Changing minds

Author:

Adey Philip

Abstract

AbstractThe notion of intelligence is conceptualised here as (1) to do with making connections in the mind and (2) amenable to stimulation. Working memory is offered as the ‘central processor’ in a simple model of the mind, and the development of intelligence is related to both growth in working memory capacity and to more effective use of available capacity. Features of cognitively stimulating classrooms are considered, and implications drawn for educational policy.

Publisher

British Psychological Society

Reference20 articles.

1. It All Depends on the Context, Doesn't It? Searching for General, Educable Dragons

2. Adey, P. , Robertson, A. & Venville, G. (2001). Let’s think! Slough, UK: NFER-Nelson.

3. Adey, P. & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic achievement. London: Routledge.

4. Adey, P. , Shayer, M. & Yates, C. (2001). Thinking science: The curriculum materials of the CASE project (3rd ed.). London: Nelson Thornes.

5. Anderson, M. (1992). Intelligence and development: A cognitive theory. London: Blackwell.

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