Abstract
There has been a significant shift away from the definition of abilities toward an interest in understanding cognitive processes (Glaser, 1972; Messick, 1973). In response to this shift from ability to process, some psychologists have turned to information processing (e.g., Hunt, 1980; Simon, 1981) because the broad framework that information processing provides can accommodate disparate approaches to intelligence such as computer-based and neuropsychological models. Understanding how information is processed requires some attempt to comprehend how it occurs in the brain. This intention to understand the proverbial “black box” is shared by intelligence theorists such as Eysenck (1981) and Jensen (1981), especially evidenced through their attempts to discover a biological foundation for intelligence.
Present trends suggest a receding of the term intelligence concurrent with a shift of research emphasis from the goal of refining the definitions of abilities in order to further their measurement. (Estes, 1976, p. 304)
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Das, J.P., Naglieri, J. (1992). Assessment of Attention, Simultaneous-Successive Coding, and Planning. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_8
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