Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-19T12:36:19.444Z Has data issue: false hasContentIssue false

5 - Research on Intelligence in German-Speaking Countries

Published online by Cambridge University Press:  05 June 2012

By
Shu-Chen Li  and
Ute Kunzmann
Edited by
Robert J. Sternberg
Shu-Chen Li
Affiliation:
Max Planck Institute for Human Development, Berlin
Ute Kunzmann
Affiliation:
Max Planck Institute for Human Development, Berlin
Robert J. Sternberg
Affiliation:
Yale University, Connecticut
Get access

Summary

RESEARCH ON INTELLIGENCE IN GERMAN-SPEAKING COUNTRIES

Philosophical and scientific traditions of a given region shape a researcher's conception of intelligence and the methods he or she employs to study mental abilities. In this chapter, we highlight an arguably unique aspect of intelligence research in German-speaking countries, namely, the emphasis on investigations of intellectual abilities from a contextual and/or lifespan perspective. In this research tradition, intellectual development has been considered as a dynamic lifelong process that involves a continual interplay between individuals' biological and sociocultural inheritances. Considering intellectual abilities from such a perspective goes hand in hand with a research focus on the processes and functions of intelligent behavior rather than with a focus on measuring and predicting the product of intelligence per se.

This chapter is divided into four sections. First, we review the historical tradition of lifespan developmental conceptions developed in German-speaking countries since the 18th century. Second, we introduce a modern dual-process model of lifespan intellectual development that emphasizes two distinct but interactive aspects of intelligence (i.e., the mechanics and pragmatics of the mind). Although many researchers in this region do not explicitly focus on developmental aspects, in our view, components and processes of intelligence studied can be related to the dual-process model. Hence, we use this model as an organizational framework to help structure the review of contemporary research on intelligence in the third part of the chapter.

Type
Chapter
Information
International Handbook of Intelligence , pp. 135 - 169
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

Ackerman, P. L. (1996). A theory of adult intellectual development: Process, personality, interests, and knowledge. Intelligence, 22, 227–257CrossRefGoogle Scholar
Baddeley, A. D. (1986). Working memory. Oxford, England: Clarendon Press
Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611–626CrossRefGoogle Scholar
Baltes, P. B. (1997). On the incomplete architecture of human ontogeny: Selection, optimization, and compensation as foundation of developmental theory. American Psychologist, 52, 366–380CrossRefGoogle ScholarPubMed
Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In P. B. Baltes & M. M. Baltes (Eds.), Successful aging: Perspectives from the behavioral science (pp. 1–34). New York: Cambridge University PressCrossRef
Baltes, P. B., Cornelius, S. W., Spiro, A., Nesselroade, J. R., & Willis, S. L. (1980). Integration versus differentiation of fluid/crystallized intelligence in old age. Developmental Psychology, 16, 625–635CrossRefGoogle Scholar
Baltes, P. B., Glück, J., & Kunzmann, U. (2002). Wisdom: Its structure and function in successful lifespan development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 327–350). New York: Oxford University Press
Baltes, P. B., & Kliegl, R. (1992). Further testing of limits of cognitive plasticity: Negative age differences in a mnemonic skill are robust. Developmental Psychology, 28, 121–125CrossRefGoogle Scholar
