| A LAY DEFINITION OF INTELLIGENCE |
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| THEORIES OF INTELLIGENCE |
| The Factor Analytic Approach |
| The Information-Processing Approach: Sternberg's Triarchic Theory |
| Gardner's Theory of Multiple Intelligences |
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| TESTING INTELLIGENCE: PURPOSES AND METHODS |
| Measuring Infant Intelligence |
| The Stanford-Binet Test |
| The Wechsler Scales |
| The Kaufman Assessment Battery for Children |
| Constructing Measures of Intelligence |
| Stability of Measured Intelligence |
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| WHY DO PEOPLE DIFFER IN MEASURED INTELLIGENCE? |
| How Much of Intelligence is Inherited? |
| Environmental Factors |
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| ETHNIC, RACIAL, AND SOCIAL-CLASS FACTORS IN INTELLECTUAL PERFORMANCE |
| Are Intelligence Tests Biased Against Minority Groups? |
| Social-Class Influences on Intellectual Performance |
| Multicultural and Cross-Cultural Factors in Intellectual Performance |
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| COGNITIVE INTERVENTION STUDIES |
| Head Start and Similar Programs |
| Characteristics of Successful Intervention Programs |
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| BEYOND THE NORMS: GIFTEDNESS AND MENTAL RETARDATION |
| The Intellectually Gifted |
| Children with Intellectual Deficits |
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| CREATIVITY |
| Definitions and Theories |
| Relationship between Creativity and Intelligence |
| Are Children Creative? |
| How Can We Encourage Creativity in Children? |
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| SUMMARY |
