Intellectual Abilities and Age
Intellectual Abilities and Age
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智力和年龄
DOI：
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发表时间：
1987
期刊：
影响因子：
--
通讯作者：
W. Cunningham
中科院分区：
文献类型：
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作者：
W. Cunningham
本章旨在回顾和评价智力和年龄的心理测量为导向的研究。它包括对理论发展的讨论以及对能力水平的结构差异和年龄变化的描述性研究。智力变量的实验研究也被考虑。从广义上说，智力在这一审查中使用（例如，Guilford，1967; Hm，1980），还包括简单反应时和选择反应时的研究。在特别相关的地方考虑方法。不包括的主要领域是学习和记忆，临床亚组的研究，如阿尔茨海默氏症或唐氏综合症患者，以及语言或语言功能和社会认知的研究。最后，终端下降和培训干预研究的领域被排除在外，因为作者认为这些领域值得单独评论（也可参见Thompson，Gong，Haskins，& Gallagher和Willis的章节，本卷）。研究智力功能与年龄的关系的目的是什么？在一个描述性的kvel，它是希望了解，首先，措施的结构特点，以及它们如何随着年龄的变化。这是一个基本问题，因为结构的近似等效性是几乎所有性能水平研究的关键假设。此外，在描述性的水平上，需要了解不同技能的年龄过程。长期以来，人们一直倾向于将个人能力测试大致分为年龄敏感型和非年龄敏感型。随着智力因素的系统分类学的发展和在老龄化研究中的应用，如h m ar y Mental Abilities或因子参考测试的教育测试服务包（Ekstrorn，French，& Harmon，1976 1），有可能开始在结构水平上进行分类，这可能比在结构水平上进行分类更可靠。
This chapter is intended to review and evaluate psychometrically oriented studies of intellectual abilities and age. it includes a discussion of theoretical developments a d descriptive studies of structural differences and age changes in levels of abilities. Experimental studies of intelligence variables are also considered. In the broad sense that intelligence is used in this review (e.g., Guilford, 1967; Hm, 1980), some research on simple and choice reaction time studies is aIso included. Methodology is considered where parlicularly pertinent. Major areas not included are learning and memory, studies of clinical subgroups such as Alzheimer's or Down's syndrome patients, and studies of language or linguistic functioning and social cognition. Finally, the areas of terminal dropterminal decline and traininglintervention studies are excluded because the author feels that these areas merit separate reviews (also, see chapters by Thompson, Gong, Haskins, & Gallagher, and Willis, this volume). What are the objectives in studying intellectual functioning in relation to age? At a descriptive kvel, it is desired to understand, first, the structural characteristics of measures and how they change with age. This is a fundamental issue because approximate equivalence of structure is a key assumption in virtually all studies of 1eveI of performance. Also, at a descriptive level, an understanding of the age course of different intellsctual abilities is needed. For a long time there has been a tendency to broadly categorize individual ability tests as age-sensitive or not. With the development and application in aging studies of systematic taxonomies of intellectual ability factors, such as the h m a r y Mental Abilities or the Educational Testing Service Kit of Factor Referenced Tests (Ekstrorn, French, & Harmon, 19761, it is possible to begin categorizing at the level of constructs, which is apl to be more reliable than categorizing with regard to
DOI：
10.1093/geronj/41.4.486
发表时间：
1986
期刊：
Journal of gerontology
影响因子：
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作者：
Manton,KG;Siegler,IC;Woodbury,MA
通讯作者：
Woodbury,MA