Baltes, P. B., & Lindenberger, U. (1997). Emergence of a powerful connection between sensory and cognitive functions across adult life span: A new window to the study of cognitive aging?Psychology and Aging, 12, 12–21CrossRefGoogle Scholar
Baltes, P. B., & Smith, J. (1990). Toward a psychology of wisdom and its ontogenesis. In R. J. Sternberg (Ed.), Wisdom: Its nature, origins, and development (pp. 87–120). New York: Cambridge University PressCrossRef
Baltes, P. B., & Staudinger, U. M. (2000). A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55, 122–136CrossRefGoogle ScholarPubMed
Baltes, P. B., Staudinger, U., and Lindenberger, U. (1999). Lifespan psychology: Theory and application to intellectual functioning. Annual Review of Psychology, 50, 471–507CrossRefGoogle ScholarPubMed
Beckmann, J. F., & Guthke, J. (1995). Complex problem solving, intelligence, and learning ability. In P. A. Frensch and A. Fink (Eds.), Complex problem solving: The European perspective (pp. 178–195). Hillsdale, NJ: Erlbaum
Binet, A. (1890). Perceptions d'enfants [Children's perceptions]. Revue Philosophique, 30, 582–611Google Scholar
Birren, J. E. (1964). Relations of development and aging. Springfield: Thomas
Brandtstädter, J., & Greve, W. (1994). The aging self: Stabilizing and protective processes. Developmental Review, 14, 52–80CrossRefGoogle Scholar
Brandtstädter, J., & Rothermund, K. (1994). Self-percepts of control in middle and late adulthood: Buffering losses by rescaling goals. Psychology and Aging, 9, 265–273CrossRefGoogle Scholar
Brandtstädter, J., Wentura, D., & Rothermund, K. (1999). Intentional self-development through adulthood and later life: Tenacious pursuit and flexible adjustment of goals. In J. Brandtstädter & R. M. Lerner (Eds.), Action and self-development: Theory and research through the life span (pp. 373–400). Thousand Oaks, CA: SageCrossRef
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568–589CrossRefGoogle ScholarPubMed
Buchner, A. (1995). Basic topics and approaches to the study of complex problem solving. In P. A. Frensch & J. Funke, (Eds.), Complex problem solving: The European perspective (pp. 27–63). Hillsdale, NJ: Erlbaum
Bühler, C. (1933). Der menschliche Lebenslauf als psychologisches problem [The human life course as a psychological concept] Leipzig: Hirzel
Carus, F. A. (1808). Geschichte der psychologie [The history of psychology] Leipzig: Barth & Kummer
Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston: Houghton Mifflin
Dörner, D. (1986). Diagnostik der operativen intelligenz [Diagnosis of operative intelligence]. Diagnostica, 32, 290–308Google Scholar
Dörner, D., Kreuzig, H. W., Reither, F., & Stäudel, T. (1983). Lohhausen. Vom umgang mit unbestimmtheit und komplexität [Lohhausen. On dealing with uncertainty and complexity]. Bern, Switerland: Hans Huber
Dörner, D., & Wearing, A. J. (1995). Complex problem solving: Toward a theory. In P. A. Frensch and A. Fink (Eds.), Complex problem solving: The European perspective (pp. 65–99). Hillsdale, NJ: Erlbaum
Ericsson, K. A., & Smith, J. (Eds.). (1991). Toward a general theory of expertise – Prospects and limits. Cambridge: Cambridge University Press
Ericsson, K. A., Krampe, R. Th., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406CrossRefGoogle Scholar
Frensch, P. A., & Funke, J. (1995). Definitions, traditions, and a general framework for understanding complex problem solving. In P. A. Frensch and J. Funke (Eds.), Complex problem solving: The European perspective (pp. 3–25). Hillsdale, NJ: Erlbaum
Freund, A. M., Striving for more or maintaining what you have: Age-differential motivational effects of optimization and compensation. Manuscript submitted
Freund, A. M., & Baltes, P. B. (1998). Selection, optimization, and compensation as strategies of life management: Correlations with subjective indicators of successful aging. Psychology and Aging, 13, 531–543CrossRefGoogle ScholarPubMed
