Intelligence involves the ability to think, solve problems, analyze situations, and understand social values, customs, and norms. Intelligence is a general mental capability that involves the ability to reason, plan, think abstractly, comprehend ideas and language, and learn. Intellectual ability involves comprehension, understanding, and learning…

The Ravens Standard Progressive Matrices Test was administered to 48 subjects who then performed a card-sorting task under single- and competing-task conditions. Hick's Law and the Roth-Jensen procedure were used in task development. Complexity should have a more central role in speed of processing models of intelligence than ability to divide…

This study investigated the relationship between Jensen's Level I-Level II mental abilities and how they correlate with problem solving in college students. The Level I-Level II correlation was not significant, but intelligence and problem solving were significantly correlated. Results are discussed in relation to prior findings. (Author/RD)

To clarify the effects of noise, sex, and intelligence on student performance, 289 sixth-grade students were randomly assigned either the Standard Progressive Matrices (SPM) or the STEP Reading Test Form 3 (STEP III) to be taken under high- or low-noise classroom conditions, with gender and intelligence as variables. Students who took the SPM…

Three studies of college students found a sex difference in the correlation of memory scanning rate, short- and long-term components of free recall, and word recognition with memory span. Findings are discussed in terms of prior work and a theory presented to account for the obtained sex differences. (Author/RD)

Administered the Raven Progressive Matrices (RPM) to (N=408) individuals in 100 family groups. Scores on all five subtests were highest in the 18-26 age group, decreasing with age. Males scored higher on each subtest in each age group. Performance on the RPM increased with additional years of education. (Author)

One hundred eighty one sets of black twins and 223 sets of white twins provided responses to four 12-item subtests of the Raven's Progressive Matrices Test, Standard Version. The children were in elementary school and their item response patterns were analyzed with the use of revised ordering-theoretic methods to search for best-fitting…

Groups of retarded and nonretarded children were investigated as they learned three rules underlying problems adapted from the Raven Progressive Matrices Test: rotation, imposition, and subtraction. Results were seen as consistent with theories that emphasize transfer flexibility as one potential source of individual and comparative differences in…

Through dynamic testing (the notion that tailored testing can be extended to the use of a learning oriented approach to assessment), analysis were made of how motivational, personality, and cognitive style factors interact with assessment approaches to yield performance data. Testing procedures involving simple feedback, elaborated feedback, and…