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... Por lo tanto, funciona como un almacén de conocimientos y simultáneamente como un conjunto de capacidades de procesamiento (Flanagan y Kaufman, 2009;McGrew, 2009). Años más tarde Horn, discípulo de Cattell, amplió la teoría y señaló la relevancia de los factores percepción visual, memoria de corto plazo y almacenamiento y recuperación a largo plazo, entre otros (Horn, 1991;Horn y Noll, 1997). ...
... La capacidad cristalizada puede ser pensada como la inteligencia de la cultura que es incorporada por los individuos a través de un proceso de aculturación. Este bagaje de conocimientos, basado principalmente en materiales verbales y lingüísticos, representa aquellas habilidades que se han desarrollado en gran medida durante las experiencias educativas previas (Horn, 1991;Horn y Noll, 1997). La inteligencia cristalizada incluye tanto el conocimiento declarativo como el procedimental. ...
... Retomando a Horn (1991), las habilidades cristalizadas pueden ser pensadas como la inteligencia de la cultura que es incorporada por los individuos a través de un proceso de aculturación. La relación con los objetos del mundo, su apropiación creativa y proceso de metabolización, así como la producción y acumulación de conocimientos, se basa principalmente en materiales verbales y lingüísticos, representa aquellas habilidades que se han desarrollado en gran medida durante las experiencias educativas previas (Horn y Noll, 1997, Fernández, 2000. De este modo, esquemáticamente, la inteligencia cristalizada puede ser representada por los nodos interconectados de una red de pesca. ...
En este trabajo se presentan aportes para la evaluación psicométrica y psicodinámica del rendimiento cognitivo de niños, niñas y adolescentes atendiendo a las múltiples mixturas nacidas del interjuego entre los desarrollos teóricosmetodológicos y la práctica de procesos diagnósticos que incluyen las evaluaciones psicométricas. El paradigma percentilar continúa guiando parcializaciones diagnósticas. Prueba de ello es la evidencia científica acerca de diferencias en el desempeño de los niños, niñas y adolescentes en los tests de inteligencia según el factores socioeconómicos y educativos. Además de los factores contextuales que involucran el aspecto estructural -acceso a oportunidades sociales y educativasaflora el subjetivo -representaciones mentales de apego y estilos parentales-. En virtud de esto, los objetivos de esta tesis son: 1) evaluar el desempeño de niños, niñas y/o adolescentes a partir de un test de inteligencia (WISC-IV) y constatar diferencias según variables contextuales y vinculares y 2) delinear un análisis normativo a partir de nuevos índices del WISC-IV.
... We also consulted the results of these studies on the relations between mathematical achievement in LSA and GCA (Brunner, 2008;Saß et al., 2017). Specifically, the studies on GCA and mathematical as well as verbal achievement investigated the internal structure of LSA by specifying models that were based on factoranalytic research on the structure of GCA (Baumert, Brunner, Lüdtke, & Trautwein, 2007;Brunner, 2008;Carroll, 1993;Cattell, 1963;Horn & Noll, 1997;McGrew, 2009;Saß et al., 2017;Spearman, 1904)-these models are shown in Fig. 1. ...
... The correlated-factors model (Gignac & Kretzschmar, 2017) postulates several interrelated factors-in the educational context, domain-general factors such as GCA and domain-specific factors such as science achievement, math achievement or verbal ability-but no overarching g-factor (see Fig. 1b). In these types of models, which are based on gc-gf-theory (Cattell, 1963;Horn & Noll, 1997), gf refers to individual differences in the ability to reason, which is closely related to g (Carroll, 1993;Undheim & Gustafsson, 1987). The third model postulates a hierarchical structure with several specific factors on a first level, more general factors on a second level and a general, domain-independent factor g on a third level. ...
... These criteria describe the nature of the factors representing certain constructs. Within intelligence research, relating cognitive abilities to school performance constitutes achievement evidence (Horn & Noll, 1997). In previous studies on domain-general and domain-specific factors, external criteria such as school grades, gender or domain-specific motivational variables, such as self-concept, have been considered (Brunner, 2008;Saß et al., 2017;Schipolowski, Wilhelm, & Schroeders, 2014). ...
Although large-scale assessments (LSA) of school achievement claim to measure domain-specific achievement, they have been criticized for primarily measuring domain-general abilities. Numerous studies provide evidence that LSA of mathematical achievement as well as verbal achievement cover both general cognitive abilities (GCA) and domain-specific achievement dimensions. We extend previous research by analyzing a standards-oriented and literacy-oriented LSA in the domain of science to determine the relation of these two assessment types with domain-general abilities. While literacy-oriented assessments focus on the knowledge and skills students need to meet the demands of modern societies, standards-oriented assessments focus on national educational standards and curricula. A sample of 1722 students worked on three assessments: (a) the PISA scientific literacy assessment; (b) a standards-oriented assessment based on the German National Educational Standards in biology, chemistry, and physics developed by the Institute for Educational Quality Improvement (IQB); and (c) a GCA test. Comparisons of competing structural models showed that models differentiating between domain-specific achievement and GCA best represented the structure of the assessments. Furthermore, standards-oriented and literacy-oriented LSAs in science shared common variance with GCA but also comprised specific variance. In addition to a factor representing students' GCA, we identified a science literacy-oriented and two standards-oriented factors. Relations with school grades in various STEM and non-STEM subjects were mixed and only partly provided evidence for the specificity of science LSAs. Our findings are important for understanding and interpreting results of LSAs in the contexts of GCA and science. We discuss our outcomes with respect to educational monitoring practices.
... In his "triarchic" model, Sternberg describes different levels of functioning (including the notion of dealing with novel stimuli, adaptation, and assimilation) and concludes that existing intellectual tests fall short of measuring all of these levels of intellectual functioning (Sternberg, 1985). Other researchers, like Horn (see Horn, 1985;Horn & Noll, 1997), have advanced multifactorial models of cognitive functioning by updating Catell's (1941) Gf-G c theory. This theory has been the founding structure of new assessment approaches (e.g., see Flanagan, Note. ...
... Another conceptual area of intelligence that was inadequately measured in previous editions of the Wechsler scales is fluid reasoning. Fluid reasoning is an important aspect of several theories of intellectual functioning (i.e., Carroll, 1993;Horn & Noll, 1997). A new subtest, Matrix Reasoning, was added to the WAIS-III to help enhance the measurement of fluid reasoning. ...
The Wechsler Adult Intelligence Scale—Revised (WAIS–R) and the Wechsler Memory Scale—Revised (WMS–R) are the most commonly used intelligence and memory scales in both clinical and neuropsychology. In 1997, updated versions of these instruments (the WAIS–III and WMS–III) were published. Because of the extensive use of the WAIS–R and WMS–R in the field and the body of accumulated research, there is naturally some reluctance by clinicians and researchers to update to the new versions. It is sometimes difficult for clinicians who test individuals on repeated occasions to switch over to the new versions of the scales because of the difficulty of interpreting score discrepancy between the 2 versions. Researchers, especially those conducting longitudinal research, have a similar difficulty in changing measurement devices because of the possible threat to internal validity. This article reviews the substantive revisions of the scales and outlines those issues that users should take into consideration when updating to the new versions.
