The structure of verbal abilities in young and older adults.

Four language sample measures as well as measures of vocabulary, verbal fluency, and memory span were obtained from a sample of young adults and a sample of older adults. Factor analysis was used to analyze the structure of the vocabulary, fluency, and span measures for each age group. Then an "extension" analysis was performed by using structural modeling techniques to determine how the language sample measures were related to the other measures. The measure of grammatical complexity was associated with measures of working memory including reading span and digit span. Two measures, sentence length in words and a measure of lexical diversity, were associated with the vocabulary measures. The fourth measure, propositional density, was associated with the fluency measures as a measure of processing efficiency. The structure of verbal abilities in young and older adults is somewhat different, suggesting age differences in processing efficiency. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of working memory abilities across the adult life span.

The present study addresses three questions regarding age differences in working memory: (1) whether performance on complex span tasks decreases as a function of age at a faster rate than performance on simple span tasks; (2) whether spatial working memory decreases at a faster rate than verbal working memory; and (3) whether the structure of working memory abilities is different for different age groups. Adults, ages 20–89 (n = 388), performed three simple and three complex verbal span tasks and three simple and three complex spatial memory tasks. Performance on the spatial tasks decreased at faster rates as a function of age than performance on the verbal tasks, but within each domain, performance on complex and simple span tasks decreased at the same rates. Confirmatory factor analyses revealed that domain-differentiated models yielded better fits than models involving domain-general constructs, providing further evidence of the need to distinguish verbal and spatial working memory abilities. Regardless of which domain-differentiated model was examined, and despite the faster rates of decrease in the spatial domain, age group comparisons revealed that the factor structure of working memory abilities was highly similar in younger and older adults and showed no evidence of age-related dedifferentiation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Thurstone's primary mental abilities and structure-of-intellect abilities.

Attempted to find in the factor-analytic investigations of L. L. Thurstone some information concerning factorial intellectual abilities that have unique places in the structure-of-intellect (SI) model, and to determine which SI abilities are represented in Thurstone's Primary Mental Abilities Test (PMA). Although a number of his factors can be cited as probable forecasts of SI abilities, in only 1 or 2 instances was a Thurstone factor clearly representative of a single SI ability, unconfounded with other abilities. This general outcome was largely due to the fact that his analyzed batteries involved too many different SI abilities for which the number and varieties of tests were not adequate. In successive analyses, some of his factors tended to converge in the direction of SI abilities, so that his PMA tests represent 1 SI ability each, with the exception of the Reasoning and Number tests. (28 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of organizational structure on correlations between member abilities and group productivity.

Presented results from 2 studies, the first carried out in a military setting with 40 4-man groups and the 2nd involving 48 3-man groups of undergraduates. When the group task required Ss to cooperate by coordinating their efforts, group productivity was significantly affected by the average ability of the group and the ability of the dullest member. When the group task required Ss to cooperate by collaborating, group productivity was not significantly affected by either the average ability of the group or the ability of the dullest member. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of language abilities at 4 years: A twin study.

Normal language development was studied in 310 pairs of 4-year-old twins born in the United Kingdom in 1994. Twins were assessed individually in their homes on a diverse battery of language and nonverbal measures. Rotated factor analyses indicated the presence of a general Language factor (L) as well as a general Nonverbal (NV) factor. Moderate genetic influence was found for both L and NV abilities. Bivariate genetic analysis estimated a genetic correlation of .63 between L and NV abilities, implying that over half of the genetic influence on L overlaps with genetic influence on NV. These results suggest that at age 4, genetic influences on individual differences in language overlap substantially with genetic influences on individual differences in other cognitive abilities, although perhaps less so than later in development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Isomalto-oligosaccharide-containing lipoteichoic acid of Streptococcus sanguis. Basic structure

The lipoteichoic acid of Streptococcus sanguis DSM 20567 and of DSM 20068 was isolated by phenol/water extraction and hydrophobic-interaction chromatography. The preparations from both strains have an identical structure: a 1,3-linked poly(glycerophosphate) chain phosphodiester-linked to Glc-(alpha 1-2)Glc(alpha 1-3)acyl2Gro as the lipid anchor. The chain is substituted with D-alanine ester and glycosyl residues which comprise mono-, di-, tri- and tetra-alpha-D-glucopyranosyl residues with (1-6) interglycosidic linkages. The glycosylglycerols were released with 48% (by mass) hydrofluoric acid, separated and characterized by a combination of chemical procedures and modern techniques of 1H-NMR and 13C-NMR spectroscopy. The alpha-isomalto-oligosaccharides add a novel motif to lipoteichoic-acid chain substituents. 1H-NMR and 13C-NMR spectroscopy also provided a detailed picture of the basic glycosylated poly(1,3-glycerophosphate) diglucosylglycerol. It proved a single unbranched chain structure, provided evidence for the chain length, the extent of glycosylation, the structure of the lipid anchor and the site of attachment of the poly(glycerophosphate) chain on the lipid anchor. Owing to its unique glycosyl substituents the lipoteichoic acid may serve as a taxonomic marker for the redefined species S. sanguis (formerly S. sanguis type I).     

