Professional Documents
Culture Documents
S
(GUILDFORD, THURSTONE, GARNDER)
:
N (VYGOTSKY)
-
-
(. ., ,
)
THN
THN
THN , ,
TA -
Isolation of variables
Make the tracks so that their difference in speed is due only to weight
Verbal Analogies
1) ink : pen :: paint :: - [color, brush, paper].
2) bed : sleep :: - [paper, table, water] : --- [eating, rain, book].
3) (children : parents :: family) ::: (students : teachers :: [school, education, lesson])
4) {(tail : fish :: feed : mammals) ::: - [movement, animals,
vertebrates]} :::: {(propeller : ship :: wheels : car) ::: [vehicles, transportation, carriers]}
Syllogistic Reasoning
If animals live in a cage then they are not happy. The bird is happy =>
[the bird lives in the cage, the bird does not live in the cage, none of the
two].
If peacocks have more beautiful feathers than cocks and sparrows have
more uglier feathers than peacocks => [sparrows have more beautiful
feathers than peacocks, sparrows have more uglier feathers than
peacocks, none of the two].
If the bird is in the nest then it sings; the bird sings => [the bird is not in
the nest, the bird is in the nest, none of the two].
If elephants are heavier than horses and if elephants are heavier than
dogs => [horses are heavier than dogs, elephants are heavier than dogs,
none of the two].
Class inclusion
Raven-like matrices
Mathematical Reasoning
ARITHMETIC OPERATIONS
9*3=6
(2 # 4) @ 2 = 6
(3 * 2 @ 4) # 3 = 7
(3 # 3) * 1 = (12 @ 3) $ 2
NUMERICAL ANALOGIES
6 : 12 :: 8 : ?
6 : 3 :: 8 : ?
3 : 9 :: 6 : ?
3 : 1 :: 6 : ?
6 : 8 :: 9 : ?
6 : 4 :: 9 : ?
ALGEBRAIC REASONING
Specify x, given that x = y + 3 and y=1
Specify m given that m = 3n + 1 and n = 4
Specify x, given that x = y + z and x + y + z = 20).
Cognitive self-representation
(scale: 1 7)
Quant_1
.783
Quant_1
.885
.655
Quant
Quant
.645
.176
.721*
1.00*
Verbal_1
Verbal_1
.329
.573
Verbal
gr
1.000
Verbal_2
Quant_2
1.000
.80
3
.520
.419
Quant_2
.429
.979*
Ggrand
gpc
.959
.772*
Verbal
.857
.735
.596
.670
.711*
.664*
Verbal_2
.441
.505
.619*
.908
.829*
Spatial_1
.414
Spatial_1
gmc
Spatial
Spatial
.825
.688
Spatial_2
.141
.383
.853*
.452*
.949
.695*
.204
.483
Spatial_2
.727
WM
PrEff
.830
.020
.900
.597
.851*
.525*
Speed
Control
WM_ph
WM_v
WM_ex
.690
.724
.356
.088
.275
The confirmatory factor analysis for processing efficiency and capacity, and self-representation of the cognitive processes.
Note 1: Free parameters are denoted by bold characters.
Note 2: Significant coefficients are denoted by an asterisk.
Note 3: Numbers in squares and circles indicate variance accounted for.
Spatialr
Spatialpc
Ggrant
1.00
.38
.36
1.00
Quantr
Quantpc
.79
.94
.52
gr
1.00
gpc
.52
Causalr
Causalpc
.91
-.23
gem
Socialr
.61
-.41
.020
Understanding
Emotions
Socialpc
-.14
Emotional
Apathy
.87
Emotional
self concept
.73
.57
Social
emotionality
The best fitting model to the performance and self representation attained at the batteries of the second study.
Note 1: 2 (305) = 486.824, CFI = .918, p < .001, RMSEA = .049, 90% confidence interval = .041-.057
Note 2: All but the gem Understanding emotions relations are significant.
Constructive
emotionality
.77
Spatial3
.57
.98
PD1
.94
.75
-.62
PC1
-.28
STS2
.59
.95
ExWM2
Math3
.90
.76
.55
Reason3
Spatial3
.86
.58
.98
PD1
.94
.80
-.63
PC1
-.28
STS2
.63
.82
ExWM2
.74
Reason2
.82
1.00
Math3
p q, -p,
p q, q,
:
p q, -q, p
:
p q, p, q
Inductive Reasoning
Deductive Reasoning
650
600
550
500
Level 1
Level 2
700
Inductive Reasoning
Deductive Reasoning
6
5
4
3
2
1
0
Level 3
Level 1
Reasoning Level
2000
Level 3
7
Inductive Reasoning
1900
Deductive Reasoning
1800
1700
1600
1500
1400
1300
1200
1100
1000
Level 2
Reasoning Level
Inductive Reasoning
Deductive Reasoning
6
5
4
3
2
1
0
Level 1
Level 2
Level 3
Level 1
Reasoning Level
Level 2
Reasoning Level
Level 3
MEMORY TASKS
-1
-2
108
120
132
144
156
AGE IN MONTHS
168
180
192
-1
108
114
120
126
132
138
144
150
156
162
168
MONTHS
174
180
186
DOMAINS
WM
Infancy: Core
operators
Infancy: 1
Preschool: 2
Early childhood: 3
Early adolescence: 4
Episodic
integration
Preschool: dual
HYPERExecutive control
Implicit
metarepresentation
Late adolescence: 5
representation
Early childhood:
Logical necessity
Early adolescence:
Mental
Problem solving
Self-awareness
models
suppositional
thought
Late adolescence:
Principled thought
INFERENCE
Early Adulthood:
Systematic thought
Conceptual
change
Analogy by similarity
Implicit reasoning
Modus ponens
Modus tolens
Fallacies
COGNITION
Metarepresentation
Thinking as
internal mental
activity
Stream of
consciousness and
inner speech
Constructive
nature of thought
Differentiation
between different
thought domains
Differentiation
between processes
and underlying
rules
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8 ? 3 = 5 + 5 = 8
= >
10-12
2 / 4 = x ? 8;
x, x = + 3, = 1
13-14
, 4/ 5 7/ 8
x, x = + z x + + z = 20;
L + M + N = L + P + N
15-16
, = 3 + 1 & = 4
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