Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-19T12:18:19.454Z Has data issue: false hasContentIssue false

3 - The Psychology of Human Intelligence in Spain

Published online by Cambridge University Press:  05 June 2012

Rocío Fernández-Ballesteros
Affiliation:
Autonoma University of Madrid
Roberto Colom
Affiliation:
Autonoma University of Madrid
Robert J. Sternberg
Affiliation:
Yale University, Connecticut
Get access

Summary

The scientific study of human intelligence is a relatively recent development in Spain. Its study began early in the twentieth century with a strong influence from psychometrics (Yela, 1956). Nevertheless, current Spanish research on human intelligence covers the main topics within the field, from the structure of human intelligence to its biological correlates.

This chapter begins with a brief review of the history of human intelligence and of the most important databases in psychology, to identify content domains. Second, current research programs are discussed within the context of the international literature. Finally, assessment instruments for the measurement of intelligence are summarized, and data related to their use for practical purposes are presented.

THE HISTORY OF HUMAN INTELLIGENCE IN SPAIN

Human intelligence has a long history as a philosophical issue, but a short one as the subject of scientific inquiry. Therefore, before describing contemporary research in Spain, we should consider some representative thoughts of a sixteenth-century physician-philosopher, Juan Huarte de San Juan, as well as some more modern pioneers in the area.