Visual-spatial abilities of pilots.

US Air Force pilots and control Ss participated in 5 experiments, each of which assessed a different type of visual-spatial ability. Although pilots judged metric spatial relations better than did nonpilots, they did not judge categorical spatial relations better than did nonpilots. Pilots mentally rotated objects better than did nonpilots, but pilots did not extrapolate motion, scan images, or extract visual features from objects obscured by visual noise better than did nonpilots. The results imply that efficient use of specific processing subsystems is especially important for, and characteristic of, pilots. The possible neuropsychological bases for the enhanced abilities and their susceptibility to change are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Level and factor structure differences in selected abilities across race and sex groups.

Administered 16 aptitude tests and a rhythm test adapted from the Seashore Measures of Musical Talent to 545 female and 464 male high school seniors of Black, Hispanic, and White ethnic backgrounds. Race and sex accounted for .7% (for Finger Dexterity/Left) to 65% (for Grip/Right) of the test score variance, with a median of 13%. Race accounted for most of the explained variance for Idea Fluency, Tonal Memory, Pitch Discrimination, Inductive Reasoning, Paper Folding, Vocabulary, Ideaphoria, Shape Assembly, and Analytic Reasoning. Sex was more influential than race for Clerical, Word Association, Writing Speed, Finger Dexterity (Left and Right), and Grip (Left and Right). Factor analyses for the separate race and sex groups showed highly similar factor structures, with 10 well-defined factors replicated across all groups, despite pronounced socioeconomic status differences among the race groups. Simplicity of factor patterns for the tests and the well-defined factor structure indicated that redundancy was minimal for the aptitude tests. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nature of mental abilities.

Presents a theory that organizes mental abilities into four levels—composite tasks, subtasks, information-processing components, and information-processing metacomponents. Composite tasks can be decomposed into subtasks, and subtasks into components. Metacomponents control the use of components in composite tasks and subtasks. The article describes each of these levels of mental abilities, poses the fundamental theoretical questions relevant at each level, and proposes answers to these questions. The role of factors in the theory is described and is shown to be quite different from the role of factors in traditional theories of mental abilities. Full understanding of mental abilities requires understanding of all four levels. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The organization of human abilities.

There are "two unfortunate tendencies in recent work on human abilities: the proliferation of factors and the tendency to think of only the first-order factors as the primary ones. An alternative model is to place factors in hierarchical order as advocated by the British psychometricians, especially Vernon. The application of the hierarchical model to a logical hierarchy of possible tests of mechanical information is presented, some hypothetical correlations are factored in several orders, and the Schmid-Leiman transformation is used to convert the factors back into a single orthogonal matrix manifesting the hierarchical principle. Facet analysis would enable one to define a population of tests… [and] helps restate the need for homogeneity in a test." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor structure of the Basic Interest Scales by gender across time.

Studied gender differences in the factor structure of the Basic Interest Scales (BISs) across time. Nine correlation matrices, previously published in support of the BISs on the Strong Vocational Interest Blank–Strong-Campbell Interest Inventory, were factor analyzed. Results describe a clear factor structure for the Basic Interest Scales. However, scale loadings did not support General Occupational Theme classifications of BISs. Similarities between men and women were observed in extracted factors and BISs with low communality estimates. Gender differences were found for between-factor correlations. A relatively stable factor structure was traced over time and was found to exist prior to the employment of women in traditionally restricted male occupations. Implications for counselors are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of genetic influences on general cognitive, language, phonological, and reading abilities.

