认知成就关系是否因一般能力水平而有所不同?
Daniel B Hajovsky1, Christopher R Niileksela2, Sunny C Olsen1
1Department of Educational Psychology, Texas A&M University, College Station, TX 77845, USA.
Journal of Intelligence
|September 27, 2023
概括
认知成就关系因智商而异. 一般智力 (g) 更强烈地预测低IQ学生的阅读,而特定能力则预测平均和高IQ学生的阅读.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 认知成就关系是理解学术技能和学习困难的关键.
- 以前的研究经常平均整个能力谱的关系,忽视认知能力水平 (IQ) 的变化.
- 在理解低,平均和高一般能力组之间认知成就关系如何不同时存在差距.
研究的目的:
- 调查认知-成就关系,特别是认知-阅读关系,在不同一般智商 (IQ) 水平之间如何变化.
- 测试从斯皮尔曼减少回报定律中得出的假设,对不同智商水平的一般与特定认知能力的预测能力进行测试.
- 检查低,平均和高智商群体认知阅读关系的差异化模型.
主要方法:
- 利用多组路径分析和结构方程建模.
- 使用来自伍德考克-约翰逊III和伍德考克-约翰逊IV标准化样本的数据.
- 评估全球和广泛的认知能力作为基本阅读技能和小学和中学学生的阅读理解的预测因素.
主要成果:
- 认知能力对阅读能力的预测能力在智商组之间有所不同,在低智商组的基本阅读和理解方面解释的差异较大.
- 当一般智力 (g) 变异被删除时,广泛的能力在不同组中表现出类似的效果,但g的间接影响在低IQ组中更高.
- 一般智力 (g) 在低IQ群中对阅读产生更强的相对影响,而广泛能力在平均和高IQ群中产生更强的相对影响.
结论:
- 认知成就关系不均,并且根据一般智商 (IQ) 水平显著差异化.
- 这些发现支持斯皮尔曼减少回报定律,表明基于智商的一般与特定认知能力的预测重要性发生了变化.
- 了解这些智商差异化关系对于定制教育干预措施和解释各种学生群体的认知评估至关重要.
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