What are consequential world problems? As "grand societal challenges", one might define them as problems that affect a large number of people, perhaps even the entire planet, including problems such as climate change, distributive justice, world peace, world nutrition, clean air and clean water, access to education, and many more. The…

Artificial Intelligence (AI) is increasingly being used in education, but mostly to support individual teaching and learning. However, there are good reasons to think that thinking together and solving problems together, Collective Intelligence (CI), is also a valuable outcome of education. Accordingly, our main research question is: How can AI be…

Criterion-referenced testing is usually applied to the assessment of achievement. In this article, we suggest how it can also be applied to the assessment of adaptive intelligence, that is, intelligence as adaptation to the environment. In the era of the Anthropocene, we argue that adaptive intelligence is what is most important not only for…

Collective Intelligence (CI) is important for groups that seek to address shared problems. CI in human groups can be mediated by educational technologies. The current paper presents a framework to support design thinking in relation to CI educational technologies. Our framework is grounded in an organismic-contextualist developmental perspective…

The close relationship between working memory and maths problem solving is generally accepted, but the specifics of how working memory and its subcomponents contribute to maths problem solving remain poorly understood. Tests of working memory, maths problem problem solving, calculation, and intelligence were administered to 246 university…

Society largely has accepted a conception of general intelligence that is ill-fitted to the world we live in today. Our standardized tests are based on this conception, as is much of our instruction. The problem is that the kinds of problems we test for and teach to are unlike the complex problems we face in real life. In this article, Robert…

Despite substantial evidence for the link between an individual's intelligence and successful life outcomes, questions about what defines intelligence have remained the focus of heated dispute. The most common approach to understanding intelligence has been to investigate what performance on tests of intellect is and is not associated with. This…

The aim of this study was to examine the potential effect of intelligence games on the problem-posing skills of mathematics teachers. The research, in which case study, one of the qualitative research methods, was preferred, was conducted with two mathematics teachers enrolled in the Mathematics Education Master's Program with Thesis at a state…

This study addresses the investment hypothesis of fluid on crystallised abilities onto academic achievement (Gf [right arrow] Gc [right arrow] "Achievement"), which might hold to a greater extent at earlier than at latter educational stages. We compared this prediction with two independent groups of secondary (n = 192, 113 females) and…

The main aim of this study was to (a) test the construct validity of complex problem solving (CPS); (b) examine the ability to acquire knowledge as a mediator of the relationship between intelligence and CPS performance; and (c) investigate the personal need for structure as a moderator of the relationship between intelligence and knowledge…

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because…

Most theories of intelligence do not directly address the question of whether people with high intelligence can successfully solve real world problems. A high IQ is correlated with many important outcomes (e.g., academic prominence, reduced crime), but it does not protect against cognitive biases, partisan thinking, reactance, or confirmation…

The ability to selectively focus on and remember important information, referred to as value-directed remembering, may be crucial for effective memory functioning. In the present study, we investigated the relationships between metacognitive monitoring and control accuracy, selectivity for valuable information, and fluid intelligence. Mediation…

Global policy makers increasingly adopt subjective wellbeing as a framework within which to measure and address human development challenges, including policies to mitigate consequential societal problems. In this review, we take a systems-level perspective to assemble evidence from studies of wellbeing, of collective intelligence, and of…

Although writers have advocated a shift from the gifted child to a talent development paradigm, changes in methods for identifying and cultivating talent in STEM are needed. We present evidence that using a talent development paradigm supported by differentiation with an organicist rather than a mechanistic perspective was effective in identifying…