1965
DOI: 10.1007/bf00421340
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Faktorenanalytische Untersuchungen zur Differenzierungshypothese der Intelligenz: Die Leistungsdifferenzierungshypothese

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Cited by 22 publications
(14 citation statements)
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“…findings indicate that very old, low-ability participants have the most dedifferentiated pattern of intellectual performance because they are most likely to perform at a level that is uniformly low across all tests of the battery. Historically, this dedifferentiation of task profiles in very old, low-ability individuals is consistent with the so-called ability differentiation hypothesis put forward in the 1960s (Reinert, Baltes, & Schmidt, 1965, 1966Wewetzer, 1968). In light of our methodological precautions in computing the intraindividual task dispersion score, we hold it unlikely that this late-life flattening of the ability profile in lowability individuals primarily reflects a floor effect in the technical sense of a measurement artifact.…”
Section: Age Differences In Interindividual Variability (Diversity)supporting
confidence: 80%
“…findings indicate that very old, low-ability participants have the most dedifferentiated pattern of intellectual performance because they are most likely to perform at a level that is uniformly low across all tests of the battery. Historically, this dedifferentiation of task profiles in very old, low-ability individuals is consistent with the so-called ability differentiation hypothesis put forward in the 1960s (Reinert, Baltes, & Schmidt, 1965, 1966Wewetzer, 1968). In light of our methodological precautions in computing the intraindividual task dispersion score, we hold it unlikely that this late-life flattening of the ability profile in lowability individuals primarily reflects a floor effect in the technical sense of a measurement artifact.…”
Section: Age Differences In Interindividual Variability (Diversity)supporting
confidence: 80%
“…Depending on the age level and school situation as well as on the sampling of variables, a comparison among samples varying in age may present results that appear to be contradictory. The present findings suggest that the degree of differentiation not only depends on age-or on the absolute level of intellectual performance, the latter hypothesized by Reinert, Baltes, and Smidt (1965)-but also on the covariation of motivational and rewarding experiences over domains of in-tellectual functioning, quite possibly somewhat independent of age or the level of performance per se. Intellectual tasks most related to formal teaching of complex skills formed a rather tight unit at the age of 10-11 years and in a school system with little specialization at that level.…”
Section: Discussionmentioning
confidence: 50%
“…When consulting the literature the majority of studies support SLODR (ability) (e.g., Abad, Colom, Juan-Espinosa, & Garcia, 2003;Baumeister & Bartlett, 1962;Birren, 1952;Carlstedt, 2001;Coyle, 2002;Deary et al, 1996;Der & Deary, 2002;Detterman & Daniels, 1989;Detterman et al, 1992;Evans, 1999;Filella, 1960;Jäger, 1964;Jäger & Todt, 1964;Jensen, 2003;Kane, 2000;Legree, Pifer, & Grafton, 1996;Lienert, 1961Lienert, , 1964Lienert & Faber, 1963;Lynn, 1992;Lynn & Cooper, 1993, 1994Mitchell, 1956;Maxwell, 1972;Nesselroade & Thompson, 1995;Reinert, Baltes, & Schmidt, 1965;Segel, 1948;Spearman, 1927;Wewetzer, 1958) but some studies either find no difference in g saturation or find the opposite pattern (Amelang & Langer, 1968;Bloom et al, 1988;DeVoss, 1926;Eyferth, 1963;Facon, 2004;Fogarty & Stankov, 1995;Hartmann & Teasdale, 2004, accepted for publication; Roesslein, 1953). However, not all studies are equally valid and it is therefore necessary to look at the individual studies in order to investigate whether the specific study controls for potential confounders.…”
Section: Literature On Slodr (Ability)mentioning
confidence: 96%