The Changing Composition of “Intelligence”: A Study in<i>T</i>-Technique

Hofstaetter, Peter R.

doi:10.1080/00221325.1954.10532870

Cited by 65 publications

(11 citation statements)

References 3 publications

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“…This finding is consistent with motor factors previously defined at earlier ages (Hofstaetter, 1954;Richards and Nelson, 1939) and their disappearance at later ages (Hofstaetter, 1954;McNemar, 1942). The gradual reduction of the importance of this factor is probably not only related to the reduction of pure motor tasks that predominate in the infant scales but also to the fact that, by later preschool ages, motor maturity has progressed to such a degree that it is no longer a sizeable factor in success or failure on items requiring manipulation.…”

Section: Factor Ii: Finding Relationssupporting

confidence: 93%

“…This should discourage the use of the Merrill-Palmer Scale for purposes of academic prediction or prediction of performance on intelligence scales administered later in the individual's life with children in this age and ability range. This presence of factors extraneous to later criteria in intelligence tests used at the infant and early preschool ages has been reported and discussed by several other investigators like Bayley (1949Bayley ( , 1955, Hofstaetter (1954), and Richards and Nelson (1939). These studies, the present study, and other factor analytic studies of intelligence tests during the preschool years (McNemar, 1942) seem to indicate that the proportion of variance in the tests analyzed that might be due to extraneous factors (sometimes referred to as non-intellectual) declines gradually as the age level of the test or tests advances, rather than disappearing suddenly at a particular age level or when the investigators switch from one test to another.…”

Section: Discussionmentioning

confidence: 79%

“…The same holds true for Picture Puzzle 2 but to a somewhat lesser degree because of the time limit and the fewer number of pieces involved. It might be thought, in view of Hofstaetter's (1954) finding of a predominant persistence factor from ages two to four with the Berkeley Growth Study data, that this factor would be one that would run through more of the items and account for a greater percentage of the variance. However, in examining the tests and techniques he used, willingness to cooperate was probably also a major aspect of the factor he called persistence.…”

Section: The Items Arementioning

confidence: 93%

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A Factor Analysis of the Merrill-Palmer with Reference to Theory and Test Construction

Hurst

1960

Educational and Psychological Measurement

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Section: Factor Ii: Finding Relationssupporting

confidence: 93%

Section: Discussionmentioning

confidence: 79%

Section: The Items Arementioning

confidence: 93%

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A Factor Analysis of the Merrill-Palmer with Reference to Theory and Test Construction

Hurst

1960

Educational and Psychological Measurement

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“…(2 (Hofstätter, 1954); die Zahl der gemeinsamen Faktoren steigt dann im Schulalter je nach Größe der verwendeten Testbatterie mehr oder weniger stark an (Burt, 1921;Balinsky, 1941;Peel and Graham, 1951) Garrett, 1946, und Burl, 1954. Wie von niedri gem zu höherem Intelligenzniveau bei gleichem Alter (z.B.…”

Section: Methodische Vorbemerkungenunclassified

Überprüfung und genetische Interpretation der Divergenzhypothese von Wewetzer

Lienert¹

1961

Human Development

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“…(17) X, 5: (18) XI, 3: (2) 111, 4: Picture memories (7) IX, 3 Number concepts (2) IX, 5: Making change (3) X, 2:…”

Section: Chart I Analysis Of Functionsmentioning

confidence: 99%

Analysis of functions of the 1960 Stanford-Binet Intelligence Scale, form L-M

Sattler

1965

J. Clin. Psychol.

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PROBLEMThe Stanford-Binet Intelligence Scale haa been found to possess one general factor with group factors accounting for a minor portion of the test variance@* ' 1 l i ) . These group factors, although not being equally distributed throughout all age levels, suggest that some meaningful grouping of tests can be made. Cronbech recognizes that the S B does not give a reliable measure of separate aspects of mentality, but does suggest that ". . . the psychologist ought to study the detailed pattern of testIn order to aeeist the test administrator in the process of interpretation, an analysis of the functions of the S-B is presented.The classification schema offered is based on somewhat arbitrary groupings according to item content. A factor analysis waa not performed or judges utilized for a reliability estimate of the categorizations since these methods do not appear to add support for the schema which basically is presented as e guide for interpretation. It is recognized that some i t e m could easily be classified in different categories but some case could easily be made for each placement on the basis of content or face validity. The classification schema is baaed on categories which will permit focusing of the individual test items into meaningful groups. In addition, the label of each category is sufficiently specific in aiding in the process of test interpretation.CLASSIFICATION SCHEMA Chart I presents the seven major categories and five subcategories of the classification schema. Each category represents a general area conveying the nature of the function measured. Subcategories delineate more specific functions. A short description of each major category follows. L a v e : This category includea items which deal with maturity of vocabulary in regard to the relundergrurten level, extent of vocabulary referring to the number of words the 8 can define, d t y of vocabula meaaured by such bate as abstract words, rhymes, word naming, and deLtions, and comprsension of verbal relations.M m y : This category is subclassified into meanin@ul, normeaningful, and visual memory. Other designations for this category inolude rote auhtory memory, ideational memory, and attention span. Conceptual ThinkiThis catapry while olosely aeeociated with language ability ia prim@y concerned with &mct tbinkq. Such functioru M generalization, muming an "aa if" attitude, conceptual thinking, and utilizmg a categorical attitude are subsumed.Reasoning: This catagory is subclassified into verbal and nonverbal reasoning. The verbal absurdity items are the p r o t o t T for the ca;tegory. The pictorial and orientation problems represent a model for the nonverba reasonin items. Reasoning includea the perception of logical plations, diacri+natiop ability, and anafysis and syntheab. A spatial reasoning faator is also included in the onentation items. Numerical ReoeoniThis ca ory includea items red to numericaleor arithmetical problems. ? h e content Z w l y related to s c i d e z i %merid mwning icludes such factors M concentration and the a...

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The Changing Composition of “Intelligence”: A Study inT-Technique

Cited by 65 publications

References 3 publications

A Factor Analysis of the Merrill-Palmer with Reference to Theory and Test Construction

A Factor Analysis of the Merrill-Palmer with Reference to Theory and Test Construction

Überprüfung und genetische Interpretation der Divergenzhypothese von Wewetzer

Analysis of functions of the 1960 Stanford-Binet Intelligence Scale, form L-M

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