A longitudinal study of relations between outer-directedness and IQ changes in preschoolers.
The study was designed to determine whether outer-directedness, measured by glances at E during object assembly tasks administered according to the Turnure and Zigler (1964) procedure, predicts changes in preschoolers' Binet IQs over 6 months. With MA as a covariate to control for the small but significant relationship betweeen glances and developmental level, an ANOCOVA showed a significant interaction resulting from increases in the IQs of non-outer-directed Ss and declines in the IQs of outer-directed Ss. Glances at E's puzzle while S assembled his own were unrelated to glances at E or to IQ changes, but, unlike glances at E, were significantly related to improvements in performance from puzzle 1 to puzzle 2.
D001245:Association Learning; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007360:Intelligence; D007858:Learning; D008297:Male; D013195:Stanford-Binet Test