Correlations among cognitive abilities are lower for higher ability groups

Legree, Peter J.; Pifer, Mark E.; Grafton, Frances C.

doi:10.1016/s0160-2896(96)80005-5

Cited by 77 publications

(59 citation statements)

References 14 publications

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“…The first unrotated principal component of the low-ability group accounted for 5.1% more of the variances in g than that of the high-ability group. Albeit preliminary and not backed up by formal inferential statistical tests, these results are at least consistent with previous findings of an age-related increase in the strength of the link between sensory and cognitive functioning (e.g., Salthouse et al, 1996) and an effect of dedifferentiation in the ability structure at low ability level (e.g., Deary et al, 1996;Detterman & Daniel, 1989;Legree et al, 1996).…”

Section: Task Complexity Age Ability Level and The Sensory-cognitivsupporting

confidence: 89%

“…Although it is not the main objective of this study to answer questions concerning what are the potential factors that might modulate the strength of the senses-intelligence link proposed by Galton, the effects of two additional variables were examined. Given that some studies have shown that aging might strengthen the sensory-cognitive link (e.g., Lindenberger & Baltes, 1994;Salthouse et al, 1996) and that other studies (e.g., Deary, Egan, Gibson, Austin, Brand, & Kellaghan, 1996;Detterman & Daniel, 1989;Legree, Pifer, & Grafton, 1996) have reported findings supporting Spearman's dedifferentiation hypothesis (i.e., ability structure tends to be more correlated at the low ability level), we further analyzed the links between g and the sensory measures with respect to age and ability level. With respect to age, the participants were separated into a younger subsample (30 to 40 years old) and an older subsample (41 to 51 years old).…”

Section: The Strength Of the Sensory-cognitive Link In Relation To Otmentioning

confidence: 99%

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From good senses to good sense: A link between tactile information processing and intelligence

Jordanova

Lindenberger

1998

Intelligence

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Since the 1970s there has been an reemerging interest in Galton's (1883) senses-intelligence hypothesis. The essence of this hypothesis is the conceptual link between fine-tuned sensory functioning and superior intellectual ability. Several studies have investigated the sensory-cognitive link within auditory and visual modalities. In this study, the intersystemic relationship between sensory and cognitive functioning was extended to the tactile modality by examining the associations between three measures of tactile information processing and intelligence in a heterogeneous sample of middle-aged adults (N = 179; age range = 30-51). Two of the three tactile tasks measured discrimination ability (i.e., roughness discrimination and part-whole matching), whereas the third task measured tactile pressure sensitivity. Results from a series of analyses indicate that sensory measures from the tactile morality are at least as highly correlated with intellectual ability (r = .18 to .33) as measures of auditory (r =. 15) or visual (r = .20) acuity. All together, the three tactile measures accounted for 20.8% of the total variance in intelligence. The two tactile discrimination measures were found to be better predictors of intelligence than measures of simple sensory acuity.Galton (1883) proposed a potential association between intellectual ability and "the avenues of the senses". His original argument was that the more perceptive the senses are of differences, the wider the field upon which an individual's judgment and intelligence can Direct all correspondence to:

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Section: Task Complexity Age Ability Level and The Sensory-cognitivsupporting

confidence: 89%

Section: The Strength Of the Sensory-cognitive Link In Relation To Otmentioning

confidence: 99%

From good senses to good sense: A link between tactile information processing and intelligence

Jordanova

Lindenberger

1998

Intelligence

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“…In more heterogeneous samples, the relationship between naming performance and executive control might be weaker or stronger. Legree, Pifer, and Grafton (1996) provided evidence that different executive abilities can be separated less clearly for homogeneous high-ability groups than for more heterogeneous lower ability groups. The degree of speaker homogeneity may affect the correlation between measures of executive abilities and naming RTs.…”

Section: Individual Differences In Naming Speedmentioning

confidence: 99%

Sources of individual differences in the speed of naming objects and actions: The contribution of executive control

Shao

Roelofs

Meyer

2012

Quarterly Journal of Experimental Psychology

100

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We examined the contribution of executive control to individual differences in response time (RT) for naming objects and actions. Following Miyake, Friedman, Emerson, Witzki, Howerter, and Wager (2000), executive control was assumed to include updating, shifting, and inhibiting abilities, which were assessed using operation-span, task switching, and stop-signal tasks, respectively. Study 1 showed that updating ability was significantly correlated with the mean RT of action naming, but not of object naming. This finding was replicated in Study 2 using a larger stimulus set. Inhibiting ability was significantly correlated with the mean RT of both action and object naming, whereas shifting ability was not correlated with the mean naming RTs. Ex-Gaussian analyses of the RT distributions revealed that updating ability was correlated with the distribution tail of both action and object naming, whereas inhibiting ability was correlated with the leading edge of the distribution for action naming and the tail for object naming. Shifting ability provided no independent contribution. These results indicate that the executive control abilities of updating and inhibiting contribute to the speed of naming objects and actions, although there are differences in the way and extent these abilities are involved

