Showing papers on "Human intelligence published in 1982"
TL;DR: A Componential Interpretation of the General Factor in Human Intelligence and Is Intelligence?
Abstract: 1 Introduction.- 1 Introduction.- A Splitting the Atom - The Break-up of the IQ.- 2 The "Scientific Approach" to Intelligence: An Overview of Its History with Special Reference to Mental Speed.- 3 Some Major Components in General Intelligence.- B Reaction and Inspection Time Measures of Intelligence.- 4 Reaction Time and Psychometric g.- 5 Intelligence and "Inspection Time".- C The Psychophysiology of Intelligence.- 6 The Biological Basis of Intelligence Part I: Theory.- 7 The Biological Basis of Intelligence Part II: Measurement.- D Cognitive Principles and Intelligence.- 8 A Componential Interpretation of the General Factor in Human Intelligence.- 9 Is Intelligence? An Epilogue.- Author Index.
442 citations
Book•
01 Jan 1982
154 citations
01 Jan 1982
TL;DR: For instance, this article pointed out that since Spearman's (1904,1927) proposal of a general factor permeating all aspects of intelligent behavior, theorists of intelligence have busied themselves trying either to prove or disprove the existence in the mind of Spearman.
Abstract: Ever since Spearman’s (1904,1927) proposal of a general factor permeating all aspects of intelligent behavior, theorists of intelligence have busied themselves trying either to prove or disprove the existence in the mind of Spearman’s “g”. No doubt this popular pursuit will continue, if only because it provides a way of filling time for those who have had trouble finding other pursuits that strike their fancy.
88 citations
TL;DR: In this article, a sample of 241 convicts, most of whom were between 20 and 35 years of age, was factored to explore the idea that in performances that are believed to indicate human intelligence there are organizations among visual and auditory functions that operate independently from the relation-perceiving and correlate-educing functions of fluid and crystallized intelligence.
78 citations
76 citations
01 Jan 1982
TL;DR: This work has shown that a model based on the evolutionary principles of divergence and adaptation can deal more readily with the nonlinearities observed in both the behavioral data and the neuroanatomical data.
Abstract: The twin searches for animal intelligence and its neural counterparts have been dominated by a model that predicted a unilinear, hierarchical progression from simpler intellectual abilities to more complex abilities and from simpler brains to more complex brains. This model has produced a number of baffling inconsistencies and paradoxes for investigators who sought a smooth progression of increased behavioral performance or increased brain complexity among animals selected to represent stages in human evolution. On the other hand, a model based on the evolutionary principles of divergence and adaptation can deal more readily with the nonlinearities observed in both the behavioral data and the neuroanatomical data.
42 citations
Journal Article•
TL;DR: This article reviewed studies comparing the strengths and weaknesses of intellectually retarded and superior groups, with particular attention given to studies in which these extreme groups were matched with each other on mental age (MA).
Abstract: Studies comparing the strengths and weaknesses of intellectually retarded and superior groups were reviewed, with particular attention given to studies in which these extreme groups were matched with each other on mental age (MA). An understanding of those tasks on which the retarded show the largest MA lag and on which the gifted show the largest MA acceleration will en lighten any definition of general intelligence.
29 citations
TL;DR: The finding of significant correlations between nonverbal IQ and English language, in spite of the attenuated language performance, suggests that nonverbal intelligence and visual memory skills, in particular, may be important in understanding the success of some hearing-impaired children in acquiring English and the failure of others.
Abstract: The relationship between nonverbal intelligence and English language ability in a sample of 25 deaf children between the ages of 6–10 was examined. Intelligence measures included the Performance Sc...
26 citations
TL;DR: The authors argued that the evaluation of any cognitive ability as being intelligent depends crucially on a prior specification of the formal constraints on the domain or domains of knowledge from which that ability originates.
TL;DR: Evidence suggesting that methodological variables associated with the type of instrument utilized to measure social intelligence may be critical to the identification of this construct is presented.
Abstract: Summary.-The existence of a domain of social intelligence, separate from general ~ntelligence, has recently been questioned. This study presents evidence suggcsting that methodological variables associated with the type of instrument ut~l~zed to measure social intelligence may be critical to the identification of chis construct. Results support the existence of an independent factor of social intelligence. 0 A persistent issue in research on human ability has been whether a construct of social intelligence could be empirically validated, separately from the construct of general academic ability. Keating (1978) analyzed three measures of academic intelligence and three measures of social intelligence and could find no support for a separate construct of social intelligence based on these measures. He suggested, however, that a factor of social intelligence did not emerge because the format of the social intelligence tests was paperand-pencil. Keating suggested that the academic set established by these scales precluded the assessment of the factor of social intelligence. Keating hypothesized that this problem could be eliminated by using behavioral measures to assess ,social intelli
01 Aug 1982
TL;DR: The relation between artificial intelligence research in computer science and the approaches of other disciplines that study the nature of intelligence, cognition, and mind is discussed.
