The relation between abilities and improvement with practice in a visual discrimination reaction task.

Motor-reduced visual perceptual abilities and visual-motor integration abilities of Chinese learning children

“…As a result, Kao suggests that writing Chinese is at the same time a process of training and strengthening the visual-spatial capacity of the writer. If it is true that the nature of Chinese handwriting leads to an earlier and more extensive training of fine motor skills, then Kao's explanation is actually in line with the views of Fleishman and Hempel (1955).…”

“…The study postulates that, among the Chinese learning cultural group at least, motor-reduced visual perception and visual-motor integration are two separate systems; and the two perceptions develop in parallel in the way that the interaction is two-way. Furthermore, if it is true that the visual-spatial properties of Chinese words and together with the nature of Chinese handwriting leads to an earlier and more extensive training of fine motor skills, the results of the study would bring Kao's view (i.e., psychogeometric theory of Chinese character writing) nearer to the explanation along the lines of Fleishman and Hempel (1955) …”

“…It might be that it is this difference in school curriculum that has caused the differences found. In fact, research and literature have indicated that the quantitative and qualitative pattern of abilities determining proficiency in psychomotor performance may change as a function of practice (Fleishman & Hempel, 1955). Practice resulted in the increase in the contribution of a factor found specific to the task and not defined by any of the other reference variables as practice continued.…”

“…Despite the fact that there is never a one-to-one relationship between measured ability and one single process, a certain degree of overlap of such underlying processes may be reflected by correlations and common factor loadings among test scores. Fleishman and Hempel (1955) and Fleishman (1972) carried out different correlational and factor-analysis studies in an attempt to link test scores to underlying perceptual and motor processes. Although with limited success, insights have been gained into the common processes that are required to perform different groups of tasks (Fleishman, 1972).…”

Contextualizing intelligence in assessment: The next step

“…Variability in the level of fluid and crystalized intelligence during practice for the game Go (Masunaga & Horn, 2001), variability across the lifespan (McArdle, Ferrer-Caja, Hamagami, & Woodcock, 2002), and decreases in the speed of visual discrimination with ongoing practice (Fleishman & Hempel, 1955) are just a few examples to demonstrate that the level and form of intellectual abilities are shaped by experiences, which in turn are influenced by their cultural context. We suggest that intelligence theory and assessment, including HR and I/O assessment, will not make significant advancements if intelligence continues to be treated in a decontextualized manner and that we can make significant progress by "letting context in.…”