Psychometric and Piagetian intelligences: Toward resolution of controversy

Whether “psychometric” and “Piagetian” kinds of intelligence, as measured by instruments designed to measure these constructs, are the same or different is regarded as a question of whether they have the same or different courses of development with age. While factor analysis may not be fully adequate for investigation of this question, use of this technique with variables reflecting chronological age variation must involve elimination of the age effect in order to assess relations among the constructs measured. Humphreys and Parsons (1979) were justified in partialing out age in their reanalysis of a study by Stephens, McLaughlin, Miller, and Glass (1972), to show that the two constructs are highly correlated and possibly identical in the sample studied. Reanalyses of studies by DeVries and Kohlberg (1977) and by DeVries (1974) yield somewhat conflicting results on the identity between psychometric and Piagetian intelligences. The former study does not yield a convincing separation between them, whereas the latter suggests that they can be distinguished, though substantially correlated and both loaded with a general factor. Problems in further investigating the issue are discussed.     

Cornell College: Program in Science and Religion

Cornell College in Mount Vernon, Iowa, has established a new interdisciplinary program in science and religion. One of the features of this program is an undergraduate major in science and religion that requires substantial course work in at least one of the natural sciences as well as course work in philosophy, religion, and history. As a result of a grant from the John Templeton Foundation, Cornell College will offer a special course, God and Physics: From Aquinas to Quantum Mechanics (April 1998), and will sponsor an international symposium on creation and contemporary cosmology (April 1999). Opportunities exist for interested scholars to come to Cornell as Templeton Visiting Fellows in order to participate in these activities.     

Visual attention in infants with perinatal brain damage: Evidence of the importance of anterior lesions

Shifts of visual attention can be studied in adults and infants by cueing responses to a particular spatial location. Earlier studies have shown that by seven months of age normal infants show a similar pattern of facilitation and inhibition to a cued spatial location as adults. In this study we report data from infants with perinatal lesions that include or exclude the left anterior quadrant. Results indicate that infants with left anterior lesions do not show facilitation to a cued spatial location in this task. In contrast, infants with posterior lesions showed the same pattern of performance as healthy subjects. While these findings differ from those obtained with adults, they are consistent with previous studies of children with perinatal lesions, and with findings from ERP studies with normal infants.     

Behavioral and environmental correlates of infant abuse in group- living pigtail macaques

The present study investigated the context of occurrence of infant abuse and the behavior of abusive mothers and their infants in pigtail macaques (Macaca nemestrina). Subjects were 8 abusive mothers with their infants and 8 control mother-infant pairs living in 3 captive social groups. The most common forms of abuse were infant crushing and dragging and the most common context of occurrence was social stress. Severe and mild abuse differed in the frequency but not in the type of abuse patterns. Abusive mothers had controlling parenting styles relative to nonabusive mothers, and abused infants played at a later age and less frequently than controls. This study replicates previous findings on the parenting styles of abusive macaque mothers and provides new evidence on the context of occurrence of abuse and its consequences for infant health and social development.     

Stimulus factors and listening strategies in auditory memory: A theoretical analysis

A theory for the temporal course of perceptual coding during auditory short-term memory tasks is described. A low-level “sensor” and a high-level “identifier” process item and order information from stimulus word-strings. Both word durations and interword pauses are needed for this processing, and if adequate processing time is unavailable, perceptual delays will lead to degraded recall performance. Stimulus parameters and subject strategies interact to determine the quality and the order in which stimulus items are coded. These hypotheses are supported both by experiments using grammatical sentences and those using lists of unrelated words.