Influence of General and Crystallized Intelligence on Vocabulary Test Performance

2002 ◽  
Vol 18 (1) ◽  
pp. 78-84 ◽  
Author(s):  
Eva Ullstadius ◽  
Jan-Eric Gustafsson ◽  
Berit Carlstedt
Keyword(s):  
Hierarchical Model ◽  
Test Performance ◽  
Verbal Ability ◽  
Testing Procedure ◽  
Intellectual Ability ◽  
Analysis Of Covariance ◽  
Categorical Variables ◽  
Vocabulary Test ◽  
Crystallized Intelligence ◽  
General Ability

Summary: Vocabulary tests, part of most test batteries of general intellectual ability, measure both verbal and general ability. Newly developed techniques for confirmatory factor analysis of dichotomous variables make it possible to analyze the influence of different abilities on the performance on each item. In the testing procedure of the Computerized Swedish Enlistment test battery, eight different subtests of a new vocabulary test were given randomly to subsamples of a representative sample of 18-year-old male conscripts (N = 9001). Three central dimensions of a hierarchical model of intellectual abilities, general (G), verbal (Gc'), and spatial ability (Gv') were estimated under different assumptions of the nature of the data. In addition to an ordinary analysis of covariance matrices, assuming linearity of relations, the item variables were treated as categorical variables in the Mplus program. All eight subtests fit the hierarchical model, and the items were found to load about equally on G and Gc'. The results also indicate that if nonlinearity is not taken into account, the G loadings for the easy items are underestimated. These items, moreover, appear to be better measures of G than the difficult ones. The practical utility of the outcome for item selection and the theoretical implications for the question of the origin of verbal ability are discussed.

Age, Information Processing Speed, and Intelligence

1994 ◽  
Vol 47 (3) ◽  
pp. 741-760 ◽  
Author(s):  
Patrick Rabbitt ◽  
Louise Goward
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Processing Speed ◽  
Test Performance ◽  
Cognitive Skills ◽  
Intellectual Ability ◽  
Information Processing Speed ◽  
General Ability ◽  
Iq Test ◽  
Independent Effects

Two parallel, but independent, literatures have grown out of observations that individual differences in information processing speed, as expressed in performance on choice reaction time (C RT) tasks, modestly correlate with individual differences in age and IQ test performance. These associations have prompted theories that individual differences in information processing speed functionally determine individual differences in performance of all cognitive skills by people of different general intellectual ability (Eysenck, 1986; Jensen, 1985) or age (Salthouse, 1982, 1985). The experiments on which this literature has been based suffer from methodological weaknesses, such that comparisons have only been made very early in practice and have only concerned mean latencies for correct responses. An experiment compared 90 volunteers aged from 50 through 79 years who were grouped in terms of their performance on the AH 4 (Heim, 1968) IQ test. It explored the joint and independent effects of individual differences in age and in IQ test score and the effects of practice on mean latencies (C RTs) on the shapes of distributions of correct and incorrect responses and on the limiting speeds with which accurate responses can be made (speed/error trade-off functions). We suggest that a plausible explanation for the results is that individual differences in age and in general ability influence C RTs mainly because they affect the efficiency with which responses can be controlled to maximize speed while maintaining accuracy.

Speed Functions, Vocabulary Ability, and Age

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1123-1128 ◽  
Author(s):  
Jack Botwinick ◽  
Martha Storandt
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Verbal Ability ◽  
Principal Component ◽  
Vocabulary Test ◽  
Digit Symbol ◽  
Successful Performance ◽  
Equal Variance ◽  
Pencil And Paper ◽  
The Relationship

The present study investigated the relationship between verbal ability (as exemplified by Vocabulary test performance) and the ability to perform quickly (as exemplified by three tests varied in how important perceptual-integrative skills were thought to be involved in successful performance). In addition, the influence of Ss age on this relationship was examined. The WAIS Vocabulary, WAIS Digit Symbol, a pencil-and-paper Crossing-off test, plus a reaction-time procedure were given to Ss aged about 19 and about 71 yr. As the importance of speed relative to perceptual-integrative ability increased in successful performance, correlations with Vocabulary decreased. Principal component analyses suggested that Digit Symbol and Vocabulary performances shared equal variance in Cognition. Digit Symbol performance was also associated with Speed. While older age was associated with poorer performances, correlations among test scores were similar for old and young Ss.

