Zhang Zhiyong, Davis Hasker P, Salthouse Timothy A, Tucker-Drob Elliot M
Department of Psychology, University of Virginia, United States.
Department of Psychology, University of Colorado at Colorado Springs, United States.
Learn Individ Differ. 2007 Jul 1;17(3). doi: 10.1016/j.lindif.2007.01.004.
Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task was fluid or crystallized intelligence associated with learning. Although there were moderate correlations among the level parameters across the verbal and spatial tasks, the learning parameters were not significantly correlated with one another across task modalities. These results are inconsistent with the existence of a general (e.g., material-independent) learning ability.
潜在增长模型被应用于来自两项独立研究的多试验言语和空间学习任务的数据。尽管在两项任务中都发现了初始表现水平和后续学习方面存在显著的个体差异，但年龄差异仅在平均初始水平中被发现，而在平均学习方面未发现。在这两项任务中，流体智力或晶体智力均与学习无关。尽管言语和空间任务的水平参数之间存在中等程度的相关性，但学习参数在不同任务模式之间并未显著相关。这些结果与存在一种通用的（例如，与材料无关的）学习能力的观点不一致。
