Cilj je istraživanja sustavna analiza odnosa brzine obradbe podataka (BOP), razumijevanja pročita... more Cilj je istraživanja sustavna analiza odnosa brzine obradbe podataka (BOP), razumijevanja pročitanog i školskog uspjeha iz triju nastavnih predmeta u učenika nižih razreda osnovne škole. U istraživanju se kod 2101 učenika osnovnih škola u Hrvatskoj procjenjivao BOP, razumijevanje pročitanog i znanje iz hrvatskog jezika, matematike te prirode i društva. Rezultati pokazuju da su BOP, razumijevanje pročitanog i školski uspjeh umjereno pozitivno povezani, pri čemu su najmanje korelacije BOP-a s razumijevanjem pročitanog, a najveće znanja iz prirode i društva s BOP-om i razumijevanjem pročitanog. Dodatno je potvrđeno da se te povezanosti ne mijenjaju s uzrastom. Regresijske analize pokazuju da se pomoću samo jedne osnovne kognitivne sposobnosti i vještine može objasniti od 12,6 do 28% varijance školskog uspjeha. Dodatne usporedbe koeficijenata multiple korelacije i β-pondera pokazale su da BOP i razumijevanje pročitanog jednako uspješno predviđaju postignuće na svim promatranim uzrastima...
Stanica za savjetovanje pri izboru zvanja osnovana je 19. lipnja 1931. odlukom Izvršnog odbora Za... more Stanica za savjetovanje pri izboru zvanja osnovana je 19. lipnja 1931. odlukom Izvršnog odbora Zavoda za unapređivanje obrta Komore za trgovinu, obrt i industriju u Zagrebu. Glavna joj je zadaća bila savjetovanje mladih pri izboru obrtničkih ili trgovačkih zanimanja kao i pri izboru stručne škole, a na osnovi liječničkog pregleda tjelesne razvijenosti i zdravlja te psihologijskog testiranja sposobnosti i sklonosti. Osnutak Stanice za savjetovanje pri izboru zvanja može se smatrati početkom razvoja primijenjene psihologije u Hrvatskoj. Tijekom 17 godina djelovanja Stanicu (kasnije preimenovanu u Zavod) posjetilo je preko 30.000, a psihološki je testirano oko 20.000 osoba. Iako se posljednjih godina djelovanja Stanice/Zavoda broj ispitanih drastično povećao, Zavod je ugašen, dok je psihotehnika (prevladavajuća djelatnost Zavoda) izbačena iz nastavnog programa Psihološkog instituta Sveučilišta u Zagrebu. Ključne riječi: Trgovinsko-industrijska komora, Stanica za savjetovanje pri izboru...
Spearman's hypothesis tested at the level of items states that differences between ethnic... more Spearman's hypothesis tested at the level of items states that differences between ethnic groups on the items of an IQ test are a function of the g loadings of these items, such that there are small differences between ethnic groups on items with low g loadings and large differences between ethnic groups on items with high g loadings, and it has been confirmed in a fairly substantial number of studies. Most biological variables show correlational patterns that are more similar to the pattern in group differences than non-biological variables. In this paper, we tested Spearman's hypothesis, comparing a group of Sudanese children and adolescents (N = 7226) with other groups of children and adolescents from Denmark, Cyprus, Croatia, Bosnia, South Africa, Estonia, Ukraine, Ireland, Russia, and Chile (total N = 13,105). The analyses were carried out on 19 comparisons between the Sudanese children and the other children. Aggregating all data points from the present study showed that Spearman's hypothesis was strongly confirmed with a sample-size–weighted r with a value of .70; it is argued that applying corrections for statistical artifacts would make this value substantially larger. These outcomes suggest that biological variables, including brain-related variables, are more important than non-biological variables in explaining group differences.
Speed of human information processing (SIP) is a research construct which has been examined under... more Speed of human information processing (SIP) is a research construct which has been examined under different names and with different intensity for more than sixty years. Its importance is briefly described in four research fields: differential, experimental, aging and cognitive development. Since SIP presents an important component of contemporary intelligence models and life-span cognitive development research, an attempt for the construction of an integrated SIP picture was necessary. Review and systematic analysis of 42 research papers and additional related literature showed that there are problems with the validity of the SIP construct, but it also revealed other theoretical and empirical inconsistencies. A new proposal for SIP phenomena has been made, which abandons the SIP construct with related measures, and introduces the RCP property as one of the general attributes of every cognitive process.
