A Study of Aging, Intelligence and Problem Solving

1983 ◽  
Vol 53 (3_suppl) ◽  
pp. 1271-1279 ◽  
Author(s):  
Marvin L. Schroth
Keyword(s):  
Problem Solving ◽  
Fluid Intelligence ◽  
Intellectual Functioning ◽  
Horn Theory ◽  
Crystallized Intelligence ◽  
Significant Difference ◽  
Crystallized Abilities ◽  
Type C ◽  
Vantage Points ◽  
Selection Of

Relationships between intellectual functioning and problem-solving among aged persons were viewed from several vantage points. The Cattell-Horn theory of fluid and crystallized abilities provided the rationale for selection of indicants of intelligence; the Davis (1966) two-factor theory served as a paradigm for the selection of two different kinds of problem-solving tasks. The relationships of education to each type of intelligence and problem-solving were also investigated. For a sample of 224 adults, aged 60 to 70 yr. of age, (1) Type O problem solving (has few prior associarions) is more highly related to fluid intelligence (Gf) than to crystallized intelligence (Gc). (2) The correlation between Gf and Gc is larger for relatively well educated than for relatively poorly educated adults. (3) There is no significant difference between the Gf and Gc correlations with Type C problem-solving (involving previously associated responses). (4) The Gf-Gc, Type O-C relationships are not removed when education is controlled.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
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.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

Caracterização da Peneira Média em Clones de Coffea canephora

REVISTA FIMCA ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 28-31
Author(s):  
Darlan Darlan Sanches Barbosa Alves ◽  
Victor Mouzinho Spinelli ◽  
Marcos Santana Moraes ◽  
Carolina Augusto De Souza ◽  
Rodrigo da Silva Ribeiro ◽  
...  
Keyword(s):  
Genetic Improvement ◽  
Block Design ◽  
Coffea Canephora ◽  
Coffee Production ◽  
Randomized Block Design ◽  
Significant Difference ◽  
The Mean ◽  
Four Blocks ◽  
Selection Of

Introdução: O estado de Rondônia se destaca como tradicional produtor de café, sendo o segundo maior produtor brasileiro de C. canephora. No melhoramento genético de C. canephora, a seleção de plantas de elevada peneira média está associada à bebida de qualidade superior. Objetivos: O objetivo desse estudo foi avaliar a variabilidade genética de clones de C. canephora para o tamanho dos grãos, mensurado a partir da avaliação da peneira média (PM). Materiais e Métodos: Para isso, foi conduzido ao longo de dois anos agrícolas experimento no campo experimental da Embrapa no município de Ouro Preto do Oeste-RO, para a avaliação da peneira média de 130 genótipos (clones) com características das variedades botânicas Conilon, Robusta e híbridos intervarietais. O delineamento experimental utilizado foi de blocos ao acaso, com quatro repetições de quatro plantas por parcela. Resultados: Não houve resultados significativos para a interação clones X anos, indicando uma maior consistência no comportamento das plantas ao longo do tempo. Porém foram observadas diferenças significativas para o tamanho dos grãos entre os genótipos avaliados, possibilitando selecionar genótipos superiores. Conclusão: Os genótipos agruparam-se em cinco classes de acordo com o teste de média, subsidiando a caracterização de um gradiente de variabilidade da característica avaliada ABSTRACTIntroduction: Coffea canephora accounts for approximately 35% of the world's coffee production. The state of Rondônia stands out as a traditional coffee producer, being the second largest Brazilian producer of C. canephora. In the classical genetic improvement of C. anephora, the selection of plants of high average sieve is associated with a drink of superior quality. Objectives: The objective of this udy was to evaluate the genetic variability of Coffea canephora clones for the agronomic medium sieve (PM). Materials and Methods: The experiment was conducted in the experimental field of Embrapa, municipality of OuroPreto do Oeste-RO, located at coordinates 10º44'53 "S and 62º12'57". One hundred thirty genotypes (clones) of botanical characteristics Conilon, Robusta and intervarietal hybrids were evaluated in the agricultural years 2013-2014 and 2014-2015. The experimental design was a randomized block design with four blocks and four plants per plot, spacing 3.5 x 1.5 meters between plants. Results: Significant difference was found for the grain size. According to the F test, at 5% probability, the genotypes were grouped into five classes according to the mean test. Conclusion: The results obtained subsidized the characterization of a variability gradient of the evaluated trait.

Temperature Selection of Rainbow Trout (Salmo gairdneri) Fingerlings in Vertical and Horizontal Gradients

1971 ◽  
Vol 28 (11) ◽  
pp. 1801-1804 ◽  
Author(s):  
R. W. McCauley ◽  
W. L. Pond
Keyword(s):  
Rainbow Trout ◽  
Salmo Gairdneri ◽  
Temperature Preference ◽  
Temperature Selection ◽  
Horizontal Gradients ◽  
Significant Difference ◽  
Preferred Temperatures ◽  
Laboratory Investigations ◽  
Horizontal Temperature Gradients ◽  
Selection Of

Preferred temperatures of underyearling rainbow trout (Salmo gairdneri) were determined in both vertical and horizontal temperature gradients. No statistically significant difference was found between the preferred temperatures by the two different methods. This suggests that the nature of the gradient plays a lesser role than generally believed in laboratory investigations of temperature preference.

A Contingency Perspective on Effective Prototyping

1993 ◽  
Vol 8 (2) ◽  
pp. 99-109
Author(s):  
Oscar Gutierrez
Keyword(s):  
Project Management ◽  
Problem Solving ◽  
Organizational Support ◽  
Linear Problem ◽  
Systems Development ◽  
Social Mechanism ◽  
Contingency Perspective ◽  
Future Developments ◽  
Product And Process ◽  
Selection Of

Current demands on prototyping emphasize increasingly complex and dynamic applications that require sophisticated social mechanism and process enablers. However, much of the emphasis placed today in systems development under prototyping focuses on the supporting technology. The imbalance between product and process perspectives under this approach is explored. A view of prototyping effectiveness is presented in terms of non-linear problem solving, adequate technical and procedural solutions, and organizational support. Implications of this view are presented on the selection of prototyping techniques and on project management concerns. Future developments in prototyping practice are explored.

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Time ◽  
Mathematical Thinking ◽  
Rational Numbers ◽  
Female Students ◽  
School Education ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
New Knowledge

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

Concrete and Formal Operational thought Processes in Young Adulthood and Old Age

1976 ◽  
Vol 7 (3) ◽  
pp. 237-245 ◽  
Author(s):  
Vivian Clayton ◽  
Willis F. Overton
Keyword(s):  
Old Age ◽  
Living Arrangements ◽  
Fluid Intelligence ◽  
Age Groups ◽  
Thought Processes ◽  
Crystallized Intelligence ◽  
Age Related ◽  
Concrete Operational ◽  
Fluid And Crystallized Intelligence

A study was conducted to examine the role of concrete and formal operations in a young and old population. In addition, the present study explored the relation between operational thought and Cattell's concept of fluid and crystallized intelligence, as well as the role of differential living arrangements in maintaining operational thought. Eighty females from three age groups (18–20 years, 60–70 years and 70–80 years of age) were tested on a series of Piagetian tasks and indices of fluid and crystallized intelligence. The findings supported the notion that age-related performance differences occur in the area of formal operational thought prior to the time they occur in concrete operational thought. Except for the young sample, the operational tasks were found to be unrelated to fluid intelligence at the age levels represented in this study. Living independently as opposed to living in an old age home did not appear to be a significant factor in maintaining operational thought. Discussion focused on the necessity of identifying those factors which influence the developmental course of formal operational thought across the life span.

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