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Pearson correlations of attentive processes and cognitive ability measures Table 4

Table 4 Pearson correlations of attentive processes and cognitive ability measures Table 4

Related Figures (10)

Fig. 1. Stimulus material presented in the three steps of a trial of the complex version of the Inspection Time Test: an example.
Fig. 1. Stimulus material presented in the three steps of a trial of the complex version of the Inspection Time Test: an example.
Pearson correlations of processing times and cognitive ability measures Table |
Pearson correlations of processing times and cognitive ability measures Table |
Fig. 2. Illustration of the correlations between the factor scores representing cognitive ability and low and high stimulus complexity.
Fig. 2. Illustration of the correlations between the factor scores representing cognitive ability and low and high stimulus complexity.
Fig. 3. Illustration of the correlations between the factor scores representing cognitive ability, perceptual decision, and motor response.
Fig. 3. Illustration of the correlations between the factor scores representing cognitive ability, perceptual decision, and motor response.
Fig. 4. Stimulus material presented in the four steps of the main phase of a trial of the Discrimination Time Test: an example. K. Schweizer, W. Koch / Intelligence 31 (2003) 211-235
Fig. 4. Stimulus material presented in the four steps of the main phase of a trial of the Discrimination Time Test: an example. K. Schweizer, W. Koch / Intelligence 31 (2003) 211-235
Fig. 5. Stimulus material presented in the three steps of the main phase of a trial of the Identification Time Test: an example. were not preceded by plane figures of the same shape. Instead, the pattern of points immediately included two large figures composed of simple characters. As a consequence, this test required the participant to identify the large figures without having specific expectations. The participant was not prepared to discriminate between two alternatives. It was necessary to look first for the simple figures corresponding to the name that was presented during the prephase. Then, it was necessary to identify the large geometrical figure composed of the simple figures. In all other aspects the procedures were identical. Fig. 5 illustrates the procedure in the instance of a square and a rectangle. The median of the individual measurements of correct trials was selected for the identification (reaction) time (identification RT).
Fig. 5. Stimulus material presented in the three steps of the main phase of a trial of the Identification Time Test: an example. were not preceded by plane figures of the same shape. Instead, the pattern of points immediately included two large figures composed of simple characters. As a consequence, this test required the participant to identify the large figures without having specific expectations. The participant was not prepared to discriminate between two alternatives. It was necessary to look first for the simple figures corresponding to the name that was presented during the prephase. Then, it was necessary to identify the large geometrical figure composed of the simple figures. In all other aspects the procedures were identical. Fig. 5 illustrates the procedure in the instance of a square and a rectangle. The median of the individual measurements of correct trials was selected for the identification (reaction) time (identification RT).
Pearson correlations of level of encoding and cognitive ability measures Table 2
Pearson correlations of level of encoding and cognitive ability measures Table 2
Fig. 6. First and second screen appearing during a trial of the Star Counting Test: an example. K. Schweizer, W. Koch / Intelligence 31 (2003) 211-235
Fig. 6. First and second screen appearing during a trial of the Star Counting Test: an example. K. Schweizer, W. Koch / Intelligence 31 (2003) 211-235
Loadings of perception tests on the first principal component
Loadings of perception tests on the first principal component
Fig. 7. Examples requiring a response of the Four Rules Test (dotted lines identify areas where a rules applies with regard to the respective character). K. Schweizer, W. Koch / Intelligence 31 (2003) 211-235 + - & The score that represented perceptual processing was composed of the reaction times obtained by the simple version of the Inspection Time Test, the complex version of the Inspection Time Test, the simple IT Version of the Reaction Time Test, the complex IT Version of the Reaction Time Test, the Discrimination Time Test, and the Identification Time Test. The tasks of these tests are addressed as perception tasks in the following sections. Missing values were replaced by the corresponding means in order to avoid loss of information. The score was obtained by principal component analysis. Loadings are presented in Table 3.
Fig. 7. Examples requiring a response of the Four Rules Test (dotted lines identify areas where a rules applies with regard to the respective character). K. Schweizer, W. Koch / Intelligence 31 (2003) 211-235 + - & The score that represented perceptual processing was composed of the reaction times obtained by the simple version of the Inspection Time Test, the complex version of the Inspection Time Test, the simple IT Version of the Reaction Time Test, the complex IT Version of the Reaction Time Test, the Discrimination Time Test, and the Identification Time Test. The tasks of these tests are addressed as perception tasks in the following sections. Missing values were replaced by the corresponding means in order to avoid loss of information. The score was obtained by principal component analysis. Loadings are presented in Table 3.