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Sex Differences in Mental Rotation and Spatial Visualization Ability: Can They Be Accounted for by Differences in Working Memory Capacity? ⁎ Scott Barry Kaufman
Intelligence 35 (2007) 211–223 Sex differences in mental rotation and spatial visualization ability: Can they be accounted for by differences in working memory capacity? ⁎ Scott Barry Kaufman University of Cambridge, England and Yale University, United States Received 11 July 2005; received in revised form 30 June 2006; accepted 15 July 2006 Available online 11 September 2006 Abstract Sex differences in spatial ability are well documented, but poorly understood. In order to see whether working memory is an important factor in these differences, 50 males and 50 females performed tests of three-dimensional mental rotation and spatial visualization, along with tests of spatial and verbal working memory. Substantial differences were found on all spatial ability and spatial working memory tests (that included both a spatial and verbal processing component). No significant differences were found in spatial short-term memory or verbal working memory. In addition, spatial working memory completely mediated the relationship between sex and spatial ability, but there was also a direct effect of sex on the unique variance in three-dimensional rotation ability, and this effect was not mediated by spatial working memory. Results are discussed in the context of research on working memory and intelligence in general, and sex differences in spatial ability more specifically. © 2006 Elsevier Inc. All rights reserved. Keywords: Intelligence; Working memory; Spatial working memory; Verbal working memory; Sex differences; Spatial visualization; Mental rotation 1. Introduction with more specific types of spatial abilities listed in Stratum I (Carroll, 1993). Spatial abilities have long been thought to be an Research has also confirmed Carroll's view that important component of intelligence. -
Associative Learning Predicts Intelligence Above and Beyond Working Memory and Processing Speed
Intelligence 37 (2009) 374–382 Contents lists available at ScienceDirect Intelligence Associative learning predicts intelligence above and beyond working memory and processing speed Scott Barry Kaufman a,⁎, Colin G. DeYoung b, Jeremy R. Gray a,c, Jamie Brown d, Nicholas Mackintosh d a Yale University, Department of Psychology, USA b University of Minnesota, Department of Psychology, USA c Yale University, Interdepartmental Neuroscience Program, USA d University of Cambridge, Department of Experimental Psychology, UK article info abstract Article history: Recent evidence suggests the existence of multiple cognitive mechanisms that support the Received 25 April 2008 general cognitive ability factor (g). Working memory and processing speed are the two best Received in revised form 16 February 2009 established candidate mechanisms. Relatively little attention has been given to the possibility Accepted 16 March 2009 that associative learning is an additional mechanism contributing to g. The present study tested Available online 9 April 2009 the hypothesis that associative learning ability, as assessed by psychometrically sound associative learning tasks, would predict variance in g above and beyond the variance Keywords: predicted by working memory capacity and processing speed. This hypothesis was confirmed in Intelligence Associative learning a sample of 169 adolescents, using structural equation modeling. Associative learning, working fi Working memory memory, and processing speed all contributed signi cant unique variance to g, indicating not Processing speed only that multiple elementary cognitive processes underlie intelligence, but also the novel Elementary cognitive processes finding that associative learning is one such process. © 2009 Elsevier Inc. All rights reserved. 1. Introduction important to discover other processes that might similarly contribute to intelligence. -
Encyclopedia of Quality of Life and Well-Being Research Alex C
Encyclopedia of Quality of Life and Well-Being Research Alex C. Michalos Editor Encyclopedia of Quality of Life and Well-Being Research With 635 Figures and 575 Tables Editor Professor Emeritus Alex C. Michalos University of Northern British Columbia Prince George, BC, Canada and (residence) Brandon, MB, Canada ISBN 978-94-007-0752-8 ISBN 978-94-007-0753-5 (eBook) ISBN 978-94-007-0754-2 (print and electronic bundle) DOI 10.1007/978-94-007-0753-5 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013956937 # Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. -
Outline of Human Intelligence
