ABSTRACT This study examined whether there is a developmental difference in the emergence of an item-position effect in intelligence testing. The item-position effect describes the dependency of the item’s characteristics on the positions of the items and is explained by learning. Data on fluid intelligence measured by Raven’s Standard Progressive Matrices (SPM) and data on working memory tasks were collected from both primary school age children (7–8 years old) and secondary school age adolescents (12–13 years old). The item-position effect of SPM was represented and separated from the ability component by the fixed-links model. The results indicated a clear age difference: whereas the item-position effect was observed in the adolescents, it was not found in the primary school children. In addition, separating the item-position effect detected in the adolescents from the ability component led to a larger correlation with working memory than otherwise. These results suggest that age differences in intelligence test performance may not only reflect differences in the general ability but also in the sources of the item-position effect.

中文翻译：

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Raven 矩阵中的项目位置效应：发展视角

摘要 本研究检验了智力测试中项目位置效应的出现是否存在发展差异。item-position 效应描述了 item 的特性对 item 位置的依赖，通过学习来解释。从小学适龄儿童（7-8 岁）和中学适龄青少年（12-13 岁）收集由 Raven 标准渐进矩阵 (SPM) 测量的流体智力数据和工作记忆任务数据。SPM 的项目位置效应由固定链接模型表示并与能力组件分离。结果表明存在明显的年龄差异：在青少年中观察到项目位置效应，而在小学生中未发现。此外，将青少年中检测到的项目位置效应与能力成分分开导致与工作记忆的相关性比其他方面更大。这些结果表明，智力测试成绩的年龄差异可能不仅反映了一般能力的差异，而且还反映了项目位置效应的来源。