Blair makes a strong case that fluid cognition and psychometric g are not identical constructs. However, he fails to mention the development of the prefrontal cortex, which likely makes the Gf–g distinction different in children than in adults.1 He also incorrectly states that current IQ tests do not measure Gf; we discuss several recent instruments that measure Gf quite well. (Published Online April 5 2006).

Do people have free will, or this universal belief an illusion? If free will is more than an illusion, what kind of free will do people have? How can free will influence behavior? Can free will be studied, verified, and understood scientifically? How and why might a sense of free will have evolved? These are a few of the questions this book attempts to answer. People generally act as though they believe in their own free will: they don't feel like (...) automatons, and they don't treat one another as they might treat robots. While acknowledging many constraints and influences on behavior, people nonetheless act as if they (and their neighbors) are largely in control of many if not most of the decisions they make. Belief in free will also underpins the sense that people are responsible for their actions. Psychological explanations of behavior rarely mention free will as a factor, however. Can psychological science find room for free will? How do leading psychologists conceptualize free will, and what role do they believe free will plays in shaping behavior? In recent years a number of psychologists have tried to solve one or more of the puzzles surrounding free will. This book looks both at recent experimental and theoretical work directly related to free will and at ways leading psychologists from all branches of psychology deal with the philosophical problems long associated with the question of free will, such as the relationship between determinism and free will and the importance of consciousness in free will. It also includes commentaries by leading philosophers on what psychologists can contribute to long-running philosophical struggles with this most distinctly human belief. These essays should be of interest not only to social scientists, but to intelligent and thoughtful readers everywhere. (shrink)

Creativity is of rising interest to scholars and laypeople alike. Creativity in the arts, however, is very different from creativity in science, business, sports, cooking, or teaching. This book brings together top experts in the field from around the world to discuss creativity across many different domains. Each chapter includes clear definitions, intriguing research, potential measures, and suggestions for development or future directions. After a broad discussion of creativity across different domains, subsequent chapters look deeper into those individual domains to (...) explore how creativity varies when expressed in different ways. Ultimately, the book offers a future-looking perspective integrating the different variations of creativity across domains. (shrink)

The unbridled positivity toward curiosity and creativity may be excessive. Both aid species survival through exploration and advancement. These beneficial effects are well documented. What remains is to understand their optimal levels and contexts for maximal achievement, health, and well-being. Every beneficial element to individuals and groups carries the potential for harm – curiosity and creativity included.

The research programs of empirical aesthetics and neuroaesthetics have reflected deep concerns about viewers' sensitivities to artworks' historical contexts by investigating the impact of two factors on art perception: viewers' developmental (and educational) histories and the contextual histories of artworks. These considerations are consistent with data demonstrating that art perception is underwritten by dynamically reconfigured and evolutionarily adapted neural and psychological mechanisms.

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate (...) practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities. (shrink)

This book is unique in offering a diversity of points of view on the topic of the evolution of human intelligence.

The COVID-19 pandemic resulted in an abrupt change in routines and livelihoods all around the world. This public health crisis amplified a number of systemic inequalities that led to populations needing to grapple with universally difficult truths. Yet some individuals, firms, and countries displayed resilient and creative responses in coping with pressing demands on healthcare and basic sanity. Past work has suggested that engaging in creative acts can be an adaptive response to a changing environment. Therefore, the purpose of this (...) paper is to describe how entities at the personal, community, and national levels cultivated and expressed creativity in an effort to make meaning during COVID-19. By overlaying the Four C model of creativity on such responses, we aim to to connect mini, little, Pro, and Big creative behaviors with our attempts to make meaning of the ongoing COVID-19 pandemic, and to suggest how engaging in creative expression can be used to guard against the adverse consequences of this outbreak. Acknowledging that this time has been and continues to be distressing and filled with uncertainty, we propose some ways of making sense of current events by applying original thinking across domains. Further, we propose how engaging in creativity can serve to buffer against the negative effects of living through the pandemic. (shrink)

Students display resistance in the classroom in numerous ways, often in the form of academic misconduct. Some argue that resistance can reflect cleverness and creativity, rather than apathy. This investigation aimed to develop a psychometric tool to examine classroom resistance as well as identify individual and situational determinants of the same. Data from 853 participants was collected on measures of resistance behaviors in educational contexts and their environmental contributors, creativity, personality, and deception. Further, participants indicated their frequency of resistance across (...) two time periods: kindergarten through middle school, and high school through college. Exploratory and confirmatory factor analyses identified a robust three-factor structure for the Classroom Resistance Scale, comprising Test-Oriented Cheating, Blatant Academic Dishonesty, and Unethical Shortcuts. The person-situation analysis indicated that students who engaged in resistance shared some consistent characteristics: they were more likely to be closed to new experiences, unimaginative, more extraverted, and highly influenced by their peers. Moreover, the frequency of classroom resistance increased in higher grades as compared to lower ones. Implications of spillover effects of academic dishonesty into the workplace are discussed, in addition to suggestions for future research. (shrink)

