RELATIONSHIP OF INTELLIGENCE AND MEDIATING PROCESSES TO CONCEPT LEARNING

Experimentally evaluated a number of assumptions regarding the relationship of intelligence to conceptualization. Ss were 30 undergraduates. It was found that (1) Ss of high intelligence learned concepts in fewer trials and made fewer errors than Ss of lower intelligence; (2) the use of mediated generalization by Ss improved concept learning; (3) there was no interaction between level of intelligence and the use of mediating processes; and (4) the effects of both intelligence and mediated generalization were found during the response-generation period but not during the recognition phase of concept learning. These data suggest that the conditions under which intelligence and cognitive processes may be most readily trained and developed are situations of some complexity and ambiguity that require a degree of spontaneity in the use of acquired information. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.