This article discusses the issues of the basic processes underlying intelligence, considering both historical and contemporary perspectives. The attempt to elucidate basic processes has had, at best, mixed success. There are some problems with pinpointing the underlying basic processes of intelligence, both in theory and as tested, such as what…

Two nonentrenched tasks are described, one requiring projection into the future of states of objects, the other requiring complex anological reasoning where multiple terms of analogies can be replaced by alternative answer options. Some speculations are made about the implications of these results for educational theory and practice. (Author/GK)

This final report reviews the main theoretical and empirical developments concerning components of individual differences in human intelligence. The report is divided into three main sections. The first briefly reviews alternative approaches to understanding the nature of intelligence. The second provides the proposed componential metatheory, a…

Mental abilities can be analyzed at four levels: composite tasks, subtasks, components, and metacomponents. Each level of analysis reveals something about the structure and content of mental abilities responsible for intelligent performance. (Author/WI)

Argues primarily that metacognition is an important part of human abilities, which are, in turn, forms of developing expertise. If the goal is to understand the basis of individual differences in student academic success, metacognition needs to be understood as representing part of the abilities that lead to student expertise, but only as part.…

The componential conception of intelligence is summarized and contrasted with the psychometric conception. A brief history of concepts of intelligence is presented, beginning with Galton's anthropometric approach and Binet's more educationally relevant approach. Spearman's, and later Thurstone's, contributions to factor analysis promoted a…