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Modern factor analysis is the outgrowth of Spearman's original '2-factor' model of intelligence, according to which a mental test score is regarded as the sure of a general factor and a specific factor. As early as 1914, Godfrey Thomson realized that the data did not require this interpretation and he demonstrated this by proposing what became known as his 'bonds' model of intelligence. Van der Maas et al. (2006) have recently drawn attention to what they perceive as difficulties with both models and have proposed a 3rd model. Neither alternative requires the general factor that was at the cote of Spearman's idea. Although Thomson's model has been largely forgotten, the authors show that it merits further consideration because it can compete, statistically and biologically, on equal terms with Spearman's model. In particular, they show that it is impossible to distinguish statistically between the 2 models. There are also lessons to be learnt from the way in which Thomson arrived at his model and from the subsequent debate between Spearman and Thomson. The extent to which the recent proposal by van der Maas et al. may offer any advantage over Spearman's and Thomson's models is unclear and requires further investigation. Keywords: bonds, factor analysis, intelligence, Charles Spearman, Godfrey Thomson

A study was conducted to investigate the structure of self-estimates of intelligence (SEI) across 12 countries. Participants rated themselves on general and specific abilities from Gardner's multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's emotional intelligence. The mean differences in general SEI are also discussed.

Science requires postformal capabilities to compare competing explanations and conceptualize how to coordinate or integrate them. With conflicts thus reconciled, science advances. The Model of Hierarchical Complexity facilitates the coordination of current arguments about intelligence. A cross-species measurement theory of comparative cognition is proposed. It has potential to overcome the lack of a general measurement theory for the science of comparative cognition, and the lack of domain-general mechanisms for evolutionary psychologists. The hierarchical complexity of concepts and debates as well as the new theory are scored, and demonstrate the postformal hierarchical complexity of the proposed theory. KEYWORDS: Comparative cognition, domains, evolutionary psychology, hierarchical complexity, g, intelligence, IQ, measurement theory.

In this article I develop a case for a theory of intelligence incorporating transpersonal dimensions, namely integrated intelligence. Some recent expanded theories of intelligence move into concepts like creativity, wisdom, and emotional intelligence. Yet they remain embedded within mainstream intelligence theory and its reductionist and materialist presuppositions. Although various theorists in consciousness theory have developed transpersonal models that are beginning to be discussed in some mainstream circles, mainstream intelligence theory is yet to address the broader implications of this. Recent changes in the global economy and the needs of populations have created a need for an expanded theory of intelligence, and more intuitive thinking. KEYWORDS: Consciousness, intelligence, paradigm, spiritual, transpersonal. ... it seems to have been the vast expansion of a basic processing capacity for use by external organizational regulations that appears to define the role of the brain in human intelligence. (Richardson, 2000, p. 178) We're talking about a large fraction of the public that believes in subjects that scientists believe are out of the question. --Costas Efthimiou, professor at the University of Central Florida (Borenstein, 2006)

The presence of Spearman's law of diminishing returns (SLODR) in the Kaufman Assessment Battery for Children-Second Edition (KABC-II) is investigated. Findings suggested that the SLODR acts well on g saturation and not on the broad abilities.

'Is there a biology of intelligence which is characteristic of the normal human nervous system?' Here we review 37 modern neuroimaging studies in an attempt to address this question posed by Halstead (1947) as he and other icons of the last century endeavored to understand how brain and behavior are linked through the expression of intelligence and reason. Reviewing studies from functional (i.e., functional magnetic resonance imaging, positron emission tomography) and structural (i.e., magnetic resonance spectroscopy, diffusion tensor imaging, voxel-based morphometry) neuroimaging paradigms, we report a striking consensus suggesting that variations in a distributed network predict individual differences found on intelligence and reasoning tasks. We describe this network as the Parieto-Frontal Integration Theory (P-FIT). The P-FIT model includes, by Brodmann areas (BAs): the dorsolateral prefrontal cortex (BAs 6, 9, 10, 45, 46, 47), the inferior (BAs 39, 40) and superior (BA 7) parietal lobule, the anterior cingulate (BA 32), and regions within the temporal (BAs 21, 37) and occipital (BAs 18, 19) lobes. White matter regions (i.e., arcuate fasciculus) are also implicated. The P-FIT is examined in light of findings from human lesion studies, including missile wounds, frontal lobotomy/leukotomy, temporal lobectomy, and lesions resulting in damage to the language network (e.g., aphasia), as well as findings from imaging research identifying brain regions under significant genetic control. Overall, we conclude that modern neuroimaging techniques are beginning to articulate a biology of intelligence. We propose that the P-FIT provides a parsimonious account for many of the empirical observations, to date, which relate individual differences in intelligence test scores to variations in brain structure and function. Moreover, the model provides a framework for testing new hypotheses in future experimental designs. Keywords: diffusion tensor imaging (DTI); functional magnetic resonance imaging (fMRI); g; genomics; intelligence; IQ; magnetic resonance spectroscopy (MRS); positron emission tomography (PET); reasoning; structural magnetic resonance imaging (sMRI); voxel-based morphometry (VBM)

The applicability of the radex model of intelligence to the new version of the Wechsler intelligence test (WISC-IV) scale is examined. The Guttman model organization of the solution has provided an elegant description of the structure of intelligence and has suggested the construction of new subscales for measuring different aspects of intelligence.

