Presupposition and Supposition in Everyday Intelligence and Learning

摘要

New conceptions of intelligence, with implications for learning, have come from the study of performance in more realistic situations. One such conception, functional theorizing is the basis for two experiments examining the role of assumptions in everyday theorizing. These experiments suggest that success in everyday theorizing depends, at least in part, upon abilities and processes other than those responsible for high performance levels on traditional IQ tests.