... À partir des années 1940, Cattell [43,44] développe un modèle affirmant que l'intelligence n'est pas un trait unitaire et qu'elle est composée d'au moins deux capacités cognitives : (1) l'« intelligence fluide » (Gf) ou la capacité à penser de manière logique et à résoudre des problèmes ; (2) l'« intelligence cristallisée » (Gc) ou la capacité à utiliser des compétences et des connaissances issues d'expériences précédentes [45]. Dans les années 1990, Horn étend le modèle en enrichissant sa structure multifactorielle par l'intégration de quatre autres compétences [46]. Enfin, en effectuant une méta-analyse de 477 études sur l'intelligence, avec un échantillon total de 130 000 participants [41,47], Carroll [41], définit une hiérarchie des aptitudes cognitives, structurée à l'aide de trois stratum : (1) le stratum III (ou facteur « g ») correspond au facteur général de l'intelligence ; (2) le stratum II (ou compétence large) intègre les critères multifactoriels de l'intelligence similaire au modèle Cattell-Horn ; (3) le stratum I (ou compétence étroite) intègre les sous-facteurs qui influencent les facteurs de groupe. ...
Les développements récents de l’intelligence artificielle (IA) forcent la reconfiguration des interactions humains-machines (IHM). Initiée par la cybernétique, cette évolution s’est déroulée en trois phases : standardisation, automatisation, adaptabilité. Permettant une collaboration entre conception et computation, l’IA favorise des réseaux d’hybridation entre mondes physique et numérique, où cognition humaines et artificielles interagissent pour renforcer l’émulation créative et décisionnelle. En conception architecturale, ces réseaux sont peu développés. Pour révéler ce potentiel, une analyse des réseaux de conception hybrides et une comparaison des niveaux de cognition sont proposées à l’aide de la taxonomie de Bloom croisée avec le modèle Cattell-Horn-Carroll.
... In order to overcome relying on translated intelligence tests, the Hamdan bin Rashid Al Maktoum Foundation for Medical and Educational Sciences (HF) has developed a complete assessment kit for identifying a range of student abilities, not just those who are gifted. This kit includes the first national intelligence test to be developed in the UAE, called the Hamdan Intelligence Scale (HIS), which is based on the CHC theory of intelligence (Carroll, 1993;Horn and Noll, 1997;McGrew, 2005;McGrew and Flanagan, 1998;Ziegler and Stoeger, 2016). The HIS intends to identify gifted students and evaluate intellectual abilities across the general population. ...
Hamdan Intelligence Scale (HIS) is the first intelligence scale that has been developed and normed in the United Arab Emirates (UAE). This study aimed to examine the refinement, validity, and reliability of HIS in upper elementary grades using the Rasch model. A total of 4,301 students (34.3% Male; 65.7% Female) from grade 4 to 6 (32.1% grade 4; 33.7% grade 5; 34.2% grade 6) were administered to the HIS. The confirmatory factor analysis was first conducted to verify the fitness of the one-factor model of the HIS. The results of validity showed strong correlation coefficients between the HIS and the Aurora-g battery (0.83) and the Raven’s Standard Progressive Matrices (RSPM; 0.86). Moreover, the results of the developmental trends demonstrated that raw scores of the HIS increase with age and grade relatively constantly across composite scores. Unidimensionality was confirmed through the Confirmatory Factor Analysis and Principal Component Analysis of Residuals (PCAR). The low eigenvalues of the first contrast were below 2, and additionally, the infit and outfit mean squares ranged from 0.88 to 1.14 and 0.84 to 1.14. Rasch’s person reliability result of 0.62 was acceptable reliability. The results provided strong support for the validity and reliability of using the Hamdan Intelligence Scale in the UAE environment.
... Intelligence is thought to have many different contributing factors under the Cattell-Horn-Carroll theory (Carrol, 1993;Horn & Noll, 1997). The abilities potentially relevant to overinclusive thinking include fluid intelligence (Gf), the ability to use controlled cognitive function to solve novel problems; crystalized intelligence (Gc), knowledge obtained from prior learning and experience; and broad-retrieval (Gr), the ability to draw from long-term memory (McGrew, 2009). ...
Overinclusive thinking, characterized by flexible category boundaries and broad associative networks, is closely linked to creativity. However, there has been a lack of rigorous psychometric evaluation of tasks measuring overinclusive thinking. In this paper, we introduce the Categorical Overinclusive Thinking Task (COverTT) and evaluate its reliability and validity. Across three studies involving 749 participants, we explore the relationship between overinclusive thinking, creativity, openness, creative behaviors, intelligence, and schizotypy. Our findings demonstrate that the COverTT is a reliable tool for assessing overinclusive thinking. Furthermore, we discuss the relationship between the COverTT and the criterion validity measures. To enable other researchers to readily use the COverTT for measuring overinclusive thinking, we provide open access to our data, code, and materials at OSF (https://osf.io/c3phq/?view_only=2973ca020429414db1ea069ede02bed5).
... There is, at present, no unanimous and unambiguous definition of intelligence [28][29][30][31][32][33]. This definition is situated in a particular social, cultural, and theoretical context. ...
The aim of this study is to contribute to the debate concerning the intensity of fears in high-IQ children. Many authors have pointed out that this population presents a particular psycho-affective profile that can lead to greater anxieties and fears. One hundred and one children (normal-IQ vs. high-IQ) were subjected to an adaptation of the Fear Inventory (FSSC-R; Inventaire des peurs de l'enfant, IPE-R). The results show that fear of danger and death is significantly more intense than all other fears in children aged 5 to 12. However, the pattern of results obtained did not differ according to the cognitive abilities of the children questioned. These results are important because they challenge the preconceived ideas conveyed in the media and by many practitioners who have made giftedness their stock-in-trade. If there is indeed a difference, it may be linked not to the children's perception of their own emotional state but rather to its behavioral manifestations, which may be more intense in high-IQ children. These results are discussed in relation to the literature, and research perspectives are proposed.
... Brunner et al. (2014) point to an important distinction for cognitive theories across the lifespan, namely the differentiation between biologically vs. culturally determined components of intelligence. Two-component theories such as those of Cattell and Horn (Cattell, 1963;Horn & Noll, 1997), which distinguish between fluid and crystallised intelligence, reflect this differentiation. Accordingly, acquired knowledge is part of crystallised intelligence, whereas advanced cognitive processes such as reasoning (speed, accuracy, and coordination of cognitive processes) are attributed to fluid intelligence. ...
... The Gf-Gc model was further expanded by Cattell's student, John Horn (1968), who identified several other broad abilities. Horn and Noll (1997) provided a comprehensive review of what later became recognized as the Horn-Cattell extended Gf-Gc model. ...
Although many fluid reasoning (Gf) tests have been developed, there is a lack of figural tests measuring its lower-order process factors simultaneously. The present article introduces the development of the Multidimensional Induction-Deduction Computerized Adaptive Test (MID-CAT) to measure two process factors of Gf. The MID-CAT is designed to provide an instrument that is flexible, efficient, and entirely free for non-commercial use. We created 530 items and administered them to a sample of N = 2,247. Items were fitted and calibrated using the Rasch model. The results indicate that the final item pool has a wide range of difficulties that could precisely measure a wide range of test-takers’ abilities. A simulation study also indicates that MID-CAT provides greater measurement efficiency than separate-unidimensional CAT or fixed-item test. In the discussion, we provide perspectives on how the MID-CAT can be used for future research.
... The first common factor, Gf, represents a measurable outcome of the influence of biological factors on intellectual development (i.e., heredity, injury to the central nervous system), whereas the second common factor, Gc, is considered the main manifestation of influence from education, experience, and acculturation. Gf-Gc theory disputes the notion of a unitary structure, or general intelligence, as well as, especially in the origins of and these have generally found support in a wide range of recent cross-sectional studies (e.g., Horn & Cattell, 1967;Horn & Noll, 1997;Lindenberger & Baltes, 1997;McArdle & Prescott, 1992). The prominent feature of a developmental separation of Gf and Gc factors is depicted here in Figure 1 (from Cattell, 1987). ...
