Showing papers on "Human intelligence published in 1973"

Social Intelligence: Its History and Measurement:

Abstract: Social intelligence, the ability to understand others and to act wisely in social situations, is a concept with a long history, sporadic development, but promise as a late bloomer. Although current references to social intelligence per se are limited, the concept appears to be alive and well under various terms, e.g., role-taking, interpersonal competence, egocentrism (or decentering), and empathy. This review was designed, therefore, to: (a) serve an integrative function by tracing the history of social intelligence and its ramifications; (b) provide an overview of the measurement approaches and relevant research; (c) consider substantive issues, such as the relationship of social intelligence to abstract intelligence and the status of measuring the understanding and action aspects of the concept.

The Measurement of Intelligence

Abstract: I History and Definition of the Concept.- The Evidence for the Concept of Intelligence.- On Defining Intelligence.- II Measurement and the Problem of Units.- The Absolute Zero in Intelligence Testing.- Is Intelligence Distributed Normally?.- III Development and Constancy of the IQ.- The Effect of the Interval between Test and Retest on the Constancy of the IQ.- The Limitations of Infant and Preschool Tests in the Measurement of Intelligence.- Intellectual Status and Intellectual Growth.- IV Types of Intelligence.- Primary Mental Abilities.- Organization of Abilities and the Development of Intelligence.- A Culture-Free Intelligence Test.- Ability Factors and Environmental Influences.- Personality and Measurement of Intelligence.- V Analysis of IQ Performance.- Intelligence Assessment: a Theoretical and Experimental Approach.- Intellectual Abilities and Problem-Solving Behaviour.- The Speed and Accuracy Characteristics of Neurotics.- Individual Differences in Speed, Accuracy, and Persistence: a Mathematical Model for Problem Solving.- VI Heredity and Environment: I. Twin and Familial Studies.- Genetics and Intelligence: a Review.- Twins: Early Mental Development.- IQs of Identical Twins Reared Apart.- VII Heredity and Environment: II. Foster and Orphanage Children.- A Critical Examination of the University of Iowa Studies of Environmental Influences upon the IQ.- The Relative Influence of Nature and Nurture upon Mental Development: a Comparative Study of Foster Parent-Foster Child Resemblance and True Parent-True Child Resemblance.- VIII Intelligence and Social Class.- Intelligence and Social Mobility.- Achievement and Social Mobility: Relationships among IQ Score, Education, and Occupation in Two Generations.- Differential Fertility and Intelligence: Current Status of the Problem.- Does Intelligence cause Achievement? A Cross-Legged Panel Analysis.- Ability and Income.- IX The Biological Basis of Intelligence.- Evoked Cortical Potentials and Measurement of Human Abilities.- Effects of Glutamic Acid on the Learning Ability of Bright and Dull Rats.- Effects of Heredity and Environment on Brain Chemistry, Brain Anatomy and Learning Ability in the Rat.- X The Paradigm and Its Critics.

Intelligence as Necessary but Not Sufficient for Creativity

Abstract: Summary G. T. scores on the Army General Classification Test (AGCT) as indicants of intelligence were correlated with scores on the Creative Imagination Test (CIT) for two groups of men differing on intelligence. Results supported the prediction of closer correspondence of intelligence and creativity scores in a low intelligence range (r = .437, p < .01) than in a high intelligence range. Intelligence was unrelated statistically to creativity (r = .10) when only the high intelligence range above 111 was considered. Guilford's triagular scatterplot conceptualization of intelligence-creativity relationship seemed most congruent with the present and earlier data. Intelligence was described as allowing the development of creativity, but not insuring such development. Personality and environmental factors may be important in creativity expression especially at upper intelligence ranges.

