Reaction times and speed-of-processing: Their relationship to timed and untimed measures of intelligence

Vernon, Philip A.; Nador, Sue; Kantor, L. I.

doi:10.1016/0160-2896(85)90020-0

Cited by 83 publications

(30 citation statements)

References 23 publications

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“…There is evidence from other studies, which demonstrates that the size of correlations is rather independent of the mode of test administration. There were more or less the same correlations for speeded and unspeeded intelligence tests (Schweizer, 1996;Vernon & Kantor, 1986;Vernon, Nador, & Kantor, 1985).…”

Section: Discussionsupporting

confidence: 55%

The structure of the relationship between attention and intelligence

2005

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Section: Discussionsupporting

confidence: 55%

The structure of the relationship between attention and intelligence

2005

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“…In addition, the fact that performance differences appear to be relatively independent of the type of processing involved, but increase with the average time required for task performance, suggests that this third variable may be characterized as a measure of the amount of processing required by a task. This insight, taken together with evidence for a general speed factor (e.g., Hale & Jansen, 1994;Vernon & Jensen, 1984;Vernon, Nador, & Kantor, 1985;Zheng et al, 2000), provides the basis for our model of group and individual differences.…”

Section: Theoretical Development Preliminary Considerationsmentioning

confidence: 99%

The difference engine: A model of diversity in speeded cognition

Myerson

Hale

Zheng

et al. 2003

Psychonomic Bulletin & Review

116

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A theory of diversity in speeded cognition, the difference engine, is proposed, in which information processing is represented as a series of generic computational steps. Some individuals tend to perform all of these computations relativelyquickly and other individuals tend to perform them all relativelyslowly, reflecting the existence of a general cognitive speed factor, but the time required for response selection and execution is assumed to be independent of cognitive speed. The difference engine correctly predicts the positively acceleratedform of the relation between diversity of performance, as measured by the standard deviation for the group, and task difficulty, as indexed by the mean response time (RT) for the group. In addition, the difference engine correctly predicts approximately linear relations between the RTs of any individual and average performance for the group, with the regression lines for fast individuals having slopes less than 1.0 (and positive intercepts) and the regression lines for slow individuals having slopes greater than 1.0 (and negative intercepts). Similar predictions are made for comparisons of slow, average, and fast subgroups, regardless of whether those subgroups are formed on the basis of differences in ability, age, or health status. These predictions are consistent with evidence from studies of healthy young and older adults as well as from studies of depressed and age-matched control groups.

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“…RT shows larger correlations with non-speeded than with speeded tests. When a speed factor, independent of g, is extracted from a factor analysis of a collection of speeded and non-speeded tests, RT has zero correlation with the speed factor; but it is correlated, usually exclusively, with the g factor (Jensen, 1987d;Vernon and Kantor, 1986;Vernon, Nador, and Kantor, 1985). The degree to which a variety of psychometric tests, such as the subtests of the WAIS, are correlated with RT on any given ECT is directly related to the various tests' g loadings (Smith and Stanley, 1987).…”

Section: Correlates Of G Outside the Psychometric Domainmentioning

confidence: 97%

Understandingg in terms of information processing

Jensen

1992

Educ Psychol Rev

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Psychometric g, the general factor in individual differences in all types of tests and performances involving any mental ability, has much wider importance and implications than are encompassed by the field of psychometrics. It is argued that the nature of g must be understood in terms of information processes rather than in terms of the specific knowledge and skills that are seen in the content of conventional mental tests. The wide range of individual differences in g and disparities in the distribution of g in different subpopulationshave important implications for understanding some of the major problems confronting public education.

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Reaction times and speed-of-processing: Their relationship to timed and untimed measures of intelligence

Cited by 83 publications

References 23 publications

The structure of the relationship between attention and intelligence

The structure of the relationship between attention and intelligence

The difference engine: A model of diversity in speeded cognition

Understandingg in terms of information processing

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