Main Antecedents

As is widely recognized, Juan Huarte de San Juan (1526–1588?) was a pioneer of experimental and differential psychology, as well as of the study of personality and intelligence. Huarte published the Exam of the Talents for Sciences in 1575. This book presents a quite modern concept of intelligence as a set of mental abilities. The book deals not only with types of intelligence, but also with their application to counseling and personnel selection.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abad, F. J., Colom, R., Juan-Espinosa, M., & García, L. F. (2003). Intelligence differentiation in adult samples. Intelligence, 31, 157–166CrossRefGoogle Scholar
Ackerman, P. L. (1996). A theory of adult intellectual development: Process, personality, interests, and knowledge. Intelligence, 22, 227–257CrossRefGoogle Scholar
Andrés-Pueyo, A., & Bonastre, R. (1999). Nerve conduction velocity, MRI, and intelligence: Presented at the 9th Biennial Meeting of the ISSID Vancouver
Baddeley, A. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology, 49A(1), 5–28CrossRefGoogle Scholar
Burt, C. (1940). The factors of the mind. London: University of London Press
Carpintero, H. (1982). The introduction of scientific psychology in Spain. In W. Woodward & M. Ash (Eds.), Psychology in XIX century thoughts (pp. 255–275). New York: Praeger
Carpintero, H. (1994). Historia de la Psicología en España. Madrid: Eudema
Carroll, J. B. (1993). Human cognitive abilities. Cambridge: Cambridge University Press
Cattell, R. B.(1980). They talk of some strict testing of us–Pish. Behavioral and Brain Sciences, 3, 336–337CrossRefGoogle Scholar
Cattell, R. B. (1987). Intelligence: Its structure, growth, and action. Amsterdam: North-Holland
Chico, E.(1997). La invarianza de la estructura factorial del Raven en grupos de delincuentes y no delincuentes [The invariant factor structure of the Raven Matrices on delinquent and nondelinquent groups]. Psicothema, 9, 1, 47–55Google Scholar
Colom, R., Aluja-Fabregat, A., & García-López, O.(2002). Tendencias de emparejamiento selectivo en inteligencia, dureza de carácter, extraversión e inestabilidad emocional [Assortative mating on intelligence, psychoticism, extraversion, and neuroticism]. Psicothema, 14, 1, 154–158Google Scholar
Colom, R., Andrés-Pueyo, A., & Juan-Espinosa, M.(1998). Generational IQ gains: Spanish data. Personality and Individual Differences, 25, 5, 927–935CrossRefGoogle Scholar
Colom, R., Bonastre R., & Andrés Pueyo, A. (2000). Velocidad de conducción nerviosa, Cociente Intelectual y factor g [Nerve conduction velocity, IQ, and g]. Paper presented to the V Meeting of the Spanish Society for the Study of Individual Differences. Universidad de Barcelona
Colom, R., Contreras, Ma. J., Botella, J. & Santacreu, J., (2002). Vehicles of spatial ability. Personality and Individual Differences, 32, 903–912CrossRefGoogle Scholar
Colom, R., Flores-Mendoza, C., & Rebollo, I.(2003). Working memory and intelligence. Personality and Individual Differences, 34, 33–39CrossRefGoogle Scholar
Colom, R., García, L. F., Abad, F. J., & Juan-Espinosa, M. (2002). Null sex differences in general intelligence: Evidence from the WAIS-III. Spanish Journal of Psychology, 5, 1, 29–35CrossRefGoogle ScholarPubMed
Colom, R., & García-López, O.(2002). Sex differences in fluid intelligence among high-school graduates. Personality and Individual Differences, 32, 445–451CrossRefGoogle Scholar
Colom, R., & García-López, O.(2003). Secular increase in fluid intelligence: Evidence from the Culture-Fair Intelligence Test. Journal of Biosocial Science, 35, 33–39CrossRefGoogle ScholarPubMed
Colom, R., Juan-Espinosa, M., Abad, F., García, L. F.(2000). Negligible sex differences in general intelligence. Intelligence, 28, 1, 57–68CrossRefGoogle Scholar
Colom, R., Juan-Espinosa, M., & García, L. F.(2001). The secular increase in test scores is a “Jensen effect”. Personality and Individual Differences, 30, 553–559CrossRefGoogle Scholar
Colom, R., Palacios, A., Rebollo, I. & Kyllonen, P. (2003). Working memory is (almost) perfectly predicted by g. Paper submitted for publication
Colom, R., Quiroga, Ma. A., & Juan-Espinosa, M.(1999). Are cognitive sex differences disappearing? Evidence from Spanish populations. Personality and Individual Differences, 27, 6, 1189–1196CrossRefGoogle Scholar
Contreras, Ma. J., Colom, R., Shih, P., Alava, Ma. J., & Santacreu, J.(2001). Dynamic spatial performance: Sex and educational differences. Personality and Individual Differences, 30, 1, 117–126CrossRefGoogle Scholar
Deary, I. J., Egan, V., Gibson, G. J., Austin, E. J.Brand, C. R., Kellaghan, T. (1996). Intelligence and the differentiation hypothesis. Intelligence, 23, 105–132CrossRefGoogle Scholar
Delgado, A., & Prieto, G.(1996). Sex differences in visual-spatial ability: Do performance factors play such an important role?Memory & Cognition, 24, 504–510CrossRefGoogle Scholar
Delgado, A., & Prieto, G.(1997). Mental rotation as a mediator for sex-related differences invisualization. Intelligence, 24, 405–416CrossRefGoogle Scholar
Detterman, D. K., & Daniels, M. H.(1989). Correlations of mental tests with each other and with cognitive abilities are highest for low IQ groups. Intelligence, 13, 349–359CrossRefGoogle Scholar
