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Back in the late 1970s, immediately after I received my PhD, I recognized what I saw as a need for a handbook that would integrate theory, research, and practice in the field of human intelligence. The resulting product was the Handbook of Human Intelligence, which also was my first book with Cambridge University Press. By 2011, the first Cambridge Handbook of Intelligence was published, edited by myself and Scott Barry Kaufman. The book was up to forty-two chapters and more than 900 pages in a large printed format. And now I present what will be, for me, almost certainly the last edition of the handbook I edit: the Cambridge Handbook of Intelligence (2nd ed.), which contains fifty chapters and 1250 pages. The monotonic increase in the number of chapters over the successive versions of the handbook represents the huge expansion of the field since the publication of the original handbook. Concepts such as emotional intelligence, collective intelligence, mating intelligence, practical intelligence, and leadership intelligence had not yet been proposed. Although social intelligence had been studied, the research had been of psychometric tests not all so different from what was to be found on standard intelligence tests. The chapter on biological foundations in the original handbook had almost no overlap with the current chapter, so much has the field changed since then. The Flynn effect had only recently been discovered and the field had not yet realized how important the finding of secular increases in intelligence would be. Chapters on intelligence and wisdom or intelligence and expertise could barely have been written because the literatures at the time were so thin. In only the near-decade since the first Cambridge Handbook of Intelligence came out, the field has again been transformed. And that is the reason why I am editing this last, for me, edition of the handbook, hoping that someone else takes over the next edition. Because, although I may grow old, the field is still a relatively young one, at least in the multiple and diverse forms it takes today. It is hard even to speculate what a handbook of intelligence for 2030 will look like. And that is precisely what makes the field so exciting. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

The focus of this book is summarized in the first word of its title: UNDERSTANDING. Unlike thousands of scientific papers and books, that for a whole century had been discussing definitions, ways of diagnosing, ways of academic nurturing, policy-related issues, such as the need to finance special education for gifted students, who is to benefit from gifted education, or the ongoing dialogue between those in favor of equity in education and others who demand that "each student receives their most suitable learning opportunity", the book is about the best ways of matching educational and psychological means and methods, in order to tailor the best-fitting garments to any gifted child. The first step of this complicated process needed in order to accomplish it is understanding gifted children. But the term "understanding gifted children" might be quite misleading. Rich Harris (2007) has written a whole volume about the issue considered one of the biggest mysteries of psychology: the causes for the differences in personality and behavior not just between each two strangers, but also between siblings, twins, and even identical twins. Thus, any trial to include individuals in the same group for the sake of providing ALL their needs must be unsuccessful. This fact has been the main reason for the failure of gifted education in Israel. However, when being somewhat more modest, trying to understand the different needs–whether educational, emotional or social–of various gifted children, those considered "highly-gifted" and the others who are perceived as "mildly-gifted"; children who are interested in science and others who tend to the humanities, or to arts; chess Olympic champions or child-musicians, or actors, one might be more successful. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

This book offers educators, counselors and parents of 3-16-year old gifted, talented, curious, and creative children and youths a new, original tool of assessing their interests and abilities. As this book has been published during the second wave of the COVID-19 pandemic, it concentrates on ways of assessment that can all function on-line as well. All offered activities have been practiced both before "corona-time" started, when on-line therapy, let alone—on-line giftedness identification, was not common for children. The case studies presented in the book have all been written since March 2019, proved effective, enriching the knowledge of the counselor. All activities described were perceived as "easy", "nice", pleasant" and "interesting" by the children involved, and thus are recommended; unlike formal identification they put no pressure either on the child or on her or his parents. The first assessed child described is a 3-year old girl, who was identified as highly gifted in mathematics. The "game" played was "The geometric shapes game", during which she was asked "what do you want me [the counselor] to paint?" and then: "what color do you want me to use?". During the "game" the child showed a wide knowledge in both 2- and 3-dimensional shapes, she always insisted on using the exact mathematical terms, and each time she approved on the result she was very happy. The next "games" descried were all word games. In "the associations game" the counselor writes a word and the child adds another one without thinking, and this goes on alternately for as long as the counselor decides, depending on the child's age, her or his attention span, level of hunger or thirst, etc. This "game" is suitable for toddlers, kindergartners and first grader. The "ugly words game" is suitable especially for children with emotional and social problems. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

This new book by scholars and practitioners Susan Paik, Stacy Kula, Jeremiah González, and Verónica González is important and valuable. It represents a ground-breaking approach that describes for those on the frontlines of school improvement, policymaking, and research what positive success in gaining access to higher education actually looks like for Latino students, the nation’s largest minority population. Latino students are everywhere in this nation. They are no longer confined to large urban districts or border states, but are an emerging majority in many rural and some suburban school districts throughout our country. Figuring out what contributes to their academic success and their access to higher education becomes an important part of the nation’s quest to improve its economic standing and productivity on the world stage. Turning a spotlight on what factors contribute to Latino student success is the heart and soul of this timely volume. How family, culture, home environment, resources and preparation all play vital roles in developing students who beat both the odds and the conventional stereotypes about Latinos is captured in rich detail, including the often-overlooked voices of the students themselves. In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: foreword)

The purpose of this Handbook is to provide a comprehensive representation of the development of this field of study. As such, we offer traditional and contemporary perspectives, and importantly, a multidiscipline-multimethod view of the state-of-the-science and -engineering research on expertise. Our aim is to present different perspectives, theories, and methods of conducting expertise research that have been influential in improving our current understanding of expert phenomena across a range of domains. Our second aim is to provide a particular focus on conveying how that understanding has been applied to address practical problems and societal challenges. In particular, the Handbook focuses on how this understanding has been translated into reliable predictions useful to society, and into effective interventions that can improve all facets of proficiency, performance, security, safety, health, and well-being. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)