Improvement in scores on the American Council Psychological Examination from freshman to senior year.

Shuey, Audrey M.

doi:10.1037/h0061277

Cited by 8 publications

(3 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Projections of the growth curve for his data indicated either age 21 years, six months or 25 years, nine months as a point of zero gain, depending upon the mathematical treatment of the data. Shuey (59) found gains for college students.…”

Section: Gains In Intelligence During College Yearsmentioning

confidence: 95%

Chapter II: Mental Development During the Preadolescent and Adolescent Periods

Hendrickson¹

1950

Review of Educational Research

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Section: Gains In Intelligence During College Yearsmentioning

confidence: 95%

Chapter II: Mental Development During the Preadolescent and Adolescent Periods

Hendrickson¹

1950

Review of Educational Research

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“…Students who study mathematics seem to improve more than other students on measures of quantitative intelligence, and literature students improve more than others on verbal measures. There is evidence that social-science students, on the whole, do not gain as much as students in the arts and natural sciences (Shuey, 1948;Rogers, 1950;Louise, 1947;Learned and Wood, 1938). Students generally improve in verbal abilities regardless of what they study, but those who do not study mathematics in college sometimes decline in quantitative abilities (Rogers, 1930;Learned and Wood, 1938;Louise, 1947).…”

Section: Choice Of Major Field In the Context Of Human Developmentmentioning

confidence: 99%

Fields of Study and the People in Them.

Bereiter¹,

Freedman²

The American College: A Psychological and Social Interpretation of the Higher Learning.

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College student curricular groups have been found to differ psychologically with respect to three main characteristics: intelligence, liberalism of attitudes, and psychological adjustment. 1 In each instance, the groups seem to be ordered in a systematic way. It is this systematic ordering that lends support to the hope that some basic understandings may come out of research in this area.Differences in mental abilities. The kind of difference among groups of students in various major fields that has been most definitely established is the one that, as it now stands, has the least meaning. Several large-scale studies of the general intelligence of undergraduate students (Wolfle, 1954; Educational Testing Service, 1952;Learned and Wood, 1938) have produced remarkably consistent findings: the average intelligence test scores of major groups regularly fall into an order with the physical sciences, engineering, and mathematics at the top, followed by literature and the social sciences, with the applied fields, agriculture, business, home economics, and education at the bottom. An obvious explanation for this ordering is that it reflects the varying difficulty of the subjects as they are usually taught at the undergraduate level. The order has, in fact, been found to be substantially correlated with the reputations for difficulty that these fields enjoy among undergraduate students (Fosmire, 1956;. It is for this reason that the average scores, though they may be of practical importance, have little theoretical significance. Any department could raise the average score of its students by raising entrance requirements or requiring a stiff course that would eliminate the dullards. It is one thing to keep out the less competent students and another thing to attract those of superior intelligence, however, and it is this issue that seems to have some basic relevance. Do some fields have more intrinsic appeal than others to students of superior intelligence?To answer this question we must ask, not what proportion of the students in a given field are gifted, but rather what proportion of gifted students go into a particular field. Of the 911 gifted students whom Terman studied, 38% specialized in social sciences, 29% in ' We leave out a fourth way in which they differ, vocational interests, because it has been impossible to make anything of these differences other than that students are interested in the fields in which they major.

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“…A number of writers have been concerned with a possible decline of intelligence in the British and American populations as evidenced by the presence of a small but consistently negative correlation between intelligence as measured by tests and size of family. Testing relatively large unselected groups of school children Bradford, 11 Chapman and Wiggins, 11 Lentz, 9 Cattell, 7 Fraser Roberts, Norman, and Griffiths, 7 Moshinsky, 10 and Burt, 28 have obtained correlations from -.19 to -.33 between intelligence and number of children in the family. In certain instances where special groups were tested, as the gifted by Terman 18 and those from a slum clearance area by Dawson,4 the obtained correlations were within this range.…”

Section: Introductionmentioning

confidence: 99%