Some Aspects of Individual Differences in Schematic Concept Formation
TEXAS CHRISTIAN UNIV FORT WORTH INST FOR THE STUDY OF COGNITIVE SYSTEMS
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A series of studies is presented in an initial attempt to address issues thought to be related to individual differences in schematic concept formation SCF. The first two studies were concerned primarily with task development. It was found that a task which required the subject to distinguish pattern from noise demonstrated relatively clear individual differences in learning. The remainder of the studies sought to explore the potential relationship between SCF performance and the traditional individual differences variables of personality, intelligence and race. With regard to personality, no relationship was found between SCF performance and performance on Witkins Embedded Figures Test. Consistent with previous work, SCF performance was found to be moderately related to traditional measures of classroom performance I.Q. and math achievement. It also appeared that some aspects of classroom behavior, as measured by teacher ratings, were related to SCF, but not to I.Q. With regard to the variable of race, preliminary data suggests that the SCF performance of lower socio-economic class black sixth-graders is comparable to that of their white, middle-class counterparts.