Individual differences in cognitive processes.

Goldberg, Robert A.; Schwartz, Steven; Stewart, Manard R.

doi:10.1037/0022-0663.69.1.9

Cited by 91 publications

(29 citation statements)

References 6 publications

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“…Another study in our laboratory replicated this result for semantic verification (Palmer et al,Note 1). Goldberg et al (1977) reported positive results using a semantic matching task. Our factor-analytic results indicate that these paradigms all share a common factor that may be interpreted as speed of access to information in semantic memory.…”

Section: Discussionmentioning

confidence: 95%

“…The semantic matching task required the subject to make a semantic decision about two instances. On each trial of this task, subjects had to decide whether two items were members of the same category (Goldberg, Schwartz, & Stewart, 1977). Subjects were to press the right key if the two items belonged in the same category (APPLE-PEACH); otherwise, they were to press the left key (APPLE-PLANE).…”

Section: Sessionmentioning

confidence: 99%

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Individual differences in long-term memory access

1981

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Section: Discussionmentioning

confidence: 95%

Section: Sessionmentioning

confidence: 99%

Individual differences in long-term memory access

1981

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“…High scorers on the Washington Pre-College Test were found to search short term memory faster than low scorers (Hunt, Frost & Lunneborg, 1973). Similarly, high verbals access highly overlearned material in long term memory more rapidly than low verbals in both visual and auditory modalities (Goldberg & Schwartz, 1977;Hunt, Frost & Lunneborg, 1973;Hunt, Lunneborg & Lewis, 1975). Among children with average and very high IQ levels on picure and word classification tasks, the high group was significantly faster on the word-pair test (Hermelin & O'Connor, 1979).…”

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confidence: 99%

Intelligence: The Speed and Accuracy Tradeoff in High Aptitude Individuals

Lajoie

Shore²

1986

Journal for the Education of the Gifted

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The relative contributions of mental speed and accuracy measures to Primary Mental Ability (PMA) IQ prediction were studied in 52 high ability students (mean age 16, mean IQ 120). Both speed and accuracy independently predicted IQ, but not speed over and above accuracy. Accuracy was demonstrated to be universally advantageous in IQ performance, but speed to vary according to the test. Superior performance might best be achieved by attention to accuracy at whatever speed the subject is comfortable working.For many years theorists have struggled to define intelligence. One issue that remains controversial when describing intelligent performance is how mental speed contributes to IQ test results. There is no doubt that a speed-accuracy tradeoff is involved in timed intelligence tests (Furneaux, 1960;Heim, 1970;Pachella, 1974; Pew, 1969). However, the nature of mental speed as it relates to high ability performance still needs to be described.In learning new material or in recalling that previously learned, individuals who respond more quickly are often viewed as more intelligent (Spiegal & Bryant, 1978). When laypersons were asked to generate a list of behaviors that characterize intelligence they provided answers such as, learns rapidly, acts, talks and makes judgments quickly (Sternberg, Conway, Ketron & Bernstein, 1981 ). This assumption that "smart is fast" has fascinated psychologists as well.

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“…Goldberg, Schwartz and Stewart (1977) had subjects perform a comparison task at three levels of complexity. The first level was simple physical comparison (e.g.…”

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Applying cognitive theory to the testing and teaching of intelligence

Sternberg

1988

Applied Cognitive Psychology

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This article describes how cognitive theory can be applied to the testing and teaching of intelligence. The article is divided into three main parts. The first part describes how the study of intelligence, traditionally an area that has been viewed as under the purview of differential psychology, has come squarely into the purview of cognitive psychology. The second part describes how the testing and teaching of intelligence, which in the past have been largely atheoretical, have been transformed into theoretically based enterprises guided by the theories of cognitive psychology. The last part describes a particular theory of intelligence, the triarchic theory, and how it has been applied to the problems of testing and teaching intelligence. It is concluded that cognitive psychology has given the study of intelligence a 'new lease on life', and that the testing and teaching of intelligence can and should be viewed as a primary focus of application for the principles of cognitive psychology.When one thinks of applied cognitive psychology, one typically thinks of manmachine interfaces, human-computer interaction, and perhaps, selective applications of cognitive psychology to education. One rarely thinks of the testing or teaching of intelligence. Yet in the latter part of the 1980s the testing and teaching of intelligence have become a major potential focus of applied cognitive psychology. The goal of this article is to describe how this state of affairs has come about, and what form it takes. But in order to understand the application of cognitive psychology to the testing and teaching of intelligence it is first necessary to understand how the study of intelligence became intertwined with that of cognition in the first place. HOW THE STUDY OF INTELLIGENCE BECAME A BRANCH OF COGNITIVE PSYCHOLOGY Testing of inteIligenceIn most domains of psychology theory has preceded application. For example, engineering psychology developed largely as the application of cognitive and behavioural principles to man-machine interfaces. The field of intelligence is highly unusual in that, for the most part, application preceded theory, and in many instances theory and application never closely connected. This sequence of events seems more to reflect the history of the field of intelligence, rather than any necessary properties of this field.

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Individual differences in cognitive processes.

Cited by 91 publications

References 6 publications

Individual differences in long-term memory access

Individual differences in long-term memory access

Intelligence: The Speed and Accuracy Tradeoff in High Aptitude Individuals

Applying cognitive theory to the testing and teaching of intelligence

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