| Contents |
Cover; Half Title; Title Page; Copyright Page; For Our Fours ... ; Table of Contents; Detailed Table of Contents; Plates; List of Tables; Acknowledgements; Chapter 1: Introduction; Mental Testing; The Structure of Intelligence; The General Intelligence (g) View; The Faculties of Intelligence (Fs) View; Hierarchical Models of Intelligence; Chapter Summary; Chapter 2: Empirical and Theoretical Foundations; Empirical Foundations; Theoretical Foundations; Psychometric Intelligence; Numeracy; Verbality; Problem Solving; Artistry; Motoricity; Sociability; Adaptive Behaviors; ... At 4; Child Gender |
| Contents |
Chapter SummaryChapter 3: Methods; Introduction; Participants; Missing Data; Procedures; Psychometric Intelligence; Counting Game; Storytelling; Problem Solving; Draw-a-Person; Friendship Interview; Adaptive Behavior; Dependent Variables and Their Distributions; Statistical Power; Effect Sizes; Short-Term Reliability of Measures; Purpose and Background; Sample and Measures; Results; Chapter Summary; Chapter 4: g, Fs, and Their Hierarchical Structure; Introduction; The Hierarchical Model; Initial Assignments; Results; Model Building Strategy; Measurement Models; Descriptive Statistics |
| Contents |
Confirmatory Factor AnalysisThree Alternative Models; Child Intelligence Structure in Girls and Boys; Child Intelligence Structure Across Testing Contexts; Child Intelligence Structure Across Levels of Child Care; Child Intelligence Accounting for Family SES, Maternal Verbal Intelligence, and Maternal Age; Latent Variable Scores; Chapter Summary; Chapter 5: Family and Maternal Sociodemographic Factors, g, and Fs: Family Socioeconomic Status, and Maternal Education, Verbal Intelligence, Parenting Knowledge, and Age; Introduction; Family Socioeconomic Status; Results; Discussion |
| Contents |
Maternal Education, Verbal Intelligence, and Parenting KnowledgeEducation; Verbal Intelligence; Parenting Knowledge; Measures; Results; Discussion; Maternal Age; Results; Discussion; Chapter Summary; Chapter 6: Child Characteristics, g, and Fs: Cognitive Competence, Creativity, Musical Ability, Behavioral Adjustment, and Everyday Experiences; Introduction; Analysis Plan; Child Self-Perception of Cognitive Competence; Introduction; Methods; Results; Discussion; Child Creativity; Introduction; Methods; Results; Discussion; Child Musical Ability; Introduction; Method; Results; Discussion |
| Contents |
Child Behavioral AdjustmentIntroduction; Methods; Results; Discussion; Child Everyday Experiences; Introduction; Methods; Results; Discussion; Chapter Summary; Note; Chapter 7: Subpopulation Analyses of Child Intelligence: Child Gender, Birth Order, Adoption Status, and Experience in Preschool; Introduction; Child Gender; Introduction; Method and Results; Discussion; Child Birth Order; Introduction; Method; Results; Discussion; Child Adoption Status; Introduction; Method; Results; Discussion; Child Experience in Preschool; Introduction; Method; Results; Discussion; Chapter Summary |
| Abstract |
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. |
| Bibliography note | Includes bibliographical references and index. |
| Access restriction | Available only to authorized users. |
| Technical details | Mode of access: World Wide Web |
| Biographical note | Marc H. Bornstein is affiliated with the Eunice Kennedy Shriver National Institute of Child Health and Human Development in Bethesda, Maryland, USA, and is an International Research Fellow at the Institute for Fiscal Studies in London, UK. Diane L. Putnick is a researcher at the Child and Family Research Section of the Eunice Kennedy Shriver National Institute of Child Health and Human Development in Bethesda, Maryland, USA. |
| Source of description | Online resource; title from digital title page (viewed on June 24, 2019). |
| Issued in other form | Print version : 9780367135843 |
| Genre/form | Electronic books. |
| LCCN | 2021761479 |
| ISBN | 9780429640001 (electronic book) |
| ISBN | 0429640005 (electronic book) |
| ISBN | 9780429027307 (electronic book) |
| ISBN | 0429027303 (electronic book) |
| ISBN | 9780429636837 (electronic book) |
| ISBN | 0429636830 (electronic book) |
| ISBN | 9780429643170 (electronic book) |
| ISBN | 0429643179 (electronic book) |
| Standard identifier# |
10.4324/9780429027307 |
| Stock number | 9780429640001 Ingram Content Group |
