Name: The Architecture of the Child Mind: G, fs, and the Hierarchical Model of Intelligence (en Inglés)
Price: 709305.00 COP
Availability: InStock
Author: Marc H. Bornstein; Diane L. Putnick
ISBN: 9780367135843

portada The Architecture of the Child Mind: G, fs, and the Hierarchical Model of Intelligence (en Inglés)

The Architecture of the Child Mind: G, fs, and the Hierarchical Model of Intelligence (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Marc H. Bornstein; Diane L. Putnick

Año

2019

Idioma

Inglés

N° páginas

246

Encuadernación

Tapa Dura

ISBN13

9780367135843

N° edición

Categorías

Psicología de la educación

The Architecture of the Child Mind: G, fs, and the Hierarchical Model of Intelligence (en Inglés)

Marc H. Bornstein; Diane L. Putnick (Autor) · Routledge · Tapa Dura

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Reseña del libro "The Architecture of the Child Mind: G, fs, and the Hierarchical Model of Intelligence (en Inglés)"

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.