Freund, A. M., Li, K. Z. H., & Baltes, P. B. (1999). Successful development and aging: The role of selection, optimization, and compensation. In J. Brandtstädter & R. M. Lerner (Eds.), Action and self-development: Theory and research through the life span (pp. 401–434). Thousand Oaks, CA: SageCrossRef
Funke, J. (1986). Komplexes problemlösen. Bestandsaufnahme und perspektiven [Complex problem solving. State of the art and perspectives]. Heidelberg: SpringerCrossRef
Funke, J. (2001). Dynamic systems as tools for analyzing human judgement. Thinking and Reasoning, 7, 69–89CrossRefGoogle Scholar
Gigerenzer, G., Todd, P. M., & the ABC Research Group (1999). Simple heuristics that make us smart. New York: Oxford University Press
Gigerenzer, G., & Selten, R. (2001). (Eds.). Bounded rationality: The adaptive toolbox. Cambridge, MA: MIT Press
Goldstein, D. G., & Gigerenzer, G. (2002). Models of ecological rationality: The recognition heuristic. Psychological Review, 109, 75–90CrossRefGoogle ScholarPubMed
Groffman K. I. (1970). Life-span developmental psychology in Europe. In L. R. Goulet & P. B. Baltes (Eds.), Life-span developmental psychology. Research and theory (pp. 54–67). New York: Academic Press
Guthke, J. (1972). Zur Diagnostik der intellektuellen Lernfähigkeit [On the measurement of intellectual learnning ability]. Berlin: Deutscher Verlag der Wissenschaften
Guthke, J. (1992). Learning tests – The concept, main research findings, problems, and trends. Learning and Individual Differences, 4, 137–152CrossRefGoogle Scholar
Guthke, J. (1993). Development in learning potential assessment. In J. H. M. Hamers, K. Sijtsma, & A. J. M. Ruijssenaars (Eds.), Learning potential assessment (pp. 43–67). Amsterdam: Swets & Zeitlinger
Guthke, J., & Stein, H. (1996). Are learning tests the better version of intelligence tests?European Journal of Psychological Assessment, 12, 1–13CrossRefGoogle Scholar
Heckhausen, J., & Schulz, R. (1999). Selectivity in life-span development. Biological and societal canalizations and individuals' developmental goals. In J. Brandtstädter & R. M. Lerner (Eds.), Action and self-development: Theory and research through the life span (pp. 67–103). Thousand Oaks, CA: Sage
Heckhausen, J., Wrosch, C., & Fleeson, W. (2001). Developmental regulation before and after a developmental deadline: The sample case of “biological clock” for childbearing. Psychology and Aging, 16, 400–413CrossRefGoogle ScholarPubMed
Heller, K. A. (1991). The nature and development of giftedness: A longitudinal study. European Journal for High Ability, 2, 174–188CrossRefGoogle Scholar
Heller, K. A., Moenks, F. J. Sternberg, R. J., & Subotnik, R. F. (Eds.). (2000). International handbook of giftedness and talent (2nd ed.). New York: Elsevier Applied Science
Hick, W. E. (1952). On the rate of gain of information. Quarterly Journal of Experimental Psychology, 4, 11–26CrossRefGoogle Scholar
Hofstaetter, P. R. (1990). The tradition of cognitive psychology. Psychologishe Rundschau, 41, 46–49Google Scholar
Horn, J. L. (1982). The theory of fluid and crystallized intelligence in relation to concepts of cognitive psychology and aging in adulthood. In F. I. M. Craik & S. Trehub (Eds.), Aging and cognitive processes (pp. 237–278). New York: Plenum PressCrossRef
Hultsch, D., F., MacDonald, S. W. S., Hunter, M. A., Levy-Bencheton, J., & Strauss, E. (2000). Intraindividual variability in cognitive performance in older adults: Comparison of adults with mild dementia, adults with arthritis, and healthy adults. Neuropsychology, 14, 588–598CrossRefGoogle ScholarPubMed
