Showing papers on "Human intelligence published in 1974"

Intelligence, Social Status and Musical Abilities:

Abstract: from correlation Matrix taken from Rainbow (1965). Despite the significant F values obtained in the analysis of variance in respect of musical aptitude, intelligence and socio-economic background, it can be seen that when calculated by correlation methods, the association of the same variables from the same data prove as usual to be \"positive but low\". Only two possible explanations readily present themselves for this surprising phenomenon. It may be due to either: (a) The interpretive difficulties already discussed associated with use of correlation technique in this context or (b) The intrusion of a third factor located somewhere between intelligence and musical abilities, or both. The remainder of this paper will be devoted to investigation of this question. Part II Further Investigation of the Intelligence/Musical Ability Relationship using Alternative Methods of Data Processing Where a sufficient number of experimental groups are employed in a research design, the use of the analysis of variance may be extended to provide more detailed information of the nature of the data. The effects of successive \"treatments\", provided that they fall into a natural order along some increasing or decreasing continuum may be further subdivided into trend components by use of orthogonal polynomials. For detailed description of the method and rationale underlying this method, reference should be made to Bruning and Kintz (1968), Winer, B. J. (1962) or Lewis, D. (1960). In simple terms, this procedure tests the approximation of the performances of successive groups to a series of hypothesised rectilinear and curvilinear trends. The \"between groups\" variance is thereby apportioned to its relative linear, quadratic, cubic, quartic, quintic, etc. trends, and the significance levels of each (expressed by Fas in the main analysis) determined. If the bulk of the between groups variance is taken up by alignment to a linear trend, then a direct relationship between the dependent and independent variables may be assumed. If significant curvilinear trends are revealed, then either a more complex relationship or no direct relationship, between the variables must be presumed. A simple way to evaluate the applicability of this procedure to the intelligence/ musical ability problem would be to reprocess data from a previous investigation where correlation techniques have already been employed. Taylor (1973)* devised two tests of musical abilities (i) a Music Responsiveness Test, and (ii) A Music Discrimination Test for the purposes of his investigation of the musical development of children aged seven to eleven years. The Music Responsiveness Test comprised a battery of three sub-tests, each containing 15 *The authors acknowledge their indebtedness to Dr. Taylor for making the raw scores of his research data available to them.

Paradigmatic Symbol-A Comparative Study of Human and Artificial Intelligence

Abstract: Artificial intelligence functions in terms of abstract symbols and human intelligence functions in terms of paradigmatic symbols. A paradigmatic symbol is a particular object, or the mental representation thereof, capable of evoking a whole, yet flexible, field of objects. It is not an object qua object, but object qua agent of elicitation. Thinking in terms of paradigmatic symbols needs no addiononal rules of interpretation, while thinking in terms of abstract symbols requires an ad hoc rule of interpretation to have any relation with actual behavioral operations. Paradigmatic symbols have their places in the life-oriented internal value structure, while abstract symbols have no relation with value. Elicitory capability and value orientedness of paradigms make inductive inference work. Abstract symbols, having neither of these two properties, cannot make inductive inference work without human help.

Is There a General Problem-Solving Ability?.

Abstract: Summary When 15- to 16-year-old subjects were presented with five different problem situations as a writing task, a clear relationship between success on the problems and scores on a test of general intelligence was found among the 32 boys Among the 41 girls fewer solutions were found, and IQ was not seen to be closely related to problem-solving behavior Lack of appropriate experience with the (masculine) tools was taken to be the chief explanation of the results of the female subjects

Measures of EEG and verbal intelligence: An inverse relationship

Abstract: An inverse relationship exists between WAIS verbal IQ scores and measures obtained from a commercial EEG device, the neural efficiency analyzer. It is concluded that the relationship is one between psychometric verbal intelligence and spontaneous ongoing EEG frequency. The amount of variance accounted for by the correlation is too small, however, to warrant use of the instrument as a predictor of psychometric intelligence.

Biology of human intelligence.

Abstract: The article presents a brief review of the genetic aspects of intelligence as measured by IQ tests. The results from family and twin investigations seem to agree in as much as high heritabilities for IQ can be calculated. There are, however, a large number of insecurities and sources of error which invite to criticism. Although, at present, it is justified to assume that genetic factors contribute substantially to variations in IQs, it would be premature to claim that genetic and other causes of variation could be expressed in precise figures. It seems doubtful if this situation could be further improved by continued use of IQs in genetic investigations. It should be more profitable to use other entities, such as well-defined special abilities, which could be designed directly for genetic analyses.

Intelligence and Personality Revisited: An Experimental Approach.

