Uzrast i transferne promene u inteligenciji učenika
Age And The Changes Of Transfer In Pupils' Intelligence

Summary/Abstract: The researches inspiried by Ferguson's hypothesis on educability of abilities that intelligence, as the general mental ability can be practised trought the sistem of mental operations, specific and concrete components which are esencially conditioned and connected and, due to transfer, generalized. The results of this experiment, carried out with children from the third to the eighth grade of the elementary schools, showed the following: 1. Practising algorithmization of cognitive functions and logical perceptive games has significant and durable transfer effect on the growth of pupils' intelligence. 2. The amount of transfer of this practise on the age of pupuls the type of tests and the stage of growth of intelligence: a) Spearman's basic principles of cognition (relation eduction and correlate education) can be significantly developed; fyrthmore, more effeciently developed with pupils in the fourth, seventh and the eight grades than with pupils in the third, fifth and the sixth grades; and ultimately more effeciently developed with pupils of lower intelligence. b) the ability of conceining, understanding and defining notions can also be significantly and durable developed of these stages of growth, than, more effeciently developed with pupils in the seventh and eight grades than with pupils of other stages; and ultimately, in the majority of the examined grades, with pupils of lower intelligence. 3. This type of programme shows transfer activity even after its completion. This was evident only in the tests based on Spearman's laws of eduction. To measure intelligence we have applied the following tests: 1) Raven's progressive matrices, 2) Word defining, 3) Verbal analogies, 4) Word pairs. The subjects were pupils from the third to the eighth grade of three elementary schools from Jagodina. 542 of them were examined. Therefore, the results of this experiment show that the level, speed, direction and quality of the growth of intelligence depends on the interaction among the factors of heredity, enviroment, experience and training. We believe that the period that was included in the experiment is still the period in which the significant interaction among these factors is realized in the growth of intelligence.

• Details
• Contents