The etiology of individual differences in literacy, phonological awareness, and language ability is reported in 126 pairs of monozygotic and dizygotic twins. At age 6 and 7 years, more than 60% of the variance in literacy was heritable. Heritabilities for 6- and 7-year-olds were .52 and .62, respectively, for phonological awareness and .43 and .50, respectively, for language ability. After genetic effects on IQ were controlled, a separate genetic influence was identified that acted on literacy, phonological awareness, and language. No genetic link between phonological awareness and literacy independent of general language ability was found; such covariance was mediated through environmental influences. Individual differences in literacy ability are substantially influenced by genetic factors, some of which also act on phonological awareness and general language ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Somatic androgyny and cognitive abilities.

Examined somatic androgyny and IQ in 3 longitudinal studies, conducted at the Institute of Human Development, in order to determine how robust the androgyny–ability relationships reported in recent studies are, and whether these relationships are found after sexual maturity is attained. Results do not reveal significant relationships between androgyny and abilities at either adolescence or middle adulthood, although trends are in the predicted directions. There were no systematic findings from analyses separating aspects of somatic androgyny that are more likely to be primarily under control of the sex hormones as opposed to those that are probably subject to other genetic and/or environmental influences. These results are discussed in terms of factors that might moderate androgyny–ability relationships. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Component abilities of children's causal reasoning.

Determined, using scalogram analysis, whether there is a constant order in which 84 1st graders mastered skills (e.g., explaining remote and familiar objects) related to 4 component abilities of causal reasoning. Results support a predictable developmental progression in the ability to give naturalistic explanations of remote causal phenomena and suggest that experiences with familiar objects may be necessary before a child can appreciate the role of chance or coincidental factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information processing and human abilities.

An alternative model of cognitive abilities has been proposed by J. P. Das et al (1975). This model states that information is integrated in the brain in 2 ways, through simultaneous and successive processing. The present study, using 104 4th grade boys, compared this information-processing model of cognitive abilities with a traditional primary mental abilities model. A battery of tests was administered, including Raven's Coloured Progressive Matrices, Memory-for-Designs Test, digit span, figure copying, spatial relations, and serial recall. It was found that simultaneous processing was primarily related to spatial ability. It was also related, to a lesser extent, to both memory and inductive-reasoning abilities. Both simultaneous and successive processing were related to memory ability. No evidence was found to suggest that simultaneous and successive processing could be equated with, respectively, reasoning and memory, or, more generally, Level II and Level I abilities. It is suggested that Level II ability may be a conglomeration of reasoning, spatial ability, and some aspects of simultaneous processing. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practical abilities of Indians and Eskimos.

The research literature concerning the practical abilities of Indians and Eskimos shows a development from a concern with assumed racial differences before World War II, to an examination of environmental correlates of abilities and methodological issues in the post-war period. The comparative strengths of native peoples' spatial, perceptual and mechanical skills are related to contemporary developments in research and the need for educational change. Significant aspects of current research are considered to be a growing emphasis upon the study of practical abilities within a more holistic theoretical framework, and an increased awareness of cultural diversity among native populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human abilities revealed through auditory tests.

Used established findings from studies of visual, musical, and speech perception abilities to guide the construction of auditory ability tests. 44 measures based on these tests were obtained from a sample of 241 adult males (mean age 25.64 yrs). Correlation and factorial analyses were used to indicate structural interrelationships and relationships with education, musical experience, general intelligence, and age. The results indicate separate capacities for Auditory Verbal Comprehension, Auditory Immediate Memory, Temporal Tracking, Auditory Cognition of Relationships, Discrimination Among Sound Patterns, Speech Perception Under Distraction/Distortion, and Maintaining and Judging Rhythm. (61 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of memory abilities in two cultures.

Presents evidence that patterns of abilities, rather than absolute differences along a single dimension, are the best cross-cultural evidence for the effects of environment and culture upon memory development. An object and place recall task was administered to 96 5- and 7-yr-old Ss in the US and in a village in Guatemala. Actual vs verbal presentation of the objects and places to be remembered was varied. Place recall was better than object recall in the Guatemalan but not in the American children. Results suggest that environment and culture can contribute to the differential development of various mnemonic abilities. Soviet suggestions regarding the role of external mediators were also supported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Zero correlations among tests of intellectual abilities.

It is often asserted that intercorrelations among tests of intellectual abilities are almost always positive, justifying the belief in a "g" factor and supporting the choice for oblique rotations of axes in factor analyses. Empirical information is presented from correlation matrices obtained in 13 typical analyses of intellectual measures showing that among more than 7000 correlation coefficients, 17-24% can be considered to be 0. It is estimated that under optimal conditions, when there are 15 factors, as few as 11% would need to be 0 to determine a clear, orthogonal simple structure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)