Abstract: : The ability and compulsion to know are as characteristic of our human nature as are our physical posture and our languages Knowledge and intelligence, as scientific concepts, are used to describe how an organism's experience appears to mediate its behavior This report discusses the relation between artificial intelligence (AI) research in computer science and the approaches of other disciplines that study the nature of intelligence, cognition, and mind The state of AI after 25 years of work in the field is reviewed, as are the views of its practitioners about its relation to cognate disciplines The report concludes with a discussion of some possible effects on our scientific work of emerging commercial applications of AI technology, that is, machines that can know and can take part in human cognitive activities
TL;DR: The article investigates the nature of AI, the goal being not only to point out what AI lacks in comparison to HI, but primarily what it is in itself, an embarrassing new phenomenon whose possible consequences are the object of the concluding, futurological epilogue.
TL;DR: Canonical correlation indicated an over-all relationship between the cognitive style variables and intelligence in the predictor set and the three reading measures of the criterion set and importance of auditory factors in understanding adults' reading is supported.
Abstract: 120 students were administered the Auditory Cognitive Styles Test and the Matching Familiar Figures Sequential Presentation Test to assess cognitive style. Estimates of intelligence were based on the California Test of Mental Maturity. Performances were used to predict achievement on the Diagnostic Reading Test: comprehension, vocabulary, and total reading. Canonical correlation indicated an over-all relationship between the cognitive style variables and intelligence in the predictor set and the three reading measures of the criterion set. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. Importance of auditory factors in understanding adults' reading is supported.
Journal Article•
23 Apr 1982
TL;DR: In this paper, the author traces the legislative course for several bills relating to the need for the protection of the identity of covert human intelligence sources for the US government and predicts that a House-Senate compromise will soon be reached and that a law protecting the identities of covert US intelligence agents will be sent to the President for signature.
Abstract: : This essay traces the legislative course for several bills relating to the need for the protection of the identity of covert human intelligence sources for the US government. While the legislative process is not entirely complete, the author predicts that a House-Senate compromise will soon be reached and that a law protecting the identities of covert US intelligence agents will soon be sent to the President for signature. (Author)
TL;DR: In this article, the authors investigated the relationship between Jensen's Level I-Level II mental abilities and how they correlate with problem-solving and found that Level II correlated significantly higher with success at Type “O” problem solving than did Level I; no differences were found between Level I and Level II abilities and Type "C" problem solving.
Abstract: Investigated the relationship between Jensen's Level I-Level II mental abilities and how they correlate with problem solving. The Davis distinction between Type “O” and Type “C” tasks served as the model of problem solving. 110 college students served as subjects. The WAIS Digit Span subtest and Raven's Progressive Matrix Test were used to assess Level I and Level II abilities, respectively. A concept-identification task was selected to measure Type “O” problem solving and the WAIS Arithmetic subtest was chosen as the Type “C” problem. The Pearson correlation between Level I and Level II abilities of .07 was nonsignificant whereas all correlations between intelligence and problem-solving tasks proved to be significant. However, Level II correlated significantly higher with success at Type “O” problem solving than did Level I; no differences were found between Level I and Level II abilities and Type “C” problem solving. The results do not support Jensen's “twisted pear” hypothesis concerning the relationship between Level I-Level II abilities. Hypotheses concerning level of intelligence and problem solving were partially confirmed.
TL;DR: In this paper, the authors explored the relation of self-perceived intelligence to measured intelligence across age and instrumentation and found that the Pearson correlation between objectively measured intelligence and self-reported intelligence was only.06 for Group 1 and.02 for Group 2.
Abstract: While intelligence of an individual can be measured by test, the extent of his perception of himself as intelligent can be assessed by measuring self-concept. However, the self-perceived intelligence of an individual may or may not correspond with his objectively measured intelligence, because "what he believes he is" may be different from "what he actually is." The present investigation explored the relations of self-perceived intelligence to measured intelligence across age and instrumentation. In Group I 24 volunteer post-graduate students in psychology were within the age range of 19 yr. to 24 yr. First they were administered the short form of the Prantiya Shikshan Mahavidyalaya Verbal Intelligence Test (Dani, 195 7 ) , which contains analogies, classification, and similarities. The split-half reliability and validity indices of this test are .88 and .94, respectively. This was followed by the administration of the Selfdescription Inventory (Ghiselli, 1971) . Group 2 of GO high school students were within the age range of 14 yr. to 16 yr. and of Xth standard of a Nagpur-based school. The Self-insight Test2 which measures six dimensions of self-image, namely, sociability, flexibility, intellectual ability, emotional stability, leadership, and acceptance of others was administered first. The test-retest reliabilities have ranged from .66 to .80 (Sinha, 1967) . The second test was the Progressive Matrices Test (Raven, 1960) . Only those subscales of the Self-description Inventory and the Self-insight Test, that measure Self-perceived intelligence, were scored. The Pearson correlation between objectively measured intelligence and self-perceived intelligence was only .06 for Group 1 and .02 for Group 2. For Group 2 the previous final grades were correlated .53 ( p < .01) with measured intelligence and .02 with self-perceived intelligence. These results show that intelligence and self-perceived intelligence are independent of each other and are not related to school grades in the same way.