Video Feedback in Learning Beginning Trampoline

1971 ◽  
Vol 32 (2) ◽  
pp. 669-670 ◽  
Author(s):  
Pamela E. James
Keyword(s):  
Visual Feedback ◽  
High Performance ◽  
Verbal Ability ◽  
Video Feedback ◽  
Video Tape ◽  
Vocabulary Test ◽  
Performance Score ◽  
Group V ◽  
Test Form ◽  
General Physical

This study explored (i) the effect of visual feedback (supplied by video-tape) compared with verbal feedback in learning beginning trampoline; (ii) the effect of verbal ability on Ss' interpretation of feedback. 18 11 to 12-yr.-old boys were assigned to 2 groups: Group V (visual), N = 8; Group NV (non-visual), N = 10, matched for performance on beginning trampoline, general physical ability, and verbal ability as measured by the Mill-Hill Vocabulary Test, Form 1, Junior (1948). Results showed some superiority of Group V over Group NV (p > .05). However, Ss at all levels of verbal ability benefitted from visual feedback, while only Ss in Group NV with high verbal ability achieved a high performance score (r = 0.6, p < 0.05).

Influence of Test Anxiety on Measurement of Intelligence

2003 ◽  
Vol 92 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Ron Oostdam ◽  
Joost Meijer
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Verbal Ability ◽  
First Grade ◽  
Measurement Model ◽  
Stressful Situation ◽  
Self Confidence ◽  
Junior Secondary ◽  
Two Factors ◽  
Low Performance

In this study a measurement model for a test anxiety questionnaire was investigated in a sample of 207 Dutch students in the first grade of junior secondary vocational education. The results of a confirmatory factor analysis showed that a model for test anxiety with three factors for worry, emotionality, and lack of self-confidence is associated with a significantly better fit than a model comprised of only the first two factors. The relations of the three test anxiety factors to scores on intelligence tests for measuring verbal ability, reasoning, and spatial ability were examined. The results indicated that test anxiety appears to be transitory: the negative relation between test anxiety and test performance promptly fades away. Finally, we examined whether a distinction can be made between highly test anxious students with low performance due to worrisome thoughts (interference hypothesis) or low ability (deficit hypothesis). Results do not support the deficit hypothesis because the scores of all highly test anxious students increased in a less stressful situation.

Gross-National Study of Diagnosis of the Mental Disorders: A Comparative Psychometric Assessment of Elderly Patients Admitted to Mental Hospitals Serving Queens County, New York, and the Former Borough of Camberwell, London

1975 ◽  
Vol 126 (6) ◽  
pp. 560-570 ◽  
Author(s):  
Daphne W. Cowan ◽  
J. R. M. Copeland ◽  
M. J. Kelleher ◽  
J. M. Kellett ◽  
A. J. Gourlay ◽  
...  
Keyword(s):  
New York ◽  
Test Performance ◽  
Psychiatric Patients ◽  
Analysis Of Covariance ◽  
High Rate ◽  
National Study ◽  
Mental Hospitals ◽  
Significant Difference ◽  
Initial Score ◽  
Bender Gestalt Test