Outline of human intelligence The following outline is provided as an overview of and 2 Emergence and evolution topical guide to human intelligence: Human intelligence – in the human species, the mental • Noogenesis capacities to learn, understand, and reason, including the capacities to comprehend ideas, plan, problem solve, and use language to communicate. 3 Augmented with technology • Humanistic intelligence 1 Traits and aspects 1.1 In groups 4 Capacities • Collective intelligence Main article: Outline of thought • Group intelligence Cognition and mental processing 1.2 In individuals • Association • Abstract thought • Attention • Creativity • Belief • Emotional intelligence • Concept formation • Fluid and crystallized intelligence • Conception • Knowledge • Creativity • Learning • Emotion • Malleability of intelligence • Language • Memory • • Working memory Imagination • Moral intelligence • Intellectual giftedness • Problem solving • Introspection • Reaction time • Memory • Reasoning • Metamemory • Risk intelligence • Pattern recognition • Social intelligence • Metacognition • Communication • Mental imagery • Spatial intelligence • Perception • Spiritual intelligence • Reasoning • Understanding • Abductive reasoning • Verbal intelligence • Deductive reasoning • Visual processing • Inductive reasoning 1 2 8 FIELDS THAT STUDY HUMAN INTELLIGENCE • Volition 8 Fields that study human intelli- • Action gence • Problem solving • Cognitive epidemiology • Evolution of human intelligence 5 Types of people, by intelligence • Heritability of -
Annual Report 2013 Annual Report 2013
King’s College, Cambridge Annual Report 2013 Annual Report 2013 Contents The Provost 2 The Fellowship 5 Undergraduates at King’s 21 Graduates at King’s 25 Tutorial 29 Research 40 Library and Archives 42 Chapel 45 Choir 49 Bursary 52 Staff 55 Development 57 Appointments & Honours 64 Obituaries 69 Information for Non Resident Members 239 Hostel, offering a standard of accommodation to today’s students that will The Provost amaze products of the 60’s like myself; and a major refurbishment of the refreshment areas of the Arts Theatre. The College has done so much to support this theatre since its foundation and has again helped to facilitate these most recent works. I am also happy to report that a great deal of 2 As I write this I am in a peculiar position. asbestos has been removed from the basement of the Provost’s Lodge, and 3 THE PROVOST My copy must be in by 1 October, which is the drains have been mended, which gives me and my family comfort as the day I take up office as Provost. So I have we prepare to move in at the end of September! to write on the basis of no time served in office! This is not to say that I have had no THE PROVOST There are a number of new faces among the Officers since the last Report. experience of King’s in the last year since While Keith Carne remains at the helm of the Bursary, Rob Wallach my election. I have met a great number of succeeded Basim Musallam as Vice-Provost in January. -
Graduate-2002-2003.Pdf
bulletin of yale university Periodicals postage paid university bulletin of yale New Haven ct 06520-8227 New Haven, Connecticut Graduate School of Arts and Sciences Programs and Policies 2002–2003 August 20, 2002 Graduate School of Arts and Sciences bulletin of yale university Series 98 Number 10 August 20, 2002 Bulletin of Yale University The University is committed to basing judgments concerning the admission, education, and employ- ment of individuals upon their qualifications and abilities and affirmatively seeks to attract to its faculty, Postmaster: Send address changes to Bulletin of Yale University, staff, and student body qualified persons of diverse backgrounds. In accordance with this policy and as PO Box 208227, New Haven ct 06520-8227 delineated by federal and Connecticut law, Yale does not discriminate in admissions, educational pro- grams, or employment against any individual on account of that individual’s sex, race, color, religion, age, disability, status as a special disabled veteran, veteran of the Vietnam era, or other covered veteran, PO Box 208230, New Haven ct 06520-8230 or national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation. Periodicals postage paid at New Haven, Connecticut University policy is committed to affirmative action under law in employment of women, minority group members, individuals with disabilities, special disabled veterans, veterans of the Vietnam era, and Issued sixteen times a year: one time a year in May, November, and December; two times other covered veterans. a year in June and September; three times a year in July; six times a year in August Inquiries concerning these policies may be referred to Frances A. -
In the Memory of Sir Cyril Lodowic Burt