Secondary education around the world has been significantly disrupted by covid-19. Students have been forced into new ways of independent learning, often using remote technologies, but without the social nuances and direct teacher interactions of a normal classroom environment. Using data from the School Attitudes Survey—which surveys students regarding the perceived level of difficulty, anxiety level, self-efficacy, enjoyability, subject relevance, and opportunities for creativity with regards to each of their school subjects—this study examines students' responses to this disruption from two (...) very different schools with two very different experiences of the pandemic. This paper reports on the composite attitudinal profiles of students in the senior secondary levels at each school. The findings challenged our expectation that the increased difficulty and anxiety caused by the disruption would reduce perceived opportunities for creativity. Indeed, our analyses showed that the students at both schools demonstrated generally positive attitudes toward their learning and strongly associated opportunities for creativity with other attitudinal constructs including enjoyability, subject relevance, and self-efficacy. These complex associations made by the students appear to have buffered the impacts of the disruption, and they may even have supported creative resilience. (shrink)

As individual subjects, creativity and personality have been the focus of much research and many publications. This Cambridge Handbook is the first to bring together these two topics and explores how personality and behavior affects creativity. Contributors from around the globe present cutting-edge research about how personality traits and motives make creative behavior more likely. Many aspects of personality and behavior are examined in the chapters, including genius, emotions, psychopathology, entrepreneurship, and multiculturalism, to analyse the impact of these on creativity. (...) The Cambridge Handbook of Creativity and Personality Research will be the definitive resource for researchers, students and academics who study psychology, personality, and creativity. (shrink)

Students display resistance, including academic dishonesty, at all educational levels. In the present study, we qualitatively examined the extent and incidence of academic misbehaviors by 101 US college students. Using a combination of self-reported closed- and open-ended questions, we developed a multi-faceted understanding of how students perceived their own classroom misbehaviors to avoid work as being original, clever, deceptive, and unethical. Questions pertaining to possible prevention, impact on grade, and repetition of the misbehavior were also included. Further, environmental contributors of (...) such behavior were explored, inclusive of the teacher, curriculum, larger school/institutional reasons, peers, and out-of-school issues. Thematic analyses identified distinct themes related to each factor, with poor time management emerging as a salient antecedent across factors. The present study also reviews and provides strategies to improve time management among students to mitigate future instances of academic misbehavior. (shrink)

Posterior parietal cortex has traditionally been considered to be a sensory association area in which higher-order processing and intermodal integration of incoming sensory information occurs. In this paper, evidence from clinical reports and from lesion and behavioral-electrophysiological experiments using monkeys is reviewed and discussed in relation to the overall functional organization of posterior parietal association cortex, and particularly with respect to a proposed posterior parietal mechanism concerned with the initiation and control of certain classes of eye and limb movements. Preliminary (...) data from studies of the effects of posterior parietal lesions on oculomotor control in monkeys are reported.The behavioral effects of lesions of posterior parietal cortex in monkeys have been found to be similar to those which follow analogous damage of the minor hemisphere in humans, while behavioral-electrophysiological experiments have disclosed classes of neurons in this area which have functional properties closely related to the behavioral acts that are disrupted by lesions of the area. On the basis of current data from these areas of study, it is proposed that the sensory association model of posterior parietal function is inadequate to account for the complexities of the present evidence. Instead, it now appears that many diverse neural mechanisms are locatedin partin parietal cortex, that some of these mechanisms are involved in sensory processing and perceptual functions, but that others participate in motor control, and that still others are involved in attentional, motivational, or emotional processes. It is further proposed that the elementary units of these various neural mechanisms are distributed within posterior parietal cortex according to the columnar hypothesis of Mountcastle. (shrink)

A timely and accessible synthesis of the strengths, weaknesses and reality of science through the eyes of a practicing scientist.

Ludwig Wittgenstein's _Tractatus Logico-Philosophicus_ and _Philosophical Investigations_ are among the most influential philosophical books of the twentieth century, and also among the most perplexing. Wittgenstein warned again and again that he was not and would not be understood. Moreover, Wittgenstein's work seems to have little relevance to the way philosophy is done today. In _Wittgenstein in Exile_, James Klagge proposes a new way of looking at Wittgenstein -- as an exile -- that helps make sense of this. Wittgenstein's exile (...) was not, despite his wanderings from Vienna to Cambridge to Norway to Ireland, strictly geographical; rather, Klagge argues, Wittgenstein was never at home in the twentieth century. He was in exile from an earlier era -- Oswald Spengler's culture of the early nineteenth century. Klagge draws on the full range of evidence, including Wittgenstein's published work, the complete Nachlaß, correspondence, lectures, and conversations. He places Wittgenstein's work in a broad context, along a trajectory of thought that includes Job, Goethe, and Dostoyevsky. Yet Klagge also writes from an analytic philosophical perspective, discussing such topics as essentialism, private experience, relativism, causation, and eliminativism. Once we see Wittgenstein's exile, Klagge argues, we will gain a better appreciation of the difficulty of understanding Wittgenstein and his work. (shrink)

