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Intelligence differences and conceptual judgement

Intelligence differences and conceptual judgement Studies of gifted children were recently reviewed by Vernon, Adamson, and Vernon (1977). These studies can be said to fall into three main categories, those concerned with the identification and education of such children, e.g., Ogilvie (1970), the psychometrically analysed structure of their abilities, e.g., Guilford (1967) and the factors contributing to success or creativity among those of high IQ, e.g., Terman (1930), Torrance (1969) and Wallach (1970). Few experimental studies have been attempted in this area despite the current interest in the relationship between intelligence and cognitive processes. The experiments reported here are intended to initiate an exploration of the effect of intelligence differences on the conceptual structure of different groups of children. The task selected as a basis for such an investigation was that developed by Collins and Quillian (1969), and taken further by Schaeffer and Wallace (1970). Pairs of words and pairs of pictures chosen from four hierarchically ordered categories were presented to children of average or of high intelligence for comparative classification. Subjects were asked to say whether or not the two items in a pair belonged to the same or different conceptual categories, and to press buttons accordingly. Despite a marked IQ difference, the two groups did not differ in the speed with which they judged picture pairs to be the ‘same’ or ‘different,’ but the gifted children were significantly faster in judgements based on presented word pairs. Supplementary studies attempted to determine the source of the interaction in terms of perceptual, motor response, or decision functions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Psychological Research Springer Journals

Intelligence differences and conceptual judgement

O'Connor, N.; Hermelin, B.
Psychological Research , Volume 41 (1) – Aug 24, 2004
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References (28)

Publisher
Springer Journals
Copyright
Copyright © 1979 by Springer-Verlag
Subject
Psychology; Psychology Research
ISSN
0340-0727
eISSN
1430-2772
DOI
10.1007/BF00309426
Publisher site
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Abstract

Studies of gifted children were recently reviewed by Vernon, Adamson, and Vernon (1977). These studies can be said to fall into three main categories, those concerned with the identification and education of such children, e.g., Ogilvie (1970), the psychometrically analysed structure of their abilities, e.g., Guilford (1967) and the factors contributing to success or creativity among those of high IQ, e.g., Terman (1930), Torrance (1969) and Wallach (1970). Few experimental studies have been attempted in this area despite the current interest in the relationship between intelligence and cognitive processes. The experiments reported here are intended to initiate an exploration of the effect of intelligence differences on the conceptual structure of different groups of children. The task selected as a basis for such an investigation was that developed by Collins and Quillian (1969), and taken further by Schaeffer and Wallace (1970). Pairs of words and pairs of pictures chosen from four hierarchically ordered categories were presented to children of average or of high intelligence for comparative classification. Subjects were asked to say whether or not the two items in a pair belonged to the same or different conceptual categories, and to press buttons accordingly. Despite a marked IQ difference, the two groups did not differ in the speed with which they judged picture pairs to be the ‘same’ or ‘different,’ but the gifted children were significantly faster in judgements based on presented word pairs. Supplementary studies attempted to determine the source of the interaction in terms of perceptual, motor response, or decision functions.

Journal

Psychological Research – Springer Journals

Published: Aug 24, 2004

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