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  1. Hace 1 día · The English psychologist Charles Spearman was the first to describe this phenomenon. In a famous research paper published in 1904, [11] he observed that children's performance measures across seemingly unrelated school subjects were positively correlated.

  2. Hace 15 horas · The British psychologist Charles Spearman in 1904 made the first formal factor analysis of correlations between the tests. He observed that children's school grades across seemingly unrelated school subjects were positively correlated, and reasoned that these correlations reflected the influence of an underlying general mental ...

  3. 3 de may. de 2024 · En este contexto, Charles Spearman (1904), guiado por las ideas de Galton, postuló la existencia de un sólo factor de la inteligencia, de naturaleza sensorial y que se correlacionaba con el rendimiento académico.

  4. 4 de may. de 2024 · El psicólogo Charles Spearman dedicó gran parte de su vida a tratar de encontrar el factor g, aunque nunca consiguió hallarlo. Más tarde, otros investigadores como Raymond Cattell desarrollaron la teoría de que esta capacidad cognitiva podía dividirse en dos habilidades.

  5. 18 de may. de 2024 · 1904: Charles Spearman describe su teoría de dos factores sobre aptitudes mentales y se publica el primer libro de texto importante sobre medición educativa de E. L. Thorndike. 1905: Se publica la primera edición de la Escala de Inteligencia de Binet-Simon. 1908 – 1909: J. C. Stone y SA Courtis publican las pruebas objetivas de ...

  6. 11 de may. de 2024 · One of the first major theories of intelligence was proposed by British psychologist Charles Spearman in the early 1900s. He theorized that a person’s performance on intelligence tests, or IQ tests, could be traced to a constant, underlying factor that he called the g-factor (for “general intelligence”) along with several ...

  7. 15 de may. de 2024 · In 1904, Spearman (1904) adopted the Pearson correlation coefficient as a measure of the strength of the relationship between two variables that cannot be measur ed quantitatively. 5