Quantitative and qualitative individual differences in intelligence using latency and eye-movement data are explored by taking into account models and findings pertaining to the nature of analogical reasoning. Results reveal that higher and lower ability subjects differed in terms of their patterns of item and matrix inspections, and several strategic indices emerged in regression analyses as significant predictors of Raven performance.

The Flynn effect is the rise in mean IQ scores during the 20th century, amounting to about 0.33 IQ points per year. Many theoretical explanations have been proposed, though none are universally accepted. W. Dickens and J. R. Flynn's (2001) new approach explains the large IQ changes by means of recursive models of IQ growth. A salient feature of their models is that IQ phenotypes and their supportive environments are correlated; in addition, environmental effects can rebound on phenotypic IQ to increase or lower IQ. In this critique, the authors examine an empirical challenge to their models, which typically imply large changes in IQ variance. However, the historical rise in IQ mean level has not been accompanied by substantial variance changes, a finding inconsistent with the properties of the proposed model.

The purpose of this article is to illustrate the use of confirmatory factor analysis (CFA) to explicate constructs underlying performance assessment tasks based on Gardner's (1983) theory of multiple intelligences. Data from Plucker, Callahan, and Tomchin (1996) were reanalyzed using CFA. I analyzed several models based on the theoretical conceptualization of the authors, their exploratory factor analysis, and the subsequent reanalysis of the data by Pyryt (2000). Models that allowed for intercorrelations among factors fit better than those without such correlations. Although the performance tasks appeared to measure their constructs as predicted, a model with three factors that combined Linguistic and Interpersonal Intelligence, rather than the four original factors, was supported. Higher order models indicated the presence of a general factor underlying the multiple intelligences. Although not conforming exactly to the original theory, it appears that this set of performance tasks is a step in the right direction in terms of measuring multiple intelligences. Pyryt's concern for the influence of g was confirmed to some extent, but it appears that both factors and individual tasks retain sufficient variance to allow for the interpretation that they measure separate abilities.

The general factor for intelligence is unable to account for the existence of savants who have low IQs, yet demonstrate abilities that exceed the achievements of most people. Research identifies that savants have a good narrowly focussed long term memory and a specific aptitude, but regards their skills as unintelligent. A combination of the Anderson and Detterman models may help to account for both unitary and specific components of intelligence.

This commentary compares the P-FIT model with psychometric and developmental models of intelligence and shows that there are isomorphisms and divergences between them. All three models involve some common dimensions, but the P-FIT model lacks many of the dimensions of the other models. Then we point to research that can lead to the integration of brain models with cognitive-developmental models.

Traditional psychometric views of intelligence tend to be ability-centric in nature, stressing the presence of a set of abilities, skills, knowledge, and/or processing capability. However, an alternative to this prevailing paradigm is possible. Specifically, intelligence might be construed as a collection of cognitive dispositions that capture one's tendency to engage/n certain patterns of thinking. The author examines what such a characterological conception of intelligence might look like, reviewing the current thinking about the nature of dispositions and about which dispositions most influence good and productive thinking. The author concludes the examination with a discussion of what a characterological conception of intelligence might mean to education., Walk into virtually any classroom and ask students who the smartest kid in the class is, and, within seconds, one is likely to get a set of convergent answers. So [...]

Identifying and educating gifted and talented children has been a concern in education for many years. Gardner's (1983) Multiple Intelligences theory has been used in recent years to facilitate the identification and instruction of gifted and talented children. A review and synthesis of the literature is presented. The benefits as well as cautions in the use of the multiple intelligences approach with gifted and talented students are also discussed., Identifying and educating gifted and talented children has been a concern in education for many years. Additionally, children's abilities have been assessed frequently by measurement instruments that reflect a narrow [...]

A parieto-frontal integration theory (P-FIT) model of human intelligence has been proposed based on a review of neuroimaging literature and lesion studies. The P-FIT model provides an important basis for future research. Future studies involving connectivity analyses and an integrative approach of imaging modalities using the P-FIT model should provide vastly increased understanding of the biological bases of intelligence.

Turing's programme, the idea that intelligence can be modelled computationally, is set in the context of a parallel between certain elements from metamathematics and Popper's schema for the evolution of knowledge. The parallel is developed at both the formal level, where it hinges on the recursive structuring of Popper's schema, and at the contentual level, where a few key issues common to both epistemology and metamathematics are briefly discussed. In light of this connection Popper's principle of transference, akin to Turing's belief in the relevance of the theory of computation for modelling psychological functions, is widened into the extended principle of transference. Thus Turing's programme gains a solid epistemological footing.

Joreskog's confirmatory factor-analytic methodology was used to statistically test alternative hypotheses regarding the factor structure among tests of cognition, convergent production, and divergent production that underlies correlational data from the Aptitude Research Project. Large substantive improvements in goodness-of-fit indexes over random multifactor or general (single) factor models were not found, hence, the structure-of-intellect (SI) a priori models did not provide a superior fit to the data. The conclusion is that neither the high-dimensional SI model nor the general factor model provided a plausible level of overall fit to the data. Suggestions for future research and results of exploratory factor analyses are presented. (Reprinted by permission of the publisher.)

Arguing that 'reason, intelligence, logic, knowledge are not synonymous ...', Howard Gardner (1983) proposed a new view of intelligence that is rapidly being incorporated in school curricula. Arguing that 'reason, [...]

Researchers in the field of discourse processing have investigated how mental models are constructed when adults comprehend stories. They have explored the process of encoding various classes of inferences 'on-line' when these mental microworlds are constructed during comprehension. This commentary addresses the extent to which these inferences and mental microworlds are 'embodied.'