Intelligence, 146– 150, 159,
81, 102– 130, 210, 258n11,
275nn7– 8; brain training
274n23; automatic System 1
exercises affecting, 176– 179;
and controlled System 2 in,
crystallized, 147, 176; fl uid,
105– 109; in brain training
146– 147, 176– 178; mea sure-
exercises, 178; distortion of
ment of, 147, 148– 149;
memory in, 109– 118; in
multiple types of, 147– 148,
fl uency, 17, 82, 116, 202,
275n8; Sternberg model on,
210; in massed practice, 82;
148– 150
in rereading, 15– 16, 17, 116;
Intelligence and How to Get
teaching strategies in, 229,
It (Nisbett), 173, 280n12
230; testing in, 4– 5, 16, 17,
Intelligence quotient, 147, 165,
116, 210
173– 176; environmental
Imagery as memory cues,
factors affecting, 173– 176;
186– 188, 193– 194, 195– 196,
Flynn effect in, 173, 280n11;
211, 224, 281– 282n21
and horse race handicapping
Imagination infl ation, distortion
ability, 150, 276– 277n11
of memory in, 113, 272n7
Interference, 114– 115; learning
Implicit memory, 56
benefi ts of, 86– 87, 269n13
Indigenous knowledge, compared
Interleaved practice, 4, 49– 50,
to academic knowledge,
