Computer-Managed Instruction: Crystallized and Fluid Intelligence
Technical rept. Mar-Sep 1984
NAVY PERSONNEL RESEARCH AND DEVELOPMENT CENTER SAN DIEGO CA
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Twenty-four measures crystallized intelligence G sub c and fluid intelligence G sub f were obtained for samples of graduates and failures of an innovative instructional situation in which computer-managed mastery learning was used to teach elementary electricity and electronics. Seven stepwise multiple discriminant analyses and associated statistics were computed to determine which linear combinations of G sub f and G sub c measures would optimally separate the two groups. Corresponding classification functions derived for the discriminant analyses were applied to the data to evaluate the effectiveness of differentiating failures and graduates. The results did not substantiate the hypothesis that G sub f measures would be associated more strongly with student success in a new instructional situation than would G sub c measures. Contrary to theory, the findings suggest that some unconventional educational environments are not necessarily dysfunctional for more able students. In these situations, they can just as easily exercise and exploit those skills developed and applied in more traditional instructional settings.
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