The place of social intelligence in a taxonomy of cognitive abilities

Studies have yielded inconsistent results regarding the place of social intelligence in a taxonomy of cognitive abilities. An investigation is described in which measures of social behaviors obtained from interviews were related to a wide variety of cognitive variables. Significant relations were rare. It is suggested that the question to be posed is not the simple one of the place of social intelligence in the cognitive domain but rather one of the relationships of the elements of two large taxonomic systems. A Taxonomy of social intelligence would provide a set of definitions procedures that would improve efforts to replicate and build on previous research. More important would be the heuristic value of a structural representation of “social intelligence” based on theoretical relationships involving environmental, physiological, and genetic as well as psychological factors. Development of a taxonomy of situations would facilitate the study of interactions involving performance and environmental conditions.     

Two models for psychophysical judgment: Scale invariance with changes in stimulus range

Two scaling models are investigated, each of which includes parameters which reflect variation in the use of judgmental categories. In one model, response categories are represented as successive intervals on an underlying sensory continuum. In the other, they are represented as points. Psychophysical scales based upon either of these models are invariant up to a linear transformation when the range of stimulus magnitudes is manipulated. Successive intervals scale values obtained from magnitude estimates are also linearly invariant with changes in stimulus range. Similarities in the proximity functions for the two judgment models are examined.     

Models for the analysis of alternative sources of growth in correlated stochastic variables

An approach to the analysis of multivariate time series is presented in which linear structural relationships among multiple stochastic variables are investigated. A number of alternative structural models are considered for the case of two stochastic variables. Each model represents a possible hypothesis concerning the relationship of growth in one variable to growth in the second. Both symmetric and asymmetric models are considered. Extensions of two of the models to three variables are illustrated by means of a numerical example. Implications of the models for the problem of detecting change in multivariate time series are discussed.This paper is based in part on a paper read at the Psychometric Society Meetings, Princeton, N. J., Mar. 30–31, 1972. The research was supported by the Committe on Basic Research in Education, National Academy of Sciences, Grant No. OEG-0-9-140396-4497(010), Project No. 9-0396.     

A Componential Approach to Training Reading Skills: Part 2. Decoding and Use of Context

This is the second of two articles that describe the development and evaluation of three component-specific instructional systems for improving critical reading skills. The skill components that were the focus of training have been shown in prior research to represent particular sources of processing difficulty for young adult, poor readers and, based on a model of component interaction, were predicted to have a potentially strong impact on the performance of other component processes. Part 1 presented the evaluation of SPEED, a system designed to develop automaticity in the ability to perceptually encode multiletter units that appear in words. Part 2 describes the evaluation of the RACER and SKI JUMP systems, which focus respectively on developing automaticity in phonological decoding of orthographic information in words and the use of context frames in retrieving and integrating word meanings. In both the RACER and SKI JUMP training studies, all subjects achieved highly accurate and efficient levels of performance in the skill that was the focus of training. Furthermore, SKI JUMP training had an impact on word analysis components and on a measure of inferential comprehension. An analysis of the patterns of transfer of skills acquired in training is presented, and conditions for optimizing skill integration are discussed.