The relationship between selected cognitive abilities and learning: A second look.

Abstract

The relationship between learning strategies and cognitive abilities was examined in a series of three experiments. Based on the argument that such relationships ought to follow predictable and differentiated patterns, different strategy manipulations were used in an attempt to moderate the relationship between reasoning and memory abilities and free-recall and paired-associate learning. Results suggested that meaningful differential interrelations can be demonstrated as long as the processes and strategies forming the link between learning and ability test performance are both potent and wellunderstood. Implications of these results for future research into the cross-linkages between intelligence and learning tasks are discussed.Research into intellectual development has for a long time proceeded along two rather divergent routes. On the one hand, the psychometric tradition has emphasized primarily the identification of broad individual difference variables. On the other hand, learning psychologists are usually concerned with manipulating task parameters in order to identify the psychological processes that are involved in efficient or inefficient performance. There has been a gap, however, in the intercommunication between these two approaches (Baltcs & Labouvie, 1973; Whifcman, 1964).Since Cronbach's (1957) emphasis on the

Factors influencing rule discovery in children.

“…A second purpose was to determine the relationship between performance on the Esper and performance on a relevant measure of ability. We agree with others (e.g., Labouvie-Vief, Levin, & Urberg, 1975) that it is important to determine relationships between measures of mental abilities and performance on tasks such as the Esper. In addition, Egan and Greeno (1973) have reported that those who score higher in relevant abilities perform better in discovery tasks than those scoring low.…”

Functional neural anatomy of talent

“…Raven's has been criticized for its lack of normative data, but it has well-documented use in assessing various skills associated with problem-solving across cultures, languages, and representative of domain-specific problem-solving (Das, 1973;Labouvie-Vief et al, 1975;Harber and Hartley, 1983;Riding and Powell, 1987;Horgan and Morgan, 1990 suggest a specific cortical anatomy employed during these tasks, which includes subareas of the prefrontal cortex (PFC) (Prabhakaran et al, 1997;Christoff et al, 2001;Kroger et al, 2002). Measures from Raven's have been shown to correlate with measures of general intelligence (Gray et al, 2003).…”

Imagery and Children’s Learning: Putting the Picture in Developmental Perspective

“…The increased variance indicated that some children were able to take advantage of the elaboration strategy more than others. Labouvie-Vief, Levin, and Urberg (1975) noted that fourth-grade children who did well on Raven's Progressive Matrices (a visual/reasoning task) were better able to use an imagery generation strategy than children who performed poorly on such tasks. Thus, although age is an important factor in determining whether children can generate imagery or not, there are differences among children, and some children benefit more from imagery instructions than do others.…”