Heidrich S M, Denney N W
School of Nursing, University of Wisconsin-Milwaukee 53201.
Exp Aging Res. 1994 Apr-Jun;20(2):105-26. doi: 10.1080/03610739408253957.
One hundred thirteen individuals, ages 18-81, were presented with a test of social problem solving, a test of practical problem solving, the Twenty Questions task (a test of traditional problem solving), the Wechsler Adult Intelligence Scale--Revised Vocabulary subtest (a measure of crystallized intelligence), and Raven's Progressive Matrices (a measure of fluid intelligence). The effects of age, sex, education, and intellectual abilities on problem-solving performance were examined. Social problem solving was positively related to higher education and higher Vocabulary scores, but it was not related to age. Social problem solving and practical problem solving were significantly related to each other and to scores on the Vocabulary subtest, whereas traditional problem solving was significantly related to scores on Raven's Progressive Matrices. These results suggest that different types of problem solving are differentially related to other intellectual abilities and to age.
113名年龄在18至81岁之间的个体接受了社会问题解决测试、实际问题解决测试、“二十个问题”任务（传统问题解决测试）、韦氏成人智力量表修订版词汇子测试（晶体智力测量）以及瑞文标准推理测验（流体智力测量）。研究了年龄、性别、教育程度和智力能力对问题解决表现的影响。社会问题解决与高等教育和较高的词汇分数呈正相关，但与年龄无关。社会问题解决和实际问题解决彼此之间以及与词汇子测试分数显著相关，而传统问题解决与瑞文标准推理测验分数显著相关。这些结果表明，不同类型的问题解决与其他智力能力和年龄的关系各不相同。
