Numerous functions, cognitive skills, and behaviors are associated with intelligence, yet decades of research has yielded little consensus on its definition. Emerging from often conflicting studies is the provocative idea that intelligence evolved as an adaptation humans needed to keep up with and survive in challenging new environments.
The Handbook of Intelligence addresses a broad range of issues relating to our cognitive and linguistic past. It is the first full-length volume to place intelligence in an evolutionary/cultural framework, tracing the development of the human mind, exploring differences between humans and other primates, and addressing human thinking and reasoning about its own intelligence and its uses. The works of pioneering thinkers from Plato to Darwin, Binet to Piaget, Luria to Weachsler are referenced to illustrate major events in the evolution of theories of intelligence, leading to the current era of multiple intelligences and special education programs. In addition, it examines evolutionary concepts in areas as diverse as creativity, culture, neurocognition, emotional intelligence, and assessment.
Featured topics include:

• The evolution of the human brain from matter to mind

• Social competition and the evolution of fluid intelligence

• Multiple intelligences in the new age of thinking

• Intelligence as a malleable construct

• From traditional IQ to second-generation intelligence tests

• The evolution of intelligence, including implications for educational programming and policy.
  The Handbook of Intelligence is an essential resource for researchers, graduate students, clinicians, and professionals in developmental psychology; assessment, testing and evaluation; language philosophy; personality and social psychology; sociology; and developmental biology.

Approaches intelligence comprehensively from an evolutionary perspective Explores the evolution of intelligence and the forces that have driven its development, particularly in the human species Provides an overview of intelligence in other species Offers a historical overview of intelligence theories and assessment methods during the past 130 years Includes supplementary material: sn.pub/extras

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Sam Goldstein, Ph.D. is a psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. He is a Board Certified Pediatric Neuropsychologist. Dr. Goldstein is an Adjunct Assistant Professor, Department of Psychiatry, University of Utah School of Medicine. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, autism, learning disability, adjustment difficulties, and attention deficit hyperactivity disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children's Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School. Dr. Goldstein has authored, coauthored, or edited 50 clinical and trade publications, including 18 textbooks dealing with managing children's behavior in the classroom, genetics, autism, attention disorders, resilience, and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has coauthoredtexts dealing with controversial treatments for children's learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician's Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed three texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited three texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 12 texts including Handbook of Resilience in Children, first and second editions; Understanding and Managing Children's Classroom Behavior, Second Edition; Raising Resilient Children; Nurturing Resilience in Our Children; Seven Steps to Help Children Worry Less; Seven Steps to Anger Management; The Power of Resilience; Raising a Self-Disciplined Child; and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri, he has authored a number of texts on autism, assessment of intelligence, and executive functioning. He has coauthored a parent training x program and is currently completing a number of additional texts on resilience, intelligence, and genetics. Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on six editorial boards. He is also the Coeditor of the Encyclopedia of Child Development and Behavior. With Jack Naglieri, Ph.D., Dr. Goldstein is the coauthor of the Autism Spectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment, and with Dr. Naglieri and J. P. Das the Cognitive Assessment System, Second Edition. Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction. Dana Princiotta, Ph.D. is a licensed psychologist in the state of Arizona. She completed postdoctoral study at the Neurology, Learning, and Behavior Center in Salt Lake City, Utah. In addition to this text, she has coauthored five book chapters and a peer-reviewed article.Jack A. Naglieri, Ph.D. is a Research Professor at the Curry School of Education at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16, recipient of the 2001 Senior Scientist Award for APA Division 16, and the 2011 Italian American Psychology Assembly Award for Distinguished Contributions to Psychology. He is a Diplomate in Assessment Psychology, has earned a license as a School Psychologist in Virginia and Ohio, and earned school psychology certifications in New York, Georgia, Arizona, and Ohio. Dr. Naglieri has focused his professional efforts on theoretical and psychometric issues concerning intelligence, cognitive interventions, diagnosis of learning and emotional disorders, and theoretical and measurement issues pertaining to protective factors related to resilience. Dr. Naglieri is the author or coauthor of more than 300 scholarly papers, books, and tests. His scholarly research includes investigations related to exceptionalities such as mental retardation, specific learning disabilities, giftedness, and attention deficit disorder; psychometric studies of tests such as the Wechsler Scales of Intelligence, Cognitive Assessment System, and the Kaufman Assessment Battery for Children; examination of race, gender, and ethnic differences in cognitive processing; fair assessment using nonverbal and neurocognitive processing tests; identification of gifted minorities, IDEA, and identification of specific learning disabilities; and cognitively based mathematics interventions. He has authored various books, including Essentials of CAS Assessment (Naglieri, 1999), and coauthored other books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (Das, Naglieri, and Kirby, 1994); Helping Children Learn: …