Abstract
Analyses of the information-processing mechanisms underlying performance on verbal tasks have been relatively unsuccessful in identifying the components responsible for individual differences. A review of pertinent studies supports the notion that performance on practiced skills is more likely to be correlated with scores on psychometric tests of verbal ability than are performance measures obtained on new skills. With practice, skills become less attention-demanding and more “automatic.” Such overlearned skills are not likely to be affected by transient situational variables but rather to reflect the limits of an organism’s abilities.
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© 1981 Plenum Press, New York
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Schwartz, S. (1981). Verbal Ability, Attention and Automaticity. In: Friedman, M.P., Das, J.P., O’Connor, N. (eds) Intelligence and Learning. NATO Conference Series, vol 14. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-1083-9_53
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DOI: https://doi.org/10.1007/978-1-4684-1083-9_53
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