Task novelty and intelligence

Psychology students were presented with a mental puzzle based on knowledge of geometry, with several versions of Wason's selection task, and with some tasks of essay writing. Test scores were obtained on a sentence completion test and a test of spatial configuration. With the different problem-solving tasks, a relationship between success and intellectual ability was observed only in cases where the data indicated that the subjects were familiar with the task in question. The results support the theory previously set forth by Raaheim; that only in situations where the degree of novelty is moderate, will the intelligent use of past experience prove beneficial to problem solving.     

Teaching reading to disabled readers with language disorders: A controlled evaluation of synthetic speech feedback

In a long-term study two groups of language and reading impaired students ( N = 15 + 15) were reading with the aid of segmented speech-feedback in a computerized program. One group received feedback that was simultaneously segmented visually and auditorily into syllables, the other received feedback by letter names. In both groups subjects were expected to synthesize segments into words and to compare their synthesis to whole word feed-back subsequently provided by the computer. They worked for half a lesson (approximately 20 minutes) a day for a total of 40 days. During this period, the experiment groups progressed more in reading than a control group of age and reading-level-matched students ( N = 35) who received traditional remedial instruction. The group in the syllable condition gained slightly more in non-word reading and in syllable segmentation than did the letter group. Differences in gains in reading abilities were not explained by differences in age, but to some extent by initial level of phoneme and syllable awareness. Future applications of the speech-feedback system are discussed.     

Embedded Figures Test compared with clinical tests of abstraction and memory in intellectual impairment

Results on a batter of memory and concept formation tests were compared with performance on the Embedded Figures Test (EFT) and the Visual Gestalts Test for 50 psychiatric patients with intellectual impairment (35 males and 15 females, aged 25–69 years). The EFT only correlated with the concept formation tests and the Visual Gestalts Test. Furthermore, an interrelationship between the EFT results and the degree of intellectual impairment was found. Also, the patients' performance on the EFT was significantly impairment was found. Also, the patients' performance on the EFT was significantly poorer than that of normal individuals. Thus it was concluded that the EFT should be considered as a visuo-spatial test of abstraction, sensitive to intellectual impairment.