The structure of abilities at the preschool ages: Hypothesized domains.

Development of Mathematical Understanding

“…The factor was defined by tests that encompassed counting, simple arithmetic, working memory for numbers, and general knowledge about quantitative relationships. Meyers and Dingman (1960) also argued that relatively distinct numerical skills are identifiable by 5 to 7 years of age. The most important developmental change in numerical facility is that it becomes more distinctly arithmetical with schooling.…”

Contributions of twin research to psychology.

“…As with the anthropometric variables, the study of growth curves of cognitive variables would be of interest. Unfortunately, we do not at present have measures of the same function over the whole age range from neonate to adult, although the Pacific Multifactor Tests may fill the job for the 2-to 6- year level (Meyers & Dingman, 1960;Meyers, Dingman, Orpet, & Attwell, 1962).…”

The General Motor Ability Hypothesis: An Old Idea Revisited

“…Additionally, test developers 26 have necessarily relied upon simple tasks to characterize skills of young children, meaning that 27 test scores quickly reach a ceiling, limiting the capacity to measure small performance differences 28 among adolescents and adults. Limited factor analytic studies of very young children suggest a 29 strong whole body or gross psychomotor factor at that stage of development which becomes less 30 distinct with age (for example, Meyers & Dingman, 1960). Broadhead, Maruyama and Bruininks(1985) used exploratory factor analyses to demonstrate an increasing differentiation of motor 1 proficiency with age; and they found that one factor accounted for 40% of the variance in 3.5 to 2 6.5-year-olds but accounted for only 20% of the variance in older children.…”