Jerry was born on September 7, 1944, to Doris and Francis Rudmann. He completed his bachelor's degree in psychology at California State University, Fullerton (1967), where a course in statistics forever changed his life. There he met his future wife, Bari. They were married 57 years ago and had three children, Darrell, Brent, and Ashley (Debbie, Kristina, and Adam), and five grandchildren, Oliver, Linus, Allison, Katie, and Lukas. Jerry worked at Irvine Valley Community College for 30 years, beginning as a founding faculty (and the only psychology professor at that time). He won many awards and recognitions. Jerry died on May 16, 2024, from pancreatic cancer. Jerry was exceptional in many ways. He was a staunch advocate for students and faculty at community colleges; he worked on multiple national projects designed to improve undergraduate education; and his thoughtful kindness touched everyone with whom he interacted. His commitment to enhancing all aspects of community college came naturally. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

In this study, we explore the transformative impact of artificial intelligence (AI) on the job market and argue for the growing importance of critical thinking skills in the face of job automation and changing work dynamics. Advancements in AI have the potential to disrupt various professions, including, for example, programming, legal work, and radiology. However, solely relying on AI systems can lead to errors and misjudgments, emphasizing the need for human oversight. The concept of “job-proof skills” is introduced, highlighting the importance of critical thinking, problem-solving, empathy, ethics, and other human attributes that machines cannot replicate with the same standards and agility. We maintain that critical thinking can be taught and learned through appropriate classroom instruction and transfer-focused approaches. The need for critical thinking skills is further reinforced by the influx of information and the spread of misinformation in the age of social media. Moreover, employers increasingly value critical thinking skills in their workforce, yet there exists a gap between the demand for these skills and the preparedness of college graduates. Critical thinking is not only essential for the future of work, but also for informed citizenship in an increasingly complex world. The potential impact of AI on job disruption, wages, and employment polarization is discussed, highlighting the correlation between jobs requiring critical thinking skills and their resistance to automation. We conclude by discussing collaborative efforts between universities and labor market organizations to adapt curricula and promote the development of critical thinking skills, drawing on examples from European initiatives. The need to prioritize critical thinking skills in education and address the evolving demands of the labor market is emphasized as a crucial step for navigating the future of work and opportunities for workers.

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Most theories of intelligence do not directly address the question of whether people with high intelligence can successfully solve real world problems. A high IQ is correlated with many important outcomes (e.g., academic prominence, reduced crime), but it does not protect against cognitive biases, partisan thinking, reactance, or confirmation bias, among others. There are several newer theories that directly address the question about solving real-world problems. Prominent among them is Sternberg’s adaptive intelligence with “adaptation to the environment” as the central premise, a construct that does not exist on standardized IQ tests. Similarly, some scholars argue that standardized tests of intelligence are not measures of rational thought—the sort of skill/ability that would be needed to address complex real-world problems. Other investigators advocate for critical thinking as a model of intelligence specifically designed for addressing real-world problems. Yes, intelligence (i.e., critical thinking) can be enhanced and used for solving a real-world problem such as COVID-19, which we use as an example of contemporary problems that need a new approach.

We conclude that there are no overall (average) differences between women and men in general intelligence, but there are some large and persistent differences on cognitive abilities that on average favor males (e.g. mathematics, mental rotation, mechanical) or favor females (verbal ability, most tests of memory). There are more males in the low end of the intelligence distribution, at least in part, for sex-related genetic reasons. There is no genetic evidence for more males in the high end of the intelligence distribution. Paradoxically, societies with greater gender equality do not show reduced differences on many cognitive measures. Our conclusions are about group differences. Thus, these mean differences have no clinical or social significance at the individual level.

Contemporary politics provides numerous examples in which people fail to use critical thinking skills. There are many obstacles to critical thinking including, overconfidence, obsession with fantasies, and disregard for the truth, among others. To help students develop their critical thinking skills, universities need to be sure that critical thinking is being taught and that it is valued. Instructors need to use real-life examples that are relevant to their students' lives, and teach students to recognize and overcome the many obstacles to critical thinking. Individuals can improve how they think about political issues by listening to diverse viewpoints, becoming informed about political issues, rewarding politicians who compromise to reach a goal, breaking down echo chambers, and valuing evidence-based thinking.

We hope you enjoyed your journey around the world studying the psychology of women. We expect that it was a sojourn that you will remember. Please take a minute to think of something you learned that resonated with you, surprised you, angered you, or made you proud. As we worked on this book, we had many of these experiences, and we are confident that you did also.