Piagetian Tasks and Psychometric Intelligence: Different or Similar Constructs?

2020 ◽  
pp. 003329412096587
Author(s):  
Heiner Rindermann ◽  
A. Laura Ackermann
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Common Factor ◽  
General Intelligence ◽  
Psychometric Tests ◽  
Factor Analyses ◽  
Empirical Relationships ◽  
Psychometric Paradigm ◽  
Education Indicators

Research on cognitive ability is done in different paradigms. In the Piagetian paradigm, cognitive ability focuses on cognitive development along qualitative stages. Interactive real scenarios, “Piagetian tasks”, are constructed for measurement. According to age, tasks differing in complexity are applied in individual measurements. In the psychometric paradigm, the investigation of cognitive ability focuses on individual differences. Intelligence is seen as a quantitative construct with gradual differences between persons and ages. Paper-and-pencil tests with items differing in difficulty are used for IQ measurement of single persons or school classes. However, do those tasks measure two distinct cognitive abilities? Solving tasks in both approaches requires basic (speed, working memory) and complex cognitive abilities (reasoning, understanding). Regarding empirical relationships, we used three Austrian samples (in kindergarten four to six years old N = 40, in primary school six to eight years old N = 40, and nine to ten years old N = 41). They were tested with psychometric tests (Raven CPM or SPM) and Piagetian tasks. In addition, mental speed (ZVT) was measured in the two school samples. The average observed correlation between IQ and Piagetian tasks was r = .51. In factor analyses, the tests loaded on a common factor of general intelligence. Further analyses revealed that mental speed is correlated more strongly with psychometric ( r = .50) than with Piagetian tasks ( r = .39), while Piagetian tasks are more related to parental education indicators (speed: r = .11, Raven: r = .20, Piaget: r = .25).

What Is IQ? Life Beyond “General Intelligence”

2019 ◽  
Vol 28 (2) ◽  
pp. 189-194 ◽  
Author(s):  
Kristof Kovacs ◽  
Andrew R. A. Conway
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Latent Trait ◽  
Cognitive Activity ◽  
General Intelligence ◽  
General Cognitive Ability ◽  
Neural Basis ◽  
Standard View ◽  
Different Content ◽  
Recent Account

For more than a century, the standard view in the field of human intelligence has been that there is a “general intelligence” that permeates all human cognitive activity. This general cognitive ability is supposed to explain the positive manifold, the finding that intelligence tests with different content all correlate. Yet there is a lack of consensus regarding the psychological or neural basis of such an ability. A recent account, process-overlap theory, explains the positive manifold without proposing general intelligence. As a consequence of the theory, IQ is redefined as an emergent formative construct rather than a reflective latent trait. This implies that IQ should be interpreted as an index of specific cognitive abilities rather than the reflection of an underlying general cognitive ability.

SOCIOECONOMIC STATUS DOES NOT MODERATE THE FAMILIALITY OF COGNITIVE ABILITIES IN THE HAWAII FAMILY STUDY OF COGNITION

2004 ◽  
Vol 37 (6) ◽  
pp. 773-781 ◽  
Author(s):  
CRAIG T. NAGOSHI ◽  
RONALD C. JOHNSON
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Study ◽  
Moderating Effects ◽  
Offspring Performance ◽  
Familial Transmission ◽  
Japanese Ancestry ◽  
Parental Socioeconomic Status

Data from 949 families of Caucasian and 400 families of Japanese ancestry who took part in the Hawaii Family Study of Cognition were used to ascertain the associations of parental cognitive ability, parental education and paternal occupation with offspring cognitive ability. In particular, analyses were focused on testing the possible moderating effects of parental socioeconomic status on the familial transmission of cognitive abilities. Parental cognitive ability was substantially associated and parental education and paternal occupation only trivially associated with offspring performance. In contrast to the findings of Turkheimer et al. (2003), there was no evidence in these data that familiality for cognitive abilities was lower in the lower as opposed to upper levels of socioeconomic status. These results were consistent across measures, ethnicity and sex of offspring.

scholarly journals Secular rise in economically valuable personality traits

2017 ◽  
Vol 114 (25) ◽  
pp. 6527-6532 ◽  
Author(s):  
Markus Jokela ◽  
Tuomas Pekkarinen ◽  
Matti Sarvimäki ◽  
Marko Terviö ◽  
Roope Uusitalo
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Background ◽  
Later Life ◽  
Practical Significance ◽  
Simultaneous Increase ◽  
Flynn Effect ◽  
The Family