The aim of this study was a systematic analysis of the relationship between speed of information ... more The aim of this study was a systematic analysis of the relationship between speed of information processing (SIP), reading comprehension and school achievement in three school subjects among pupils in lower grades of primary school. Speed of information processing (SIP), reading comprehension and knowledge in Croatian, Math and Science were assessed in 2101 primary school pupils. The results showed that SIP, reading comprehension and school achievement are moderately positively correlated. The lowest correlation was obtained between SIP and reading comprehension and the highest between Science and SIP and reading comprehension. Additionally, the analyses confirmed no age related changes in correlations. Regression analysis with achievement tests as criterions and SIP and reading comprehension as predictors showed that 12.6% to 28% of variance of school achievement can be explained by one basic cognitive ability and one skill. Additional comparisons of multiple correlation coefficien...
The aim of this study was a systematic analysis of the relationship between speed of information ... more The aim of this study was a systematic analysis of the relationship between speed of information processing (SIP), reading comprehension and school achievement in three school subjects among pupils in lower grades of primary school....
ABSTRACT We present a study which investigated the inter-relations between processing speed, atte... more ABSTRACT We present a study which investigated the inter-relations between processing speed, attention control, working memory, fluid intelligence, and mathematical reasoning from 7 to 18 years of age. To fulfil this aim, 478 participants drawn from each of the age years 7-17 years at first testing were examined twice, separated by a 12-month interval. Several simple reaction time, divided attention, and selective attention tasks examined processing efficiency. Forward and backward digit span tasks addressed working memory. Raven’s standard progressive matrices addressed fluid intelligence and a task battery addressed to mathematical reasoning addressed its investment into a demanding cognitive domain. Relations between processes were explored by several types of structural equation models applied in three age groups: 8-10, 11-13, and 14-18 years. A powerful common general factor underlying all processes at both testing waves in all three age phases was found. The relative weight of these processes in the formation of this grand G differed between phases, with working memory, attention control, and Gf dominating in the three phases, respectively. Cross-lagged modeling revealed three tiers of mental organization (processing, representational, and inferential efficiency) interlinked by a core control program. This core is transcribed into inferential and problem solving ensembles of increasing compositionality at successive developmental phases. Implications for developmental and differential theories of intelligence are discussed.
We present three studies which investigated the relations between cognition and personality from ... more We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are distinct but related, interfaced by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.
Despite the relevant findings on non-average information processing rate (IPR) indicators-intelli... more Despite the relevant findings on non-average information processing rate (IPR) indicators-intelligence relation, and on age-related changes of some of these indicators during aging, the research on sex-specific age-related changes of these indicators during childhood and adolescence are lacking. In a transversal study, 1197 school children (598 girls) aged 8-18 have been individually measured on 5 IPR indicators--two averages (mean_t, median_t) and three non-averages (min_t, max_t, sd_t). The results corroborated the expected non-linear changes of average IPR indicators in the observed developmental period, whereby the sex difference in related developmental patterns was detected: marked age-related decrement in girls ceased at the age of 12, and in boys around the age of 13-14, after which progress in both sexes gradually ceased by the age of 18 and was less pronounced in girls. Generally similar non-linear age-related decrements of non-average indicators were registered, but they ...
Integration/differentiation of mental processes is major mechanism of development. Developmental ... more Integration/differentiation of mental processes is major mechanism of development. Developmental theories ascribe intellectual development to it. In psychometric theory, Spearman's law of diminishing returns postulates that increasing g allows increasing differentiation of cognitive abilities, because increased mental power allows variable investment in domain-specific learning. Empirical evidence has been inconsistent so far, with some studies supporting and others contradicting this mechanism. This state of affairs is due to a developmental phenomenon: Both differentiation and strengthening of relations between specific processes and g may happen but these changes are phase-specific and ability-specific, depending upon the developmental priorities in the formation of g in each phase. We present eight studies covering the age span from 4 to 85 years in support of this phenomenon. Using new powerful modeling methods we showed that differentiation and binding of mental processes in g occurs in cycles. Specific processes intertwine with g at the beginning of cycles when they are integrated into it; when well established, these processes may vary with increasing g, reflecting its higher flexibility. Representational knowledge, inductive inference and awareness of it, and grasp of logical constraints framing inference are the major markers of g, first intertwining with in their respective cycles and differentiating later during the periods of 2–6, 7–11, and 11–20 years, respectively. The implications of these findings for an overarching cognitive developmental/differential theory of human mind are discussed.
