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D K Detterman

Publications and source records attributed to D K Detterman.

At least 19 recordsLinked to original sources

General intelligence and the definition of phenotypes.

From Spearman's famous 1904 paper to Carroll's recent book on factor analytic results from a multitude of studies, there has been one consistent conclusion: 'g', or general intelligence, is the factor that defines the phenotype for intellectual functioning. It is no overstatement to say that g is undoubtedly the most important psychological construct discovered in this century. It predicts more and is implicated in a wider range of behaviour than any other psychological construct. The empirical support for g is extensive and overwhelming. It would seem that g is the perfect phenotypic definition of intelligence. I argue that it is not the perfect phenotype. If we are to understand intelligence, we need to define a new, more elaborate definition of intelligence taking g as the starting place. It must be remembered that g is a statistical abstraction. Current formulations of g are largely silent about the composition of g. I argue that g is actually made of further separable basic cognitive processes and does not represent a single underlying entity. These basic cognitive processes are integrated into a complex system in the brain that makes them difficult to identify. None the less, until these basic processes are identified and related to brain function there are a number of findings that cannot be explained and this will inhibit scientific progress.

Brain↗

Dopamine markers and general cognitive ability.

Because general cognitive ability (g) is among the most heritable behavioural traits, it is a reasonable target for a search for quantitative trait loci (QTLs). We used a selected-extremes design to test candidate genes for allelic association with g. Polymorphisms in four genes in the dopamine system (DRD2, DRD3, DRD4, DAT1) were genotyped for 51 high g children with IQ scores > 130 and for 51 average g control children. No significant allelic or genotypic differences were found between the high g and average g groups for these markers of the dopamine system, even though the selected-extremes design provides power to detect QTL associations that involve a relative risk of about 1.5.

Adolescent↗

No association between general cognitive ability and the A1 allele of the D2 dopamine receptor gene.

Berman and Noble (1995) reported significantly reduced visuospatial performance in children with the TAQI A1 allele of the D2 dopamine receptor (DRD2) gene. Given that visuospatial performance loads highly on an unrotated principal component indexing general cognitive ability, we tested the association between DRD2 and WISC-R IQ comparing 51 high-IQ, 51 average-IQ, and 35 low-IQ children in the IQ Quantitative Trait Loci (QTL) Project. No statistically significant association between the TAQI A DRD2 alleles and IQ was found. Given that a statistically significant portion of genetic variance for specific cognitive abilities is independent of general cognitive ability, it is possible that the TAQI DRD2 association is specific to visuospatial performance and independent of general cognitive ability.

Adolescent↗

What is so special about special education?

There is nothing special about special education. Educational methods have not changed significantly in at least 2,500 years. IQ tests were developed to identify those in need of special education, with the intention of developing appropriate educational methods. Effective special educational methods have yet to be developed. IQ tests are diagnostic but not prescriptive. Effective special educational methods will not be developed until (a) individual differences in student characteristics beyond IQ scores are recognized and understood and (b) educators focus on specific and realistic goals for outcome.

Adolescent↗

The independent prediction of general intelligence by elementary cognitive tasks: genetic and environmental influences.

Current theories of intelligence have, in some cases, begun to include elementary cognitive tasks. Behavioral genetic studies of intelligence have not taken these theories into account. The current study includes 135 MZ and 128 DZ twin pairs from the Western Reserve Twin Project. The 11 WISC-R subtests as well as 6 elementary cognitive tasks were employed. Using a Schmid-Leiman (1957) transformation, analyses indicate a four-group factor model, supported by a second-order general factor at both phenotypic and biometric levels. Results indicate that the general factor, group factors, and specific residuals are necessary when examining additive genetic variance. Common environmental variance can be collapsed into a single general factor.

Adolescent↗

The genetic and environmental variance underlying elementary cognitive tasks.

Although previous studies have examined the genetic and environmental influences upon general intelligence and specific cognitive abilities in school-age children, few studies have examined elementary cognitive tasks in this population. The current study included 149 MZ and 138 same-sex DZ twin pairs who participated in the Western Reserve Twin Project. Thirty measures from the Cognitive Abilities Test (CAT; Detterman, 1986) were studied. Results indicate that (1) these measures are reliable indicators of general intelligence in children and (2) the structure of genetic and environmental influences varies across measures. These results not only indicate that elementary cognitive tasks display heterogeneous genetic and environmental effects, but also may demonstrate that individual differences in biologically based processes are not necessarily due to genetic variance.

Adolescent↗

DNA markers associated with high versus low IQ: the IQ Quantitative Trait Loci (QTL) Project.

