Aligning Components of Intelligence and Learning Performance: A Proposed Rationale for Educational Intervention

The relationship between trial-to-trial changes in free recall and eight intelligence and memory abilities was investigated in a sample of 72 college students. Despite identical acquisition curves under immediate and delayed recall, differences between the two groups in correlational pattern between recall performance and abilities were striking. Under delayed recall intelligence variables predicted recall performance best, particularly in late trials. Memory variables were most predictive under immediate recall, especially in early trials. These results point to the need of aligning components of abilities and learning performance as a rationale for the modification of intellectual competence. References and tables are included. (Author) c