research in German-speaking countries, namely, the emphasis on investigations of intellectual abilities from a contextual and/or lifespan perspective. In this research tradition, intellectual development has been considered as a dynamic lifelong process that involves a continual interplay between individuals' biological and sociocultural inheritances. Considering intellectual abilities from such a perspective goes hand in hand with a research focus on the processes and functions of intelligent behavior rather than with a focus on measuring and predicting the product of intelligence per se.
This chapter is divided into four sections. First, we review the historical tradition of lifespan developmental conceptions developed in German-speaking countries since the 18th century. Second, we introduce a modern dual-process model of lifespan intellectual development that emphasizes two distinct but interactive aspects of intelligence (i.e., the mechanics and pragmatics of the mind). Although many researchers in this region do not explicitly focus on developmental aspects, in our view, components and processes of intelligence studied can be related to the dual-process model. Hence, we use this model as an organizational framework to help structure the review of contemporary research on intelligence in the third part of the chapter.
Email your librarian or administrator to recommend adding this to your organisation's collection.