Language Responses as a Predictor of Performance on Intelligence Tests

Bickley, A. C.; Dinnan, James A.; Bickley, R. Bruce

doi:10.1080/10862967009546910

Journal of Reading Behavior

1970

DOI: 10.1080/10862967009546910

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Language Responses as a Predictor of Performance on Intelligence Tests

A. C. Bickley¹,

James A. Dinnan²,

R. Bruce Bickley³

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1970

1975

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Cited by 4 publications

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“…Bickley, Dinnan, Bickley (1970), Dinnan, Cowart, Bickley (1971), and Dinnan, Bickley and Williams (1971). When a measure of success was placed against the type of responses, a clear (.01 level of confidence) indication was that those subjects who produce a "higher level" (superordinateco-ordinate-whole-part, or contrast) product, as measured by the "products of the intellect" Guilford (1967) were making a success in formal schooling.…”

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confidence: 97%

The Key to Learning

Dinnan¹

1970

Journal of Reading Behavior

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Many generations have passed since man first started to record the happenings of his times as in the hieroglyphics found in Egypt. These codes were once known by many and then through the passing of time the key became lost. It wasn't until the soldiers of Napoleon accidentally found the Rosetta Stone that modern man could unlock the code. The only way it was unlocked was through another known code. An identical loss occurred in Mathematics when the way in which the Mayans of the Yucatan Peninsula unlocked higher mathematics was lost. Thomas Aquinas searched for the key in his Summa Theologica and remains today one of the greatest theologians of all times. Einstein found the key to unlock the measurement of matter and his theory remains as a model for understanding how matter can be classified.(His formula has changed because of the proton which moves faster than the speed of light, but the theory remains intact.) Searching for any of these keys has been from the known to the unknown. Unlocking a system is not the result of a single unit but rather many units being put together until someone or something puts the units in line. (Wright brothers, Henry Ford, Goodyear, Von Braun etc.). Being around at the right time has caused many accidental discoveries. Perhaps the theory expounded in the present paper, and discovered by accident, is the key to learning. The only proof that this is the key is if it works in all areas of learning. If not, then this is not the key.It was stumbled upon while trying to unlock an answer to the question "What is the difference between someone who succeeds in school, or life, and someone who fails?"Testing, trying to see how one subject is alike or different from another subject, has been going on earnestly for the past sixty years. Intelligence tests, aptitude tests, performance tests, tests trying to find out in many possible ways how does one learn? What is the difference?With all the testing going on in the United States we can see that the children are still failing by the millions. Over the world illiteracy is rampant. Here in the United States-despite millions of dollars, thousands of remedial classes, the best books money can buy, the latest machines for children to work with, the requirement for teachers made higher (in terms of courses of preparation), new buildings, new books, and on and on,-we still have failures by the droves. Even when the material was changed into the so-called dialect of a group, the students still failed.

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confidence: 97%

The Key to Learning

Dinnan¹

1970

Journal of Reading Behavior

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“…Ervin (1961), Entwisle (1964), McNeil (1966), Bickley, Dinnan, and Bickley (1970), , Shen and McNinch (1971), McNinch (1971), and Cowart (1971), have all reported research involving different age groups, using various test data and assessing the contrast between paradigmatic and syntagmatic types of oral response patterns. To date very little has been done in an attempt to classify all the various types of responses, especially in the syntagmatic category.…”

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Categorization of Paradigmatic Syntagmatic Oral Responses

Dinnan¹

1972

Journal of Reading Behavior

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Research reports using a variable of paradigmatic or syntagmatic oral responses have been reported over a ten-year period. To date there has been no serious attempt to assess the base data that might account for these two different types of productions.Paradigmatic responses are traced, in this report, to a formal structure of Units, Relations, Classes, and Systems products of the intellect.Syntagmatic responses are traced to the base reference used by the subject to produce his response to the stimulus. These base references are reported as reference to a cloze response, or a response dealing with the structure of oral language.The response data used for this analysis were collected from subjects ranging from 3 years of age to 63 years of age. Over 5000 individual samples involving some 150,000 responses comprised the data base for this study.

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The effectiveness of otis quick-scoring mental ability test to differentiate an inmate sample

1975

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Language Responses as a Predictor of Performance on Intelligence Tests

Cited by 4 publications

References 2 publications

The Key to Learning

The Key to Learning

Categorization of Paradigmatic Syntagmatic Oral Responses

The effectiveness of otis quick-scoring mental ability test to differentiate an inmate sample

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