Jäger, A. O. (1982). Mehrmodale klassifikation von intelligenzleistungen: Experimentell kontrollierte weiterentwicklung eines deskriptiven intelligenzstrukturmodells [Multimodal classification of intellectual performance: experimentally controlled further development of a descriptive model of the structure of intelligence]. Diagnostica, 28, 195–226Google Scholar
Jäger, A. O.(1984). Intelligenzstrukturforschung: Konkurrierende modelle, neue entwicklungen, perspektiven [Research on the structure of intelligence: Rivaling models, new developments and perspectives]. Psychologische Rundschau, 35, 21–35Google Scholar
Jäger, A. O., Süß, H.-M., & Beauducel, A. (1997). Berliner Intelligenzstruktur-Test: BIS-Test, Form 4. Göttingen, Germany: Hogrefe
Kliegl, R., Smith, J., Baltes, P. B. (1989). Testing-the-limits and the study of adult age differences in cognitive plasticity of a mnemonic skill. Developmental Psychology. 25, 247–256CrossRefGoogle Scholar
Kliegl, R., Smith, J., & Baltes, P. B. (1990). On the locus and process of magnification of age differences during a mnemonic training. Developmental Psychology, 26, 894–904CrossRefGoogle Scholar
Klix, F. (1983). Begabungsforschung – ein neuer Weg in der kognitiven Intelligenzdiagnostik? [Research on giftedness – A new approach to cognitive intelligence measurement]Zeitschrift für Psychologie, 191, 360–387Google Scholar
Klix, F.(1985). Basic processes of mental dispositions. Zeitschrift für Psychologie. 193, 27–50Google Scholar
Klix, F., & Bachmann, T. (1998). Analogy detection – analogy construction: An approach to similarity in higher order reasoning. Zeitschrift für Psychologie, 206, 125–143Google Scholar
Kluwe, R. H., Schilde, A., Fischer, C., & Oellerer, N. (1991). Problemlöseleistungen beim umgang mit komplexen systemen und intelligenz [Problem solving in complex systems and intelligence]. Diagnostica, 37, 291–313Google Scholar
Kramer, D. A. (2000). Wisdom as a classical source of human strength: Conceptualizing and empirical inquiry. Journal of Social and Clinical Psychology, 19, 83–101CrossRefGoogle Scholar
Krampe, R. T., & Baltes, P. B. (in press). Intelligence as adaptive resource development and resource allocation: A new look through the lenses of SOC and expertise. In R. J. Sternberg & E. L. Grigorenko (Eds.), Perspectives on the psychology of abilities, competencies, and expertise (pp. in press). New York: Cambridge University Press
Krampe, R. T., & Ericsson, K. A. (1996). Maintaining excellence: Deliberate practice and elite performance in young and older pianists. Journal of Experimental Psychology: General, 125, 331–359CrossRefGoogle Scholar
Kunzmann, U., & Baltes, P. B. (2003). Beyond the traditional scope of intelligence: Wisdom in action. In R. J. Sternberg, J. Lautry, & T. I. Lubart (Eds.), Models of intelligence for the next millennium (pp. 329–343). Washington, DC: American Psychological Association
Kunzmann, U., & Baltes, P. B. (in press). Wisdom-related knowledge: Emotional, motivational, and interpersonal correlates. Personality and Social Psychology Bulletin.
Kunzmann, U., Little, T. D., & Smith, J. (2000). Is age-related stability of subjective well-being a paradox? Cross-sectional and longitudinal evidence from the Berlin Aging Study. Psychology and Aging, 15, 511–526CrossRefGoogle ScholarPubMed
Lehrl, S., & Fischer, B. (1990). A basic information psychological parameter (BIP) for the reconstruction of concepts of intelligence. European Journal of Personality, 4, 259–286CrossRefGoogle Scholar
Li, K. Z. H; Lindenberger, U., Freund, A. M., & Baltes, P. B. (2001). Walking while memorizing: Age-related differences in compensatory behavior. Psychological Science, 12, 230–237CrossRefGoogle ScholarPubMed
Li, S.-C. (2003). Biocultural orchestration of developmental plasticity across levels: The interplay of biology and culture in shaping the mind and behavior across the lifespan. Psychological Bulletin, 129, 171–194CrossRefGoogle Scholar
