Structure Of Intellect Research Articles

Gender Differences in the Effect of Type, Level and Amount of Information on Attention Ability among Saudi High School Students

Boredom has been considered as a significant and prevalent among students in the classroom. Research indicates the necessity to tackle the negative consequences of these important and pervasive academic emotions. Despite the plethora of studies investigating the psychological effect on attention ability, far fewer have considered gender as a moderator of the effect of information characteristics on students’ attention ability. Thus, the purpose of this study is to look at gender disparities in the impact of type, level, and amount of information on students' attention capacity. Based on the Guilford structure-of-intellect (SI) model, forty tests were designed and validated to gather and analyse the data. The participants of the study were 60 high school students (level 10 and 11) from the Al-Qunfudah district. An equal number of male and female participants were selected randomly. Type of information represented in semantic and symbolic, the level of information represented in units, cases, relations, while the amount of information was represented in (5,7,9) based on Miller model. Data was collected using newly developed and verified tests. Independent t-test studies revealed no significant variations in the type, level, and amount of information on students' attention skills among male and female students. Several discussions were drawn in light of the findings. Suggestions and recommendations were presented.

What Were Willie and Xavier Thinking? A Reflection on James Gallagher’s Research on Student–Teacher Interaction

James Gallagher is known for framing the broad ideas that drive our field; he defined policy, described ideal educational infrastructure, and identified acceleration, enrichment, novelty, and sophistication as core attributes of content differentiation (J. J. Gallagher, 1985). What most people do not realize is that he spent his early career engaged in research far removed from policy, scrutinizing transcripts of classroom conversations to determine the cognitive levels of teacher questions and student answers. Gallagher’s early research is a natural consequence of his background. As a child, he gained firsthand experience with inquiry-based curriculum at the innovative Falk Laboratory School at the University of Pittsburgh. Biology was his undergraduate major. In graduate school, he turned to clinical child psychology, where he cultivated an appreciation for the power of questions. The clinician turned to research during the curriculum innovation zeitgeist that followed Sputnik—an era also noted for finegrained research into classroom discourse (Davis & Tinsley, 1967; Flanders, 1963; Parsons, 1971; Taba, 1966). Inquiry, biology, psychology, and questioning converge in “Teacher Variation in Concept Presentation in BSCS Curriculum Program” (J. J. Gallagher, 1967), making it a perfect reflection of Jim Gallagher as a young professional. Gallagher and colleagues built a system for coding questions and responses based on Guilford’s (1956) Structure of Intellect. The Topic Classification System (TCS) is of particular interest to educators of gifted students because it includes categories for

The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students

A number of studies have reported positive associations between music experience and increased abilities in non-musical (e.g., linguistic, mathematical, and spatial) domains in children. These transfer effects continue to be probed using a variety of experimental designs. The major aim of this quasi-experimental study was to examine the effects of a scaffolded music instruction program on the vocabulary and verbal sequencing skills of two cohorts of second-grade students. One group ( n = 46) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program. The second group ( n = 57) had no exposure to music lessons, either in school programs or private study. Both groups were assessed on two subtests from the Structure of Intellect (SOI) measure. Results revealed that the experimental group had significantly better vocabulary and verbal sequencing scores at post-test than did the control group. Data from this study will help to clarify the role of music study on cognition and shed light on the question of the potential of music to enhance school performance in language and literacy.

Millennium as Opportunity: Chaos, Creativity, and Guilford's Structure of Intellect Model

