Special talents and defects : $b Their significance for educationHollingworth, Leta Stetter
Science
Special talents and defects : $b Their significance for education
Hollingworth, Leta Stetter
Educational psychology; Educational tests and measurements; Exceptional children
It has been stated that though all, or nearly all, mental functions so
far measured and correlated, yield positive coefficients, all do not
show an equal amount of positive correlation. Certain mental functions,
for example, are shown to yield coefficients of as much as .80, for a
total correlation with others of a series; while some yield coefficients
as low as .10, approaching absence of relationship. To explain these
facts, Spearman formulated the concept of a hierarchy of relatedness to
a “general factor.” Those abilities showing slight correlation with
others in series of tests, were thought of as but loosely related to
“general intelligence,” and as constituting “special abilities.” They
might be displayed by persons inferior in general, or might be lacking
in persons otherwise superior.
Here again, the facts are not in question. It is admitted by all that
functions show different amounts of positive correlation with one
another, and of total correlation with members of a series. Not all
experts agree, however, with Spearman’s theoretical explanation of the
phenomena. Thomson has recently shown, by tossing dice of various
colors, that in this game of chance (in which there is no “general
factor,” but only many independent factors), hierarchical order of
correlation coefficients is almost sure to be obtained, for combinations
resulting from throws. Thomson, therefore, holds that the theory of a
“general factor,” participating in all the separate performances of an
individual, is not proved from the facts about correlation coefficients.
He proposes the following, regarded by him as an alternative: “The mind,
in carrying out any activity such as a mental test, has two levels at
which it can operate. The elements of activity at the lower level are
entirely specific, but those at the higher level are such that they may
come into play in different activities. Any activity is a sample of
these elements. The elements are assumed to be additive like dice, and
each to act on the ‘all or none’ principle, not being in fact further
divisible.”
It is not quite easy to see that this theory, finally proposed by
Thomson, which might be termed the “two level” theory, is very different
from Spearman’s “two factor” theory, nor why the terms “higher” and
“lower” should be introduced. But demonstration of the probability of
obtaining a hierarchy of correlations simply from the tossing together
by chance of independent factors, as with dice, adds new data for
consideration. It might be that non-biological principles of probability
are sufficient to explain the hierarchical order of correlations, among
many tests administered to a given group, just as they are apparently
sufficient to account for the particular form in which ability in any
single test is distributed through the human species.
Public-domain text, read in full here on John Shaqi.
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