This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates (N=193). We compared the models using…

The possibility is considered that research on intelligence is entering or is about to enter a time of crisis. First, it is suggested that the decline of the psychometric paradigm as the primary means for studying intelligence was due in part to the failure of users of the paradigm to meet in a highly successful way four challenges that confronted…

The decline of the psychometric paradigm for studying intelligence was due in part to its failure to meet four challenges. On the surface, users of the information-processing paradigms seem successfully to have met these challenges, but at a deeper level, the level of success is not so great. (Author/BW)

A causal modeling system, using confirmatory maximum likelihood factor analysis with the LISREL IV computer program, evaluated the construct validity underlying the higher order factor structure of a given correlation matrix of 46 structure-of-intellect tests emphasizing the product of transformations. (Author/PN)

When the mathematics and extended range vocabulary subtests on the Relief Format Assessment Test were factor analyzed, altitude estimation (predicted by mathematics aptitude) and terrain analysis (predicted by vocabulary skills) were found to underly map-reading performance. Solutions were found to be dependent on verbal-analytic ability more than…

The complex and multi-faceted nature of the cognitive process of reasoning is discussed. The factor-analytic history of the isolation and definition of the three most important currently recognized reasoning factors (general reasoning, induction, and logical or deductive reasoning) is traced through the psychometric literature, and the…

Consistent learning gains are associated with the use of pictures when experiments adhere to five ground rules: (1) prose passages are presented orally; (2) the subjects are children; (3) the passages are fictional narratives; (4) the pictures overlap the story content; and (5) learning is demonstrated by factual recall. (Author)

Research is described concerning a factor analytic view of adolescent thought in Piagetian context. Included are a description of Piagetian tasks used for determining stage of mental development, studies concerning Piagetian task factor analysis, and the current factorial structure of adolescent thought. (DS)

Relationships among Piagetian reasoning assessments and standard measures of intelligence and achievement were determined in 1972 by Stephens, McLaughlin, Miller, and Glass (EJ 055 112). The data were reanalyzed by Humphreys and Parsons in 1979 (EJ 218 642). In reply, Glass and Stephens note fallacies in Humphreys' and Parsons' reasoning.…

Fifty-five recent studies of individual differences (IDs) in elementary cognitive tasks (ECTs) are reviewed. Twenty-five data sets are examined, analyzed, or reanalyzed by factor analysis. The following promising dimensions are identified: basic perceptual processes, reaction and movement times, mental comparison and recognition tasks, retrieval…

PRELIMINARY ANALYSES WERE UNDERTAKEN TO DETERMINE THE POTENTIAL CONTRIBUTION OF MOTION PICTURE FILMS TO FACTOR ANALYTIC STUDIES OF HUMAN INTELLECT. OF PRIMARY CONCERN WERE THE OPERATIONS OF COGNITION AND MEMORY, FORMING TWO OF THE FIVE OPERATION COLUMNS OF GUILFORD'S "STRUCTURE OF INTELLECT." THE CORE REFERENCE FOR THE STUDY WAS DEFINED…

Stephens et al. (EJ 055 112) committed a serious methodological error in holding chronological age constant in their IQ measures and allowing it to vary in their Piagetian developmental measures. This error is unrelated to differences in factor rotation methods used by these authors and was not answered in their reply. (CTM)

These authors cite their own study of the relationship between traditional measures of intelligence and Piagetian measures of cognitive development in support of Glass and Stephens' contention that there are important qualitative differences. They question Humphreys' and Parsons' conclusions on both substantive and factor theoretical grounds. (CTM)

Reports a study of 913 Israeli students in grades 7-12 from randomly chosen heterogeneous homeroom classes to investigate students' Piagetian cognitive levels using a video-based test. Results indicate that less than 50 percent of high school students have mastered formal operational reasoning. (MDH)