Individual and Developmental Differences in Cognitive-Processing Components of Mental Ability.
Individual and Developmental Differences in Cognitive-Processing Components of Mental Ability.
复制标题
心理能力认知处理成分的个体和发展差异。
DOI：
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发表时间：
1978
期刊：
影响因子：
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通讯作者：
B. L. Bobbitt
中科院分区：
文献类型：
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作者：
D. Keating;B. L. Bobbitt
丹尼尔·基廷，和BOBBITT，布鲁斯L.心理能力认知加工成分的个体差异和发展差异。《儿童发展》，1978年，第49期，第155-167页。认知活动已被视为从各种研究的角度来看，但一直很少有人试图整合这些不同的观点，理论或经验，以获得更普遍的人类认知的图片。本研究从发展心理学、实验心理学和差异心理学的三个视角出发，试图更好地理解心理能力的本质。具体来说，我们寻找的差异，在基本的认知过程中，可能是系统相关的发展或个体之间的差异。在3个实验中（简单与选择反应时，波斯纳字母识别，和斯滕贝格记忆扫描），我们寻找实验条件与年龄或能力（由乌鸦的矩阵分数定义）的相互作用。在反应时和字母识别研究中发现了与年龄的相互作用，在字母识别和记忆扫描中发现了与能力的相互作用。额外的分析表明，大量的测试成绩的方差占的处理变量和处理变量的相互关系提供了一些证据的认知活动的顺序模型。
KEATING, DANIEL P., and BOBBITT, BRUCE L. Individual and Developmental Differences in Cognitive-processing Components of Mental Ability. CHILD DEVELOPMENT, 1978, 49, 155-167. Cognitive activity has been viewed from a variety of research perspectives, but there have been few attempts to integrate these different perspectives theoretically or empirically in order to gain a more general picture of human cognition. The 3 perspectives of developmental psychology, experimental psychology, and differential psychology are used in this research in an attempt to understand better the nature of mental ability. Specifically, we searched for differences in basic cognitive processing which could be systematically related to either developmental or individual differences between the subjects. In 3 experiments (simple vs. choice reaction time, Posner letter identification, and Sternberg memory scanning), we looked for interactions of experimental condition with age or ability (defined by Raven's matrices scores). Interactions with age were found in the reaction time and letter identification studies and with ability in letter identification and memory scanning. Additional analyses revealed that a substantial amount of test-score variance was accounted for by the processing variables and that the interrelations of the processing variables provided some evidence for a sequential model of cognitive activity.