The McGill Adult Comprehension Examination: "Verbal Situation" and "Picture Anomaly" Series.

Hebb, D. O.; Morton, Nicholas

doi:10.1037/h0061322

Cited by 22 publications

(15 citation statements)

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“…In this presentation, Hebb stated that there was a need for new tests to “cover a wide range of adult interests” and he referred to two new tests that he was developing, the verbal test of Adult Comprehension of attitudes, motivation, etc., and a non-verbal Picture Anomaly test (described by Hebb and Morton, 1943). Cattell's presentation at the 1940 APA Meeting was a factor analysis of the concept of socioeconomic (social) status (Cattell, 1940b).…”

Section: Hebb's Dissatisfaction With the Use Of Intelligence Tests Fomentioning

confidence: 99%

“…He wrote a critical review of the literature on the effects of damage to the frontal lobes (Hebb, 1945) and continued to work on the measurement of adult intelligence (Hebb and Morton, 1944). He also developed new tests to measure verbal and non-verbal aspects of intelligence (Hebb and Morton, 1943). …”

Section: What Happened After 1941?mentioning

confidence: 99%

“…These new tests were based on Hebb's ideas that there were two components to intelligence, one of which is “innate potential” and other is the result of experience, and that a single intelligence score was not sufficient to measure the range of abilities of a normal adult; what was needed was “to measure independently as varied a number of achievements as possible” (Hebb and Morton, 1944, p. 221). Hebb and Morton (1944) point out that taking a number of independent measures of intellectual performance “reduces the danger of mistaking environmental deprivation for innate defect.” Hebb and Morton (1944) were also critical of the use of IQ tests, designed to test the development of children's intellectual ability, for measuring adult intelligence, and stated that “there is a serious need of a new test material suited to adult work” (p. 222), which was the purpose of the development of the new adult comprehension tests by Hebb and Morton (1943). …”

Section: What Happened After 1941?mentioning

confidence: 99%

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Hebb and Cattell: The Genesis of the Theory of Fluid and Crystallized Intelligence

Brown

2016

Front. Hum. Neurosci.

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Raymond B. Cattell is credited with the development of the theory of fluid and crystallized intelligence. The genesis of this theory is, however, vague. Cattell, in different papers, stated that it was developed in 1940, 1941 or 1942. Carroll (1984, Multivariate Behavioral Research, 19, 300-306) noted the similarity of Cattell's theory to “Hebb's notion of two types of intelligence,” which was presented at the 1941 APA meeting, but the matter has been left at that. Correspondence between Cattell, Donald Hebb and George Humphrey of Queen's University, Kingston, Ontario, however, indicates that Cattell adopted Hebb's ideas of intelligence A and B and renamed them. This paper describes Hebb's two types of intelligence, and shows how Cattell used them to develop his ideas of crystallized and fluid intelligence. Hebb and Cattell exchanged a number of letters before Cattell's paper was rewritten in such a way that everyone was satisfied. This paper examines the work of Hebb and Cattell on intelligence, their correspondence, the development of the ideas of fluid and crystallized intelligence, and why Cattell (1943, p. 179) wrote that “Hebb has independently stated very clearly what constitutes two thirds of the present theory.”

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Section: Hebb's Dissatisfaction With the Use Of Intelligence Tests Fomentioning

confidence: 99%

Section: What Happened After 1941?mentioning

confidence: 99%

Section: What Happened After 1941?mentioning

confidence: 99%

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Hebb and Cattell: The Genesis of the Theory of Fluid and Crystallized Intelligence

Brown

2016

Front. Hum. Neurosci.

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“…So, along with professor N.W. Morton of the McGill Psychology Department, Hebb began to develop two new tests: the verbal Adult Comprehension Test and the non-verbal Picture Anomaly Test (Hebb & Morton 1943). Second, Hebb observed that lesions of different brain areas produced different cognitive impairments.…”

Section: Neuropsychology At the Montreal Neurological Institute: 1937-39mentioning

