Schroth M L
J Psychol. 1975 Sep;91(1st Half):49-56. doi: 10.1080/00223980.1975.9915796.
A major purpose of this study was to determine the relationship of MA and IQ to learning a task, among retardates, involving conceptualization. Such tasks are considered by Jensen, in his theory on mental abilities, to test Level II abilities as opposed to Level I abilities which involve rote learning and primary memory. The theoretical basis for this part of the experiment are the opposing hypotheses of Weir and Zigler concerning the use of IQ or MA as the best measure of learning rate. Specifically, a dimension-abstracted oddity task was presented to 40 mongoloids and 40 nonmongoloids. The results supported Weir's hypothesis, as IQ was found to determine the rate of learning the task. A second major finding was that the nonmongoloids learned the task faster than the mongoloid Ss.
本研究的一个主要目的是确定在智力迟钝者中，心理年龄（MA）和智商（IQ）与学习一项涉及概念形成的任务之间的关系。詹森在其关于心理能力的理论中认为，这类任务测试的是二级能力，与之相对的是涉及死记硬背和初级记忆的一级能力。本实验这一部分的理论基础是韦尔和齐格勒关于使用智商或心理年龄作为学习速度最佳衡量指标的相反假设。具体而言，向40名蒙古症患者和40名非蒙古症患者呈现了一项维度抽象的奇偶数任务。结果支持了韦尔的假设，因为发现智商决定了学习该任务的速度。第二个主要发现是，非蒙古症患者比蒙古症受试对象学习该任务的速度更快。