Abstract: The history of attempts by psychologists to determine the contribution of personality to intelligence has not been one of unqualified success. Part Of the problem may be in the balance of granularity of analyses on the intelligence side and the personality side. A comprehensive analysis of the contributions of extraversion and neuroticism to problem solving latency, accuracy, and persistence in stressed and unstressed conditions was undertaken. Two directional predictions were made based on previous research: (1) Solution-time will be shorter in extraverts than ambiverts or introverts, and shorter in ambiverts than introverts, in both stressed and unstressed conditions. (2) Neuroticism will be related to solution-time such that in the stressed condition, mid-neuroticism subjects will be faster than either highor low-neuroticism subjects who will not be different from each other, and in the unstressed condition high-neuroticism spjects will be faster than mid-neuroticism and low-neuroticism subjects, and mid-neuroticism subjects will be faster than low-neuroticism subjects. Subjects were university students in undergraduate and graduate educational psychology classes. The personality dimensions of extraversion-introversion and neuroticism were measured by Form A of the Eysenck Personality Inventory (EPI). The dependent variables of problem-solving latency, accuracy, and persistence were measured by the Nufferno Tests. Results are discussed in relationship to previous studies. (Author/BJG) INTELLIGENCE AND PERSONALITY REVISITED: AN EXPERIMENTAL APPROACH David,S. J. Goh University of Wisconsin La Crosse Frank F. Farley John W. Giebink University of Wisconsin Madison Paper presented at the 1974 Annual Meeting of the American Psychological Association, New Orleans. August 30 September 3, 1974 Intelligence• and Personality Revisited: An Experimental Approach David S. J. Goh, 1 Frank H. Farley and John W. Giebink University of Wisconsin Madison The history of attempts by psychologists to determinethe contribution of personality to intelligence has not been one of unqualified success. Part of the problem map lie in the balance of granularity of analyses on the intelligence side and the personality side. Intelligence has typically been defined in global terms usually consisting of an I.Q. score, while personality has been defined as a set of traits. These traits have then typically been correlated with the intelligence score in an attempt to identify which traits or cluster of traits are significantly, associated with it. Thus, on the personality side ,a relatively fine grained analysis of individua]# differences has been entered into the comparison, while.on the intelligence side a much more gross analysié has been used. Whbn significant correlations are found, they are difficult to interpret in other than extremely atheoretical-applied-predictive teçms. That is, this or that personality trait was predictive of a global I.Q. measure. The theoretical implications were unclear, primarily because the I.Q. construct was itself a 1 Now at the Department of Psychology, University of Wisconsin-La Crosse. technological rather,than psychological one, in that it was not generated from theoretical considerations as to how and in what differentiable ways cognitive processes were operating. Even when simple correlations were obtained between an I.Q. score and personality variables, few more sophisticated procedures such as moderator variable analyses (Saunders, 1956) were undertaken. Not only were theoretical analyses of intellective processes lacking, but much of the personality analysis was without theoretical basis, that is, theoretical implications of the personality variables for cognitive functioning were not drawn. Many studies were simple empirical searches for statistically significant relationships. It is here argued that this lack of theoretical orientation has in part been responsible for our present day ignorance on how personality and intellective functioning are related. In studies that have undertaken more fine-grained analyses of intelligence, such as including separate indices of verbal ability, spatial ability, reasoning ability, and so on, a significant pfoblem has been that the processes involved in successful scores remain obscured, and it is the identinfication of such processes with theoretically related personality processes that would seem to be at the heart'of successfully concatenating personality and intelligence. One attempt to systematically identify the processes involved in the assessment of intelligence is that of Furneaux (1961). He has suggested that there are three main determinants of score in intellective assessment. These three putatively independent factors are mental speed, accuracy (error-checking mechanism), and persistence. Mental speed, a direct descendant of Gadton's notion, is the central cognitive process. More recent evidence for the significance of "mental speed" as a cognitive process has been provided by Roth (1964) and Jensen (unpublished) who have demonstrated highly significant regressions of speed of information processing in a complex reaction time task on intelligence test performance. In addition, some evidence that latency of the cortical evoked response is significantly related to intelligence, as measured by traditional tests, has been reported by Ertl and Schafer (1969), although Davis (1971) has reported data not supporting this relationship. Furneaux (1953) has argued tha¢ these three fundamental cognitive processes of speed, accuracy and persistence are not appropriately measured' by traditional intelligence tests, the three often being confounded, and has developed his own measures that attempt to differentiate among them. He has contended that the fundamental unit of analysis must be the test item, rather than the total score derived from a psychometric measure. Furneaux (1952) demonstrated that in order to "obtain speed measures Uninfluenced by other factors, one at least needed to time every item in the'test and then use only the speed of correct solutions in obtaining the score. He argued (1961) that ". . . the addition of time data relating to incorrectly solved pro1lems to that derived from correct solutions gave rise to a score which actually had,a higher standard error of measurement than the score derived from the correct solutions only." Interestingly, Slater (1938), employing latency of correct solutions, had demonstrated that a marked variance in mental speeds could be found within groups having a relatively small variance in score On a standardized