A study of play in relation to intelligence.

Lehman, Harvey C.; Witty, Paul A.

doi:10.1037/h0075877

Cited by 12 publications

(4 citation statements)

References 5 publications

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“…Questions about the limits of cognitive ability began early, with research comparing the accomplishments of gifted students with others (Lehman & Witty, 1928), as well as with a case study of Beatty Ford, who had an IQ of 188 and was reading Shakespeare when 8 years old (Terman & Fenton, 1921). Subsequent studies grouped participants into score bands to examine whether scores had relationships at all levels or whether there were points beyond which scores ceased to matter.…”

Section: Cognitive Abilitiesmentioning

confidence: 99%

“…For example, studies of the intelligence of children, quite common in the early decades of JAP , debated the causal direction between environment and abilities. Even preferences for play activities (boxing vs. drawing vs. reading comics) were discussed theoretically as having a causal, reverse-causal, or reciprocal influences on developed verbal abilities (Lehman & Witty, 1928). Other studies wrestled with the developed versus innate issue in the context of group differences (Garth, Serafini, & Dutton, 1925; Wang, 1926).…”

Section: Knowledge Skills and Abilitiesmentioning

confidence: 99%

See 1 more Smart Citation

Individual differences and their measurement: A review of 100 years of research.

Sackett

Lievens

Iddekinge

et al. 2017

Journal of Applied Psychology

189

113

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This article reviews 100 years of research on individual differences and their measurement, with a focus on research published in the Journal of Applied Psychology. We focus on 3 major individual differences domains: (a) knowledge, skill, and ability, including both the cognitive and physical domains; (b) personality, including integrity, emotional intelligence, stable motivational attributes (e.g., achievement motivation, core self-evaluations), and creativity; and (c) vocational interests. For each domain, we describe the evolution of the domain across the years and highlight major theoretical, empirical, and methodological developments, including relationships between individual differences and variables such as job performance, job satisfaction, and career development. We conclude by discussing future directions for individual differences research. Trends in the literature include a growing focus on substantive issues rather than on the measurement of individual differences, a differentiation between constructs and measurement methods, and the use of innovative ways of assessing individual differences, such as simulations, other-reports, and implicit measures. (PsycINFO Database Record

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Section: Cognitive Abilitiesmentioning

confidence: 99%

Section: Knowledge Skills and Abilitiesmentioning

confidence: 99%

Individual differences and their measurement: A review of 100 years of research.

Sackett

Lievens

Iddekinge

et al. 2017

Journal of Applied Psychology

189

113

View full text Add to dashboard Cite

show abstract

“…The extensive work on the play quiz is brought together in a volume by Lehman and Witty (113). They report the relation of play to intelligence, sex differences in participation, fortune telling and esthetic appreciation and race differences in interest in boxing in four articles based on the results of this questionnaire (112,114,115,116). Contrasting attitudes towards dogs and •cats are reported by Lehman (110) and the comparative influence of chronological age and mental age on play interests is discussed by Lehman and Wilkerson (111).…”

Section: Occupational Interests the Application Of Fourteen Indicator...mentioning

confidence: 99%

Personality and character tests.

May¹,

Hartshorne²,

Welty³

1929

Psychological Bulletin

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“…The play behavior of bright and gifted children varies from that of other children. Lehman and Witty (1928) studied three groups of children: the mentally retarded with an intelligence quotient of approximately 84, the normal group with a mean intelligence quotient of approximately 100, and the bright children with an approximate intelligence quotient of 119. The differences between the play activities of the lowest and highest groups were as follows.…”

Section: Supervision Of Playmentioning

confidence: 99%

Controlling the behavior of children at school.

Starch¹,

Stanton²,

Koerth³

Controlling Human Behavior: A First Book in Psychology for College Students.

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Children's behavior with teachers, supervisors and other children while in school buildings, and on school grounds, will be considered from three points of view: supervision of study, supervision of discipline, and supervision of play. Our school systems, both public and private, control the minds of youth, and are responsible for individual and group behavior of children during the greater portion of their plastic development. Certain stereotyped standards have been established by the hierarchy ©f authority which extends from the board of education through superintendent, principals, supervisors, to the teachers. These standards are apt to fulfill artificial adult conceptions of school attitudes rather than to reflect genuine child responses of social, cooperative, and active behavior of healthy youngsters. The psychological atmosphere of schoolrooms indicates the eomplex interrelationships among children and between children and teachers. Control prevails over study, discipline, and play. Is it the old type of traditional suppression and autocratic coercion, or is it the new type of supervision and cooperative leadership which fosters individual expression and creative activities?The best progressive schools are those which are organized to meet the child's needs for the development of his total organism, to provide outlets for the creative use of energies, and to develop an atmosphere of self-confidence and security in all the social relationships of living, thereby creating a milieu in which children can function. Maladjusted, "warped," and suppressed personalities do not thrive in such progressive schools, because they try to provide the environment, school atmosphere, and teacher attitude which foster creative self-expression and self-control, and develop children with whom it is easier to live. In order for a school to continue a well-ordered family relationship or to modify a badly managed family life for a child, the closest cooperation °f parents, siblings, and teachers is necessary. Scientific studies °f child behavior in these interrelationships will eventually reveal 411

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A study of play in relation to intelligence.

Cited by 12 publications

References 5 publications

Individual differences and their measurement: A review of 100 years of research.

Individual differences and their measurement: A review of 100 years of research.

Personality and character tests.

Controlling the behavior of children at school.

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