THE STUDY OF INTELLIGENCE:
DIVERGENCIES, CONVERGENCIES AND LIMITATIONS OF MODELS
Abstract
The three main approaches to the study of the intelligence
(psychometric, developmental and cognitive) were analysed according to
their theoretical and methodological aspects and to their practical implications.
The authors emphasize the limits of these three different perspectives
in which the concept of intelligence is an universal and generic notion
without the influences of social and cultural aspects. They also point out
that a characterization of intelligence as independent of these aspects is a
misunderstood conception of its function and meaning.
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References
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Sternberg, R. J. (1977). Components processes in analogical reasoning. Psychological
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Sternberg, R. J. (1981). Testing and cognitive psychology. American Psychologist, 10,
1181-1189.
Vygotsky, L S. (1962). Thought and language. Cambridge, MA: MIT Press. (Publicação
original em russo em 1934).
Whitely, S. E. (1982). Modeling aptitude test validity from cognitive components.
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Wissler, С (1901). The correlation of mental and physical traits. Psychological Monographs,
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Zazzo, R., Gilly, M. & Verba-Rad, M. (1966). Nouvelle EchelleMetrique de /'Intelligence.
Paris: A. Colin.
sobre a sua utilização. Jornal de Psicologia, 4(1), 13-17.
Bruner, J. S., Oliver, R. R. & Greenfield, P. M. (1966). Studies in cognitive growth.
New York: John Wiley.
Buck-Morss, S. (1975). Socio-economic bias in Piagefs theory and its implications for
cross-cultural studies. Human Development, 18, 35-49.
Carraher, T. N. (1983). Método clínico: usando os exames de Piaget. Rio de Janeiro:
Editora Vozes.
Carraher, T. N. & Brito, L. F. (1979). Modelos e métodos do diagnóstico da inteligência.
Em T. N. Carraher (Org.), Psicologia clínica e psicoterapia. Belo Horizonte:
Interlivros, pp. 13-26.
Carraher, T. N., Carraher, D. W. & Schliemann, A. D. (1985). Mathematics in the
streets and in schools. British Journal of Developmental Psychology, 3, 21-29.
Carroll, J. B. (1976). Psychometric tests as cognitive tasks: a new "structure of intellect".
Em L. B. Resnick (Org.). The Nature of Intelligence. Hillsdale, N. J.: Er-
Ibaum.
Davydov, V. & Radzikhovskii, L. A. (1980). Vygotsky's theory and the activity principle
in psychology (II). Voprosy Psikhologii, 6, 48-59.
Feuerstein, R. (1968). The learning potential assessment device: a new method for
assessing modifiability of the cognitive functioning in socio-culturally disadvantaged
adolescents. Unpublished mimeo. Hadassah-Wizo Research Institute, Jerusalem,
Israel.
Goodnow, J. J. (1981). Everyday ideas about cognitive development. Em J. P. Forgas
(Org.). Social cognition. Perspectives on everyday understanding. London: Academic
Press.
Guilford, J. P. (1980). Components versus factors. Behavioral and Brain Sciences, 3,
591-592.
Hertzig, M. E., Birch, H., Thomas, A. & Mendez, O. A. (1968). Class and ethnic differences
in the responsiveness of preschool children to cognitive demands. Monographs
of the Society for Research in Child Development, 33 (1, serial No. 117).
Hudson, L (1970). The ecology of human intelligence. Harmondsworth: Penguin.
Irvine, J. T. (1978). Wolofs magical thinking: culture and conservation revisited.
Journal of cross-cultural psychology, 9, 300-310.
Kozulin, A. (1984). Psychology in utopia. Cambridge, MA: MIT Press.
Luria, A. R. (1976). Cognitive development. Its cultural and social foundation. Cambridge:
Harward University Press.
McGarrigle, J. & Donaldson, M. (1974). Conservation accidents. Cognition, 3,
341-350.
Mercer, J. R. (1971). Sociocultural factors in labeling mental retardates. Peabody
Journal of Education, 48, 188-203.
Mercer, J. R. (1972). IQ: The lethal label. Psychology Today, p. 44.
Neisser, U. (1967). Cognitive Psychology. New York: Appleton-Century-Crofts.
Piaget, J. (1971). Structuralism. London: Routledge & Kegan Paul.
Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development,
15, 1-12.
Roazzi, A. (1986). Implicações metodológicas na pesquisa transcultural: a influência
do contexto social em tarefas lógicas. Arquivos Brasileiros de Psicologia, 36(3),
71-91.
Roazzi, A. (1987a). Pesquisa e contexto: métodos de investigação e diferenças sócio-
culturais em questão. Cadernos de Pesquisa, 62, 35-44.
Roazzi, A. (1987b). O desenvolvimento individual, o contexto social e a prática de
pesquisa. Psicologia: Ciência e Profissão, 2, 27-33.
Scribner, S. (1986). Thinking in action: some characteristics of practical thought. Em
R. J. Sternberg & R. K. Wagner (Orgs.). Practical intelligence: nature and origins
of competence in the everyday world. Cambridge: Cambridge University Press.
Spinillo, A. G. & Roazzi, A. (no prelo). A atuação do psicólogo na área cognitiva: reflexões
e questionamentos. Psicologia: Ciência e Profissão.
Sternberg, R. J. (1977). Components processes in analogical reasoning. Psychological
Review, 84, 353-378.
Sternberg, R. J. (1981). Testing and cognitive psychology. American Psychologist, 10,
1181-1189.
Vygotsky, L S. (1962). Thought and language. Cambridge, MA: MIT Press. (Publicação
original em russo em 1934).
Whitely, S. E. (1982). Modeling aptitude test validity from cognitive components.
Journal of Educational Psychology, 72, 750-769.
Wissler, С (1901). The correlation of mental and physical traits. Psychological Monographs,
3(6).
Zazzo, R., Gilly, M. & Verba-Rad, M. (1966). Nouvelle EchelleMetrique de /'Intelligence.
Paris: A. Colin.
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Published
2012-08-09
How to Cite
Almeida, L., Roazzi, A., & Spinillo, A. (2012). THE STUDY OF INTELLIGENCE:: DIVERGENCIES, CONVERGENCIES AND LIMITATIONS OF MODELS. Psicologia: Teoria E Pesquisa, 5(2), 217–230. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17070
Issue
Section
Estudos Empíricos