In this new millennium, our prospects for creative change may be particularly fluid. Chaos theory is used metaphorically to address aspects of creative process we therefore might note well, linking these both with (a) the operations, products, and contents dimensions of J. P. Guilford's structure of intellect (SI) model and (b) healthier balances we can create between Guilford's divergent and convergent production, both within individuals and cultures. Divergent production, a key operation in Guilford's model, may be viewed both as the major departure it was half a century ago and via the dramatic emergences we see today using a nonlinear dynamic of creativity. The intersection of divergent production with Guilford's products dimension might be linked to multiple creative processes we can ponder metaphorically as strange attractors, and attractor complexes, in a dynamic phase space of mind. Such attractors might trap as well as free us, however, and potential examples are given involving abstraction, unconscious processes, and socially restrictive models of normalcy. Next, Guilford's diverse content areas remind us of aspects of our-indeed, dynamically connected-experience as human beings that may be artificially disconnected and underemphasized in traditional education. All divergent processing operates within a larger context, and its tension with convergent processes contains potential for creative leaps and bifurcations, discussed at both the social and individual levels. Preliminary data on aesthetic preference suggest creative people also may seek challenges and chaotic attractors of higher "dimensionality"; this may help drive the process. Finally, a societal shift toward greater creative openness and growth is recommended, based on advantages for physical and psychological health, and clues to paths that nature finds adaptive. Chaos theory gives us models and metaphors based on an ever more rapid, sensitive, and holistic nonlinear creative process; this can honor one's mental history and complex preconditions while responding instantly to information as subtle as a puff of air. Now, when global change is needed badly, we can use this potential malleability to evolve together toward a healthier future.

The application of the structure of intellect programme

Using a pre‐test‐post‐test control group experimental research design, this paper seeks to examine the effects of the 20‐week structure of intellect (SOI) training programme on the critical thinking skills of a group of participants in a manufacturing facility in Ireland as measured by both Watson‐Glaser critical thinking skills assessment (CTSA) and Raven’s standard progressive matrices (SPM). The results demonstrate no statistically significant difference in the experimental group pre‐ and post‐test scores on the Watson‐Glaser CTSA, but the results derived from the administration of Raven’s SPM were significant (p = 0.003). As expected, no statistically significant difference was found between the pre‐ and post‐test performance of the control group on either test. A number of possible reasons for the results are advanced.

Generalizability of component processes in intelligence as revealed by latency measures

In this study, we explored the relationships between the latencies of theoretically corresponding and noncorresponding component processes across a diverse task universe derived from Guilford's Structure of Intellect (SI) model. Seventy-two participants were presented a task universe that consisted of six componential tasks with a semantic or figural content and with an emphasis on either cognition, inductive reasoning, or evaluation operations. Latencies of 18 component processes were estimated from these componential tasks by means of multiple regression analysis and identified as encoding, searching, inference, mapping, application, comparison, and justification components. Canonical correlation analysis indicated that on a componential level the task universe showed to a certain extent diversity, suggesting that there was only a small bias in favor of finding convergent relationships. Multidimensional scaling and hierarchical cluster analyses revealed a three-cluster solution of component processes, which were tentatively interpreted as an encoding, a reasoning, and an evaluation cluster. These results provide initial evidence that theoretically corresponding component processes were generalizable (convergent validity) and theoretically noncorresponding component processes were not generalizable (discriminant validity) across the given task universe.

The structure of intellect: The comparison of WISC profiles of mentally retarded and learning-disabled children

The present paper reveals the peculiarities of the structure of the intellect of mentally retarded pupils, learning-disabled pupils, and pupils with high achievements. The experimental investigation has shown a significant difference between all the groups in the WISC results of full-scaled scores, verbal and performance scores (p<0,05). The performance IQs of children with leaming disabilities were significantly higher than their verbal IQs. The profile of children with auditory - visual disorders has a tendency to become flatter (there is no significant difference between verbal IQs and performance IQs). The largest variability of WISC scaled scores appeared in the results of children with high achievements, and the smallest variability, in the results of mentally retarded children.

First-Order and Higher-Order Semantic and Figural Factors in Structure-Of-Intellect Divergent Production Measures

This investigation consists of several reanalyses of two correlation matrices comprising 21 structure-of-intellect (SOI) divergent production tests taken from the 1963 Report No. 29 of the University of Southern California Aptitudes Research Project. Application of updated exploratory and confirmatory factor analytic methodologies led to the conclusion that the results obtained could not be replicated. It appeared from the confirmatory factor analyses that a higher-order two-factor oblique model of semantic and symbolic contents furnished as adequate or nearly as adequate an explanation of the covariance among test variables as did more complex models involving several factors.

