A Model of Cognitive Enhancement.

The pursuit of a science of mind has been marked by persistent conceptual tension. At one pole, exemplified by Piaget, the mind is characterized in terms of overarching principles. At the other end of the continuum, theory is more concerned with modeling particulars, as represented by the information processing model. This paper explores the emerging search for a middle ground, whose models describe a stage-like progression within definable cognitive modules, such as those dealing with number, space, and narrative. These models are constructed within the following argument: (1) thought forms (schemas, modules, etc.) are unequal in their importance to the broad range of human function; (2) intelligence can be understood as consisting of a loose mosaic of powerful modules; and (3) each module is itself complex, requiring study from multiple aspects. The paper proposes a taxonomy of modules drawn from different research traditions which, taken together, are descriptive of general mental ability or intelligence. The modules are separated into those that are largely concerned with the organization and transformation of information (knowledge) and those whose function is primarily self-regulatory (metaknowledge). Examples of knowledge modules include proportional reasoning, multidimensional classification, and numeric relations. Examples of metaknowledge modules include subgoal management, paragraph comprehension, and self-belief/efficacy. (Contains 21 references.) (EV)