International Journal of Social Impact ISSN: 2455-670X ISBN: 978-1-365-47905-2 Volume 1, Issue 4, DIP: 18.02.003/20160104 www.ijsi.redmac.in | October-December, 2016 In the Memory of Sir Cyril Lodowic Burt Vitthalrao B. Khyade1* ABSTRACT Credit of popularization of Intelligence Quotient (IQ) goes to Sir Cyril Lodowic Burt (3 March 1883 – 10 October 1971), an educational psychologist and one of those responsible for devising the 11-plus. Burt claimed his 40 years of research proved a child's intelligence was mainly inherited from its parents and that social circumstances played only a minor role. His research formed the basis of education policy for half a century-from the 1920s until the 1970s. Yet only a year after his death in 1971, evidence began to emerge that Burt was a fraudster who had simply invented results to fit his theories about the hereditability of intelligence. Sir Cyril Lodowic Burt (3 March 1883 – 10 October 1971) was an English educational psychologist who made contributions to educational psychology and statistics. Burt is known for his studies on the heritability of IQ. Shortly after he died, his studies of inheritance and intelligence came into disrepute after evidence emerged indicating he had falsified research data. Some scholars have asserted that Burt did not commit fraud. All in all Sir Cyril Lodowic Burt was a well-respected and influential psychologist. KEYWORDS: Memory, Sir Cyril Lodowic Burt INTRODUCTION The Intelligence Quotient (IQ) is a total score derived from one of several standardized tests designed to assess human intelligence. IQ is a score obtained by dividing a person’s mental age score, obtained by administering an intelligence test, by the person’s chronological age, both expressed in terms of years and months. -
Associative Learning and Cognition Homage to Professor NJ Mackintosh
col·lecció homenatges 51 Associative Learning and Cognition Associative Learning and Cognition Homage to Professor N. J. Mackintosh. «In Memoriam» (1935-2015) Edited by J. B. Trobalon, V. D. Chamizo © Edicions de la Universitat de Barcelona Adolf Florensa, s/n 08028 Barcelona Tel.: 934 035 430 Fax: 934 035 531 www.publicacions.ub.edu [email protected] ISBN 978-84-475-4056-3 The reproduction of all or part of this work is strictly pro- hibited without the express consent of the publisher. No part of this publication, including the design cover, may be reproduced, stored, transmitted or used in any way or system without prior and written permission of the pub- lisher. Contents Acknowledgments, by V. D. Chamizo, J. B. Trobalon ............................................. 7 A few words, by Leonora Brosan Mackintosh ...................................................... 11 Preface. The Construct of Attention and Beyond: Homage to N. J. Mackintosh (1935-2015), by Ralph R. Miller ................................................................. 13 Geoffrey Hall, Mackintosh and Associationism ............................................... 21 I. P. L. McLaren, K. Carpenter, C. Civile, R. McLaren, D. Zhao, Y. Ku, F. Milton, F. Verbruggen, Categorisation and Perceptual Learning: Why tDCS to Left DLPFC Enhances Generalisation ............... 37 Dominic Michael Dwyer, Considering the Challenge of Mackintosh 2009: (Un)self-supervised Perceptual Learning? ................................................... 69 G. M. Aisbitt, R. A. Murphy, An -
Author: Callum Calvert Last Updated 10/2019
AUTHOR: LAST UPDATED 10/2019 CALLUM CALVERT In the US, only religion receives more philanthropic funding as a sector than education. This is due not just to the area’s popularity with donors, but also because the cause area of education is incredibly broad. There are many forms of education, but all of them share the same fundamental goal: provide people with skills and knowledge, which will then provide a host of benefits both to students and to others. In this report we aim to find the best donation opportunities within education and compare them with the best opportunities in other areas. 1. Cause overview The first section provides an overview of the main forms of education, levels of education around the world, the main skills education can bring about, and the main sources of funding. Levels of funding and education around the world Unsurprisingly, education levels and spending are both lowest in low-income countries. Whereas virtually everyone in high-income countries can read and write, literacy levels in low-income countries are around 60%. Around 10–100x more money is spent on each student in high-income countries than in low-income countries. Given this, we think it usually makes sense for donors to focus on low- income countries. 2. The benefits of education The second section examines the main benefits of education. The most commonly proposed benefits of education are increased productivity, improved health, reduced crime, improved citizenship and female empowerment. Each of these is beneficial to both the recipient of education and to others in society. -
Race Differences in Intelligence; an Evolutionary Analysis