General cognitive ability (intelligence, often indexed by IQ scores) is one of the most highly heritable behavioral dimensions. In an attempt to identify some of the many genes (quantitative trait loci; QTL) responsible for the substantial heritability of this quantitative trait, the IQ QTL Project uses an allelic association strategy. Allelic frequencies are compared for the high and low extremes of the IQ dimension using DNA markers in or near genes that are likely to be relevant to neural functioning. Permanent cell lines have been established for low-IQ (mean IQ = 82; N = 18), middle-IQ (mean IQ = 105; N = 21), and high-IQ (mean IQ = 130; N = 24) groups and for a replication sample consisting of even more extreme low-IQ (mean IQ = 59; N = 17) and high-IQ (mean IQ = 142; N = 27) groups. Subjects are Caucasian children tested from 6 to 12 years of age. This first report of the IQ QTL Project presents allelic association results for 46 two-allele markers and for 26 comparisons for 14 multiple-allele markers. Two markers yielded significant (p < .01) allelic frequency differences between the high- and the low-IQ groups in the combined sample-a new HLA marker for a gene unique to the human species and a new brain-expressed triplet repeat marker (CTGB33). The prospects for harnessing the power of molecular genetic techniques to identify QTL for quantitative dimensions of human behavior are discussed.

Alleles↗

Giftedness and intelligence: one and the same?

Giftedness, like other rare phenomena, is often explained by principles beyond those used to explain the normal variation of mental ability. Before parsimony is abandoned and additional principles are invoked, the following five points should be considered. (1) Gifted samples often have restricted ranges, reducing correlations with intelligence and making standard tests insensitive to relationships that may exist. Though this is an obvious point, it is frequently overlooked. (2) Theories of intelligence that view g as a single global ability are inadequate. Intelligence is better seen as a complex system of independent but interrelated parts. Measures of g are global ratings of system functioning, but global measures do not explain mental ability in terms of either more basic cognitive abilities or underlying brain functioning. More basic explanations of intelligence are essential for understanding giftedness. (3) Correlations among intellectual abilities are lowest for persons of high intelligence. Specific skills will be less highly correlated among the gifted. (4) Heritability of cognitive abilities may differ across the intelligence range, though evidence on this point is mixed. (5) Achievement and intelligence are different things. Discrepancies between intelligence and achievement are due to environment. Such a finding is consistent with the idiosyncratic development of giftedness.

Adolescent↗

Differences in heritability across groups differing in ability, revisited.

Three recent studies have used twin data to explore the possibility of differential contributions of heritability and environmentality to individual differences in cognitive ability as a function of ability level (Detterman, D. K., et al., Behav. Genet. 20:369-384; 1990; Bailey, M. J. and Revelle, W., Behav. Genet. 21:397-404, 1991; Cherny, S. S., et al., Behav. Genet. 22:153-162, 1992). All arrived at different conclusions: higher heritability at the low end, higher heritability at the high end, and no differential influence, respectively. The current report involves a sample of 148 identical and 135 fraternal twin pairs from the Western Twin Project who were tested on a battery of intelligence and achievement tests to further explore the issue. The results suggest no significant differences in heritability at either the high or the low end, although a trend toward higher heritability for children of higher ability is evident. Individual differences for a composite ability/achievement score showed significantly greater influence of shared family environment at the low end than the rest of the distribution. In general, results for cognitive ability and academic achievement were highly similar.

Adolescent↗

Assessment of basic cognitive abilities in relation to cognitive deficits.

A modal model of information-processing was used to select a battery of nine tasks of basic cognitive ability (learning, relearning, reaction time, probe recall, Sternberg search, self-paced probe, stimulus discrimination, tachistoscopic full report, tachistoscopic partial report). Parameters from these tasks operationalized the model. After extensive pilot testing of the tasks to establish reliability, we tested 40 subjects (20 with mental retardation and 20 college students) on all tasks and the WAIS-R. The parameters from the tasks were generally reliable (.7 through .9) and had low correlations with IQ (average about .37). Nearly all of the major cognitive parameters differentiated significantly between groups. A subset of the basic cognitive parameters predicted IQ with an estimated multiple correlation in the general population of .72. Prediction of IQ using basic cognitive parameters was better for subjects with mental retardation than for college students. A modified version of the modal model was supported. Results show that individual differences in higher mental processes are highly dependent on basic cognitive abilities and can be predicted from them. These findings have substantial implications for the development of models of information-processing.

Adolescent↗

Differences in heritability across groups differing in ability.

Differences in heritability and environmentality were assessed for 54 DZ and 86 MZ same-sex twin pairs between 6 and 12 years of age from the Western Reserve Twin Project. A principal-component score composed of the subtests of the WISC-R, PPVT, WRAT, and MAT represented each twin's cognitive ability. Using a modification of a regression technique developed by DeFries and Fulker (1985), it was possible to assess differential heritability and environmentality across ability level. A number of variants of this procedure were used and all yielded the same result: lower ability subjects show higher heritabilities and lower shared environmentality. This result is attributable to larger differences between DZ twins at low ability levels and to differences between MZ twins, which are either the same across ability level or are smaller at low ability levels. A possible explanation for this effect is a genotype-environment correlation in which higher-ability persons seek out better environments. The results from this study should be regarded as tentative but the methods used can be applied to other twins studies. Investigators should be aware of the importance of representing the low end of the distribution in their samples.

