Discrimination learning set in children as a function of IQ and MA

Abstract

In order to examine the relative contribution of IQ and MA to learning set (LS) formation in children, a factorial design with three levels of IQ (70, 100, 130) and three levels of MA (5, 7, 9) was employed. All Ss were given the ten 4-trial object discrimination LS problems daily until they reached criterion. Significant ( p < 0.001) independent effects were discovered for both IQ and MA, indicating that the higher the level of both MA and IQ, the more rapid the LS formation; however, the relationship between CA and LS was negligible. The findings emphasize the need to employ some combination of IQ and MA as the best predictor of LS performance. In general, developmentalists have focused on the role of MA and have failed to appreciate the significance of the IQ. A theoretical interpretation of the role which both of these variables play in learning performance is offered, and it is suggested that the complex nature of the LS solution makes this task ideal for the simultaneous investigation of both IQ and MA effects.