Elementary cognitive tasks.

2000 ◽  
pp. 156-157
Author(s):  
Arthur R. Jensen
Keyword(s):  
Cognitive Tasks ◽  
Elementary Cognitive Tasks

The Effect of Retest Practice on the Speed-Ability Relationship

2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Reaction Times ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
Attention Switching ◽  
Letter Comparison ◽  
Sternberg Paradigm ◽  
The Relationship ◽  
Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

scholarly journals Sex differences on elementary cognitive tasks despite no differences on the Wonderlic Personnel Test

2008 ◽  
Vol 45 (5) ◽  
pp. 429-431 ◽  
Author(s):  
Bryan J. Pesta ◽  
Sharon Bertsch ◽  
Peter J. Poznanski ◽  
William H. Bommer
Keyword(s):  
Sex Differences ◽  
Cognitive Tasks ◽  
Elementary Cognitive Tasks ◽  
Personnel Test

Reaction Time, Response Errors, and G

1991 ◽  
Vol 73 (3) ◽  
pp. 1035-1043 ◽  
Author(s):  
John H. Kranzler
Keyword(s):  
Standard Deviation ◽  
Reaction Time ◽  
Cognitive Tasks ◽  
Average Correlation ◽  
Correction For Attenuation ◽  
Highly Correlated ◽  
Reaction Time Response ◽  
Psychometric G ◽  
Elementary Cognitive Tasks ◽  
Response Errors

Humphreys (1989) hypothesized that psychometric g is more highly correlated with the number of response errors on elementary cognitive tasks than with the reaction time (RT) measures themselves. Although Humphreys' hypothesis may well hold for relatively complex RT tasks, results of a recent study do not substantiate his hypothesis with regard to some of the simplest tasks. In this study, the average correlation ( r) between g and number of response errors was .05, compared to -.20 for median RT and -.23 for intraindividual differences in RT (measured as the standard deviation of RTs over trials). Even after correction for attenuation, the average r between g and errors is lower (.02) than the average correlations between g and the RT measures.

scholarly journals C-38Executive Functioning Elementary Cognitive Tasks: a Concurrent Validity Study

2016 ◽  
Vol 31 (6) ◽  
pp. 654.3-654
Author(s):  
O Santos ◽  
T Mirkovic ◽  
V Finman ◽  
K Neumann ◽  
E Peters ◽  
...  
Keyword(s):  
Concurrent Validity ◽  
Cognitive Tasks ◽  
Validity Study ◽  
Elementary Cognitive Tasks
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