Retest effects in matrix test performance: Differential impact of predictors at different hierarchy levels in an educational setting

Freund, Philipp Alexander; Holling, Heinz

doi:10.1016/j.lindif.2011.07.006

Cited by 6 publications

(1 citation statement)

References 15 publications

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“…As Stevenson (2012) points out, recent research indicates that fluid reasoning ability may be more influenced by learning experiences than one would expect. For instance, there are considerable individual differences in the effects of retesting and training on fluid reasoning tasks in both adults (Freund & Holling, 2011) and school chil-dren (Mackey, Hill, Stone, & Bunge, 2011). Moreover, the results of dynamic testing studies correspond with research on retesting and training effects of fluid intelligence, since generally positive training effects are found, with large individual variation in improvement (for instance, Fabio, 2005;Jeltova et al, 2011;Swanson & Lussier, 2001;Sternberg et al, 2007).…”

Section: Linking Learning Potential (Lp) and Fluid Intelligence (Gf)mentioning

confidence: 76%

The relationship between fluid intelligence and learning potential: Is there an interaction with attentional control?

Filickova

Ropovik

Bobaková

et al. 2015

Journal of Pedagogy

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The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.

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