Psychophysiology and the Measurement of Intelligence

Eysenck, H. J.; Barrett, Paul

doi:10.1007/978-1-4684-4940-2_1

Cited by 43 publications

(24 citation statements)

References 63 publications

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“…These results point to the reticular formation coming into play at an early stage in the form of awareness and attention and to rapid transmission speed of nerve input, as has been corroborated by different studies [89], leading to greater processing speeds [73, 116, 117]. The conduction velocity of nerve input could be related to specific conductivity characteristics, which could be explained at once by temporal characteristics of neurone decharging, linked to properties of the membrane and the synapse, and by the myelin surrounding the axons, combining to favour the speed of transmission of the electric signal.…”

Section: Discussionsupporting

confidence: 74%

Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children

Vaivre‐Douret

2011

International Journal of Pediatrics

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This study covers the interesting field of the development in gifted children which is often neglected in pediatrics because psychomotor development data are still rare, since “gifted” children are generally noticed towards the end of their primary schooling by IQ measurement. Developmental studies have shown the evidence from several fields that children identified as “high-level potentialities” or “intellectually gifted” develop sensory, locomotor, neuropsychological, and language skills earlier than typically expected. The hypothesis is offered that the earlier development originates from biological processes affecting the physical development of the brain and in turn even intellectual abilities are developed earlier, potentially allowing for advanced development. Further it is discussed how these developmental advances interact with the social environment and in certain circumstances may entail increased risk for developing socioemotional difficulties and learning disabilities that often go unaddressed due to the masking by the advance intellectual abilities.

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Section: Discussionsupporting

confidence: 74%

Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children

Vaivre‐Douret

2011

International Journal of Pediatrics

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“…A purely neuropsychological correlate of g-the average evoked potential-is another promising candidate for further research and development as an objective criterion of g. The most relevant research in this vein has been reviewed by Eysenck and Barrett (1985). Correlations in the range of .70 to .80 are reported between measurements derived from the average evoked potential (AEP) and Figure 6.…”

Section: Minimize Prior Knowledgementioning

confidence: 98%

The Black-White Difference On the K-ABC: Implications for Future Tests

Jensen

1984

J Spec Educ

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Claims that the Kaufman Assessment Battery for Children (K-ABC) is less culturally biased than other standard tests of intelligence and therefore shows a much smaller average difference between black and white children are critically examined in terms of the psychometric properties of the K-ABC. It is concluded that the apparently reduced difference between black and white samples, as compared with the one standard deviation difference typically found on other IQ tests, is not the result of greater validity or of less biased measurement of children's intelligence by the K-ABC. The diminished black-white difference on the K-ABC seems to be largely the result of psychometric and statistical artifacts: lower g loadings of the mental processing scales and greater heterogeneity of the standardization sample, which causes mean group differences to be smaller when they are expressed in standard score units. The general factor measured by the K-ABC is essentially the same g as that of the Stanford-Binet and Wechsler scales. But the K-ABC yields a more diluted and less valid measure of g than do the other tests. The K-ABC factors of successive and simultaneous mental processing, independent of the g factor, constitute only a small fraction of the total variance in K-ABC scores, and the predictive validity of these small factors per se is probably nil. The present criticisms of the K-ABC suggest new means for improving the design of future tests for measuring general intelligence.

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“…In the largest study to date, Ertl and Schafer (1969) tested 573 primary school children (317 males, 256 females; Grades 2 through 8) with the Wechsler Intelligence Scale for Children (WISC), the Primary Mental Abilities test (PMA) and the OTIS test of mental abilities, as well as a visual ERP task in which the subject was required to attend but not to respond to brief photic stimuli. Other researchers have made similar suggestions when attempting to explain the processes underlying IT and RT and their relationship to IQ (Brand & Deary, 1982;Eysenck, 1987;Eysenck & Barrett, 1985). Although these three tests of intelligence each pose very different problems for the subject, their correlations with the latency of the third and fourth peaks were nearly identical, indicating that the latency of the third and fourth components may tap some general process common to all tests.…”

Section: Evoked Potentials and Intelligencementioning

confidence: 68%

“…Among 20 children (10 high WISC IQ and 10 low WISC IQ) the string length measure correlated +.77 with IQ, accounting for more than half the IQ variance. Correcting the correlations for restriction in attenuation of APM scores increased the string length-IQ correlations to a range (.7 to .85) that is characteristic of the internal reliabilities of many IQ tests (Eysenck & Barrett, 1985). ERPs from 100 tones (1-8 second pseudo-random inter-stimulus interval (ISI), 85 dB auditory tone pips) were elicited, although only 90, 64, and 32 trials were used for later analyses.…”

Section: Evoked Potentials and Intelligencementioning

confidence: 99%