confidence: 99%

The Life and Work of Donald Olding Hebb, Canada’s Greatest Psychologist

Brown

2007

Proc NSIS

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Donald Olding Hebb’s lasting influence in psychology and neuroscience stemslargely from his influential book, The Organization of Behavior (Hebb 1949a) in which he introduced the concepts of synaptic change and cell assemblies to explain the neural events underlying behaviour. Hebb’s work revolutionized psychology by establishing a biological basis for psychological phenomena and expounding a neuropsychological theory which provided the structure for the development of the fields of cognitive and behavioural neuroscience. His ultimate fame could not have been predicted from his performance at Dalhousie University nor from his early career as a teacher. His career as a psychologist began as a night school student in psychology at McGill University in 1928. After completing his MA in psychology at McGill in 1932, he studied with Karl Lashley at the University of Chicago completing his PhD with Lashley at Harvard in 1936. For the next two years he conducted neuropsychological tests on the patientsof Dr. Wilder Penfield at the Montreal Neurological Institute and from 1939 to 1942 was a professor at Queen’s University in Kingston, Ontario. He spent the next five years studying emotionality in chimpanzees at the Yerkes Primate Center in Florida where he began to write The Organization of Behavior. Hebb became a professor of Psychology at McGill University in 1947 and head of his department in 1948 where he completed his book and directed an internationally recognized graduate program in physiological psychology. Elected President of the Canadian Psychological Association in 1952 and the American Psychological Association in 1960 he also became a Fellow of the Royal Societies of Canada and England. Late in his career, he was Vice Dean of Biological Sciences (1964-66) and then Chancellor of McGill University (1970-74). Upon retirement from McGill, he moved back to Nova Scotia and became a professor emeritus at Dalhousie University from 1978 until his death in 1985. During this time he wrote his last book, Essay on Mind (Hebb 1980a). He was inducted into the CanadianMedical Hall of Fame in October 2003.L’influence durable de Donald Olding Hebb dans les domaines de la psychologieet de la neuroscience est en grande partie le résultat de son ouvrage prestigieux The Organization of Behavior (1949) dans lequel il présente les concepts de modification synaptique et de réseau neuronal pour expliquer les phénomènes neuronaux qui sous‑tendent le comportement. M. Hebb a révolutionné le domaine de la psychologie en établissant une base biologique pour des phénomènes psychologiques et en expliquant une théorie neuropsychologique qui a fourni la structure nécessaire au développement des domaines de la neuroscience cognitive et comportementale. Sa renommée n’aurait pu être prédite à partir de sa performance à l’Université Dalhousie ou de son poste d’enseignant au début de sa carrière. Sa carrière dans le domaine de la psychologie a débuté lorsqu’il a commencé à suivre des cours du soir dans le domaine à l’Université McGill en 1928. Après avoir obtenu une maîtrise en psychologie à l’Université McGill en 1932, il a étudié aux côtés de Karl Lashley à l’Université de Chicago pour finalement obtenir un doctorat avec M. Lashley à l’Université Harvard en 1936. Au cours des deux années suivantes, il a effectué des tests neuropsychologiques sur les patients du docteur Wilder Penfield à l’Institut neurologique de Montréal. De 1939 à 1942, il a été professeur à l’Université Queen’s, à Kingston en Ontario. Il a passé les cinq années suivantes à étudier les émotions chez le chimpanzé au Yerkes Primate Center en Floride. C’estau cours de cette période qu’il a commencé à rédiger The Organization of Behavior. M. Hebb a ensuite occupé un poste de professeur de psychologie à l’Université McGill en 1947 et il a été nommé chef du département de psychologie en 1948, poste dans le cadre duquel il a dirigé un programme d’études supérieures de renommée internationale en psychophysiologie. C’est à cette période qu’il a terminé son ouvrage prestigieux. Élu président de la Société canadienne de psychologie en 1952 et de l’American Psychological Association en 1960, il a également été un Membre de la Société royale du Canada et un membre de la Royal Society of England. Vers la fin de sa carrière, il a occupé le poste de vice-doyen des sciences biologiques à l’Université McGill (de 1964 à 1966) puis de chancelier de cette même université (de 1970 à 1974). Au moment de sa retraite de l’Université McGill, M. Hebb est retourné en Nouvelle‑Écosse. Il a été professeur émérite à l’Université Dalhousie de 1978 jusqu’à sa mort en 1985, période durant laquelle il a rédigé son dernier ouvrage Essay on Mind (1980a). Il a été intronisé au Temple de la renommée médicale canadienne en octobre 2003.

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“…Hebb and Morton (30,31) Halstead (24) investigated eighty tests in relation to senescence of which twenty-five were selected as a tentative battery. He showed that senile adults find difficulty in reversing old habit sequences, in retention of meaningful auditory and visual stimuli, in judgment, in planning, and in spatial discrimination, while they are better in rote memory and fluency of old associations.…”

Section: Tests Of Adult Intelligencementioning

confidence: 99%

Chapter VII: Intellectual Changes During Maturity and Old Age

Lorge¹

1944

Review of Educational Research

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SINCE THE LAST REVIEW of this topic, most of the references in this area of study have been concerned with the results of intelligence tests in psychosis. Generally, the estimation of intellectual deterioration in abnormal states implies a correction for changes in score and in quality of intellectual performance as a function of age. The accumulation of evidence concerning intellectual changes in maturity and old age definitely indicates that as people grow older their test performances change. It is clear that intellectual changes as a function of age create problems concerning the interpretation of adult scores and adult intelligence quotients; the relationship of previous education, experiences, and skills to measurement of adult intelligence; the factorial composition of adult intelligence tests; the relationship of intelligence test scores in childhood and youth to such measures in adult populations; and the standardization and norming of adult intelligence tests. Perhaps the most significant new development is the demonstration that qualitative aspect of intellectual performance is fully as important as quantitative variations. ReviewsThe most significant review of the field is that of Brody (9) who reviewed some 230 references on intellectual change in normal and psychotic adult populations. Cattell (14) listed forty-four available adult intelligence tests indicating the technical handicaps in the estimation of adult intelligence and suggesting the difference between fluid and crystallized intelligence where fluid refers to relations between both new and old fundaments and crystallized to habitual responses. Miles (44) and Miles and Miles (45) gave a provocative survey of the psychology of the aging process. Bijou (7) reviewed nineteen references on the usefulness of the concept of test pattern, and Buxton (13) reviewed the status of research in reminiscence (improvement in recall without practice after original learning) indicating that no reliable evidence exists that reminiscence is related to age, sex, or intelligence of' the learner. Wechsler and the related discussion by Shakow (60) implied that intellectual changes parallel physical changes albeit the components used to measure intellectual changes decline at different rates, but that drive, persistence, and experience are significant aspects of intellectual performance.

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The McGill Adult Comprehension Examination: "Verbal Situation" and "Picture Anomaly" Series.

Cited by 22 publications

References 3 publications

Hebb and Cattell: The Genesis of the Theory of Fluid and Crystallized Intelligence

Hebb and Cattell: The Genesis of the Theory of Fluid and Crystallized Intelligence

The Life and Work of Donald Olding Hebb, Canada’s Greatest Psychologist

Chapter VII: Intellectual Changes During Maturity and Old Age

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