Higher-Order Abilities Conceptualized with in Guilford's Structure-Of-Intellect (Soi) Model for a Sample of United States Coast Guard Academy Cadets: A Reanalysis of an Soi Data Base

This study was undertaken to provide empirical validation of the first-order and higher-order factor structures of the structure-of-intellect (SOI) model conceptualized by Guilford. Both confirmatory maximum likelihood and exploratory (varimax and promax) factor analytic methodologies were employed to reanalyze an existing correlational data base (N - 178) involving 20 SOI experimental tests, 9 Coast Guard aptitude tests, and 10 Coast Guard criterion measures originating from the University of Southern California Aptitudes Research Project Report Number 13 entitled "The Relation of Certain Thinking Factors to Training Criteria in the U.S. Coast Guard Academy" (Guilford, Kettner, and Christensen, 1955). Although nine of the originally identified 11 first-order orthogonal factors could be replicated, oblique solutions involving higher-order factors accounted for a larger proportion of covariance among the test and criterion measures than did orthogonal solutions. The presence of identifiable first-order and higher-order correlated factors as well as a general factor suggested that the SOI model could be reconceptualized as a pyramid-like hierarchical theory of intelligence.

The quadrate mind—A philosophical perspective: A response to Galanter

Eugene Galanter writes of “the quadrate mind” because he takes “the structure of intellect to be divided into four (more or less) independent components: talking, drawing, planning and vuluing” (p. 285, italics in original). He sees these, moreover, as “intrinsic” or innate mental competencies. It is important, educationally, to identify these four components, because “the primary function of schooling in the academic sense is aimed at enhancing the innate capabilities” (p. 298). I see nothing but difficulties in all this. First, a point of clarification. When Calanter says the mind is quadrate he does not mean that mental phenomena in general are four-fold, only that intellectual mental phenomena are four-fold. But what is it to say the latter? It is to say that there are four intellectual skills or competencies which are “necessary and perhaps sufficient to represent the structural matrices of the child’s mind” (p. 289). I am not sure that this makes things clearer. For the following two reasons. First, given that we are talking about intellectual or cognitive aspects of the mind, rather than affective or conative aspects (and assuming one can divide things up in this way), why focus only on intellectual skills? Belief, for instance, is generally taken to be a cognitive phenomenon, but to believe something is not to perform a skill. ‘This issue apart, and accepting that we are concerned only with skills, what are we to make of the claim that the four skills are “necessary and perhaps sufficient”? This is a crucial question. If they are merely a necessary part of the intellect, then all sorts of other competencies could be necessary, too. If so, why pick out thes~fo~r! Things would be neater if they were not only necessary but sufficient, for then the claim would be that these four competencies alone constituted the intellect, at least at some fundamental level. This, too, would make sense of the expression “the quadrate mind.” The difficulty here, however, is that there seem to be other intellectual competencies besides these four-to do, for instance, with perceiving, with various forms of imagining (e.g., imaging, supposing) or more generally of thinking (practical thinking may be included under Galanter’s “planning,” but theoretical reasoning and contemplating seem to lie outside it). Mental phenomena are multifarious and complex. So are more strictly cognitive phenomena. Why, then, does Galanter concentrate just on four

First-Order and Higher-Order Creative Ability Factors in Structure-of-Intellect Measures Administered to Sixth-Grade Children