Draycott, S. G., & Kline, P. (1994). Further investigation into nature of the BIP: A factor analysis of the BIP with primary abilities. Personality and Individual Differences, 17, 2, 201–210CrossRefGoogle Scholar
Fernández-Ballesteros, R.(1992). Psychological assessment. Applied Psychology. An International Review, 43, 157–174CrossRefGoogle Scholar
Fernández-Ballesteros, R., & Calero, M. D. (2000). The assessment of learning potential: The EPA instrument. In C. S. Lidz & J. G. Elliot (Eds.), Dynamic assessment: Prevailing models and applications. Amsterdam: JAI
Fernández-Ballesteros, R., Diez-Nicolás, J., & Ruiz-Torres, A. (1999). Spain. In J. J. F. Scroots, R. Fernández-Ballesteros, & G. Rudinger (Eds.), Aging in Europe. Amsterdam: IOS Press
Fernández-Ballesteros, R., & de Juan-Espinosa, M. (2001). Sociohistorical changes and intelligence gains. In R. J. Sternberg & E. L. Grigorenko (Eds.), Environmental effects on cognitive abilities. Mahwah, NJ: LEA
Fernández-Ballesteros, R., de Juan-Espinosa, M., Colom, R., & Calero, M. D. (1997). Contextual and personal sources of individual differences in intelligence: Empirical results. In J. S. Carlson, J. Kingman, & W. Tomic (Eds.), Advances in cognition and educational practice. Reflexion on the concept of intelligence. London: JAI Press
Fernández-Ballesteros, R., Zamarrón, M. D., Tarraga, L., Moya, R. & Iniguez (2003): Cognitive plasticity in Healthy, Mild Cognitive Impairment (MCI) subjects and Alzheimer's disease patients. European Psychologist, in press
Fernández-Ballesteros, R., Zamarrón, M. D., et al. (2001). The European research protocol on aging: Assessing competence. International Congress of Gerontology Proceedings. Vancouver: IAG
Fernández-Berrocal, P., Alcaide, R., & Ramos, N. (1999). The influence of emotional intelligence on the emotional adjustment in high-school students. Bulletin of Kharkov State University, N. 439 “Personality and transformational processes in the society. Psychological and pedagogical problems of the modern education,” 1–2, 119–123Google Scholar
Fernández-Berrocal, P., Salovey, P., Vera, A., Ramos, N., & Extremera, N. (2001). Cultura, inteligencia emocional percibida y ajuste emocional: un estudio preliminar [Culture, perceived emotional intelligence, and emotional adjustment: A preliminaty study]. Revista Española de Motivación y Emoción, 4, 8Google Scholar
Flynn, J. (1999). Evidence against Rushton: The genetic loading of WISC-R subtests and the causes of between-group IQ differences. Personality and Individual Differences, 26, 373–379Google Scholar
García, L. F., & Escorial, S. (2001). Búsqueda bibliográfica de “inteligencia” en ISOC. Unpublished manuscript. Madrid: Autónoma University of Madrid
García-Moriyón, F., Colom, R., Lora, S., Rivas, M., & Traver, V. (2000). Valoración de “Filosofía para Niños”: Un programa de enseñar a pensar [Evaluation of “Philosophy for Children”: A program of learning to think]. Psicothema, 12, 2, 207–211Google Scholar
García-Moriyón, F., Colom, R., Lora, S., Rivas, Ma., & Traver, V. (2002). La estimulación de la inteligencia racional y la inteligencia emocional [Stimulating analytic and emotional intelligence]. Madrid: Ediciones de la Torre
Germain, J., & Rodrigo, M. (1930). Pruebas de inteligencia Revisión española y adaptación, práctica del método de L. M. Terman. Madrid: Espasa Calpe
Haier, R., Siegel, B., Tang, C., Abel, L., & Buchsbaum, M. (1992). Intelligence and changes in regional cerebral glucose metabolic rate following learning. Intelligence, 16, 415–426CrossRefGoogle Scholar
Hedges, L., & Nowell, A. (1995). Sex differences in mental test scores, variability and numbers of high scoring individuals. Science, 269, 41–45CrossRefGoogle ScholarPubMed
Huarte de San Juan, J. (1575). Examen de los ingenios para las ciencias. Baeza
Hunt, E. B., Frost, N., & Lunneborg, C. (1973). Individual differences in cognition: A new approach to intelligence. In C. Bower (Ed.), Advances in learning and motivation, Vol. 7. New York: Academic PressCrossRef
Hunt, E., Pellegrino, J. W., Frick, R. W., Farr, S. A., & Alderton, D.(1988). The ability to reason about movement in the visual field. Intelligence, 12, 77–100CrossRefGoogle Scholar
Jensen, A. R. (1980). Author's response. Précis of Bias in Mental Testing. Behavioral and Brain Sciences, 3, 359–368Google Scholar
Jensen, A. (1998). The g factor. London: Praeger
Juan-Espinosa, M., Abad, F. J., Colom, R., & Fernández-Truchaud, M.(2000). Individual differences in large-spaces orientation: g and beyond?Personality and Individual Differences, 29, 1, 85–98CrossRefGoogle Scholar
Juan-Espinosa, M., García, L. F., Colom, R., & Abad, F. J.(2000). Testing the age differentiation hypothesis through the Wechsler's scales. Personality and Individual Differences, 29, 6, 1069–1075CrossRefGoogle Scholar
Juan-Espinosa, M., García, L. F., Rebollo, I., Colom, R., & Abad, F. J.(2002). Age differentiation hypothesis: Evidence from the WAIS III. Intelligence, 30, 5, 395–408CrossRefGoogle Scholar
Kyllonen, P., & Christal, R. (1990). Reasoning ability is (little more than) working memory capacity?! Intelligence, 14, 389–433CrossRefGoogle Scholar
