Individual Differences in Cognition: A New Approach to Intelligence

Hunt, Earl; Frost, Nancy; Lunneborg, Clifford E.

doi:10.1016/s0079-7421(08)60066-3

Cited by 214 publications

(190 citation statements)

References 17 publications

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“…If this is so, it should be possible by manipulation of instructions and/or payoff matricies to alter the subject's preference for speed and accuracy and, consequently, to alter the type of search used. On the other hand, Hunt, Frost, and Lunneborg (1973) suggested that performance on a recognition memory task may be related to individual differences in verbal and spatial abilities . In future research, selection of subjects on the basis of these differences in cognitive abilities may aid in a better understanding of the relationship between subject characteristics and recognition memory performance .…”

Section: Remoteness Datamentioning

confidence: 99%

Scanning organized material: Individual differences in search strategies

Maniscalco

DeRosa

1979

Bull. Psychon. Soc.

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A recognition memory experiment investigated memory scanning of material with varying degrees of organization. Subjects were shown a series of three, four , or five digits (positive set) followed by a probe stimulus in a paradigm developed by Sternberg (1966). The results indicated that, for unorganized positive sets, all subjects performed a serial search, with reaction time increasing across set size. For highly organized sets, some subjects continued to perform a serial search, while others engaged in a unit search, evidenced by the fact that reaction time was not related to set size. These two groups also differed in their overall response latencies, and a signal detection theory analysis indicated that subjects choosing a serial strategy were more cautious (i.e., more concerned with accuracy) than subjects choosing a unit strategy.

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Section: Remoteness Datamentioning

confidence: 99%

Scanning organized material: Individual differences in search strategies

Maniscalco

DeRosa

1979

Bull. Psychon. Soc.

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“…The present study can be offered as a response to suggestions recently made by Glaser (1972), Hunt, Frost, andLunneborg (1973), andEstes (1974) that investigations of intellectual functioning should combine the contributions of the psychometrician with those of the experimental psychologist. Glaser has rather clearly identified a stumbling block to many of the best efforts of psychologists examining human intelligence: "Tests of general ability, intelligence, and aptitude follow the accepted practice of attempting to predict the outcomes of learning in our rather uniform educational programs ....…”

Section: Developmental Issuesmentioning

confidence: 99%

Process training derived from a computer simulation theory

1976

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Kotovskyand Simon (1973) identified four basic subprocesses in their computer simulation of adult and adolescent performance on Thurstone letter series completion problems. In Experiment I, children from Grades 1 to 6 were pretested on those problems, and then experimental subjects were trained on two of the four processes as an attempt to experimentally support a correspondence between the computer subroutines and human cognitive processes. A posttest administered in the experimental and control conditions revealed a significantly greater improvement for experimental subjects, although both groups made significant gains. The children's distributions of errors were consistent with Kotovsky and Simon's predictions. In Experiment n, children from Grades 3 and 5 took four series completion tests without intervening training. The additional practice was sufficient for Grade 5 subjects to make improvements similar in magnitude to those produced by training. Grade 3 subjects, however, made no gains. These results are related to Tulving and Pearlstone's (1966) distinction between the availability and the accessibility of memory traces.The psychological reality of computer simulations has generally been derived by comparing human protocols with the outputs of the computer program for the given task. While this method provides, in some sense of correspondence, a test of theory, it does not provide the usually accepted form of independent experimental verification. One possibility for experimental work is a training study in which humans are taught to perform the identified component processes. If a computer simulation model has at least approximated the processes utilized by humans in correctly solving a problem, then instructions on these processes should improve the performance of subjects who initially performed poorly on the task. On the other hand, if the subroutines involved are incompatible with the cognitive structures of the human subject, then instruction on the subroutines should either not influence performance or influence it detrimentally. The present study investigated whether a computer simulation model could suggest subroutines that were instructable and whether instruction on these subroutines could facilitate subjects' solutions to the problem task.

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“…although Hunt (1973) showed that with much wider ranges of ability levels (e.g., studies including retarded individuals), it is possible to boost these correlations, as would be expeLted frya the increase in individualdifftrence variation caused by the expansion of range. The question one must pose regarding the "personality coefficients" Hunt hias obtaincd in the majority of his studies is whether there is any set of plausible results that would differ from those Hunt obtained.…”

mentioning

confidence: 99%

“…A number of studies have been done in which component process scores from cognitive tasks have been correlated with scures from psychometric ability tests (e.g., Hunt et al, 1973Hunt et al, , 1975 1977, 1 9 ,Ob).…”

mentioning

confidence: 99%

Nothing fails like success: The search for an intelligent paradigm for studying intelligence.

Sternberg¹

1981

Journal of Educational Psychology

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The possibility is considered that research on intelligence is entering or is about to enter a time of crisis comparable with that experienced during the decline of the psychometric paradigm as the primary means for studying intelligence. First, it is suggested that the decline of the psychometric paradigm as the primary means for studying intelligence was due in part to the failure of users of the paradigm to meet in a highly successful way four challenges that confronted their research. Next, it is shown how, on the surface, users of the information-processing paradigms currently in favor seem successfully to have met these challenges. Then, it is shown that, at a deeper level, the level of success is not so great as it is at a surface level. Finally, conclusions are drawn in response to the challenges that still seem to be facing psychologists studying intelligence.

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Individual Differences in Cognition: A New Approach to Intelligence

Cited by 214 publications

References 17 publications

Scanning organized material: Individual differences in search strategies

Scanning organized material: Individual differences in search strategies

Process training derived from a computer simulation theory

Nothing fails like success: The search for an intelligent paradigm for studying intelligence.

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