Li, S.-C., Aggen, S. H., Nesselroade, J. R., & Baltes, P. B. (2001). Short-term fluctuations in elderly people's sensorimotor functioning predict text and spatial memory performance: The MacArthur Successful Aging Studies. Gerontology, 47, 100–116CrossRefGoogle ScholarPubMed
Li, S.-C., Jordanova, M., & Lindenberger, U.(1998). From good senses to good sense: A link between tactile information processing and intelligence. Intelligence, 26, 99–122CrossRefGoogle Scholar
Li, S.-C.Lindenberger, U., & Frensch, P. A.(2000). Unifying cognitive aging: From neuromodulation to representation to cognition. Neurocomputing, 32–33, 879–890CrossRefGoogle Scholar
Li, S.-C., Lindenberger, U., & Sikström, S. (2001). Aging cognition: from neuromodulation to representation. Trends in Cognitive Sciences, 5, 479–486CrossRefGoogle Scholar
Li, S.-C., Lindenberger, U., Hommel, B., Aschersleben, G., Prinz, W., & Baltes, P. B. (in press). Lifespan ontogenetic transformations in the couplings among intellectual abilities and underlying cognitive processes. Psychological Science
Li, S.-C., & Sikström, S. (2002). Integrative neurocomputational perspectives on cognitive aging, neuromodulation, and representation. Neuroscience and Biobehavioral Reviews, 26, 795–808CrossRefGoogle ScholarPubMed
Lindenberger, U., & Baltes, P. B. (1997). Intellectual functioning in old and very old age: Cross-sectional results from the Berlin Aging Study. Psychology and Aging, 12, 410–432CrossRefGoogle ScholarPubMed
Lindenberger, U., Marsiske, M., & Baltes, P. B. (2000). Memorizing while walking: Increase in dual-task costs from young adulthood to old age. Psychology & Aging, 15, 417–436CrossRefGoogle ScholarPubMed
Lienert, G. A., & Crott, H. W. (1964). Studies on the factor structure of intelligence in children, adolescents, and adults. Vita Humana, 7, 147–163Google Scholar
Marsiske, M., Lang, F. R., Baltes, P. B., & Baltes, M. M. (1995). Selective optimization with compensation: Life-span perspectives on successful human development. In R. A. Dixon & L. Bäckman (Eds.), Compensating for psychological deficits and declines: Managing losses and promoting gains (pp. 55–79). Mahwah, NJ: Erlbaum
Neubauer, A. C. (1997). The mental speed approach to the assessment of intelligence. In J. Kingma & W. Tomic (Eds.), Advances in cognition and educational practice: Reflections on the concept of intelligence (pp. 149–174). Greenwich, CT: JAI Press
Neubauer, A. C., Bauer, C., Hoeller, G. (1992). Intelligence, attention, motivation, and speed-accuracy trade-off in the HICK paradigm. Personality and Individual Differences, 13, 1325–1332CrossRefGoogle Scholar
Neubauer, A. C., & Bucik, V. (1996). The mental speed-IQ relationship: Unitary or modular?Intelligence, 22, 23–48CrossRefGoogle Scholar
Neubauer, A. C., Freudenthaler, H. H., & Pfurtscheller, G. (1995). Intelligence and spatiotemporal patterns of event-related desynchronization (ERD). Intelligence, 20, 249–266CrossRefGoogle Scholar
Neubauer, A. C., & Knorr, E. (1998). Three paper-pencil tests for speed of information processing: Psychometric properties and correlations with intelligence. Intelligence, 26, 123–151CrossRefGoogle Scholar
Neubauer, A. C., Sange, G., & Pfurtscheller, G. (1999). Psychometric intelligence and event-related desynchronization during performance of a letter matching task. In G. Pfurtscheller and F. H. Lopes da Silva (Eds.), Event-related Desynchronization and related oscillatory EEG phenomena of the awake brain. Handbook of EEG and Clinical Neurophysiology, Revised Series (Vol. 6, pp. 219–231). Amsterdam: Elsevier