Reflection-Impulsivity and Intelligence

Abstract: The cognitive style of reflection-impulsivity is pegged at one end by a slow, careful consideration of possible solutions and at the other end by a relatively unthinking, fast response (Kagan, et al., 1964). The usual measure 1s a matching-to-sample cask called Matching Familiar Figures (MFF). Any discussion of cognitive style must take into account a possible correlation with intelligence. Kagan, et al. (1966) correlated both response time and errors on the MFF with an estimate of verbal IQ derived from the Vocabulary and Information subtescs of the Wechsler Intelligence Scale for Children (WISC) . The correlations were .18 (boys) and .10 (girls) for response time and -.21 (boys) and -.22 (girls) for errors. The MFF is clearly a performance measure; its correlation with Peformance subtests of the WISC is of interest. All 52 second-graders in a parochial school were given both full tests. Half were given each test first; order of testing proved to be important. Children tested with the MFF first took an average of 141.9 sec. in comparison to an average of 190.3 sec. for those given the WISC first ( t = 4.7, p < .04). Children tested with the MFF first answered more impulsively: 11.0 errors as compared to 9.1 for those given the WISC first ( t = 3.1, p < .08) . These findings bear on two issues. First, rhe WISC clearly affected the cognitive style of the children, pushing it toward the reflection end of the reflection-impulsivity dimension. This suggests that the MFF should be given first if it is to be a valid measure of refleaion-impulsivity. This comment does not apply to the WISC, for which there was no order effect. Second, giving the WISC first surely affected rs between the MFF and the WISC. This expectation was borne out: when the WISC was given first, all six rs between it (Verbal, Performance, and Total IQ) and time and errors on the MFF were low and insignificanr. The ss when the MFF was given first were somewhat higher (see Table 1 ) . There was a s~gnlficant negative r between errors on the MFF and performance IQ. The rs for the three subtests that a priofi appear like the MFF were Block Design (-.40), Picture Arrangement (-.34), and Object Assembly (-.29). These rs may be compared to the average intercorrelation of the five WISC performance subscales for our sample ( . 2 3 ) or in the 7-yr.-old WISC standardization sample ( .32).

Relationship between human intelligence and frequency analysis of cortical evoked responses.

Abstract: In a number of earlier reports significant relationships were found between latency measures of the cortical average evoked response (AER) and measures of human intelligence. Previous studies have also shown significant relationships between various AER frequency measures and intelligence. Using data from a study in which a significant AER latency-intelligence correlation was obtained, we failed to find a correlation between AER frequency measures and intelligence. However, significant correlations were obtained between AER latency measures and certain frequency measures. The results also indicate that the frequency measures for AERs between left and right cerebral hemispheres are highly reliable.

Social Intelligence, Role-Taking Ability, and Cognitive Style: A Factor Analytic Study

Abstract: or verbal intelligence. In order to examine the relationship of the measures of social intelligence employed in this study to verbal intelligence, two measures of verbal intelligence were also included, the Terman Concept Mastery Test and SAT Verbal scores. Table 2 contains the Pearson product-moment correlation coefficients computed between the Concept Mastery Total scores and the Hidden Figures, RoleTaking 1 and 2, and the five Guilford scores for males> females, and all

Performance on Piaget-Type Tasks of High-IQ, Average-IQ, and Low-IQ Children.

Abstract: MF-$0.65 HC-$3.29 AgE.: Differences; Cognitive Development; *Cognitive Measurement; *Conservation (Concept); *Elementary School Students; Individual Differences; *Intellectual Development; Intelligence Quotient; *Intelligence Tests The relative effects of chronological age, mental age, IQ or Piagetian task performance were investigated among 143 Ss of high, average, and low IQ. Two finds of group comparisons were made on fifteen tasks: (1) groups of the same chronological age, but different mental age and IQ, and (2) groups of the same mental age, but differen,. chronological age and IQ. Results indicated that children of higher IQ develop through Piagetian stages faster than children of lower IQ, and that high IQ children tend to think in a more preoperational way than older children of the same mental age but lower IQ. Implications of the study suggest that it is dangerous to limit the assessment of intellectual development to traditional psychometric methods; Piagetian methods offer an important source of very different information about an individual's intellectual development. flBT) U S DEPARTMENT OF HEALTH, EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO OUCEO EXACTLY AS RECEIVED FROM TH1 PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF ViEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF tOUCAT ION POSITION OR POLICY

IQ And Learning Potential Measurements of General Intelligence: A Comparison of Relationships.

Abstract: AUTHOR Corman, Louise; Budoff, Milton TITLE IQ And Learning Potential Measurements of General Intelligence: A Comparison of Relationships. INSTITUTION Research Inst. for Educational Problems, Cambridge, Mass. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C.; National Inst. of Mental Health (DREW), Rockville, Md. PUB DATE Sep 73 GRANT OEG-0-8-080506-4597 NOTE 20p.; Studies in Learning Potential, v3 n55

Infant intelligence tests: their use and misuse1

Abstract: Data from a variety of infant intelligence test scores make clear that it is not possible to consider (1) that infant intelligence is a measurable, stable and unitary construct, (2) that there is a general g factor easily discernible in infancy, (3) that there is stability of scores both within and across scales, or (4) that there is predictability across age These facts are discussed for their implications for models of intelligence, the use of intelligence tests in infancy, and finally intervention programs It is concluded that the implicit model of general intelligence rests upon its function for society rather than its scientific merit An alternative model of infant development is offered which is related to the acquisition of specific skills, the learning of which is dependent upon the match between the subject and the nature of the learning experience