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dc.contributor.authorConway, Andrew R. A.
dc.date.accessioned2021-04-01T14:38:54Z
dc.date.available2021-04-01T14:38:54Z
dc.date.issued2021-03-18
dc.identifier.urihttp://hdl.handle.net/1853/64413
dc.descriptionPresented online on March 18, 2021 at 11:00 p.m.en_US
dc.descriptionAndrew Conway is a professor of cognitive psychology in the Division of Behavioral and Organizational Sciences at Claremont Graduate University. Conway’s research is aimed at understanding individual differences in intelligence and working memory capacity.
dc.descriptionRuntime: 65:41 minutes
dc.description.abstractFor more than a century, the standard view in the field of human intelligence has been that there is a “general intelligence” that permeates all human cognitive activity. This general cognitive ability is supposed to explain the positive manifold, the finding that intelligence tests with different content all correlate. However, this interpretation does not sit well with findings from cognitive psychology and neuroscience that point to the domain-specific modular fractionation of cognition. In my research talk I will present an alternative interpretation - process overlap theory - a new theoretical framework for the study of individual differences in cognitive ability (Conway & Kovacs, 2013; 2015; Kovacs & Conway, 2016; 2019). The theory assumes that most forms of complex cognition, and IQ test items, require a number of domain-general as well as domain-specific processes. Domain-general processes involved in executive attention are central to test performance. That is, they are activated by a large number of test items, alongside with domain-specific processes tapped by specific types of tests only. Such an overlap of executive processes explains the positive manifold as well as the hierarchical structure of cognitive abilities and rejects the notion of a general mental ability. As a consequence of the theory, IQ is redefined as an emergent formative construct rather than a reflective latent trait. This implies that IQ should be interpreted as an index of specific cognitive abilities rather than the reflection of an underlying general cognitive ability. The consequences of this new approach will be discussed, including a focus on specific abilities rather than on global measures of cognitive performance.en_US
dc.format.extent65:41 minutes
dc.language.isoen_USen_US
dc.relation.ispartofseriesPsychology Colloquium;
dc.subjectCognitionen_US
dc.subjectIntelligenceen_US
dc.subjectPsychologyen_US
dc.titleGeneral Intelligence Explained (Away)en_US
dc.typeLectureen_US
dc.typeVideoen_US
dc.contributor.corporatenameGeorgia Institute of Technology. School of Psychologyen_US
dc.contributor.corporatenameClaremont Graduate University. School of Social Science, Policy and Evaluationen_US


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