Learning, working memory, and intelligence revisited.
Based on early findings showing low correlations between intelligence test scores and learning on laboratory tasks, psychologists typically have dismissed the role of learning in intelligence and emphasized the role of working memory instead. In 2006, however, B.A. Williams developed a verbal learning task inspired by three-term reinforcement contingencies and reported unexpectedly high correlations between this task and Raven's Advanced Progressive Matrices (RAPM) scores [Williams, B.A., Pearlberg, S.L., 2006. Learning of three-term contingencies correlates with Raven scores, but not with measures of cognitive processing. Intelligence 34, 177-191]. The present study replicated this finding: Performance on the three-term learning task explained almost 25% of the variance in RAPM scores. Adding complex verbal working memory span, measured using the operation span task, did not improve prediction. Notably, this was not due to a lack of correlation between complex working memory span and RAPM scores. Rather, it occurred because most of the variance captured by the complex working memory span was already accounted for by the three-term learning task. Taken together with the findings of Williams and Pearlberg, the present results make a strong case for the role of learning in performance on intelligence tests.
Tamez
Elaine
E
Department of Psychology, Washington University, One Brookings Drive, Box 1125, St. Louis, MO 63130, United States. emtamez@artsci.wustl.edu
Myerson
Joel
J
Hale
Sandra
S
D000328:Adult; D001288:Attention; D004192:Discrimination, Psychological; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D008570:Memory, Short-Term; D010364:Pattern Recognition, Visual; D011930:Reaction Time; D012016:Reference Values; D013223:Statistics as Topic; D014706:Verbal Learning