Oberauer, K., Süß, H.-M., Schulze, R., Wilhelm, O., Wittmann, W. W. (2000). Working memory capacity-facets of a cognitive ability construct. Personality & Individual Differences, 29, 1017–1045CrossRefGoogle Scholar
Oswald, W. D., & Roth, E. (1987). Der Zahlen-Verbindungs-Test (ZVT). Göttingen: Hogrefe
Pasupathi, M., Staudinger, U. M., & Baltes, P. B. (2001). Seeds of wisdom: Adolescents' knowledge and judgment about difficult life problems. Developmental Psychology, 37, 351–361CrossRefGoogle ScholarPubMed
Perleth, Ch., & Heller, K. A. (1994). The Munich Longitudinal Study of Giftedness. In R. F. Subotnik and K. D. Arnold (Eds.), Beyond Terman: Longitudinal studies in contemporary gifted education (pp. 77–114). Stamford, CT: Ablex Publishing
Quetelet, A. (1838). Über den menschen und die entwicklung seiner fähigkeiten [A treatise on man and the development of his faculties]. Stuttgart: Schweizerbarts Verlagshandlung
Rabbitt, P., Osman, P., & Moore, B. (2001). There are stable individual differences in performance variability, both from moment to moment and from day to day. Quarterly Journal of Experimental Psychology, 54, 981–1003CrossRefGoogle ScholarPubMed
Reinert, G. (1979). Prolegomena to a history of life-span developmental psychology. In P. B. Baltes and O. G. Brim (Eds.), Life-span development and behavior (Vol. 2, pp. 205–243). New York: Academic Press
Rott, C. (1999). Cognitive appraisal, coping behavior, and social integration of centenarians. Zeitschrift für Gerontologie und Geriatrie, 32, 246–254CrossRefGoogle ScholarPubMed
Rott, C. (1993). Three components of intellectual development in old age: Results from the Bonn longitudinal study on aging. Zeitschrift für Gerontologie, 26, 184–190Google Scholar
Rott, C. (1991). Development of intelligence in old age. Zeitschrift für Gerontologie, 23, 252–261Google Scholar
Schaarschmidt, U., & Schmidt-Atzert, L. (1997). A review of the Intelligence Structure Test (IST 70). Zeitschrift für Differentielle und Diagnostische Psychologie, 18, 106–112Google Scholar
Schmidt, L. R. (1971). Testing the limits im leistungsverhalten: Möglichkeiten und grenzen [Testing the limits in performance test: Potential and limits]. In E. Duhm (Ed.), Praxis der klinischen Psychologie (pp. 2–29). Göttingen, Germay: Hogrefe
Schneider, W., Perner, J., Bullock, M., Stefanek, J., & Ziegler, A. (1999). Development of intelligence and thinking. In F. E. Weinert and W. Schneide. (Eds.), Individual development from 3 to 12: Findings from the Munich Longitudinal Study (pp. 9–28). Cambridge: Cambridge University Press
Schweizer, K. (2000). Cognitive mechanisms at the core of success and failure of intelligence. Psychologische Beitrage, 42, 190–200Google Scholar
Singer, T., & Lindenberger, U. (2000). Plastizität [Plasticity]. In H.-W. Wahl & C. Tesch-Römer (Eds.), Angewandte gerontologie in schlüsselbegriffen [Key concepts in applied gerontology]. (pp. 39–43). Stuttgart: Kohlhammer
Singer, T., Lindenberger, U., & Baltes, P. B. (in press). Plasticity of memory for new learning in very old age: A story of major loss? Psychology and Aging
Staudinger, U. M. (1999). Older and wiser? Integrating results on the relationship between age and wisdom-related performance. International Journal of Behavioral Development, 23, 641–664CrossRefGoogle Scholar
Staudinger, U. M. (2000). Many reasons speak against it, yet many people feel good: The paradox of subjective well-being. Psychologische Rundschau, 51, 185–197CrossRefGoogle Scholar
Staudinger, U. M., & Baltes, P. B. (1996). Interactive minds: A facilitative setting for wisdom-related performance?Journal of Personality and Social Psychology, 71, 746–762CrossRefGoogle Scholar
Staudinger, U. M., Lopez, D. F., & Baltes, P. B. (1997). The psychometric location of wisdom-related performance. Personality and Social Bulletin, 23, 1200–1214CrossRefGoogle Scholar