Lafora, G. R. (1919). Los niños mentalmente anormales [Mentally abnormal Children]. Madrid: Espasa Calpe
Lohman, D. (2000). Complex information processing. In R. J. Sternberg (Ed.), Handbook of intelligence. Cambridge: Cambridge University PressCrossRef
Lynn, R.(1994). Sex differences in intelligence and brain size: A paradox resolved. Personality and individual differences, 17, 2, 257–271CrossRefGoogle Scholar
Lynn, R. (1999). Sex differences in intelligence and brain size: A developmental theory. Intelligence, 27, 1, 1–12CrossRefGoogle Scholar
Malcom, K. R. (1958). Juan Huarte de San Juan. Boston: Twayne
Martínez-Arias, R., & Yela, M. (1991). Pensamiento e inteligencia [Thinking and intelligence]. Madrid: Alianza
McReynolds, P. (1986). History of assessment in clinical and educational settings. In R. O. Nelson & S. C. Hayes (Eds.), Conceptual foundations of behavioral assessment. New York: Guilford
Mayer, J., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17, 433–442CrossRefGoogle Scholar
Muñiz, J., & Fernández-Hermida, J. R.(2000). La utilizaciónde los tests en España [The use of tests in Spain]. Papeles del Psicólogo, 76, 41–49Google Scholar
Neisser, U. (1998). The rising curve. Washington, DC: American Psychological Association
Neisser, U., Boodoo, G., Bouchard, T., Boykin, A., Brody, N., Ceci, S., Halpern, D., Loehlin, J., Perloff, R., Sternberg, R., & Urbina, S.(1996). Intelligence: Knowns and unkowns. American Psychologist, 51, 2, 77–101CrossRefGoogle Scholar
Pawlik, K., Zhan, H., Vrignau, P., Roussalov, V., & Fernández-Ballesteros, R. (2000). Psychological assessment & techniques. In K. Pawlik & M. R. Rosenzweig (Eds.), The international handbook of psychology. (pp. 365–406). London: Sage
Plomin, R., Defries, John, C., McClearn, Gerald E., & McGuffin, P. (2000). Behavior genetics. New York: W. H. Freeman & Co
Prieto, G., Carro, J., Pulido, R., Orgaz, B., Delgado, A., & Loro, P.(1996). Medición de la visualización espacial mediante tests informatizados [Measurement of spatial visualization through computerized tests]. Estudios de Psicología, 55, 41–59CrossRefGoogle Scholar
Prieto, G., Carro, J., Orgaz, B., & Pulido, R.(1993). Análisis cognitivo de un test informatizado de visualización espacial [A cognitive análysis of a computerized test for the measurement of spatial visualization]. Picothema, 5, 2, 293–301Google Scholar
Prieto, J. M., Fernández-Ballesteros, R., & Carpintero, H. (1994). Contemporary Psychology in Spain. In L. W. Porter & M. R. Rosenzweig (Eds.), Annual Review of Psychology, 45: 51–78CrossRef
Prieto, G., Muñiz, J., Almeida, L., & Bartram, D.(1999). Uso de los tests psicológicos en España, Portugal e Iberoamérica [The usage of psychological tests on Spain, Portugal, and Latin-America]. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 8, 67–82Google Scholar
Reed, T. E., & Jensen, A. R.(1992). Conduction velocity in a brain nerve pathway of normal adults correlates with intelligence level. Intelligence, 16, 259–272CrossRefGoogle Scholar
Rushton, J. P. (1999). Secular gains in IQ not related to the g factor and inbreeding depression – unlike Black-White differences: A reply to Flynn. Personality and Individual Differences, 26, 381–389Google Scholar
Sternberg, R. J. (1981). Testing and cognitive psychology. American Psychologist, 36, 1181–1189CrossRefGoogle Scholar
Sternberg, R. J. (1988). The triarchic mind. London: Penguin
Sternberg, R. J. (2000). Handbook of intelligence. Cambridge: Cambridge University Press
Sternberg, R. J., Prieto, M. D., & Castejón, J. (2000). Análisis factorial confirmatorio del Sternberg Triarchic Abilities Test (nivel-H) en una muestra española: resultados preliminares [Confirmatory factor analysis of the Sternberg Triarchic Abilities Test (level-H) on a Spanish sample: Preliminary results]. Psicothema, 12, 4, 642–647Google Scholar
Vernon, P. A., Wickett, J. C., Bazana, G., & Stelmack, R. (2000). The neuropsychology and psychophysiology of human intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 245–264). Cambridge: Cambridge University PressCrossRef
Vigil-Colet, A., & Cordorniu-Raga, M. (2002): How inspection time and paper-and-pencil measures of processing speed are related to intelligence. Personality and Individual Differences, 33, 1149–1162CrossRefGoogle Scholar
Vigil-Colet, A., Ferrando, P., Andrés-Pueyo, A. (1993). Initial stages of information processing and inspection time: Electrophysiological correlates. Personality and Individual Differences, 14, 5, 733–738CrossRefGoogle Scholar
Vigil-Colet, A., Pérez-Olle, J., Fernández, M.(1997). The relationships of basic information processing measures with fluid and crystallized intelligence. Personality and Individual Differences, 23, 1, 55–65CrossRefGoogle Scholar
Yela, M. (1956). Psicología de las aptitudes [Psychology of abilities]. Madrid: Gredos
Yela, M. (1987). Psicología de la inteligencia: un ensayo de síntesis [Psychology of intelligence: A synthesis essay]. In M. Yela (Ed.), Estudios sobre inteligencia y lenguaje. [Research on intelligence and language.] Madrid: Pirámide

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×