Latent growth curve techniques and longitudinal data are used to examine predictions from the theory of fluid and crystallized intelligence (Gf-Gc theory; J. L. Horn & R. B. Cattell, 1966, 1967). The data examined are from a sample (N ∼ 1,200) measured on the Woodcock-Johnson Psycho-Educational Battery—Revised (WJ–R). The longitudinal structural equation models used are based on latent growth models of age using two-occasion “accelerated” data (e.g., J. J. McArdle & R. Q. Bell, 2000; J. J. McArdle & R. W. Woodcock, 1997). Nonlinear mixed-effects growth models based on a dual exponential rate yield a reasonable fit to all life span cognitive data. These results suggest that most broad cognitive functions fit a generalized curve that rises and falls. Novel multilevel models directly comparing growth curves show that broad fluid reasoning (Gf) and acculturated crystallized knowledge (Gc) have different growth patterns. In all comparisons, any model of cognitive age changes with only a single g factor yields an overly simplistic view of growth and change over age.
... Previous studies have suggested that increased intelligence and conscientiousness contribute to occupational performance (Hunter, 1986;Mount and Barrick, 1995). They have estimated people's intelligence, such as general cognitive ability (Hunter, 1986;Spearman, 1961) and fluid/crystallized intelligence (Cattell, 1963;Horn and Noll, 1997), and personality traits (McCrae and Costa Jr., 2008). Furthermore, they have suggested that the intelligence and conscientiousness of the people in the organization can be improved through the recruiting process (Mount and Barrick, 1995;Schmidt, 2002). ...
Estimating and optimizing the psychological conditions of workers for their respective occupations improves performance. For this purpose, we can use psychological variables (e.g., concentration levels) proposed by basic and applied psychological studies. For example, we can keep workers’ concentration levels high by taking advantage of general phenomena reported in basic studies (e.g., taking breaks to compensate for decreases in concentration over time in any task) or specific phenomena in applied studies (e.g., presenting warning signals at points that are temporally or spatially hazardous in particular tasks).
These ‘basic’ and ‘applied’ psychological variables, proposed by corresponding study principles, have conflicting objectives and generality. Basic psychological variables can be used to understand general psychological mechanisms that operate in any situation and, although limited in effect, sometimes improve specific occupational performance. In contrast, applied psychological variables can be used to improve specific occupational performance in specific occupational situations without considering the general psychological mechanisms underlying most situations.
However, both a basic understanding of the general mechanisms underlying variables and their specific effectiveness in applications are critical for occupational performance improvements. Through basic features/benefits, we can aggregate and utilize knowledge about workers’ general tendencies, as identified in many controlled experimental tasks (i.e., general situations). In contrast, through applied features/benefits, we can directly describe and utilize workers’ tendencies in particular occupational tasks (i.e., specific situations). Nevertheless, few approaches have ever evaluated both aspects simultaneously.
Therefore, Part I of this dissertation examines whether proposing psychological variables with both basic and applied features/benefits is possible. For this purpose, I conducted experiments that used controlled (i.e., general), and yet occupational (i.e., specific) situations (i.e., moderately occupational situations) to propose occupationally specific psychological variables with the underlying general mechanisms. In Part II, I discuss general frameworks that make this possible. I think approaching psychological variables in line with state and trait properties might be effective in proposing psychological variables with basic and applied features/benefits (i.e., intermediate occupational psychological constructs; intermediate OPCs). Accordingly, I propose a state-trait framework that suggests study designs for eliciting these intermediate OPCs. In Chapter 1, I discuss the issues regarding the gap between the basic and applied psychological variables, the need for bridging this gap, and the overview of this dissertation.
In Part I, empirical studies added applied features/benefits to basic variable examples or basic features/benefits to applied variable examples. Specifically, I estimated psychological variables using biological indicators in moderately occupational situations. This estimation may show the underlying biological systems associated with the indicators, or the general mechanisms, and the psychological variables to be optimized with these indicators in specific occupational situations, or specific effectiveness. I selected the estimation targets, or the psychological variable examples, according to the classification of the states and traits related to generality. While state-like variables are changeable within any individual by an external factor, trait-like variables are internally stable within individuals but differ between individuals.
For state-like variable examples, in Chapters 2-3, I estimated the participants’ second-to-second performances in the simplified version of operations monitoring tasks using the pupillary fluctuation amplitude (i.e., estimating short-term vigilance levels). Traditional concepts of medium-term vigilance mainly suggest general mechanisms underlying performance decrements over several hours without any disturbance (i.e., basic), but they do not involve occupationally specific real-time performance fluctuations (i.e., applied). Therefore, Chapter 2 expanded the method of estimating vigilance levels from medium-term (i.e., basic) to short-term (i.e., applied). Subsequently, the general mechanisms underlying short-term vigilance levels needed to be clarified. Chapter 3 revealed that the proposed method captures how the states of temporal attention mechanisms (i.e., basic) modulate short-term vigilance levels (i.e., applied), presenting the concept of temporal attention.
For trait-like variable examples, in Chapter 4, I estimated the participants’ gaze behaviors in the experiments that reproduced realistic working tasks using the biological Big Five (i.e., estimating real-world visual attention tendencies). Traditional concepts of visual attention tendencies mainly suggest general attentional mechanisms in laboratory-controlled situations (i.e., basic), but they do not involve occupationally specific gaze behaviors in realistic working tasks (i.e., applied). Therefore, Chapter 4 expanded the method of estimating (explaining) visual attention tendencies from laboratory-controlled situational (i.e., basic) to realistic situational (i.e., applied). The results suggest that the proposed method captures how the openness traits of visual attention mechanisms (i.e., basic) modulate real-world visual attention tendencies (i.e., applied), encompassing the concept of openness modulation.
For trait-like variable examples, in Chapter 5, I also estimated the participants’ preferences for various occupational titles using the biological Big Five (i.e., estimating data-driven occupational preferences). Traditional concepts of theory-driven occupational preferences mainly do not suggest general personality mechanisms underlying these preferences. Therefore, Chapter 5 expanded the occupational preferences from theory-driven (i.e., applied) to data-driven (i.e., basic), which the Big Five traits might systematically estimate (explain). The results suggest that the proposed estimation (explanation) captures how Openness, Extraversion, and Agreeableness traits of personality mechanisms (i.e., basic) modulate data-driven occupational preferences (i.e., applied), describing the concept of occupational personality traits. Finally, Chapter 6 summarizes and discusses the current empirical studies.
In Part II, theoretical discussion, Chapter 7 proposed the state-trait framework for deriving OPCs that bridge the gap between basic and applied features/benefits. I point out that possessing general mechanisms, that is, individual- and situation-independent processes or individual-dependent and situation-independent structures, makes OPCs have basic features/benefits. Additionally, I point out that possessing specific effectiveness, or occupational situation-dependent psychobehavioral variations, makes OPCs have applied features/benefits. The OPCs connecting both features/benefits, namely intermediate OPCs, show how the individual- and situation-independent processes or situation-independent structures generate psychobehavioral variations depending on individuals or specific occupational situations or both. I suggest that the cross-disciplinary, that is, applicable to basic and applied disciplines, folk psychology, or state and trait psychologies, could function as such generation laws, leading to the bridges between the processes, structures, and psychobehavioral variations. Indeed, the proposed concepts of temporal attention (i.e., state), openness modulation (i.e., trait), and occupational personality traits (i.e., trait) may be examples of state and trait bridges in the intermediate OPCs. If approaching OPCs in line with the state and trait properties is effective for proposing intermediate OPCs with basic and applied features/benefits, we may be able to propose the state-trait framework that guides empirical studies for proposing intermediate OPCs generally. To conclude this dissertation, I hope the proposed framework will integrate basic and applied psychological studies in various fields.