Staudinger, U. M., Maciel, A. G., Smith, J., & Baltes, P. B. (1998). What predicts wisdom-related performance? A first look at personality, intelligence, and facilitative experiential contexts. European Journal of Personality, 12, 1–173.0.CO;2-9>CrossRefGoogle Scholar
Stern, E. (2001). Intelligence, prior knowledge, and learning. In N. J. Smelser and P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 11. pp. 7670–7674). Oxford: ElsevierCrossRef
Sternberg, R. J. (Ed.). (1990). Wisdom: Its nature, origins, and development. New York: Cambridge University Press
Sternberg, R. J. (1998). A balance theory of wisdom. Review of General Psychology, 2, 347–365CrossRefGoogle Scholar
Süß, H.-M., Kersting, M., & Oberauer, K. (1991). Intelligenz und wissen als prädikotoren für leistungen bei computersimulierten komplexen problemen [Intelligence and knowledge as predictors of performance in computer simulated complex problems]. Diagnostica, 37, 334–352Google Scholar
Süß, H.-M., Oberauer, K., Wittmann, W. W., Wilhelm, O., & Schulze, R. (2002). Working-memory capacity explains reasoning ability – and a little bit more. Intelligence, 30, 261–288CrossRefGoogle Scholar
Tetens, J. N. (1777). Philosophische versuche über die menschliche natur und ihre entwicklung [Philosophical considerations about human nature and development]. Leipzig: Weidmanns Erben und Reich
Wiese, B. S., & Freund, A. M. (2000). The interplay of work and family in young and middle adulthood. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development. Advances in psychology, 131 (pp. 233–249). New York: Elsevier ScienceCrossRef
Todd, P. M., & Gigerenzer, G. (2000). Précis of simple heuristics that make us smart. Behavioral and Brain Sciences, 23, 727–780CrossRefGoogle ScholarPubMed
Trost, G. (1993). Prediction of excellence in school, university, and work. In K. A. Heller, F. J. Mönks, and A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 325–338). Oxford: Pergamon
Wittmann, W. W; Süß, H.-M. (1999). Investigating the paths between working memory, intelligence, knowledge, and complex problem-solving performances via Brunswik symmetry. In P. L. Ackerman and P. C. Kyllonen (Eds.), Learning and individual differences: Process, trait, and content determinants (pp. 77–108). Washington, DC: American Psychological Association
Vickers, D., Nettelbeck, T., & Wilson, R. J. (1972). Perceptual indices of performance, the measurement of inspection time and noise in the visual system. Perception, 1, 263–295CrossRefGoogle ScholarPubMed
Weinert, F. E., Schneider, W., & Knopf. M. (1988). Individual differences in memory development across the life span. In P. B. Baltes, D. L. Featherman, & R. M. Lerner (Eds.), Life-span Development and Behavior (Vol. 9, pp. 40–86). Hillsdale, NJ: Erlbaum
Weinert, F. E., & Schneider, W. (1999). (Eds.). Individual development from 3 to 12: Findings from the Munich Longitudinal Study. Cambridge: Cambridge University Press
Weinert, F. E., & Schneider, W. (1995). Memory development during early and middle childhood: Findings from the Munich Longitudinal Study. In F. E. Weinert and W. Schneider (Eds.), Memory performance and competence: Issues in growth and development (pp. 263–282). Mahwah, NJ: Erlbaum
Wrosch, C., & Heckhausen, J. (1999). Control processes before and after passing a developmental deadline: Activation and deactivation of intimate relationship goals. Journal of Personality and Social Psychology, 77, 415–427CrossRefGoogle Scholar
Wrosch, C., Heckhausen, J., & Lachman, M. E. (2000). Primary and secondary control strategies for managing health and financial stress across adulthood. Psychology and Aging, 15, 387–399CrossRefGoogle ScholarPubMed

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
×