The factors of speed and power in tests of intelligence.

Abstract

The roles played by speed and power as factors in intelligence have been examined both speculatively and experimentally. The results of these investigations have not been uniform, due in part, probably, to the fact that there has not been, nor is there at present, agreement on just what constitutes intelligence. Lack of agreement regarding the very function we seek to understand must necessarily lead to differently conceived experiments and to a variety of results and conclusions. The author of a recent paper* enumerates briefly some of the experiments performed over a span of more than a half-century. These include lifting of weights, discrimination of pitch and clang, rate and accuracy of computation, rate of reading and retention of ideas, thrusting at targets, maze tracing, drawing straight lines, and rate of typewriting. This same author himself studied the interrelations of speed, accuracy and difficulty, as revealed in the spelling of words ranging from the very easy to the very difficult. He concludes, among other things, that the fast speller on the basis of general average will probably rank fairly high in accuracy of spelling.Peak and Boring 2 report the results of an investigation in which the Army Alpha and the Otis Self-Administering Test of Mental Ability were used with five advanced students of psychology. They conclude that there is a high correlation between score in an intelligence test, speed in the test, and speed in a simple reaction, and, furthermore, that speed of reaction is the most important factor in individual differences in the intelligent act.

Methods for Measuring Speededness: Chronology, Classification, and Ensuing Research and Development

“…The test taker may sacrifice accuracy for speed to complete the test within the time limit. Research on the speed–accuracy trade‐off started with experimental psychology (Henmon, 1911; Lajoie & Shore, 1986; Lohman, 1986; McClelland, 1979; Schouten & Bekker, 1967; Wickelgren, 1977), and the tradition of studying the relationship between ability and speed has persisted for more than a century (see Aikens et al, 1902; Courtis, 1924; Ellis, 1928; Freeman, 1931; Furneaux, 1952; Goldhammer, 2015; Jensen, 1982; Longstaff & Porter, 1928; McFarland, 1928; Mudge, 1921; Myers, 1915; Peak & Boring, 1926; Ruch & Koerth, 1923; Tate, 1950; Thorndike, 1914; Wissler, 1901).…”

The role of speed in intelligence.

“…On the other hand, however, as Clark ( 5) has shown, it is very probable that some scores which are supposed to represent only speed are contaminated with other factors which tend to raise the correlation. 4 4 Three Recent Studies: Since the original formulation of this review, relevant articles by Claparede and his students (32), and by Freeman (33,34), have appeared. Claparede presented an extensive summary of the experiments which dealt with the general significance of speed of response.…”

A simple technique for estimating optimum time limits.

“…For example, in a high school chemistry examination it makes little difference what amount of time is allowed because the primary purpose of the test is to rank the individuals, and this can be achieved within a wide range of time limits. Research studies have generally shown a high degree of correlation between speeded and unspeeded scores (1,2,3,4,5).…”

“…2 iNow Director of the Research Division, Canadian Teachers Federation. 2 The method of using the mean as a simple test of symmetry can be replaced by observing the distribution of test scores.…”