Intelligence and teachers' ratings as predictors of abstract and concrete learning |
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Authors: | Raymond S. Dean Deborah King Kundert |
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Affiliation: | 107 Peabody Hall The University of North Carolina Chapel Hill, NC 27514, USA;1025 West Johnson Street University of Wisconsin Madison, WI 53706, USA |
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Abstract: | This study concerned the prediction of children's learning with an individual measure of intelligence and teachers' evaluations. Eight abstract and eight concrete nouns were paired with nonsense geometric figures and presented to 60 elementary school children in a three-trial paired-associate (PA) learning task. Subjects' IQ scores on the Wechsler Intelligence Scale for Children-Revised and teachers' ratings of learning proficiency were used to predict children's performance on the PA task. Multiple correlations favored abstract learning with verbal scale intelligence, accounting for the majority of the variability. Teachers' ratings provided a surprising degree of predictive efficiency for abstract recall which was redundant with verbal intelligence. |
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Keywords: | Requests for reprints should be sent to Raymond S. Dean The University of North Carolina 107 Peabody Hall Chapel Hill NC 27514 USA |
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