Cilj je istraživanja sustavna analiza odnosa brzine obradbe podataka (BOP), razumijevanja pročita... more Cilj je istraživanja sustavna analiza odnosa brzine obradbe podataka (BOP), razumijevanja pročitanog i školskog uspjeha iz triju nastavnih predmeta u učenika nižih razreda osnovne škole. U istraživanju se kod 2101 učenika osnovnih škola u Hrvatskoj procjenjivao BOP, razumijevanje pročitanog i znanje iz hrvatskog jezika, matematike te prirode i društva. Rezultati pokazuju da su BOP, razumijevanje pročitanog i školski uspjeh umjereno pozitivno povezani, pri čemu su najmanje korelacije BOP-a s razumijevanjem pročitanog, a najveće znanja iz prirode i društva s BOP-om i razumijevanjem pročitanog. Dodatno je potvrđeno da se te povezanosti ne mijenjaju s uzrastom. Regresijske analize pokazuju da se pomoću samo jedne osnovne kognitivne sposobnosti i vještine može objasniti od 12,6 do 28% varijance školskog uspjeha. Dodatne usporedbe koeficijenata multiple korelacije i β-pondera pokazale su da BOP i razumijevanje pročitanog jednako uspješno predviđaju postignuće na svim promatranim uzrastima...
Stanica za savjetovanje pri izboru zvanja osnovana je 19. lipnja 1931. odlukom Izvršnog odbora Za... more Stanica za savjetovanje pri izboru zvanja osnovana je 19. lipnja 1931. odlukom Izvršnog odbora Zavoda za unapređivanje obrta Komore za trgovinu, obrt i industriju u Zagrebu. Glavna joj je zadaća bila savjetovanje mladih pri izboru obrtničkih ili trgovačkih zanimanja kao i pri izboru stručne škole, a na osnovi liječničkog pregleda tjelesne razvijenosti i zdravlja te psihologijskog testiranja sposobnosti i sklonosti. Osnutak Stanice za savjetovanje pri izboru zvanja može se smatrati početkom razvoja primijenjene psihologije u Hrvatskoj. Tijekom 17 godina djelovanja Stanicu (kasnije preimenovanu u Zavod) posjetilo je preko 30.000, a psihološki je testirano oko 20.000 osoba. Iako se posljednjih godina djelovanja Stanice/Zavoda broj ispitanih drastično povećao, Zavod je ugašen, dok je psihotehnika (prevladavajuća djelatnost Zavoda) izbačena iz nastavnog programa Psihološkog instituta Sveučilišta u Zagrebu. Ključne riječi: Trgovinsko-industrijska komora, Stanica za savjetovanje pri izboru...
Spearman's hypothesis tested at the level of items states that differences between ethnic... more Spearman's hypothesis tested at the level of items states that differences between ethnic groups on the items of an IQ test are a function of the g loadings of these items, such that there are small differences between ethnic groups on items with low g loadings and large differences between ethnic groups on items with high g loadings, and it has been confirmed in a fairly substantial number of studies. Most biological variables show correlational patterns that are more similar to the pattern in group differences than non-biological variables. In this paper, we tested Spearman's hypothesis, comparing a group of Sudanese children and adolescents (N = 7226) with other groups of children and adolescents from Denmark, Cyprus, Croatia, Bosnia, South Africa, Estonia, Ukraine, Ireland, Russia, and Chile (total N = 13,105). The analyses were carried out on 19 comparisons between the Sudanese children and the other children. Aggregating all data points from the present study showed that Spearman's hypothesis was strongly confirmed with a sample-size–weighted r with a value of .70; it is argued that applying corrections for statistical artifacts would make this value substantially larger. These outcomes suggest that biological variables, including brain-related variables, are more important than non-biological variables in explaining group differences.
Speed of human information processing (SIP) is a research construct which has been examined under... more Speed of human information processing (SIP) is a research construct which has been examined under different names and with different intensity for more than sixty years. Its importance is briefly described in four research fields: differential, experimental, aging and cognitive development. Since SIP presents an important component of contemporary intelligence models and life-span cognitive development research, an attempt for the construction of an integrated SIP picture was necessary. Review and systematic analysis of 42 research papers and additional related literature showed that there are problems with the validity of the SIP construct, but it also revealed other theoretical and empirical inconsistencies. A new proposal for SIP phenomena has been made, which abandons the SIP construct with related measures, and introduces the RCP property as one of the general attributes of every cognitive process.