... Psychometrically measured intelligence (by means of IQ tests) predicts academic achievement and work performance (Roth et al., 2015;Watkins et al., 2007), as well as health and longevity outcomes (Gottfredson & Deary, 2004). The influential Cattell-Horn-Carroll (CHC) model describes intelligence as including abilities to reason about new problems and information (fluid intelligence) and the ability to apply knowledge accumulated through experience and learning (crystallized intelligence; Carroll, 1993;Horn & Cattell, 1966;Horn & Noll, 1997;Schneider & McGrew, 2012). Fluid intelligence helps reason about multiple pieces of new information when considering a problem or making a decision, while crystallized intelligence helps use existing knowledge to inform decisions. ...
Intelligence, creativity, and wisdom have a long history in psychology, each describing a different set of traits and abilities. Each has been associated with prototypical outcomes—intelligence with educational and work attainment (Roth et al., 2015; Watkins et al., 2007), creativity with unique achievements and innovations (Torrance, 1988), and wisdom with balancing interests and goals (Brienza et al., 2018). However, emphasis on these typical life outcomes can obscure similarities among these constructs or a possibility of their integration. In this chapter we argue that emotions and emotion abilities are a major attribute contributing to positive outcomes of intelligence, creativity, and wisdom.KeywordsIntelligenceEmotional intelligencePersonal intelligenceCreativityWisdomPersonal wisdomDecision-makingEmotionsEmotion regulation
... The broad cognitive ability factors resulting from both sources are very similar. In contrast to Cattell and Horn, however, Carroll proposed using the general stratum that subsumes the broad and narrow strata factors and represents what is known as a psychometric "g" or general intelligence (Carroll, 1997;Horn & Noll, 1997). The events leading to both theories being integrated and put under the umbrella of Cattel-Horn-Carroll (CHC) are described elsewhere (McGrew, 2005). ...
... The concept of fluid and crystallized intelligence was preserved in many later intelligence theories, including the Cattell-Horn Gf-Gc model, in which additional broad ability factors were postulated (Horn and Noll 1997), and Carroll's (1993) Three-Stratum theory based on factor analyses of huge datasets on mental ability. In light of the consistency between the Cattell-Horn Gf-Gc model and Carroll's Three-Stratum theory, an integration of both models into the Cattell-Horn-Carroll (CHC) theory of intelligence was proposed. ...
... The most salient difference between the three related CHC theories is the presence (or absence) of a higher-order general intelligence factor or ability (g). Horn was a staunch anti-g proponent who believed that psychometric g was nothing more than an emergent property statistical abstraction (McGrew et al. 2023)-it did not represent a true ability or mechanism in the human brain (Horn 1998;Horn and Noll 1997;McArdle 2007;McArdle and Hofer 2014;Ortiz 2015). Conversely, Carroll was a staunch proponent of psychometric g as possibly representing some form of biological substrate present in individuals that influences the speed and efficiency of information processing (Carroll 1991(Carroll , 1993(Carroll , 1996(Carroll , 2003. ...
Carroll’s treatise on the structure of human cognitive abilities is a milestone in psychometric intelligence research. Thirty years later, Carroll’s work continues to influence research on intelligence theories and the development and interpretation of intelligence tests. A historical review of the relations between the 3S and CHC theories necessitates the recommendation that the theories of Cattell, Horn, and Carroll be reframed as a family of obliquely correlated CHC theories—not a single CHC theory. Next, a previously unpublished Carroll exploratory factor analysis of 46 cognitive and achievement tests is presented. A complimentary bifactor analysis is presented that reinforces Carroll’s conclusion that his 3S model more accurately represents the structure of human intelligence than two prominent alternative models. Finally, a Carroll-recommended higher-stratum psychometric network analysis (PNA) of CHC cognitive, reading, and math variables is presented. The PNA results demonstrate how PNA can complement factor analysis and serve as a framework for identifying and empirically evaluating cognitive–achievement causal relations and mechanisms (e.g., developmental cascade and investment theories), with an eye toward improved cognitive–achievement intervention research. It is believed that Carroll, given his long-standing interest in school learning, would welcome the integration of theory-driven factor and PNA research.
... In intelligence research, declarative knowledge is considered a key aspect of crystallized intelligence (Gc), which is defined as the product of acculturation and learning (Cattell, 1987;Horn & Noll, 1997). Gc results from socialization processes in the prevalent culture, it is acquired through collective as well as idiosyncratic experiences (Baltes et al., 1999). ...
The reminiscence bump describes an increased recollection of autobiographic experiences made in adolescence and early adulthood. It is unclear if this phenomenon can also be found for declarative knowledge of past public events. To answer this question, we assessed public events knowledge (PEK) about the past six decades with a 120-item knowledge test across six domains in a sample of 1,012 Germans that were sampled uniformly across the ages 30 to 80 years. General and domain-specific PEK scores were analyzed as a function of age-at-event. Scores were lower for public events preceding participants’ birth and stayed stable from the age-at-event of five to ten years onwards. There was no significant peak in PEK in adolescence or early adulthood, arguing against an extension of the reminiscence effect to factual knowledge. We examined associations between PEK and relevant variables such as crystallized intelligence (Gc), news consumption, and openness to experience with structural equation models. Strong associations between PEK and Gc were established, whereas the associations of PEK with news consumption and openness were mainly driven by their link to declarative knowledge.
... Factors of professional performance were divided into two general categories of working aspects: 1) Cognitive abilities (that are associated with their execution), and 2) Personality traits (that have the greatest impact on the way of performing everyday tasks). (Horn, 1989;Carroll, 1993;Horn & Noll, 1997). Three key factors of the CHC model were selected that are of particular interest for practical applications in HR: 1) logical reasoning, 2) numerical, and 3) verbal abilities. ...
As a high priority for moving the sports industry forward, the sports market ecosystem requires the development of professional competencies and improving the entrepreneurship education of sports science students. During the last years, entrepreneurship has gained importance in the sports sector to maintain competitiveness. Thus, universities need to promote sports sciences students’ entrepreneurial competencies to improve employability. This research aimed to analyze the differences between first-year and fourth-year sports science students regarding the merit of professional competencies within entrepreneurship education. Both groups of students completed a set of tests presenting professional success factors. Cognitive abilities were measured with Intelligence Structure Battery (INSSV - Short Form, S2) and personality traits with Big Five Structure Inventory (BFSI, short-form, S1). Data were processed with confirmatory factor analysis and multigroup moderation analysis. The model showed acceptable fit indices (NFI=0.89, CFI=0.97, and RMSEA=0.08). The multigroup moderation analysis results indicated that the strongest effect on work aspects of the personality of the first-year sports science students comes from Conscientiousness (β=0.97), Openness (β=0.79), and Agreeableness (β=0.72). In contrast, this impact on fourth-year sports science students exists from Extraversion (β=0.85), Emotional stability (β=0.80), and Openness (β=0.80). On another side, an analysis of cognitive abilities revealed that the strongest effect was produced by numerical ability (β=0.94; β=0.84, respectively). The results demonstrated that sub-samples do not differ regarding the latent dimensions of human resources assessment. These results lead to necessary changes in the sports curriculum of the study program related to entrepreneurship education.