Although trends in many physical characteristics and cognitive capabilities of modern humans are well-documented, less is known about how personality traits have evolved over time. We analyze data from a standardized personality test administered to 79% of Finnish men born between 1962 and 1976 (n = 419,523) and find steady increases in personality traits that predict higher income in later life. The magnitudes of these trends are similar to the simultaneous increase in cognitive abilities, at 0.2–0.6 SD during the 15-y window. When anchored to earnings, the change in personality traits amounts to a 12% increase. Both personality and cognitive ability have consistent associations with family background, but the trends are similar across groups defined by parental income, parental education, number of siblings, and rural/urban status. Nevertheless, much of the trends in test scores can be attributed to changes in the family background composition, namely 33% for personality and 64% for cognitive ability. These composition effects are mostly due to improvements in parents’ education. We conclude that there is a “Flynn effect” for personality that mirrors the original Flynn effect for cognitive ability in magnitude and practical significance but is less driven by compositional changes in family background.

The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis

1995 ◽  
Vol 16 (3) ◽  
pp. 293-308 ◽  
Author(s):  
Lorna H. Jarvis ◽  
Joseph H. Danks ◽  
William E. Merriman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Ability ◽  
Language Proficiency ◽  
Cognitive Abilities ◽  
General Intelligence ◽  
Verbal Intelligence ◽  
Mexican Spanish ◽  
Second Language Proficiency

ABSTRACTDoes bilingualism facilitate the development of cognitive abilities, and if so, how? According to the level of bilingualism hypothesis (Diaz, 1983), only in the early stages of second language acquisition does bilingualism foster cognitive ability. This hypothesis was tested on a sample of 3rd and 4th grade Mexican Spanish-English bilinguals with low English proficiency. Knowledge of Spanish and English in phonology, vocabulary, and syntax was measured. Nonverbal general intelligence was assessed with the Raven Colored Progressive Matrices, and verbal intelligence was assessed with a subtest of the Woodcock Language Proficiency Battery. No relationship was found between degree of bilingualism and nonverbal intelligence, contrary to the level of bilingualism hypothesis. The results suggest that the effects of bilingualism on cognitive development are not solely dependent on the level of second language proficiency.

Concurrent Validity of the Boehm Test of Basic Concepts

1981 ◽  
Vol 4 (1) ◽  
pp. 53-60
Author(s):  
Martha C. Beech
Keyword(s):  
Cognitive Ability ◽  
Language Comprehension ◽  
Cognitive Abilities ◽  
Concurrent Validity ◽  
Common Factor ◽  
Receptive Language ◽  
Kindergarten Children ◽  
Canonical Analysis ◽  
General Estimate ◽  
Basic Concepts

The concurrent validity of the Boehm Test of Basic Concepts (BTBC) was investigated by comparing it to two tests of linguistic abilities (TACL and CELI) and five tests of cognitive abilities (Piagetian tasks). Sixty kindergarten children were tested. The strongest correlation of the BTBC was with the test of receptive language. Correlations with Piagetian tests were moderate. Findings were interpreted to mean that the BTBC can be used as a general estimate of cognitive ability. Canonical analysis of all variables revealed the presence of one common factor, language comprehension.

MENINGKATKAN KEMAMPUAN KOGNITIF MELALUI AKTIVITAS SENI MUSIK TERHADAP ANAK KELOMPOK B DI TK. ADINDA CAHAYA CIMAHI

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Nurpuri Waraswati ◽  
Rini Andriani
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Present Method ◽  
Evaluation Research ◽  
Music Learning ◽  
Learning Time ◽  
Childhood Education ◽  
Research Questions ◽  
Art Activities ◽  
Basic Ability

Early Childhood Education (PAUD) implements education that refers to all the basic aspects or abilities that are developing in the child. The basic ability of children is very interesting to be studied, one of them cognitive abilities of children. It is raised in connection with the lack of cognitive abilities in Adinda Cahaya kindergarten with the present method mainly through the activity of the art of music. The existing formulation in this study is "The activity of music art that can improve the cognitive abilities of children". The purpose of this study is to describe the cognitive abilities of children in music art activities.. There are six levels of cognitive ability: knowledge, understanding, application of analysis, synthesis and evaluation. Research questions are 1). How does music activity and music learning time to support the development of children's cognitive abilities? 2. How does the child's memory of what the teacher has taught in music art activities? 3) How are children's development related to cognitive ability? The conclusion is that the study of music art gives a positive and influential effect on the child's cognitive development that will stimulate brain development and emotional intelligence.

scholarly journals Kids at risk: children's employment in hazardous occupations in Brazil