Integrated Information Theory (IIT) identifies consciousness with having a maximum amount of integrated information. But a thing’s having the maximum amount of anything cannot be intrinsic to it, for that depends on how that thing compares to certain other things. IIT’s consciousness, then, is not intrinsic. A mereological argument elaborates this consequence: IIT implies that one physical system can be conscious while a physical duplicate of it is not conscious. Thus, by a common and reasonable conception of intrinsicality, IIT’s consciousness (...) is not intrinsic. It is then argued that to avoid the implication that consciousness is not intrinsic, IIT must abandon its Exclusion Postulate, which prohibits overlapping conscious systems. Indeed, theories of consciousness that attribute consciousness to physical systems, should embrace the view that some conscious systems overlap. A discussion of the admittedly counterintuitive nature of this solution, along with some medical and neuroscientific realities that would seem to support it, is included. (shrink)

In this book, he also demonstrates a skill shared by the greatest radical thinkers: to reveal positions we've been taught to think of as extremism to be emanations of simple human decency and common sense.

In the process of challenging epistemological assumptions that preclude relationships between knowers and the objects of knowing, feminist epistemologists Lorraine Code and Donna Haraway also can be interpreted as troubling forms of argumentation predicated on positivist-derived logic. Against the latter, Christopher Tindale promotes a rhetorical model of argument that appears able to better engage epistemologies of situated knowledges. I detail key features of the latter from Code, especially, and compare and contrast them with relevant parts of Tindale’s discussion of context (...) on the rhetorical model, and I suggest ways that his work could be expanded to accommodate rhetorical implications of situated knowledges. (shrink)

What could it mean to be religious in a world where religion no longer retains its former authority? Posing this question for his fellow Western intellectuals who inhabit just such a world, James C. Edwards investigates the loss of religion's traditional power in a culture characterized by what he calls "normal nihilism"—a situation in which one's commitment to a particular set of values is all one really has, and in which traditional religion is only a means of interpretation used (...) to preserve what one most cares about. Recognizing the important historical role of religion in making us the people we are, he seeks to establish a viable understanding of religion without traditional beliefs and within the context of contemporary skepticism. _The Plain Sense of Things_ is a book more interested in the power of religion that in its truth and in what happens to that power when the claims to truth slacken their grip. (shrink)

Victor and Cullen (1988) identified several dimensions of ethical climate that exist in organizations and organizational subunits. We tested the relationship between these dimensions of ethical climate and ethical behavior at different levels of analysis. Using Within and Between Analysis (WABA) (cf. Dansereau, Alutto and Yammarino, 1984), partial support was found for a relationship between dimensions of ethical climate and ethical behavior.

Is “good” a family-resemblance concept? Wittgenstein holds it is, since cases of goodness may not have anything in common, but there may be a continuous transition from some cases to others. Von Wright and Hacker argue it is not. They hold that family-resemblance concepts satisfy two conditions that goodness does not satisfy. I assess their arguments and then present a constitutivist account of goodness that Wittgenstein seems to endorse. The constitutivist account is what one would expect if goodness was a (...) family-resemblance concept. Finally, I note that Wittgenstein's nod towards non-descriptivism in the Investigations is paralleled by Stevenson's ethical emotivism. (shrink)

This article is an attempt to expound and distinguish\nbrentano's concept of "Intentional inexistence" (found in\n'psychologie von einem empirischen standpunkt') and\nhusserl's early concept of intentionality (in 'logische\nuntersuchungen'). The main purpose is to show that\nhusserl's phenomenological views are very different from\nand far more developed than brentano's and that he rejects\nmany of his concepts and doctrines. First, brentano's\ndesignation of eight defining characteristics of mental\nphenomena, the purpose of which is to define psychology, is\noutlined. This is followed by a detailed discussion of\nhusserl's criticisms and revisions, (...) emphasizing what\nhusserl thought was brentano's most important insight,\ni.E., That consciousness is intentional. A discussion of\nthree views of the nature of consciousness is given,\nconcluding with husserl's general criticisms that brentano\nfell victim to dualism and representationalism and that his\nconcept of the intentional nature of mind was distorted by\na commitment to naturalism, the latter being overcome only\nby husserl's own transcendental phenomenology in 'ideen'\nand later works. (shrink)

The purpose of this study was to determine whether the ethical climate dimensions identified by Victor and Cullen (1987, 1988) could be replicated in the subunits of a multi-unit organization and if so, were the dimensions associated with particular types of operating units. We identified three of the dimensions of ethical climate found by Victor and Cullen and also found a new dimension of ethical climate related to service. Partial support was found for Victor and Cullen's hypothesis that certain ethical (...) climate dimensions are associated with particular forms of organizational governance and control. (shrink)