Трансфер и продужени трансфер у интелигенцији „спирмановог типа“
Transfer And Prolonged Transfer In Spearman-Type Intelligence

Summary/Abstract: This paper dealt with the results of transversal-longitudinal and longitudinal studies of the development of intelligence in pupils aged 9 to 15. The transfer effects of the experimental program on the Spearman-type intelligence of pupils were investigated in both studies (the algorithms of cognitive functions and logical-perceptive games). For the assessment of intelligence the following tests were used: 1) Raven's Progressive Matrices, 2) figurative analogies, 3) verbal analogies, and 4) word pairs. All tests have good psychometric properties. The following methods were used for data processing: covariance analysis and t-test of the significance of changes. The significant effects of the experimental program on pupils’ accomplishments were determined by means of tests which mostly register Spearman’s laws of education. Both types of study show that the intelligence measured with this kind of test is educable. Furthermore, the effects of the program after its completion were monitored and significant transfer effects were found. This is a new phenomenon in the domain of transfer since the previous studies did not deal with the analysis of the post-experimentalprogram effects. In addition to this, the problem is current in terms of methodology since the progress of groups (experimental and control groups) is compared for the post-program periods. That is why this phenomenon is termed “prolonged transfer effect” (it is not wrong to also use the term “subsequent transfer effect”). Therefore, the synthesis of the study results indicates that the Spearman-type intelligence can be improved when pupils practice the algorithmsof cognitive functions all the more since both studies showed prolonged transfer effects in addition to transfer effects.

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