A unifying model for the structure of intellectual abilities

Models of the structure of cognitive abilities suggested by Spearman, Thurstone, Guilford, Vernon and Cattell-Horn are reviewed. It is noted that some of the models include a general intellectual factor (g) while others do not. It is also noted that some models are nonhierarchical, while in others more narrow abilities are subsumed under broader abilities in a hierarchical pattern. An empirical study in which a test battery of 16 tests was administered to some 1000 subjects in the 6th grade is reported. Using the LISREL technique to test different models, good support is obtained for oblique primary factors in the Thurstone tradition as well as for the second-order factors fluid intelligence, crystallized intelligence, and general visualization hypothesized by Cattell and Horn. It is also found, however, that the second-order factor of fluid intelligence i is identical with a third-order g-factor. On the basis of these results a three-level model (the HILI-model) is suggested, with the g-factor at the top, two broad factors reflecting the ability to deal with verbal and figural information, respectively, at the second-order level, and the primary factors in the Thurstone and Guilford tradition at the lowest level. It is argued that most previously suggested models are special cases of the HILI-model.     

An individualized regression and clustering assessment of the social values of adults and children

Research investigating social values in interdependency situations has generally demonstrated age differences across the 5- to 10-year-old age range. However, the precise nature of these differences is unclear. Further, the differences in the social values of adults and children has not been addressed. The present study examined the social values of undergraduates and children using a measurement technique designed to allow an accurate inference of social values. Ninety-one 6- to 10-year-old children and 100 undergraduates rated the desirability of a set of outcomes which systematically varied with regard to the benefits to themselves and another person. Theoretically specified characteristics of the outcomes were then used to generate a regression equation predicting the desirability ratings separately for each individual. These regression equations were then clustered into groups of individuals who used decision rules characteristic of the major social values. The results indicate that the 8- to 10-year-old children, compared to the 6- to 7-year olds, more often expressed a social value involving equality and tended to less often express a social value involving superiority. Comparison of the social values expressed by the children and adults indicated that the adults more often expressed group-enhancement and individualism social values and less often expressed a social value involving superiority.     

Peer education: The untapped potential

The purpose of this paper is to provide a rationale for making broader educational use of peer learning principles as explicated in developmental theory and research. The paper argues that peer learning brings with it unique motivational and cognitive benefits for participating peers. Research has shown that peer learning can bolster children's self-esteem, awaken their interest in challenging tasks, enhance scholarly achievement, and foster prosocial behavior. In particular, it is an effective means of enabling children to grasp basic concepts that underlie school curricula.Two different forms of peer learning, “peer tutoring” and “peer collaboration,” are distinguished. Each has its potential use: peer tutoring for transmitting information and drilling special skills; peer collaboration for facilitating intellectual discovery and the acquisition of basic knowledge.Some general guidelines for the integration of peer tutoring and peer collaboration in the classroom are offered. It is recognized that specific curriculum plans implementing these guidelines must be formulated with a view to the overall cultural context of the school system. Such plans must be molded in context to suit the needs of each particular site. It is concluded, however, that the general principles of peer education set forth in this position paper would enhance all varieties of schooling. As explicated in this article, peer education complements rather than supplants adult teaching, freeing up teachers' time and attention and enabling them to focus more directly and effectively on individual children's learning needs.     

When celebrities talk,children listen: An experimental analysis of children's responses to TV ads with celebrity endorsement

Two studies tested the effects of TV ads with celebrity endorsement on the product preference and understanding of 8- to 14-year-old boys. Study 1 compared two ads for a model racer. One had celebrity endorsement (by a famous race driver) and footage of real automobile racing featuring the celebrity (live action); the second had neither feature. Study 2 employed one ad for a different brand of model racer edited to generate a 2 (endorser presence) by 2 (inclusion of live racetrack action) factorial design. A total of 415 boys were exposed to one of the experimental ads or a control ad, embedded in a new animated children's adventure program. Preference for the advertised brand of model racer (pre- and postviewing) and a number of cognitive variables were assessed. Exposure to endorsement led to increased preference for the toy and belief that the celebrity was expert about the toy. Live action led to exaggerated estimates of the physical properties of the toy and the belief that the ad was not staged. The 8- to 10-year-olds associated the glamour of the endorser with the toy and were more reliant on his advice than were 11- to 14-year-olds. However, the two age groups were not differentially affected by the ads. Contrary to the speculation of many researchers, understanding about advertising intent and techniques and cynicism about ads had almost no influence on product preference after viewing.     

