Toward a theory of intelligence: Contributions from research with retarded children

Campione, Joseph C.; Brown, Ann L.

doi:10.1016/0160-2896(78)90020-x

Cited by 179 publications

(77 citation statements)

References 21 publications

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“…In contrast, by the late nineteen sixties, the proportion of rvsearcher still doing factorial analyses of intelligence had dwindled to a low level, after a prolonged period of slow but steady decline. Some of the interesting theoretical pursuits currently in progress include attempts to account for intelligent information processing in a variety of tasks via a relatively small number of information-processing components (e.g., Carroll, 1976;Hunt, 1978;Jensen, 1979;Pellegrino & Glaser, 1980;Sternberg, 1979); attempts to build computer models that can perform a wide variety of tasks intelligently (e.g., Anderson, 1976;Schank & Abelson, 1977;Simon & Lea, 1974); and attempts to account for mental retardation in information-processing terms (e.g., Butterfield & Belmont, 1977;Campione & Brown, 1978).…”

Section: It Is Oft Enmentioning

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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Section: It Is Oft Enmentioning

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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“…Young children and retarded individuals are generally supposed to possess inferior encoding strategies (Belmont & Butterfield, 1977;Brown, 1975;Campione & Brown, 1978). Consequently, one property of a strategic memory test should be the presence of reliable age-and IQ-related differences.…”

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confidence: 99%

Individual differences in event memory: A case for nonstrategic factors

Cohen¹

1984

Memory & Cognition

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Individual differences in event free recall (episodic memory) and in item generation fluency (semantic memory) were investigated during the course of three studies. The findings suggested that, in addition to two specific factors, an episodic and a semantic factor, performance on both kinds of memory tasks had some dependency on a general factor. A case is made for interpreting all three factors as nonstrategic factors. Kausler (1983) distinguished between rehearsaldependent and rehearsal-independent memory. These two classes of episodic memory may be classified according to the operations occurring during event storage. In rehearsal-dependent memory, events are stored through the aid of an encoding strategy, and the actual memorization operation (laying down of traces in long-term memory) is effortful. Rehearsal-independent memory refers to the traces of events that manage to find their way into long-term memory both effortlessly and without the aid of encoding strategies. The difference between the two classes of memory is confined to encoding, retrieval in both cases being characterized by effortful search. As Hasher and Zacks (1979) pointed out, the vast majority of laboratory research has been concerned with rehearsaldependent or strategic memory. In particular, the rather meager literature devoted to research into individual differences in episodic memory appears to have limited itself to strategic memory tasks. Consequently, it is hardly surprising that such differences have been attributed to effortful acquisition factors (Carroll, 1980).Probably the most extensive investigation of individual differences in episodic memory (Underwood, Boruch, & Malmi, 1978) used a factor-analytical approach set in the framework of an associationistic model. In that study, five episodic memory factors were isolated. Of particular interest here, free recall was found to load on one factor and paired associates and serial recall to load on a second factor. This result led Underwood et al. (1978) to speculate that, although the acquisition phases of free-recall and paired-associate tasks both involve the (presumably effortful) formation of associations, this process requires somewhat different abilities in the two cases. Items in a free-recall list may be acquired through the formation of contextual associations, whereas paired-associates learning presumably involves the formation of associations be- tween the two items in each pair. In both cases, however, the conclusion is that individual differences in memory performance reflect individual differences in the rate at which associations are formed during acquisition, A follow-up study (Malmi, Underwood, & Carroll, 1979) also found free recall and paired associates to load on two different factors, although serial recall changed its allegiance in this study and loaded on the free-recall factor. It should also be noted that the episodic memory measures in both studies tended to correlate with each other, suggesting the existence of a general episodic memory factor, namely, an...

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“…Detterman (1987), for example, has argued that mental retardation is the outcome of a deficit in several independent abilities having high centrality. Other investigators (Campione & Brown, 1978;Campione, Brown, Ferrara, Iones, & Steinberg, 1985), in contrast, bave proposed that mental retardation arises from an impairment in the ability to transfer leaming from one situation to another, and that this impairment in turn is due to defective "executive contro!. "…”

Section: Discussionmentioning

confidence: 99%

Working memory in young rats with lesions to the “general learning system”

et al. 1989

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Y oung rats with certain lesions to the caudatoputamen, globus pallidus, ventrolateral thalamus, substantia nigra, ventral tegmental area, superior colliculus, median raphe, or pontine reticular formation have previously been reported to be deficient in learning a broad range of laboratory tasks. The purpose ofthe current study was to determine whether young rats with similarly placed lesions (or with dorsal hippocampallesions) would manifest a working-memory deficit on a variant of a spatial delayed-response task, and whether the degree of any such impairment would correlate with an independent assessment of learning ability (a8 gauged by performance on a visual-discrimination habit and aseries of detour problem-solving tasks). Although all nine brain-damaged groups were inferior to sham-operated controls in acquiring the discrimination and detour problems, only six groups (those with lesions to the caudatoputamen, ventrolateral thalamus, ventral tegmental area, median raphe, pontine reticular formation, and dorsal hippocampus) were significantly impaired in their performance of the working-memory task. All correlations between the various performance scores were positive, but none exceeded .32. These results, together with others obtained from rats with similarly placed subcortical lesions, are discussed in terms of certain cognitive theories of intelligence and mental retardation.

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Toward a theory of intelligence: Contributions from research with retarded children

Cited by 179 publications

References 21 publications

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

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

Individual differences in event memory: A case for nonstrategic factors

Working memory in young rats with lesions to the “general learning system”

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