2014 ◽  
Vol 44 (4) ◽  
pp. 685-721 ◽  
Author(s):  
Deborah S. DeGraff ◽  
Andrea R. Ferro ◽  
Deborah Levison
Keyword(s):  
Labor Force ◽  
Child Labor ◽  
Parental Education ◽  
Household Wealth ◽  
Family Farm ◽  
Multivariate Modeling ◽  
Quantitative Evidence ◽  
Parental Characteristics ◽  
Education Indicators ◽  
Children’S Work

While the literature on child labor in Brazil is large, it is not comprehensive: in particular, there are few studies on children's work in risky occupations, and those that exist tend to be qualitative and based on limited samples. In this paper, we aim to paint a broader picture of children's engagement in risky labor force work, based on quantitative evidence from PNAD data. We document associations between parental characteristics and children's work, using both descriptive statistics and multivariate modeling to understand the determinants of child participation in risky labor force work. Brazilian children engaged in risky occupations are less likely than other employed children to be enrolled in school, and more likely to work long hours and experience a variety of working conditions that may be unsafe. Parental education, indicators of household wealth and owning a family farm are particularly strongly associated with the incidence of risky work among children, and girls are over-represented in risky jobs due to their work in domestic service.

scholarly journals Longitudinal Associations Between Loneliness and Cognitive Ability in the Lothian Birth Cohort 1936

2018 ◽  
Vol 74 (8) ◽  
pp. 1376-1386 ◽  
Author(s):  
Judith A Okely ◽  
Ian J Deary
Keyword(s):  
Cognitive Ability ◽  
Birth Cohort ◽  
Processing Speed ◽  
Verbal Memory ◽  
Cognitive Abilities ◽  
Birth Cohort Study ◽  
Visuospatial Ability ◽  
Lothian Birth Cohort ◽  
Longitudinal Associations ◽  
Reciprocal Associations

Abstract Objectives Loneliness is associated with poorer cognitive function in old age; however, the direction of this association is unknown. We tested for reciprocal associations between loneliness and the cognitive ability domains of processing speed, visuospatial ability, verbal memory, and crystallized ability. Method We used three triennial waves of longitudinal data from the Lothian Birth Cohort Study 1936, and tested for cross-lagged associations between loneliness and cognitive abilities using cross-lagged panel models. Results Better processing speed, visuospatial ability, or crystallized ability at age 73, was associated with less positive changes in loneliness between ages 73 and 76; however, these associations were not replicated between ages 76 and 79. Loneliness at ages 73 and 76 did not predict subsequent changes in cognitive abilities. Discussion Our findings indicate an association between cognitive ability and loneliness, such that individuals with lower cognitive abilities at age 73 may be at a slightly higher risk of becoming lonely. However, we did not find support for the hypothesis that loneliness causes a decline in cognitive health.

A Role for the X Chromosome in Sex Differences in Variability in General Intelligence?

2009 ◽  
Vol 4 (6) ◽  
pp. 598-611 ◽  
Author(s):  
Wendy Johnson ◽  
Andrew Carothers ◽  
Ian J. Deary
Keyword(s):  
Sex Differences ◽  
Mental Retardation ◽  
X Chromosome ◽  
Cognitive Abilities ◽  
Population Distribution ◽  
Population Variation ◽  
General Intelligence ◽  
Substantial Evidence ◽  
Normal Distributions ◽  
Intellectual Abilities

There is substantial evidence that males are more variable than females in general intelligence. In recent years, researchers have presented this as a reason that, although there is little, if any, mean sex difference in general intelligence, males tend to be overrepresented at both ends of its overall distribution. Part of the explanation could be the presence of genes on the X chromosome related both to syndromal disorders involving mental retardation and to population variation in general intelligence occurring normally. Genes on the X chromosome appear overrepresented among genes with known involvement in mental retardation, which is consistent with a model we developed of the population distribution of general intelligence as a mixture of two normal distributions. Using this model, we explored the expected ratios of males to females at various points in the distribution and estimated the proportion of variance in general intelligence potentially due to genes on the X chromosome. These estimates provide clues to the extent to which biologically based sex differences could be manifested in the environment as sex differences in displayed intellectual abilities. We discuss these observations in the context of sex differences in specific cognitive abilities and evolutionary theories of sexual selection.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the Longitudinal Study of Young People in England (LSYPE)

2020 ◽  
Author(s):  
Mollie Bourne ◽  
Bastian Andreas Betthäuser ◽  
Erzsebet Bukodi
Keyword(s):  
Longitudinal Study ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Descriptive Statistics ◽  
Social Origin ◽  
Education Class ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the Longitudinal Study of Young People in England (LSYPE). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

Sign in / Sign up

Export Citation Format

Share Document