Item-specific and relational encoding effects in children's recall and recognition memory for words

This study tests the hypothesis that children's deficiency in encoding itemspecific and relational information in episodic events contributes to age differences in recall and recognition. In two experiments, grade school children and college adults were presented with word triplets varying in categorical relatedness. The processing of the item-specific and relational information in the triplets was independently manipulated. Experiment 1 assessed cued recall, and Experiment 2 assessed recognition of both the central target and incidental contextual members of each triplet. The results showed that the processing manipulations had independent and different effects on recall and recognition, on memory for the members of the different kinds of triplets, on the use of the retrieval cues, and on memory for target and incidental words. Developmental differences were found in both recall and recognition, and of both target and incidental words, that varied with triplet type and the processing manipulations and that were attributable to differences in the encoding of item-specific and relational information in the triplets. The discussion contrasts alternative accounts of children's encoding deficiency, and suggests that the distinction between automatic, age-invariant, and strategic age-sensitive encoding processes needs to be redrawn.     

The effects of recency and story content on children's moral judgments

Sixteen stories were read to children at ages 4, 7, and 11 years and to college freshmen (n = 24 per age level) to investigate the effects of recency and specific story content on the development of moral reasoning. The stories consisted of either positive or negative intention and either positive or negative consequence in one of four situations: rule breaking, property damage, property damage with peer interaction, or injury to a person. At each age level, half of the subjects heard the stories with the intention first and the consequence second, and half heard them in the reverse order. Analyses confirmed that in general younger children judged on consequence, whereas older children utilized intention, and that on stories containing intentional injury to a person, the younger child took intention into account. Recency effects were evidenced for both the 4- and 7-year-olds. In the 4-year-old group, however, the recency effects failed to override the salience of negative consequence in contexts of positive intention and negative consequence. This suggests that preschool children may respond primarily to the negative aspect of the story, whether intention or consequence.     

Children's relative number judgments: One-to-one correspondence,recognition of noncorrespondence,and the influence of cue conflict

Although one-to-one correspondence can be seen as a component of successful counting, number conservation, and relative number judgments, there is evidence of considerable discrepancies between children's competencies in these different tasks. Concerning relative number judgments there are strikingly different claims concerning the ability of young children to make one-to-one correspondence-based judgments. In part these discrepancies reflect differences in criteria. Four experiments are reported in which 5-year-olds' relative number judgments of small and large number displays with and without perceptual aids were studied. Children were found to respond to local rather than global density differences and to benefit from the provision of perceptual aids on both small and large number displays with one exception, namely, large number displays where the longer row is less numerous.     

Spontaneous versus instructed use of multiple standards for evaluating comprehension: Effects of age,reading proficiency,and type of standard

Nine- and eleven-year-old children differing in reading proficiency read and commented on brief expository passages containing three different types of embedded problems (nonsense words, prior knowledge violations, and internal inconsistencies). Half of the children were specifically instructed as to the types of standards they should apply in order to detect the problems (lexical, external consistency, and internal consistency); the remaining children were simply instructed to look for problems. Both quantitative and qualitative differences in standard use were revealed by the children's comments about all parts of the passages. Older and better readers used more different standards and they used them more frequently than younger and poorer readers. The lexical standard was more likely to be adopted spontaneously than the other two standards and it was the only standard used by a substantial proportion of both younger and poorer readers. Finally, the consistent effects of instruction type indicate that children's evaluation activities were strongly influenced by the amount of guidance received.     

Integration of melody and text in memory for songs

Two experiments examined whether the memory representation for songs consists of independent or integrated components (melody and text). Subjects heard a serial presentation of excerpts from largely unfamiliar folksongs, followed by a recognition test. The test required subjects to recognize songs, melodies, or texts and consisted of five types of items: (a) exact songs heard in the presentation; (b) new songs; (c) old tunes with new words; (d) new tunes with old words; and (e) old tunes with old words of a different song from the same presentation (‘mismatch songs’). Experiment 1 supported the integration hypothesis: Subjects' recognition of components was higher in exact songs (a) than in songs with familiar but mismatched components (e). Melody recognition, in particular, was near chance unless the original words were present. Experiment 2 showed that this integration of melody and text occurred also across different performance renditions of a song and that it could not be eliminated by voluntary attention to the melody.     

A comparison of monocular and binocular depth perception in 5- and 7-month-old infants

Monocular depth perception was compared with binocular depth perception in 5- and 7-month-old infants. Reaching was used as the dependent measure. Two objects, identical except in size, were presented simultaneously to each infant. The smaller object was within reach for the infants while the larger object was just beyond reach. The two objects subtended equal visual angles from the infants' observation point. With binocular presentation, 96% of the 7-month-olds' reaches and 89% of the 5-month-olds' reaches were for the nearer object. With monocular presentation, 58% of the 7-month-olds' reaches and 65% of the 5-month-olds' reaches were for the nearer object. The reaching preferences observed in the monocular condition indicated sensitivity to monocular depth information (motion parallax, accommodation, and relative size information were available). Binocular viewing, however, resulted in a far more consistent tendency to reach for the nearer object. This result suggests that the infants' perception of the objects' distances was more veridical in the binocular condition than in the monocular condition.