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Research Article  |   November 1991
Clinical Reasoning and New Ideas on Intelligence: Implications for Teaching and Learning
Author Affiliations & Notes
  • Kathleen Barker Schwartz, EdD, OTR, FAOTA, is Associate Professor, San Jose State University, One Washington Square, San Jose, California 95192–0059
  • Copyright © 1991 by the American Occupational Therapy Association, Inc.
Article Information
Education
Research Article   |   November 1991
Clinical Reasoning and New Ideas on Intelligence: Implications for Teaching and Learning
American Journal of Occupational Therapy, November 1991, Vol. 45, 1033-1037. doi:10.5014/ajot.45.11.1033
American Journal of Occupational Therapy, November 1991, Vol. 45, 1033-1037. doi:10.5014/ajot.45.11.1033
Abstract

Some recent research efforts have been focused on the attainment of a better understanding of intelligence and reasoning. One such study is the Clinical Reasoning Study funded by the American Occupational Therapy Association and the American Occupational Therapy Foundation. Other studies have been conducted by theorists of human development. The findings of both groups reveal three common themes: the multiple aspects of intelligence, the importance of understanding the patient’s story, and the use of the caring perspective. This article examines these shared themes and discusses their implications for new directions in occupational therapy curricula.