000			02010nam a22003618i 4500
001			CR9780511571275
003			UkCbUP
005			20200124160306.0
006			m|||||o||d||||||||
007			cr||||||||||||
008			090521s1985||||enk o ||1 0|eng|d
020			_a9780511571275 (ebook)
020			_z9780521267175 (hardback)
020			_z9780521017237 (paperback)
040			_aUkCbUP _beng _erda _cUkCbUP
050	0	0	_aBF455 _b.B26 1985
082	0	0	_a153.4/2 _219
100	1		_aBaron, Jonathan, _d1944- _eauthor.
245	1	0	_aRationality and intelligence / _cJonathan Baron.
246	3		_aRationality & Intelligence
264		1	_aCambridge : _bCambridge University Press, _c1985.
300			_a1 online resource (viii, 299 pages) : _bdigital, PDF file(s).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aTitle from publisher's bibliographic system (viewed on 05 Oct 2015).
520			_aWhat is intelligence? Can it be increased by teaching? If so, how, and what difference would an increase make? Before we can answer these questions, we need to clarify them. Jonathan Baron argues that when we do so we find that intelligence has much to do with rational thinking, and that the skills involved in rational thinking are in fact teachable, at least to some extent. Rationality and Intelligence develops and justifies a prescriptive theory of rational thinking in terms of utility theory and the theory of rational life plans. The prescriptive theory, buttressed by other assumptions, suggests that people generally think too little and in a way that is insufficiently critical of the initial possibilities that occur to them. However these biases can be - and sometimes are - corrected by education.
650		0	_aThought and thinking.
650		0	_aIntellect.
650		0	_aReasoning (Psychology)
776	0	8	_iPrint version: _z9780521267175
856	4	0	_uhttps://doi.org/10.1017/CBO9780511571275
999			_c520734 _d520732