... That explains why older adults tend to perform better at tasks requiring crystallised intelligence than younger adults. Many studies, including both cross-sectional analyses (Horn & Noll, 1997;Lindenberger & Baltes, 1997), and longitudinal designs (Baltes & Mayer, 1999;Schaie & Zanjani, 2006), support these predictions. ...
Finding interventions which can address the decline of cognitive function as people get older is of great importance to policy-makers, especially in post-industrial societies with rapidly ageing populations. We examine the impact of several different types of mentally stimulating activities on cognitive function in a sample of community-dwelling Europeans aged 50 and older. The data were drawn from the fourth, fifth and sixth waves of the Survey on Health, Ageing and Retirement in Europe (SHARE). The activities analysed include non-formal learning activities such as education and training courses; informal learning activities such as reading books, newspapers and magazines; and some other types of cognitively stimulating activities including crossword puzzles and playing chess or card games. The cognitive function outcomes under investigation were memory and verbal fluency. Our longitudinal analysis of data on these older adults show that all the activities constituted a potential source for the delay or reduction of cognitive decline, even after a short period – only 4 years – of engagement in such activities and regardless of their age.
... Research into the effects of ageing on mental abilities has a long and somewhat chequered history. Nonetheless, the results from over seven decades of both crosssectional and longitudinal studies indicate that there is some decline in cognitive function in older adulthood (Horn, 1967;Horn & Noll, 1997). This chapter will outline the major traditions within this area, namely, the psychometric and experimental approaches, before discussing the main theories of cognitive ageing. ...
p>The purpose of this thesis was to gain a deeper understanding of the mechanisms underlying skilled performance and to explore the effects of skilled behaviour on age-cognition relations.
Examination of the literature in this area led to the construction of several hypotheses. The first was that Bingo players would exhibit superior performance to non-Bingo players on a domain-specific task of visual search. The second hypothesis was that older Bingo players would demonstrate comparable levels of performance to younger Bingo players on a test of the molar (overall) skill. The third hypothesis predicted that Bingo players would be able to positively transfer the cognitive skills used in Bingo to a new task comprising the same contextual information. A final hypothesis predicted that Bingo players would demonstrate superior performance to non-Bingo players on domain-general cognitive tasks comprising familiar stimuli (supporting the maintenance theory of cognitive ageing). Bingo players were found to be both more efficient and proficient at the domain-specific task of visual search. Further, older Bingo players performed as well as their younger counterparts on this task. Bingo players also positively transferred some of the skills underlying Bingo performance to a new task, although, the effect was not so great for older Bingo players. Bingo players also performed better than non-Bingo players on visual search tasks that did not follow the same rules as Bingo. However, the performance of older Bingo players was found to be negatively affected by age on many of the general cognitive ability measures.
In conclusion, the experiments presented in this thesis provided some support for the notion that certain cognitive abilities are maintained into older adulthood through continued practice. However, the tasks that produced comparable levels of skill for both younger and older Bingo players were specifically related to the molar skill. It is therefore suggested that the older Bingo players implemented a compensatory strategy in order to maintain performance. Further research will seek to determine the nature of this compensatory mechanism.</p
... Hence, previous studies have dealt with the relationship of Gf to digital SNS footprints. Horn and Noll (1997) conceptualised Gc as 'acculturation knowledge', expressing the importance of the knowledge domain for the conceptualisation of Gc. Most researchers agree that Gc is influenced by education and cultural exposure (Brody, 1992;Moutafi et al., 2004). ...
Predicting personality traits from social networking site profiles can help to assess individual differences in verbal reasoning without using long questionnaires. Inspired by earlier studies, which investigated whether abstract-thinking ability are predictable by social networking sites data, we used supervised machine learning to predict verbal-reasoning ability based on a proposed set of features extracted from virtual community membership. A large sample (N = 3,646) of Russian young adults aged 18 to 22 years approved access to the data from their social networking accounts and completed an online test on verbal reasoning. We experimented with binary classification machine-learning models for verbal-reasoning prediction. Prediction performance was tested on isolated control subsamples for men and women. The results of prediction on AUC-ROC metrics for control subsamples over 0.7 indicated reasonably good performance on predicting verbal-reasoning level. We also investigated the contribution of virtual community’s genres to verbal reasoning level prediction for male and female participants. Theoretical interpretations of results stemming from both Vygotsky’s sociocultural theory and behavioural genomics are discussed, including the implication that virtual communities make up a non-shared environment that can cause variance in verbal reasoning. We intend to conduct studies to explore the implications of the results further.
... Figure 8 shows the results for these four tasks from MTL projected back into the original feature space. The top row shows results for the picture vocabulary task and reading task, two tasks that implicate crystalized intelligence, i.e., intelligence rooted in determinate facts that are specifically trained through prior learning (Cattell, 1943;Horn and Noll, 1997). The bottom row shows results for the list working memory task and matrix reasoning task, which implicate fluid intelligence, i.e., intelligence rooted in manipulation of information and problem solving and that is largely independent of prior learning (Cattell, 1943;Gray et al., 2003;Blair, 2006). ...
Multi-task learning is frequently used to model a set of related response variables from the same set of features, improving predictive performance and modeling accuracy relative to methods that handle each response variable separately. Despite the potential of multi-task learning to yield more powerful inference than single-task alternatives, prior work in this area has largely omitted uncertainty quantification. Our focus in this paper is a common multi-task problem in neuroimaging, where the goal is to understand the relationship between multiple cognitive task scores (or other subject-level assessments) and brain connectome data collected from imaging. We propose a framework for selective inference to address this problem, with the flexibility to: (i) jointly identify the relevant covariates for each task through a sparsity-inducing penalty, and (ii) conduct valid inference in a model based on the estimated sparsity structure. Our framework offers a new conditional procedure for inference, based on a refinement of the selection event that yields a tractable selection-adjusted likelihood. This gives an approximate system of estimating equations for maximum likelihood inference, solvable via a single convex optimization problem, and enables us to efficiently form confidence intervals with approximately the correct coverage. Applied to both simulated data and data from the Adolescent Cognitive Brain Development (ABCD) study, our selective inference methods yield tighter confidence intervals than commonly used alternatives, such as data splitting. We also demonstrate through simulations that multi-task learning with selective inference can more accurately recover true signals than single-task methods.
... Generalmente es evaluada a través de tareas que exigen identificar patrones de relaciones abstractas entre estímulos verbales o no verbales. Esta inteligencia se incrementa hasta alcanzar cierto nivel de madurez en la adolescencia, para después de la adultez declinar debido al deterioro de las estructuras fisiológicas (Cattell, 1963(Cattell, y 1971Horn y Cattell, 1966;Horn, 1991;Horn & Noll, 1997). ...
Conocer las creencias y concepciones acerca del curso de la vida (ciclo vital) es importante para toda persona que está construyendo o ya puso en marcha un proyecto personal de vida, tendiente a perfeccionarse y así alcanzar su madurez y su plenitud como ser humano.
Tener una concepción del ciclo vital completo permite poder visualizar mejor las metas a alcanzar y las tareas a realizar en cada etapa de dicho ciclo. Estas creencias y concepciones funcionan como marco de referencia mediante el cual cada sujeto evalúa su trayectoria evolutiva personal, toma decisiones en el momento presente y proyecta su futuro.
