Abstract
The study examined the performance in a Schematic Concept Formation task in a sample of 53 Anglo, sixth-grade children and related that performance to measures of intellectual ability. The task was of a 3-choice oddity problem with increasing levels of difficulty. Accuracy increased across trials within the first two levels of difficulty but decreased within the third level of difficulty. The effect of using I.Q. to classify performance across trials was present but not strong. A subset of the verbal descriptors was found to be more related to performance on the Schematic Concept Formation task than to the measures of intellectual ability. Implications of the results relevant to cognitive attitude are discussed.
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Appreciation is extended to Dr. S. H. Evans, Dr. R. M. Fenker, and Dr. D. F. Dansereau of the Institute for the Study of Cognitive Systems for their helpful assistance in the Study and to Lucy Hagenbuch, Linda Dus, and Judy Barker for their assistance in data collection and analysis.
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Lane, S.H. Schematic Concept Formation as A Measure of Cognitive Aptitude. Psychol Rec 25, 525–533 (1975). https://doi.org/10.1007/BF03394344
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DOI: https://doi.org/10.1007/BF03394344