III.—A Study of Cognitive Error Through an Analysis of Intelligence Test Errors

Abstract

Summary. Descriptions of the processes underlying intelligence have moved away from formal statements such as Spearman's principles of noegenesis towards looser statements centred on reasoning or problem solving skills. An analysis of intelligence test errors, in order to throw some light on the operation of these skills, should, therefore, be carried out within the context of the more general study of cognitive error. Spearman and Selz have developed systematic theories of cognitive error. Both direct experimental evidence, and indirect evidence arising from the types of error reported in the literature on problem solving and reasoning, favour Selz's ‘task displacement’ rather than Spearman's ‘reproduction.’ From a group of 274 children (median age 11 years 8 months, mean I.Q. 104), whose errors on the Otis group verbal test had been analysed quantitatively, a sample of 84 was chosen for more intensive qualitative analysis. This analysis was based on the re‐working of all items which were originally wrongly answered. Conditions producing error were classified as: inadequate formulation of the task; prepotency of particular details or characteristics; mis‐reading, or failure to read all the choices offered; correct working but incorrect expression of the answer; difficulty in ‘recentring’ lack of confidence; correct answer but for a wrong reason and rejection of the correct answer on reasonable grounds; lack of specific information; complete failure to formulate the task. These results are interpreted as supporting the type of explanation offered by Selz and paralleling the conditions noted in studies of problem solving and reasoning. The main implication suggested is that teachers should have a greater concern for the development and exercise of the problem solving skills of children as an essential element in the development of intelligence.