El aporte de Erikson a la comprensión del ciclo vital completo ha sido fundamental, como también su concepto de epigénesis de la personalidad. Para alcanzar la madurez personal, la generatividad es una noción clave que supone previamente la confianza, la autoafirmación, la identidad y la intimidad. A su vez, la generatividad permite luego lograr la integridad. Por esto consideramos, en una primera instancia, el abordar los aportes de Erikson para luego presentar aportes más recientes de neoerkisonianos y de otros autores.
... We reference Cattell-Horn-Carroll (CHC) theory (Carroll, 1993;Horn & Noll, 1997;Schneider & McGrew, 2018) to highlight and describe sex differences in specific abilities. CHC theory is widely used for intelligence research, test development, and assessment (Caemmerer, Keith, & Reynolds, 2020;McGrew, 2009). ...
Reliable and meaningful sex differences exist in specific cognitive abilities despite no reliable or meaningful sex difference in general intelligence. Here we use Cattell-Horn-Carroll (CHC) theory to highlight research findings related to sex differences in intelligence, with a focus on studies of test scores from comprehensive intelligence measures that were obtained from large and representative samples of children and adolescents. Female advantages in latent processing speed and male advantages in latent visual processing are the most meaningful and consistently reported sex differences regarding CHC broad cognitive abilities. Differences have been reported in narrow and specific ability constructs such as mental rotation and object memory location. In academic achievement, the largest and most consistent findings are female advantages in writing, whereas male advantages at higher math ability levels are also found. Empirical descriptions of sex differences should consider the breadth of the construct under study and incorporate analysis beyond simple mean differences. Score analysis methods that utilize multiple-group confirmatory factor models and multiple-indicator multiple cause models are useful to address the former, and analysis methods such as quantile regression and male-female ratio calculations along score distributions are useful to address the latter. An understanding of why specific ability differences exist in combination and in the presence of similarities will improve researchers' understanding of human cognition and educational achievements.
... In addition to specific abilities that contribute to the performance of individual cognitive tasks, there is considerable evidence for a general cognitive ability (GCA) [1,2] that contributes to performance across a diverse range of cognitive tasks [3][4][5][6][7]. GCA is a fundamental dimension of individual differences and is associated with a suite of adaptive academic, occupational, health, and well-being-related outcomes [8][9][10][11][12]. ...
General cognitive ability (GCA) is an individual difference dimension linked to important academic, occupational, and health-related outcomes and its development is strongly linked to differences in socioeconomic status (SES). Complex abilities of the human brain are realized through interconnections among distributed brain regions, but brain-wide connectivity patterns associated with GCA in youth, and the influence of SES on these connectivity patterns, are poorly understood. The present study examined functional connectomes from 5937 9- and 10-year-olds in the Adolescent Brain Cognitive Development (ABCD) multi-site study. Using multivariate predictive modeling methods, we identified whole-brain functional connectivity patterns linked to GCA. In leave-one-site-out cross-validation, we found these connectivity patterns exhibited strong and statistically reliable generalization at 19 out of 19 held-out sites accounting for 18.0% of the variance in GCA scores (cross-validated partial η2). GCA-related connections were remarkably dispersed across brain networks: across 120 sets of connections linking pairs of large-scale networks, significantly elevated GCA-related connectivity was found in 110 of them, and differences in levels of GCA-related connectivity across brain networks were notably modest. Consistent with prior work, socioeconomic status was a strong predictor of GCA in this sample, and we found that distributed GCA-related brain connectivity patterns significantly statistically mediated this relationship (mean proportion mediated: 15.6%, p < 2 × 10−16). These results demonstrate that socioeconomic status and GCA are related to broad and diffuse differences in functional connectivity architecture during early adolescence, potentially suggesting a mechanism through which socioeconomic status influences cognitive development.
... CHC theory was chosen as the foundation for measurement in the present study's GBA for two primary reasons. First, the CHC model is today the clearly dominant model of g in the intelligence research literature and has a rich history (Schneider & McGrew, 2012) combining two prominent models of human cognitive abilities, Horn-Cattell Gf-Gc theory (Horn & Noll, 1997) and ...
Games, which can be defined as an externally structured, goal-directed type of play, are increasingly being used in high-stakes testing contexts to measure targeted constructs for use in the selection and promotion of employees. Despite this increasing popularity, little is known about how theory-driven game-based assessments (GBA), those designed to reflect a targeted construct, should be designed, or their potential for achieving their simultaneous goals of positive reactions and high-quality psychometric measurement. In the present research, we develop a theory of GBA design by integrating game design and development theory from human–computer interaction with psychometric theory. Next, we test measurement characteristics, prediction of performance, fairness, and reactions of a GBA designed according to this theory to measure latent general intelligence (g). Using an academic sample with GPA data (N = 633), we demonstrate convergence between latent GBA performance and g (β = .97). Adding an organizational sample with supervisory ratings of job performance (N = 49), we show GBA prediction of both GPA (r = .16) and supervisory ratings (r = .29). We also show incremental prediction of GPA using unit-weighted composites of the g test battery beyond that of the g-GBA battery but not the reverse. We also show the presence of similar adverse impact for both the traditional test battery and GBA but the absence of differential prediction of criteria. Reactions were more positive across all measures for the g-GBA compared to the traditional test battery. Overall, results support GBA design theory as a promising foundation from which to build high-quality theory-driven GBAs.
... An additional speed component that Carroll does not consider has been termed correct-decision-speed (CDS) and it supposedly captures speed of correct answers to problems of non-trivial difficulty (Horn & Noll, 1997). Carroll in contrast was explicit in distinguishing level from speed factors and delivered clear predictions on the effects of time pressure on level factors. ...
There is a widely held consensus in the field of intelligence research that the broad factors identified by Cattell, Horn, and Carroll are an adequate summary of individual differences in human cognitive abilities. Most researchers would agree that the redundancy among these factors is best accounted for by an overarching general factor. We think the best way to acknowledge major accomplishments is to build upon them with the goal to challenge the status quo. Here we want to do so by discussing six broad ability factors that are either considered in Carroll's epochal book or could be candidates for future inclusions to the list of established cognitive ability factors: fluid intelligence, crystallized intelligence, cognitive speed, creativity, social and emotional intelligence, and collaborative problem solving. We conclude with four pleas: reunite correlational and experimental research, enrich construct interpretations, reunite educational and psychological measurement of maximal cognitive effort, and reconsider the sampling of indicators and content validity.
... Other researchers (e.g., Thurstone, 1938) have argued in favor of distinct factors of intelligence instead of a single general factor. Hierarchical models of intelligence reconcile both views by postulating a general intelligence factor on the most abstract level of a hierarchy as well as subfactors on different lower levels of abstraction (Carroll, 1993;Cattell, 1971;Horn & Noll, 1997). ...
Evidence on the association of cognitive ability with economic attitudes is mixed. We conducted a meta-analysis ( k = 20, N = 46,426) to examine the relationship between objective measures of cognitive ability and economic ideology and analyzed survey data ( N = 3,375) to test theoretical explanations for the association. The meta-analysis provided evidence for a small positive association with a weighted mean effect size of r = .07 (95% CI = [0.02, 0.12]), suggesting that higher cognitive ability is associated with conservative views on economic issues, but effect sizes were extremely heterogeneous. Tests using representative survey data provided support for both a positive association of cognitive ability with economic conservatism that is mediated through income as well as for a negative association that is mediated through a higher need for certainty. Hence, multiple causal mechanisms with countervailing effects might explain the low overall association of cognitive ability with economic political attitudes.