This investigation is one in a series of re-analyses of those correlation matrixes consisting of structure-of-intellect (SOI) creativity tests devised by the late J. P. Guilford and his associates. Application of more recent exploratory and confirmatory factor analytic methodologies in comparison with those employed by Guilford and his associates provides a means for obtaining more objective, parsimonious, and possibly insightful interpretations of constructs underlying his creativity measures. Thus, the twofold purpose of this study was to ascertain for a sample of 403 sixth-grade children evenly divided by gender (a) the extent to which the first-order factors identified by Merrifield, Guilford, and Gershon in Report 27 from the Psychological Laboratory at the University of Southern California (May, 1963) could be replicated and (b) the degree to which higher-order factors could account for the covariance among the SOI measures in the correlation matrix. Three of Guilford's hypothesized creativity factors of ideational fluency, sensitivity to problems, and expressional fluency were replicated accompanied by a fusion of two of his hypothesized factors of originality and spontaneous flexibility into one dimension. Confirmatory factor analyses indicated that a general dimension reflecting primarily divergent production of semantic content could account for a large portion of the identifiable covariance among creativity measures. Application of goodness-of-fit indexes revealed that oblique higher-order factor models associated with three types of operations, two kinds of contents, and six forms of products did account for slightly more covariance than did the general factor model. Among all substantive models the oblique first-order nine-factor model provided the optimal fit. It was concluded that Guilford and his associates tended to extract and to rotate too many factors and that a more parsimonious interpretation of the factor structure of creativity tests than that afforded by Guilford could be realized.

Higher-Order Factors in Structure-of-Intellect (SOI) Aptitude Tests Hypothesized to Portray Constructs of Military Leadership: A Re-Analysis of an SOI Data Base

Taken from a 1959 research report by Marks, Guilford, and Merrifield, a correlation matrix of 21 structure-of-intellect (SOI) tests intended to reflect aptitudes required in military leadership was re-analyzed through use of relatively objective exploratory factor analytic procedures (varimax and promax solutions for orthogonal and oblique structures, respectively) and through employment of confirmatory maximum likelihood factor analyses. For the sample of 204 Marine officers, only modest correspondence was found in the exploratory analyses between the solution by Marks et al. based on the orthogonal rotation of factor axes from a centroid matrix and the factor solutions obtained from application of the varimax and promax methods of rotation. An evaluation of selected alternative models comprising first-order and higher-order factors involving use of LISREL methodology revealed that a two-factor oblique model affording a separation of semantic and figural contents yielded the greatest promise in accounting for the covariation among the 21 aptitude tests. A higher-order oblique factor model furnishing a differentiation among three psychological operations of cognition, divergent production, and evaluation ranked second in its capability of reproducing the original correlation matrix. The conclusion was reached that the covariance among these aptitude tests can be meaningfully conceptualized within higher-order factor structures. A short discussion highlights possible difficulties and limitations likely to be realized in establishing the construct validity of the hypothesized first-order dimensions within the structure-of-intellect model.

Sex Differences on the Structure of Intellect (SOI-LA) Gifted Screening Form

Resulfs from scores on the Structure of Intellect (SOI-LA) Gifted Screening Form of approximately 300 gifted students in the 4th, 7th, and 10th grade showed significant differences by sex on five variables and by grade on each of the ten subtests. Boys scored significantly higher on CFU (visual closure) and CMU (vocabulary) Girls scored significantly higher on NSI (analysis), DMU (verbal-creative) and CMS (extended verbal systems) Implications of these findings and cautions about the use of the SOI because of its limited reliability and validity are discussed.

DIAGNOSIS AND TREATMENT OF THE GIFTED STUDENT WITH ATTENTION DEFICIT DISORDER: A STRUCTURE OF INTELLECT (SOI) APPROACH

The gifted student with attention deficit disorder (ADD) often goes unrecognized and can present difficulties for our educational system. Comprehensive diagnosis of an ADD student's learning abilities can be accomplished using the Structure of Intellect (SOI) tests, which distinguish giftedness and disability. SOI analysis provides for a clear program of remediation using a wholistic model encompassing visual, auditory, nutritional, personality, and intellectual performance. Two cases are presented.

A Guide for Planning and Implementing Structure of Intellect (SOI) in the Classroom

(1988). A Guide for Planning and Implementing Structure of Intellect (SOI) in the Classroom. Gifted International: Vol. 5, No. 2, pp. 53-56.

