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Learning, working memory, and intelligence revisited

Available online at Processes 78 (2008) 240 245 Short communicationLearning, working memory , and intelligence revisitedElaine Tamez , Joel Myerson, Sandra HaleDepartment of Psychology, Washington University, One Brookings Drive, Box 1125, St. Louis, MO 63130, United StatesReceived 8 September 2007; accepted 11 January 2008 AbstractBased on early findings showing low correlations between intelligence test scores and learning on laboratory tasks, psychologists typically havedismissed the role of learning in intelligence and emphasized the role of working memory instead. In 2006, however, Williams developed averbal learning task inspired by three-term reinforcement contingencies and reported unexpectedly high correlations between this task and Raven sAdvanced Progressive Matrices (RAPM) scores [Williams, , Pearlberg, , 2006.]

dismissed the role of learning in intelligence and emphasized the role of working memory instead. In 2006, however, B.A. Williams developed a verbal learning task inspired by three-term reinforcement contingencies and reported unexpectedly high correlations between this task and Raven’s

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