Cognitive correlates of general intelligence: Toward a process theory of g

Larson, Gerald E.; Saccuzzo, Dennis P.

doi:10.1016/0160-2896(89)90003-2

Cited by 124 publications

(61 citation statements)

References 58 publications

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“…Larson & Saccuzzo, 1989); the poorer the working memory capacity the greater the variability in speed of processing. Thus, the variable rate of implicit counting for the LD-no-change group could have been due to a relatively small working memory capacity or to difficulties in allocating attention within working memory.…”

Section: Discussionmentioning

confidence: 99%

A componential analysis of an early learning deficit in mathematics

Geary

1990

Journal of Experimental Child Psychology

227

281

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This study was designed to assess strategy choice and information-processing differences in normal and mathematically disabled first and second grade children. Twenty-three normal and 29 learning disabled (LD) children solved 40 computerpresented simple addition problems. Strategies, and their associated solution times, used in problem solving were recorded on a trial-by-trial basis and each was classified in accordance with the distributions of associations model of strategy choices. Based on performance in a remedial education course, as indexed by achievement test scores, the LD sample was reclassified into an LDimproved group and an LD-no-change group. No substantive differences comparing the normal and LD-improved groups occurred in the distribution of strategy choices, strategy characteristics (e.g., error rates), or rate of information processing. The performance characteristics of the LD-no-change group, as compared to the two remaining groups, included frequent counting and memory retrieval errors, frequent use of an immature computational strategy, poor strategy choices, and a variable rate of information processing. These performance characteristics were discussed in terms of the strategy choice model and in terms of potential long-term memory and working memory capacity deficits. In addition, implications for remedial education in mathematics were discussed. o 1990 ACademic Press, Inc.A learning disability in mathematics achievement is characterized by the failure to acquire grade appropriate knowledge and problem-solving skills (Schoenfeld, 1987a). While traditional achievement measures allow for the identification of learning disabled (LD) students, they do not

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Section: Discussionmentioning

confidence: 99%

A componential analysis of an early learning deficit in mathematics

Geary

1990

Journal of Experimental Child Psychology

227

281

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“…Briefly, we note here that WM-capacity measures, requiring a variety of processing skills and presenting a variety of stimulus types, correlate substantially with fluid ability tasks across verbal, mathematical, and spatial domains (see, e.g., Crawford & Stankov, 1983;Daneman & Merikle, 1996;Engle et al, 1992;Kyllonen & Christal, 1990;Larson & Saccuzzo, 1989;Law, Morrin, & Pellegrino, 1995;Stankov & Crawford, 1993;Turner & Engle, 1989). They also predict performance in a variety of simple attentional tasks that make explicit demands neither on memory retrieval nor on one particular domain of processing Conway, Tuholski, Shisler, & Engle, 1999;Kane et al, 2001;Kane & Engle, in press;Tuholski, Engle, & Baylis, 2001).…”

Section: Discussionmentioning

confidence: 99%

The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective

Kane

Engle

2002

Psychonomic Bulletin & Review

1,855

1,420

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“…One interpretation of this finding is that the relationship between different processing speed indices and IQ is due to a single factor, perhaps reflecting some aspect of central nervous system functioning (e.g., Jensen, 1993). This notion of a unitary speed factor has been supported by multiple regression analyses, which show that IT and CRT do not make independent contributions to the prediction of IQ (Larson and Saccuzzo, 1989;Vernon, 1983). However, other studies have shown that IT and RT measures/factors from a battery of elementary cognitive tasks do make independent contributions to the prediction of IQ (Kranzler and Jensen, 1991;Nettelbeck and Rabbitt, 1992).…”

Section: Introductionmentioning

confidence: 95%

A Genetic Investigation of the Covariation Among Inspection Time, Choice Reaction Time, and IQ Subtest Scores

et al. 2004

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Information processing speed, as measured by elementary cognitive tasks, is correlated with higher order cognitive ability so that increased speed relates to improved cognitive performance. The question of whether the genetic variation in Inspection Time (IT) and Choice Reaction Time (CRT) is associated with IQ through a unitary factor was addressed in this multivariate genetic study of IT, CRT, and IQ subtest scores. The sample included 184 MZ and 206 DZ twin pairs with a mean age of 16.2 years (range 15-18 years). They were administered a visual ( -figure) IT task, a two-choice RT task, five computerized subtests of the Multidimensional Aptitude Battery, and the digit symbol substitution subtest from the WAIS-R. The data supported a factor model comprising a general, three group (verbal ability, visuospatial ability, broad speediness), and specific genetic factor structure, a shared environmental factor influencing all tests but IT, plus unique environmental factors that were largely specific to individual measures. The general genetic factor displayed factor loadings ranging between 0.35 and 0.66 for the IQ subtests, with IT and CRT loadings of −0.47 and −0.24, respectively. Results indicate that a unitary factor is insufficient to describe the entire relationship between cognitive speed measures and all IQ subtests, with independent genetic effects explaining further covariation between processing speed (especially CRT) and Digit Symbol.

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Cognitive correlates of general intelligence: Toward a process theory of g

Cited by 124 publications

References 58 publications

A componential analysis of an early learning deficit in mathematics

A componential analysis of an early learning deficit in mathematics

The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective

A Genetic Investigation of the Covariation Among Inspection Time, Choice Reaction Time, and IQ Subtest Scores

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