Brain Research: the Necessity for Separating Sites, Actions and Functions

Some brain research concentrates solely on the study of sites and actions of brain functions but the writer argues that it is essential for research to investigate the functions also. Educators can offer measures of brain function such as the Structure of Intellect (S O I) and psychologists need information about the characteristics of brain functions if accurate diagnosis is to be made of learning abilities and disabilities. The writer stresses the importance of defining giftedness in far broader terms than the traditional psychometric measures of intelligence. She outlines the comprehensive range of brain functions incorporated by Guilford's theory of the Structure of Intellect and suggests that its most important use will be the partnership with brain research which itself needs a theory based test of brain functions.

Some Changes in the Structure-of-Intellect Model

This paper serves to update the structure-of-intellect (SOI) model. In addition to a previously indicated separation of the figural element of the content facet of the SOI model into visual and auditory components, the memory element within the operations facet has been differentiated into memory recording and memory retention. Research supporting these changes is cited. Thus the revised SOI model now contains five content properties termed visual, auditory, symbolic, semantic, and behavioral; six operations entitled cognition, memory recording, memory retention, divergent production, convergent production, and evaluation; and the same six products as formerly, named units, classes, relations, systems, transformations, and implications.

The Construct Validity of Higher Order Structure-of-Intellect Factors Reflecting Semantic and Symbolic Content Abilities

Based on reanalyses of correlational data obtained from the University of Southern California Aptitudes Research Project, this investigation examined the extent to which two higher order (third-order) factors of semantic content and symbolic content from Guilford's structure-of-intellect (SOI) model reflected distinct constructs. A confirmatory maximum-likelihood factor analysis of 18 SOI tests from a battery of 46 SOT tests which previously had been analyzed by Khattab, Michael, and Hocevar (1982) revealed a correlation of .377 between the two higher order factors as compared to one of .615 in the original factor analysis of the 46 SOI tests. The smaller correlation matrix achieved an improved balance in the representation of the element of transformations in the SOT product dimension over that in the original correlation matrix in which nearly three-quarters of the tests portrayed the single element of transformations. The outcomes of this investigation suggest the importance of achieving a fair coverage by tests of selected elements of interest in the three dimensions of the SOI model to realize discriminant validity among higher order factors. For the correlation matrix of 18 tests, the two-factor model involving two higher order factors was found to yield a closer fit to the correlational data than that provided by the single factor model combining these two third-order dimensions.

Children's Recognition of Unfamiliar Faces: Developments and Determinants

Eight-to 12-year-old primary school children and 13-year-old secondary school children were given a live and a photographed face recognition task and several other figural tasks, all representing factors from Guilford's 'Structure of Intellect' model. While the scores on most tasks showed a more or less regular increase with age, the face recognition scores showed a different pattern. In the live face recognition task they did not change between ages 8 and 11, decreased at age 12 and returned to their former level at age 13. In the photographed face recognition task the scores did not change between 8 and 12 but significantly increased at age 13. There was no correlation between the recognition scores for live and photographed faces. The main conclusions drawn were: (1) between ages 8 and 11 there are, in face recognition tasks, no changes in the tendency to configurationally encode unfamiliar faces; (2) psychological concomitants of puberty onset are responsible for decreases in face recognition at age 12; (3) the transition to secondary school and the accompanying confrontation with many new faces has a positive effect on the capacity to recognize faces.

Psychometric Limitations of Guilford's Structure-of-Intellect Model for Identification and Programming of the Gifted

The purpose of this presentation is (a) to analyze critically reseach and promotional literature on Guilford's Structure-of-Intellect (SOI) model as it relates to the cognitive functioning of gifted students, and (b) to evaluate the implications of this analysis for the identification and programming of gifted students. This evaluation is based on a review of promotional literature and available research, and is written from a measurement basis. It is concluded that the promotional literature promises more than it has delivered and that major psychometric limitations seriously limit the SOI model's usefulness.