The aim of this study was a systematic analysis of the relationship between speed of information ... more The aim of this study was a systematic analysis of the relationship between speed of information processing (SIP), reading comprehension and school achievement in three school subjects among pupils in lower grades of primary school. Speed of information processing (SIP), reading comprehension and knowledge in Croatian, Math and Science were assessed in 2101 primary school pupils. The results showed that SIP, reading comprehension and school achievement are moderately positively correlated. The lowest correlation was obtained between SIP and reading comprehension and the highest between Science and SIP and reading comprehension. Additionally, the analyses confirmed no age related changes in correlations. Regression analysis with achievement tests as criterions and SIP and reading comprehension as predictors showed that 12.6% to 28% of variance of school achievement can be explained by one basic cognitive ability and one skill. Additional comparisons of multiple correlation coefficien...
The aim of this study was a systematic analysis of the relationship between speed of information ... more The aim of this study was a systematic analysis of the relationship between speed of information processing (SIP), reading comprehension and school achievement in three school subjects among pupils in lower grades of primary school....
ABSTRACT We present a study which investigated the inter-relations between processing speed, atte... more ABSTRACT We present a study which investigated the inter-relations between processing speed, attention control, working memory, fluid intelligence, and mathematical reasoning from 7 to 18 years of age. To fulfil this aim, 478 participants drawn from each of the age years 7-17 years at first testing were examined twice, separated by a 12-month interval. Several simple reaction time, divided attention, and selective attention tasks examined processing efficiency. Forward and backward digit span tasks addressed working memory. Raven’s standard progressive matrices addressed fluid intelligence and a task battery addressed to mathematical reasoning addressed its investment into a demanding cognitive domain. Relations between processes were explored by several types of structural equation models applied in three age groups: 8-10, 11-13, and 14-18 years. A powerful common general factor underlying all processes at both testing waves in all three age phases was found. The relative weight of these processes in the formation of this grand G differed between phases, with working memory, attention control, and Gf dominating in the three phases, respectively. Cross-lagged modeling revealed three tiers of mental organization (processing, representational, and inferential efficiency) interlinked by a core control program. This core is transcribed into inferential and problem solving ensembles of increasing compositionality at successive developmental phases. Implications for developmental and differential theories of intelligence are discussed.
We present three studies which investigated the relations between cognition and personality from ... more We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are distinct but related, interfaced by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.
Despite the relevant findings on non-average information processing rate (IPR) indicators-intelli... more Despite the relevant findings on non-average information processing rate (IPR) indicators-intelligence relation, and on age-related changes of some of these indicators during aging, the research on sex-specific age-related changes of these indicators during childhood and adolescence are lacking. In a transversal study, 1197 school children (598 girls) aged 8-18 have been individually measured on 5 IPR indicators--two averages (mean_t, median_t) and three non-averages (min_t, max_t, sd_t). The results corroborated the expected non-linear changes of average IPR indicators in the observed developmental period, whereby the sex difference in related developmental patterns was detected: marked age-related decrement in girls ceased at the age of 12, and in boys around the age of 13-14, after which progress in both sexes gradually ceased by the age of 18 and was less pronounced in girls. Generally similar non-linear age-related decrements of non-average indicators were registered, but they ...
Integration/differentiation of mental processes is major mechanism of development. Developmental ... more Integration/differentiation of mental processes is major mechanism of development. Developmental theories ascribe intellectual development to it. In psychometric theory, Spearman's law of diminishing returns postulates that increasing g allows increasing differentiation of cognitive abilities, because increased mental power allows variable investment in domain-specific learning. Empirical evidence has been inconsistent so far, with some studies supporting and others contradicting this mechanism. This state of affairs is due to a developmental phenomenon: Both differentiation and strengthening of relations between specific processes and g may happen but these changes are phase-specific and ability-specific, depending upon the developmental priorities in the formation of g in each phase. We present eight studies covering the age span from 4 to 85 years in support of this phenomenon. Using new powerful modeling methods we showed that differentiation and binding of mental processes in g occurs in cycles. Specific processes intertwine with g at the beginning of cycles when they are integrated into it; when well established, these processes may vary with increasing g, reflecting its higher flexibility. Representational knowledge, inductive inference and awareness of it, and grasp of logical constraints framing inference are the major markers of g, first intertwining with in their respective cycles and differentiating later during the periods of 2–6, 7–11, and 11–20 years, respectively. The implications of these findings for an overarching cognitive developmental/differential theory of human mind are discussed.
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