| Abstract: | Attempted to determine the extent to which verbal, numerical, spatial, and perceptual speed abilities will be differentiated as a function of differing amounts of classroom learning. The hypothesis was tested that verbal and numerical abilities will be differentiated earlier than perceptual speed and spatial scanning, because learning requiring the former types of abilities is emphasized quite early in the school program. 3 groups (111 7th graders, 95 9th graders, and 75 11th graders) were given the tests measuring verbal, numerical, perceptual, and spatial-scanning abilities from the Kit of Reference Tests. The factor analyses of the correlation matrices yielded 4 factors for each sample associated with eigenvalues greater than 1. The verbal and number factors were identifiable at the Grade-7 level but neither of the other 2 was easily interpretable. The spatial-scanning factor emerged at the Grade-9 level and all 4 factors were distinctly defined at the Grade-11 level. Results support the hypothesis that mental abilities become differentiated as a function of increased learning experiences. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