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“…Drugim rečima, što je kvocijent inteligencije viši, to je disparitet među specifičnim intelektualnim sposobnostima izraženiji (Detterman & Daniel, 1989). Istraživanja inteligencije darovite dece primenom Vekslerove baterije testova inteligencije, u kojima je ustanovljena pozitivna korelacija između visine globalnog kvocijenta inteligencije i veličine diskrepance između verbalnog i manipulativnog kvocijenta inteligencije (Detterman & Daniel, 1989;Legree, Pifer, & Grafton, 1996;Sweetland, Reina & Tatti, 2006;Wilkinson, 1993), govore u prilog prethodno navedenim saznanjima. Ako govorimo o pojavnim formama ovog tipa akademskog talenta, neujednačenost intelektualnog profila znači da se daroviti učenici najčešće prepoznaju u konkretnim oblastima znanja, odnosno da imaju "jake i slabije tačke" kad je reč o različitim nastavnim predmetima, ili, kako neki autori navode, "jedinstvenu kombinaciju izuzetnih postignuća, sposobnosti ili talenata" (Achter, Lubinski & Benbow, 1996, prema Feldhusen & Jarwan, 2000.…”

Section: Fenomen Akademske Darovitosti U Različitim Područjima Znanjaunclassified

Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

Pekić¹

2017

gff

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Istraživanje prikazano u radu pretenduje da ponudi odgovore na dva pitanja: kakva je struktura razlika u intelektualnim sposobnostima učenika darovitih u dvema široko definisanim područjima znanja ili akademskim domenima, kao i da li se nivo akademske darovitosti gimnazijalaca razlikuje u odnosu na obrazovanje njihovih roditelja. Istraživanje je sprovedeno na uzorku od 177 gimnazijalaca prirodno-matematičkog i društveno-jezičkog smera sa teritorije Srbije, koji su identifikovani kao daroviti na osnovu natprosečnog postignuća na Kibernetičkoj bateriji testova inteligencije -KOG 3 (IQ>120) i odličnog školskog uspeha (prosečna ocena na polugodištu iznad 4,50). Konstrukt akademske darovitosti definisan je kao napredna ovladanost različitim akademskim područjima znanja, koja se temelji na visokim kognitivnim potencijalima, intrinzičkoj motivaciji i kreativnosti. Ovako definisana akademska darovitost merena je skalom od 13 ajtema, koja je konstruisana za potrebe istraživanja. Ispitivanje razlika u intelektualnom profilu učenika darovitih u dva šire definisana akademska domena upućuje na osnovanost razlikovanja dveju osnovnih formi akademskog talenta, od kojih je jedna verbalnog a druga neverbalnog tipa. Preciznije rečeno, dobijeni rezultati upućuju na veću razvijenost verbalnih sposobnosti u grupi akademski darovitih učenika koji pohađaju društveno-jezički smer gimnazije, dok su više sposobnosti vizuelne spacijalizacije registrovane u grupi darovitih učenika prirodnomatematičkog smera. Osim toga, ispitivanjem relacija između nivoa akademske darovitosti i obrazovanja roditelja, ustanovljene su značajne razlike jedino u odnosu na obrazovni nivo majke.Ključne reči: akademska darovitost, akademski domeni, intelektualne sposobnosti, obrazovni nivo roditelja UVOD Nakon što je Termanova studija darovitosti, u okviru koje je ovaj pojam u celosti poistovećen sa visokim dometima u razvijenosti opšte inteligencije, imala epilog u nalazima koji su ukazivali na neopravdano uprošćavanje prirode darovitosti, dalji napori u određenju ovog pojma upravljali su se neophodnošću zauzimanja šire perspektive koja bi omogućila prepoznavanje darovitosti i izvan domena opšte inteligencije

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Correlations among cognitive abilities are lower for higher ability groups

Cited by 77 publications

References 14 publications

From good senses to good sense: A link between tactile information processing and intelligence

From good senses to good sense: A link between tactile information processing and intelligence

Sources of individual differences in the speed of naming objects and actions: The contribution of executive control

Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

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