Changes in Intelligence Test Scores of Engineering Apprentices Between the First and Third Years of Attendance at College

S ummary . A group of part‐time day release engineering students in three local technical colleges were given a verbal and a non‐verbal intelligence test early in their first year, and half way through their third year. Statistically significant gains were made on the verbal test at all levels of initial score. Students who had no failures in the previous two examinations showed greater gains than those who had failed at least once. Gains also varied according to the initial differences in level between verbal and non‐verbal scores. The results are compared with those obtained with University students using the same verbal test, and explanations in terms of intellectual growth, practice effects and “zeal in taking the examination” are discussed

Apprenticeship · Attendance · Cognition · Developmental psychology · Linguistics · Test (biology) · Verbal reasoning · Engineering Education and Curriculum Development · Experimental Learning in Engineering · Psychology