SummaryIn a cross-national comparison of the frequency of occurrence of various diagnoses among elderly psychiatric patients admitted to public mental hospitals in London and New York, a short battery of psychological tests was administered to all patients independently of psychiatric examination. The psychological assessment was focused on the differentiation between dementing and affective disorders. The test performance showed a highly significant difference between the two groups as diagnosed, and when patients were allocated to groups on the basis of tests alone these allocations showed a high rate of agreement with initial psychiatric diagnosis. There was a similar high rate of agreement between test allocation and hospital diagnosis in the U.K., but this was not so in the U.S.No significant differences were found between the test performance of U.K. and U.S. patients, except on the WAIS Vocabulary and the Angles Error measurement of the Bender-Gestalt test. When the effects of age and Vocabulary score were eliminated these differences disappeared.The hypothesis that the diagnosis of affective disorder would be confirmed by a relatively greater improvement in test performance over time in this group of patients was not upheld by the non-parametric analysis of change scores. However, an analysis of covariance utilizing age and initial score did indicate the expected differential improvement.

scholarly journals Subtitling, Working Memory, and L2 Learning: A Correlational Study

2018 ◽  
Vol 18 (3) ◽  
pp. 665-696 ◽  
Author(s):  
Rafael Matielo ◽  
Roberta Pires de Oliveira ◽  
Luciane Baretta
Keyword(s):  
Working Memory ◽  
Foreign Language ◽  
Test Performance ◽  
Control Group ◽  
Vocabulary Test ◽  
Experimental Conditions ◽  
Efl Learners ◽  
L2 Vocabulary ◽  
The Impact ◽  
Processing Mechanisms

ABSTRACT This study investigates the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom. More specifically, it examines whether subtitling interacts with one’s individual differences, working memory (WM) as the case in point. Thirty-six intermediate-level EFL learners were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 video comprehension test and an L2 vocabulary test. Participants’ performance was correlated with their scores on two WM tests. The results obtained revealed that both participants’ L2 video comprehension, as well as their L2 vocabulary test performance, did not significantly interact with their WM capacity under any of the experimental conditions. These results are discussed in light of the possible processing mechanisms employed by the participants that may account for the lack of statistically significant correlations found.

scholarly journals A-192 The General Ability Measure for Adults Underrepresents True IQ in a High-Functioning Aviation Population

2020 ◽  
Vol 35 (6) ◽  
pp. 987-987
Author(s):  
Dacosta A ◽  
Crane A ◽  
Roccaforte A ◽  
Davies M ◽  
Prewett D ◽  
...  
Keyword(s):  
Intellectual Ability ◽  
Future Research ◽  
Neuropsychological Evaluation ◽  
Chi Square ◽  
Adult Intelligence Scale ◽  
High Functioning ◽  
General Ability ◽  
Iq Scores ◽  
Ability Measure ◽  
Aviation Pilots

Abstract Objective The General Ability Measure for Adults (GAMA) is a brief nonverbal assessment of general intellectual ability (Naglieri & Bardos, 1997). Previous research supports use of the GAMA as a screening measure of cognitive ability in neurological populations (Davis, Bados & Woodward, 2005). However, there is a lack of research involving the use of the GAMA in high functioning populations commonly referred for neuropsychological evaluation (i.e. aviation pilots). Method Aviation pilots (n = 59; mean age = 44.90, SD = 9.78) were referred for a neuropsychological evaluation and were concluded to be cognitively intact. They were administered a battery that included the GAMA and Wechsler Adult Intelligence Scale—4th edition (WAIS-IV) among other measures. Results A paired samples t-test revealed that IQ scores on the GAMA (M = 118.19, SD = 11.51) were significantly lower than IQ scores on the WAIS-IV (M = 125.73, SD = 10.12; p &lt; .001), with WAIS-IV IQ being 7.54 points higher on average. A Chi-square test of independence determined there was disagreement in score classification between the two tests (χ2(9) = 15.463, p = .079). Conclusions The GAMA appears to significantly underrepresent true IQ in both score and classification when compared to a more robust measure of intellectual assessment. Clinically, this suggests that IQ screeners, such as the GAMA, may not be appropriate for assessing patients who are suspected to be of higher premorbid functioning. Future research should expand on these results to assess the validity of verbal-based IQ screening measures in high-functioning populations.

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