The Intelligence of Teachers in Training, with a Note on Practice-Effects with Intelligence Tests

This is a brief review of some literature on practice effects and age on neuropsychological testing. Research suggests that younger subjects show greater improvement when retested on intelligence tests than older persons. The implication is that the effects of neuropsychological practice may vary with the age of the person assessed. Suggestions for further research are discussed.

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A NOTE ON PRACTICE EFFECTS IN INTELLIGENCE TESTS

British Journal of Educational Psychology ◽

10.1111/j.2044-8279.1951.tb02775.x ◽

1951 ◽

Vol 21 (2) ◽

pp. 122-125 ◽

Cited By ~ 9

Author(s):

E. A. PEEL

Keyword(s):

Intelligence Tests ◽

Practice Effects

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How Useful is the Power Law of Practice for Recognizing Practice in Concentration Tests?

European Journal of Psychological Assessment ◽

10.1027/1015-5759.23.3.157 ◽

2007 ◽

Vol 23 (3) ◽

pp. 157-165 ◽

Cited By ~ 4

Author(s):

Carmen Hagemeister

Keyword(s):

Logistic Regression ◽

Reaction Time ◽

Power Law ◽

Error Rate ◽

Reaction Times ◽

Practice Effect ◽

Practice Effects ◽

Rate Decrease ◽

Small Practice

Abstract. When concentration tests are completed repeatedly, reaction time and error rate decrease considerably, but the underlying ability does not improve. In order to overcome this validity problem this study aimed to test if the practice effect between tests and within tests can be useful in determining whether persons have already completed this test. The power law of practice postulates that practice effects are greater in unpracticed than in practiced persons. Two experiments were carried out in which the participants completed the same tests at the beginning and at the end of two test sessions set about 3 days apart. In both experiments, the logistic regression could indeed classify persons according to previous practice through the practice effect between the tests at the beginning and at the end of the session, and, less well but still significantly, through the practice effect within the first test of the session. Further analyses showed that the practice effects correlated more highly with the initial performance than was to be expected for mathematical reasons; typically persons with long reaction times have larger practice effects. Thus, small practice effects alone do not allow one to conclude that a person has worked on the test before.

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Investment Traits and Intelligence in Adulthood

Journal of Individual Differences ◽

10.1027/1614-0001/a000101 ◽

2013 ◽

Vol 34 (2) ◽

pp. 82-89 ◽

Cited By ~ 5

Author(s):

Sophie von Stumm

Keyword(s):

Individual Differences ◽

Personality Traits ◽

Fluid Intelligence ◽

Need For Cognition ◽

Openness To Experience ◽

Intelligence Tests ◽

Crystallized Intelligence ◽

New Knowledge ◽

The Relationship ◽

Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

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Understanding Terminal Decline in Cognition and Risk of Death

European Psychologist ◽

10.1027/1016-9040.11.3.164 ◽

2006 ◽

Vol 11 (3) ◽

pp. 164-171 ◽

Cited By ~ 16

Author(s):

Patrick Rabbitt ◽

Mary Lunn ◽

Danny Wong

Keyword(s):

Risk Factors ◽

Longitudinal Study ◽

Test Scores ◽

Intelligence Test ◽

Practice Effects ◽

Risk Of Death ◽

Risk Of Mortality ◽

Impending Death ◽

Intelligence Test Scores ◽

Reduced Risk

There is new empirical evidence that the effects of impending death on cognition have been miscalculated because of neglect of the incidence of dropout and of practice gains during longitudinal studies. When these are taken into consideration, amounts and rates of cognitive declines preceding death and dropout are seen to be almost identical, and participants aged 49 to 93 years who neither dropout nor die show little or no decline during a 20-year longitudinal study. Practice effects are theoretically informative. Positive gains are greater for young and more intelligent participants and at all levels of intelligence and durations of practice; declines in scores of 10% or more between successive quadrennial test sessions are risk factors for mortality. Higher baseline intelligence test scores are also associated with reduced risk of mortality, even when demographics and socioeconomic advantage have been taken into consideration.

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