Achievement↗

Effect of instructions on elementary cognitive tasks sensitive to individual differences.

The effect of instructions on basic cognitive tasks was investigated. In the first study, 60 college students completed both a choice reaction time and a modified match-to-sample task. Students were given either written, non-verbal, or no instructions. Mean level of performance changed across type of instruction for each task. The correlations between the task parameters and a measure of general intelligence also appeared to change across instructional conditions. A second study was conducted with 464 Air Force and National Guard recruits who completed choice reaction time, match-to-sample, tachistoscopic threshold, and probed recall tasks. Approximately half of these subjects received standard written instructions while the others received no instructions. Mean group differences were substantial but decreased with practice. Patterns of individual differences between the instruction and no-instruction conditions varied more with increased task complexity, with greater change occurring in more complex tasks such as probed recall. In sum, instructions have a significant impact on mean performance on basic cognitive tasks and a lesser effect on individual differences.

Adult↗

Is it smart to play the horses? Comment on "A day at the races: a study of IQ, expertise, and cognitive complexity" (Ceci & Liker, 1986).

Ceci and Liker (1986b) presented data that they contended shows two things: (a) Handicapping harness races is a cognitively complex undertaking that can be captured by a multiple regression model, and (b) neither overall skill at handicapping nor the complexity of the mental model used is related to standard measures of intelligence. The first contention is not at issue. But the second contention, that handicapping performance is unrelated to IQ, is not supported by the data presented; in fact, the opposite conclusion seems more likely. The purpose of this comment is to point out errors frequently made in individual-differences research concerning population definition, sample selection, dependent and independent variable reliability and validity and interpretation of results.

Cognition↗

Information-processing correlates of computer-assisted word learning by mentally retarded students.

Information-processing correlates of computer-assisted word learning by moderately and severely mentally retarded students were identified. Nineteen subjects completed 10, 15-minute computer-assisted instruction sessions and seven basic cognitive tasks measuring simple learning, choice reaction time, relearning, probed recall, stimulus discrimination, tachistoscopic threshold, and recognition memory. Stimulus discrimination, probed recall, and simple learning were significantly related to word learning. Results suggest that instruction should be modified to accommodate individual differences in these abilities.

Adolescent↗

Theoretical notions of intelligence and mental retardation.

A theory of the cause of mental retardation that views human intelligence as a set of independent abilities organized in a complex system was presented. Mental retardation is conceived as a deficit in a few of the independent abilities having high centrality (i.e., processes most important in system functioning). Abilities affected and severity of impairment vary across individuals. Besides making specific predictions that allow rejection, the theory can be used to account for differences between Ellis's deficit theory and Zigler's developmental theory of mental retardation.

Human Development↗

Stimulus encoding by mentally retarded and nonretarded adults.

Stimulus encoding was studied with a group of mentally retarded and nonretarded adults. Two sets of 24 nonverbal stimuli were selected; one had a wide range of stimulus structure variables and the other, a representative sample of stimuli. Performance on a match-to-sample task for both stimulus sets was assessed and correlated with the stimulus structure of the standard stimulus. Although there were significant group differences in speed of matching or encoding, matching times for retarded and nonretarded subjects for each stimulus were correlated .97 and .90 for each stimulus set. Correlations of matching times with the stimulus structure variables for each stimulus were very similar for both subject groups. We concluded that both groups encode stimuli in similar ways, but at different rates.

Adult↗

Performance of mentally retarded and nonretarded persons on a lifted-weight task with strategies reduced or eliminated.

To test the hypothesis that a strategy deficit entirely accounts for retarded persons' inferior short-term memory performance, we attempted to eliminate strategies by selecting a task in which strategies would be difficult to use (memory for the position of a lifted weight) and by having subjects report the use of any strategy. In Experiment 1, discriminability among lifted weights was roughly equated for retarded and nonretarded subjects. Experiment 2 showed that for subjects not reporting use of a strategy, nonretarded subjects performed better than did retarded subjects. Use of a strategy improved the performance of nonretarded and retarded subjects by the same amount. In Experiment 3, a task was devised that made it nearly impossible to use the strategies that had been reported in Experiment 2. This increased the reported use of strategies in both groups, though strategies did not significantly improve performance. Thus, the report of strategies used in Experiments 2 and 3 was negatively related to their effectiveness. Findings of Experiment 2 and 3 suggest that a strategy deficit is not sufficient to account for the memory deficit displayed by retarded subjects.

Adult↗