... The dominant paradigm of intelligence theory and measurement today is the Cattell Horn-Carroll (CHC) model of intelligence (Flanagan & Harrison, 2012;McGrew, 2009). This theory of intelligence represents the integration of the two most prominent psychometric theoretical models of human cognitive abilities: (a) the Horn-Cattell Gf-Gc theory (Horn & Noll, 1997) and Carroll's three-stratum theory (Carroll, 1993). CHC is a three-stratum theory of intelligence composed of general ability (g) in stratum III, broad abilities (e.g., reasoning, memory, quantitative knowledge, and processing speed) in stratum II, and narrow abilities (e.g., mathematical achievement, reading comprehension, writing ability) in stratum I. SIGS-2 items reflect what professionals in the field of gifted education have identified as characteristic of individuals with high general intellectual ability (Arancibia et al., 2016;Clark, 2012;Coleman & Cross, 2005;Frasier et al., 1995;Kettler, 2014;Paul, 1990;Song & Porath, 2006;Sternberg, 1988;Tallent-Runnels et al., 1994;Terman, 1925): ...
... Therefore, a brief review of CHC theory and its components seems relevant to understanding the assessment of intelligence within and across various measures of intelligence. CHC theory was created by merging aspects of Spearman's (1904) g, the Horn-Cattell Gf-Gc theory (Horn and Cattell 1966a;Horn and Noll 1997), Thurstone's (1938) broad cognitive abilities, and Carroll's (1993) three-stratum theory . As a multi-factorial and hierarchical structure of intelligence, CHC theory consists of more than 70 narrow abilities at the first level (i.e., stratum); approximately 10 broad abilities at the second level; and general intelligence, or g, at the third level (Kaufman et al. 2012;Niileksela and Reynolds 2014). ...
The Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) is a comprehensive assessment battery designed to assess broad and narrow cognitive abilities, as defined by the Cattell-Horn-Carroll (CHC) theory of intelligence. Previous studies examined the invariance of the WJ assessments across sex and age groups using factor analytic methods. Psychometric network modeling is an alternative methodology that can address both direct and indirect relationships among the observed variables. In this study, we employed psychometric network modeling to examine the invariance of the WJ IV COG across sex and age groups. Using a normative sample (n = 4212 participants) representative of the United States population, we tested the extent to which the factorial structure of the WJ IV COG aligned with CHC theory for the school-aged sample. Next, we used psychometric network modeling as a data-driven method to investigate whether the network structure of the WJ IV COG remains similar across different sex and age (age 6 to 19, inclusively) groups. Our results showed that the WJ IV COG maintained the same network structure across all age and sex groups, although the network structure at younger ages indicated weaker relationships among some subtests. Overall, the results provide construct validity evidence for the WJ IV COG, based on both theoretical and data-driven methods.
... The main tool we have for problem-solving is intelligence (Cerda-Etcheoare et al., 2010), which can be divided into two types: crystallized (Gc) and fluid (Gf) (Horn, 1991;Horn et al., 1997;Shipstead et al., 2016). Gc is the one that stores the elements that we already know (Cerminati, 2019). ...
In modern society technology is widely used and, with the digitization of many services, this is an upward trend. Therefore, computational thinking (CT) is an increasingly important concept; an aspect that is being reflected on educational policies and the extracurricular offer of different countries. This study aims to look at the efficacy of private after-school extracurricular robotics activities, controlling fluid intelligence (Gf), a determining aspect in solving novel problems. A sample of 112 fifth-grade Spanish students was chosen, who completed two tests, the computational thinking test (CTt) (Román-González, 2016 Román-González, M. (2016). Códigoalfabetización y Pensamiento Computacional en Educación Primaria y Secundaria: Validación de un instrumento y evaluación de programas. Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Educación.[Crossref] , [Google Scholar]) and the KBIT fluid intelligence subtest (Kaufman, 1990 Kaufman, A. S. (1990). Kaufman brief intelligence test: KBIT. American Guidance Service. [Google Scholar]). The results showed a great influence of Gf on the prediction of CT and significant differences between the students that had not attended after-school extracurricular classes and those that had attended for two or more years. Thus, this study substantiates the effectiveness of private extracurricular classes in promoting CT in the long term. Given the importance of CT nowadays, legislators should consider to include CT in compulsory education because private extracurricular classes could promote inequity.
... A starting point for these investigations might be the prominent theory of fluid (gf) and crystallized (gc) intelligence (Brown, 2016;Hebb, 1942), which constitutes two important components of intelligence (Cattell, 1943(Cattell, , 1963(Cattell, , 1987. Both fluid and crystallized intelligence are in some form included in different models of intelligence such as the initial gf-gc theory (Cattell, 1943), Cattell-Horn gf-gc theory (Horn and Blankson, 2005;Horn and Noll, 1997), and Carroll's three-stratum theory (Carroll, 1993(Carroll, , 1997 as well as their integrationthe Cattell-Horn-Carroll (CHC) theory (McGrew, 2005). ...
Individual differences in cognitive abilities and personality help to understand individual differences in various human behaviors. Previous work investigated individual characteristics in light of believing (i.e., misclassifying) fake news. However, only little is known about the misclassification of true news as fake, although it appears equally important to correctly identify fake and true news for unbiased belief formation. An online study with N = 530 (n = 396 men) participants was conducted to investigate performance in a Fake and True News Test in association with i) performance in fluid and crystallized intelligence tests and the Big Five Inventory, and ii) news consumption as a mediating variable between individual characteristics and performance in the Fake and True News Test. Results showed that fluid intelligence was negatively correlated with believing fake news (the association did not remain significant in a regression model); crystallized intelligence was negatively linked to misclassifying true news. Extraversion was negatively and crystallized intelligence was positively associated with fake and true news discernment. The number of different news sources consumed correlated negatively with misclassifying true news and positively with fake and true news discernment. However, no meaningful mediation effect of news consumption was observed. Only interpersonal trust was negatively related to misclassifying both fake and true news as well as positively related to news discernment. The present findings reveal that underlying factors of believing fake news and misclassifying true news are mostly different. Strategies that might help to improve the abilities to identify both fake and true news based on the present findings are discussed.
... Most modern IQ tests are based on the Cattell-Horn-Carroll (CHC) model of cognitive abilities (Kaufman, 2009;Keith & Reynolds, 2010). This model combines Cattell and Horn's extended Gf-Gc theory (Horn & Noll, 1997) and Carroll's (1993) three-stratum theory of cognitive abilities (McGrew, 2009). The CHC model is a hierarchical model of cognitive abilities across three stratums; primary abilities (at stratum I) consists of over 80 related, but distinct, narrow abilities (e.g., spatial orientation, judging rhythms, algebraic reasoning), which are subsumed under nine broad abilities (at stratum II; though see McGrew, 2005 for extended model), further subsumed under general IQ (at stratum III). ...
The current study addresses gaps in our understanding of the relationship between creative cognition, intelligence (IQ), and executive functioning (EF). Undergraduate students completed an IQ test, verbal and figural divergent thinking (DT) tests, and a self‐assessment of EF, across four study sessions. Participant data (N = 199) were analyzed using linear regression and PROCESS moderation models. Results demonstrated that EF interacts with IQ to predict figural and verbal DT in distinct ways, with different patterns emerging from different methods of scoring DT. Using traditional DT scoring, Gf (but not Gc) significantly moderated the relationship between EF and scores on both verbal and figural DT tasks. Low EF was associated with diminished DT scores for those with low Gf scores, unrelated for those with relatively higher Gf, and enhanced scores for those with the highest Gf. Using originality ratio scores, low EF was associated with diminished originality in verbal DT responses for those with low IQ (both Gf and Gc), unrelated for those with relatively higher IQ, and enhanced originality for those with the highest Gc (but not Gf) scores. Thus, there are several nuances in the way that EF interacts with IQ to predict DT.
