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dc.contributor.authorLang, Jonas*
dc.contributor.authorKell, Harrison J.*
dc.date.accessioned2021-02-11T14:52:49Z
dc.date.available2021-02-11T14:52:49Z
dc.date.issued2019*
dc.date.submitted2019-08-28 11:21:27*
dc.identifier35923*
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/48877
dc.description.abstractThere are many different theories of intelligence. Although these theories differ in their nuances, nearly all agree that there are multiple cognitive abilities and that they differ in the breadth of content they are typically associated with. There is much less agreement about the relative importance of cognitive abilities of differing generality for predicting important real-world outcomes, such as educational achievement, career success, job performance, and health. Some investigators believe that narrower abilities hold little predictive power once general abilities have been accounted for. Other investigators contend that specific abilities are often as—or even more—effective in forecasting many practical variables as general abilities. These disagreements often turn on differences of theory and methodology that are both subtle and complex. The five cutting-edge contributions in this volume, both empirical and theoretical, advance the conversation in this vigorous, and highly important, scientific debate.*
dc.languageEnglish*
dc.subjectBF1-990*
dc.subject.othergeneral cognitive ability*
dc.subject.othersecond stratum abilities*
dc.subject.othernarrow abilities*
dc.subject.othercognitive abilities*
dc.subject.otherability tilt*
dc.subject.otheridentification*
dc.subject.otheroccupational attainment*
dc.subject.otherscholastic performance*
dc.subject.otherlongevity*
dc.subject.othernon-g residuals*
dc.subject.otherspecific abilities*
dc.subject.otherhigher-order factor model*
dc.subject.otherbifactor model*
dc.subject.otherintelligence*
dc.subject.othergeneral intelligence (g)*
dc.subject.otherspecific factors*
dc.subject.otheracademic achievement*
dc.subject.otherhierarchical factor model*
dc.subject.othereducational attainment*
dc.subject.othernested-factor models*
dc.subject.otherability differentiation*
dc.subject.othergeneral abilities*
dc.subject.otherrelative importance*
dc.subject.otherrelative importance analysis*
dc.subject.otherbifactor(S-1) model*
dc.subject.othersubscores*
dc.subject.otherg-factor*
dc.subject.otherschool grades*
dc.subject.othernon-g factors*
dc.subject.othernested-factors model*
dc.subject.othergeneral mental ability*
dc.subject.othercognitive tests*
dc.subject.otherspecific cognitive abilities*
dc.subject.othercurvilinear relations*
dc.subject.otherspecific ability*
dc.subject.othersituational specificity*
dc.subject.otherpredictor-criterion bandwidth alignment*
dc.subject.otherjob performance*
dc.subject.otherhealth*
dc.subject.othermachine learning*
dc.subject.otheracademic performance*
dc.subject.othergeneral factor*
dc.titleThe Great Debate: General Ability and Specific Abilities in the Prediction of Important Outcomes*
dc.typebook
oapen.identifier.doi10.3390/books978-3-03921-168-5*
oapen.relation.isPublishedBy46cabcaa-dd94-4bfe-87b4-55023c1b36d0*
virtual.oapen_relation_isPublishedBy.publisher_nameMDPI - Multidisciplinary Digital Publishing Institute
virtual.oapen_relation_isPublishedBy.publisher_websitewww.mdpi.com/books
oapen.relation.isbn9783039211685*
oapen.relation.isbn9783039211678*
oapen.pages108*
oapen.edition1st*


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