Table of Contents TITLE PAGE RACE DIFFERENCES IN INTELLIGENCE An Evolutionary Analysis Second, Revised Edition BY RICHARD LYNN WASHINGTON SUMMIT PUBLISHERS / 2015 COPYRIGHT PREFACE To the Second Edition World Distribution of Intelligence Figure 1. World distribution of the intelligence of indigenous people Chapter 1 THE MEANING AND MEASUREMENT OF INTELLIGENCE 1. Definition of Intelligence 2. The Hierarchical Model of Intelligence 3. The IQ 4. Flynn Effects Chapter 2 THE MEANING AND FORMATION OF RACES 1. The Formation of Races, Varieties, and Breeds 2. Varieties in Non-human Species 3. Taxonomies of Races 4. Race Differences in Diseases 5. Do Races Exist? Chapter 3 EUROPEANS 1. Intelligence of Indigenous Europeans 2. Lower Average IQs in Southern Europe 3. Europeans outside Europe 4. European University Students 5. Brain Size 6. The Heritability of Intelligence in Europeans Chapter 4 SUB-SAHARAN AFRICANS 1. Intelligence of Sub-Saharan Africans in Africa 2. High-School and University Students 3. Sub-Saharan Africans in the Caribbean and Latin America 4. Sub-Saharan African-Americans in the United States 5. Sub-Saharan Africans in Britain 6. Sub-Saharan Africans in Canada 7. Sub-Saharan Africans in the Netherlands, France, and Belgium 8. Sub-Saharan Africans in Israel 9. Short-Term Memory and Perceptual Speed Abilities of Sub-Saharan Africans 10. Musical Abilities of Sub-Saharan Africans 11. Reaction Times of Sub-Saharan Africans 12. Brain Size of Sub-Saharan Africans and Europeans 13. Sub-Saharan African-European Hybrids 14. High Intelligence of Sub-Saharan African Infants 15. Heritability of Intelligence in Sub-Saharan African-Americans 16. Validity of Low African IQs 17. -
Academically Talented” Student: “Intelligence,” Intellligence Testing, and Educational Opportunity in the Era of Brown V
CONSTRUCTING THE “GIFTED” AND “ACADEMICALLY TALENTED” STUDENT: “INTELLIGENCE,” INTELLLIGENCE TESTING, AND EDUCATIONAL OPPORTUNITY IN THE ERA OF BROWN V. BOARD AND THE NATIONAL DEFENSE EDUCATION ACT By James Wynter Porter A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of History—Doctor of Philosophy 2017 ABSTRACT CONSTRUCTING THE “GIFTED” AND “ACADEMICALLY TALENTED” STUDENT: “INTELLIGENCE,” INTELLIGENCE TESTING, AND EDUCATIONAL OPPORTUNITY IN THE ERA OF BROWN V. BOARD AND THE NATIONAL DEFENSE EDUCATION ACT By James Wynter Porter This dissertation analyzes debates about intelligence and educational opportunity in the post-World War II US, from 1945- 1965. I examine how “intelligence”--as an idea about human difference--was constructed in this period in response to a shifting complex of social and scientific pressures and moreover, how it functioned through policy to regulate educational opportunity. This was a period dense with events that rapidly transformed the educational landscape, including the fitful early years of desegregation following Brown v. Board, the Sputnik Crisis and the passage of the National Defense Education Act (NDEA). Such rapid transformations readily evoked the ordering principle of “intelligence.” While exploring larger Cold War/Civil Rights contexts, my research focuses on specific networks of collaboration between ETS, the National Education Association (NEA), Eisenhower administration architects of the NDEA, and James Bryant Conant, via his widely disseminated study of US public high schools, The American High School Today. These actors formed a largely sub rosa collaboration that worked to the political and financial advantage of the NEA and ETS. As well, they positioned The American High School Today as a seemingly independent, scientifically objective endorsement of the NDEA. -
Cyril Burt - Wikipedia, the Free Encyclopedia
Cyril Burt - Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Cyril_Burt From Wikipedia, the free encyclopedia Sir Cyril Lodowic Burt (3 March 1883 – 10 October 1971) was an English educational psychologist who made contributions to educational psychology and statistics. Burt is known for his studies on the heritability of IQ. Shortly after he died, his studies of inheritance and intelligence came into disrepute after evidence emerged indicating he had falsified research data. Some scholars have asserted that Burt did not commit intentional fraud. 1 Life and career 1.1 Childhood and education 1.2 Work in Educational Psychology 1.3 Later career 2 "The Burt Affair" 3 Further reading 3.1 Biographies 3.2 Books by Burt Cyril Burt in 1930 3.3 Articles by Burt 3.4 Readings on the Burt Affair 4 Primary sources 5 References 6 External links Childhood and education Burt was born on 3 March 1883, the first child of Cyril Cecil Barrow Burt (b.1857), a medical practitioner, and his wife Martha.[1] He was born in London (some sources give his place of birth as Stratford on Avon, probably because his entry in Who's Who gave his father's address as Snitterfield, Stratford; in fact the Burt family moved to Snitterfield when he was ten).[2][3] Burt's father initially kept a chemist shop to support his family while he studied medicine. On qualifying, he became the assistant house surgeon and obstetrical assistant at Westminster Hospital, London.[4] The younger Cyril Burt's education began in London at a Board school near St James's Park.[4] In 1890 the family briefly moved to Jersey then to Snitterfield, Warwickshire in 1893, where Burt's father 1 of 7 9/9/2010 9:49 AM Cyril Burt - Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Cyril_Burt opened a rural practice.[4] Early in Burt’s life he showed a precocious nature, so much so that his father, a physician, often took the young Burt with him on his medical rounds.[5] One of the elder Burt’s more famous patients was Darwin Galton, brother of Francis Galton.