Organization and components of psychomotor ability.

We investigated the organization and components of psychomotor abilities by administering a diverse set of cognitive and psychomotor tasks to a group of recent high school graduates (N = 161). Confirmatory factor analyses identified two psychomotor factors: a general factor associated with all psychomotor tests and an orthogonal psychomotor learning factor associated exclusively with practiced psychomotor tests. Path analyses suggested that the general psychomotor factor could be largely accounted for by two cognitive factors, general working-memory capacity (r = .67) and an orthogonal time estimation factor (r = .32). Most of the psychomotor learning factor variance was unique, but psychomotor learning was somewhat related to processing speed (r = .49). We conclude that initial psychomotor performance is constrained by working-memory limits and the ability to keep track of time. Practiced psychomotor skill is additionally limited by processing speed, consistent with the literature on the development of process automaticity. The Discussion addresses (a) the small dimensionality of the psychomotor abilities space, (b) our discovery of the importance of time estimation and other cognitive factors in psychomotor learning, and (c) the changing nature of psychomotor skill with practice.

Morningness-eveningness and intelligence: early to bed, early to rise will likely make you anything but wise!

Research examining various psychological correlates of circadian type (also known as diurnal preference) has been, over the years, quite expansive. A notable omission within this research program would appear a systematic exploration of the relation between intelligence and morningness-eveningness. The present study redressed this imbalance. 420 participants performed two self-report inventories assessing circadian type, as well as measures of intelligence from two psychometric batteries: CAM-IV and the ASVAB. The results indicate that, contrary to conventional folk wisdom, evening-types are more likely to have higher intelligence scores. This result is discussed in relation to current theories concerning the nature of human cognitive abilities.

Developing theories of the mind: children's and adults' concepts of mental activities.

8-year-olds', 10-year-olds', and adults' concepts of mental activities involved in acts of knowing were examined in an attempt to gain insight into developmental changes in underlying theories of mind. Subjects rated the similarity of how the mind is used in a variety of common activities, each of which primarily involved either memory, comprehension, attention, or inference. Analyses of conceptual structure revealed 2 developmental changes. Between 8 and 10 years of age, children came to see the most important relation among mental activities to be the degree to which they involved memory. Between 10 years of age and adulthood, Comprehension and Attention first appeared as distinct, coherent concepts. At all ages, Memory and Inference were seen as distinct types of mental activities. These findings suggested that a sophisticated understanding of the representational nature of the mind might not be acquired before the latter part of middle childhood and might be mediated by an understanding of the central role played by memory.