The problem addressed in this theoretical study was that although current knowledge and research indicate clearly that intelligence can be raised in the regular classroom, there did not exist a model to guide teachers in doing so. The purpose of this study, then, was to construct a model which would guide teachers in adapting their instruction so that "teaching was thinking," or teaching to raise intelligence be deliberately addressed by the way existing subjects are taught, rather than (or in addition to) as a separate subject. In other words, the purpose of the study was to propose a model which would help teachers deliberately and systematically improve students' generic skills of intelligence in the course teaching normal curricular subjects--a way of teaching rather than a separate subject. The first issue addressed is the historical context surrounding the debate over the construct of intelligence as alterable--that intelligence is not an immutable "amount," but the orchestration and use of malleable, teachable processes. Second, philosophic, psychological and educational foundations were laid and examined, and the model was proposed and discussed. Particular emphasis was given discussion of model theory, including the need for and structural parameters of academically honest models. Third is the review and discussion of research and writing relating to the instructional attempts to raise intelligence. This review begins with seminal theoretical works, and progressing through to those with increasingly specific applications to actual instruction in the classroom. Fourth, the model was used to generate specific, substantive examples--lessons plans--of instructional strategies within various subjects. Although the content used is from elementary school curricula, the model is equally applicable to high school, college, or any other instructional area. Fifth and finally, the problems and promises inherent in the attempt to implement such a curricular effort were examined.

Fluent component performances may be more readily available for recombination into more complex repertoires. This experiment considered the stimulus equivalence preparation as a laboratory analog for the co-adduction said to occur in generative instruction. Seven adults received minimum training on 18 conditional discriminations, components of 9 potential stimulus equivalence classes. Training was interrupted periodically with tests to determine whether fluency of original relations predicted emergence of derived relations. Fluency predicted emergence in 2 of 17 instances of emergent derived relations for 4 subjects. One subject demonstrated fluency without derived relations. Training accuracies as low as 58% preceded emergence for 3 subjects. Fluency appears to be neither necessary nor sufficient for derived relations. Fluency's role may be in retention and complex application tasks rather than acquisition of behavioral relations.

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This thesis examined how task demands shape the category representations formed through classification, inference and incidental learning. Experiments 1 to 3 examined the claim that the representations formed through inference learning are based only on the encoding of prototypical features (e.g., Yamauchi & Markman, 1998, 2000). Adults learned artificial categories through exemplar classification or feature inference. Inference learning either did or did not require attention to prototypical features. At test, all participants classified exemplars and inferred the values of missing features. Classification learning resulted in the encoding of both prototypical and atypical features. Inference learning also led to the representation of both prototypical and atypical features when attention to both was required during learning. Experiment 4 extended these results to inferences about novel items varying in similarity to training items. Inference learners required to attend to prototypical and atypical features during training were more sensitive to exemplar similarity when making novel inferences than those who attended only to prototypical features. Experiment 5 examined developmental change in the impact of noun and feature labels on feature inferences. Adults, 7-year-olds, and 5-yearolds were shown pairs of base and target exemplars. The base was given a noun or feature label. Participants were asked to predict the value of a missing feature of the target, when it was given the same or a different label as the base. Both adults and children were more likely to make inferences based on noun than feature labels. Hence, by five years of age, children grasp the inductive potential of noun labels. Experiments 6 to 9 compared incidental category learning with intentional classification. Adults classified categories of geometric shapes or learned the categories through an incidental task. Incidental recognition learning resulted in a broader allocation of attention than classification learning. Performing recognition before classification resulted in a broader attentional allocation than performing recognition after classification. Together with the results from mathematical modelling, these findings support a view of category learning in which the specific attentional demands of different learning tasks determine the nature of the category representations that are acquired.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 141-149). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Columbia University, 1932. / Vita. Bibliography: p. 77-78.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 209-218). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 96-102).