... In accordance with the modern factorial theories there are two main factors which are responsible for intellectual functioning: the fluid (abstract) and the crystallized intelligence. [9][10][11] Fluid intelligence represents the general cognitive potential which implies special mental operations of higher ordersuch as induction and deduction, classification, formulating and testing hypothesis -to solve new cognitive tasks effectively. Crystallized intelligence defines the depth and the breadth of acquired knowledge from different cultural domains. ...
The aim of this paper is testing a computer game as an alternative tool for the assessment of intelligence and creativity of school children. The relevance of the research task is determined by the growing interest in practical psychology in the use of computer games as a special diagnostic tool in educational process. There are two original factor models that have been developed and the structural equation modeling of measured parameters has been carried out. The relationships between game dynamic and final individual results in the computer game, on the one hand, and psychometric intelligence and divergent creativity, on the other, are presented. Weak correlation between the above-mentioned and individually measured intellectual and creativity characteristics of the participants with the computer game results was discovered. Consideration of these characteristics in the form of a common latent factor makes it possible to identify the corresponding dependencies only in some cases when there is a dividing the sample into groups according to their ability level. Particularly, the dynamics of game scoring allows to refer participants to the target group with a certain level of abilities (high intelligence and creativity versus low intelligence and creativity), and it is the high level of psychological traits that determines effectiveness in the game behavior, but not vice versa. The qualitative ratios of the two groups of subsets of participants were revealed: weak, medium and strong players and players with three different levels of psychological abilities. The prospects for the further use of computer games for assessment of cognitive abilities in the measurement of combination of psychological abilities are discussed.
Changes in intellectual ability over the adult years are complex and important to understand because they can inform social policies. There are 97 million people in the European Union at least sixty-five years old. Three out of 10 live alone, and only 9 out of 100 between sixty-five and seventy-five are economically active. In the United States, the number of people sixty-five or over is 48 million now, in 2023, and this number will rise to 98 million by 2060. In China, the estimate is 487 million people aged sixty-five or older by 2050. The number for Japan will be a quarter of its total population.
Fluid reasoning (Gf) is a central component of human abilities and has been shown to be statistically indistinguishable from general cognitive ability. However, measuring fluid reasoning is not that easy since the operationalization of the construct itself is not conclusive. This situation is exacerbated if the measurements and comparisons are carried out in groups with different cultural and language abilities. The purpose of this paper is to provide a brief overview of the fluid reasoning construct as well as measurement practices that have been carried out in Indonesia. My review would mention the positioning of fluid reasoning in several intelligence theories, how researchers conceptualize fluid reasoning, how researchers measure fluid reasoning in a multicultural context, and outline critical future directions for test development. In conclusion, I emphasize the importance of using a multi-processes figural fluid reasoning test as a proxy for a culture fair intelligence test that can be used in cross-cultural assessments.
Crystallized intelligence (gc) is considered culture-specific, but this notion is rarely substantiated empirically. We empirically investigated to what extent the measurement of declarative knowledge depends on the national specificity of its indicators and on individuals’ affinity for certain countries, respectively. Therefore, we administered a knowledge test with 75 items to participants from Germany, France, and the USA (Ntotal = 908). Each of the 15 domains was measured with both country-specific and global items. We found a strong national specificity of knowledge in the social sciences and humanities but no systematic differences in the natural sciences. Country-specific knowledge shared common variance beyond a general knowledge factor and could be predicted by the respective country of residence. No association of affinity for and knowledge about other countries was observed. Regional variations in the composition of knowledge tests pose a substantial threat to cross-national comparison but might foster our understanding of gc.
Zusammenfassung. Die vorliegende Standortbestimmung zeigt die hohe wissenschaftliche Qualität der Intelligenzforschung und von Intelligenztests. Es werden aber auch mögliche Missverständnisse und Einseitigkeiten der Ergebnisrezeption und -interpretation thematisiert. Im Einzelnen werden (1) die hohe prognostische und kriterienbezogene Validität bei gleichzeitigen Vorbehalten wie teils niedriger Akzeptanz bzw. Augenscheinvalidität, (2) die Darstellung empirischer Befunde aus der Perspektive ausgewählter Theorien sowie (3) die Bedeutung von Umwelteinflüssen und hohen Erblichkeitskoeffizienten eingehender betrachtet. Für jeden dieser Bereiche wird verdeutlicht, dass vor allem Präzision bei der Rezeption und Darstellung von Forschungsergebnissen notwendig ist, um Einseitigkeiten, Missverständnisse und Instrumentalisierungen zu vermeiden. Der vorliegende Beitrag zeigt, dass einiges, was als Problem der Intelligenzforschung und von Intelligenztests kritisiert wird, letztendlich auf die dargestellten Missverständnisse zurückzuführen ist. Vor diesem Hintergrund wird der Unterschied zwischen der qualitativ hochwertigen Intelligenzforschung und Intelligenztestung einerseits sowie den Missverständnissen und Einseitigkeiten bei der Rezeption andererseits herausgearbeitet. Weiterhin werden berechtigte Kritikpunkte an der Intelligenzforschung und an Intelligenztests sowie Forschungsdesiderata benannt.
The current study examined the effect of fluid intelligence (Gf) on both creative potential and real-world visual creative production, taking into account the role of field-dependent-independent cognitive style (FDI). We hypothesised two models in which FDI mediated the interplay between Gf and creativity in terms of creative potential (Model A) and real-world visual creative production (Model B). Furthermore, we advanced two models (Model C and Model D), in which FDI was a moderator. In this study, one-hundred Italian young adults performed the Kaufmann Brief Intelligence Test-2, the Embedded Figure Test, three tasks measuring creative potential (Alternative Uses Task, Remote Associate Test, and Creative Personality Scale), and a real-world visual creative production task (Visual Creative Synthesis Task). Results revealed only the mediating role of FDI in both Gf-creative potential and Gf-real-world visual creative production links, supporting the notion that the individual predisposition toward field-independence plays a key role in the interplay between Gf and creativity.
The differentiation-dedifferentiation hypothesis of general cognitive ability has been widely studied, but comparable research on crystallized intelligence is scarce. To close this gap, we conducted an empirical test of the age differentiation hypothesis of declarative knowledge as proposed in Cattell's investment theory, which predicts that knowledge differentiates into diverse forms after compulsory education ends. Thereto, a cross-sectional sample of 1,629 participants aged 18-70 years (M = 45.3) completed a comprehensive knowledge test comprising 120 broadly sampled questions from 12 knowledge domains, as well as a measure of openness/intellect. To investigate age-related differences in the level and structure of knowledge, we performed invariance tests in local structural equation models. The results did not provide any evidence for age-related differentiation of declarative knowledge but indicated age-related differences in the mean structure. Higher levels in openness/intellect were associated with higher levels in knowledge but not with more differentiated structure of knowledge. Contrary to predictions of the investment theory, our results suggest that declarative knowledge is age invariant across major parts of the adult lifespan. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Background and Objectives
Grip strength is a reliable marker of biological vitality and it typically demonstrates an expected decline in older adults. According to the common-cause hypothesis there is also a significant association between cognitive and physical function in older adults. Some specific cognitive functions have been shown to be associated with grip strength trajectories with most research solely focused on cut-off points or mean cognitive performance. In the present study we examine whether a measure of cognitive dispersion might be more informative. We therefore used an index that quantifies dispersion in cognitive scores across multiple cognitive tests, shown to be associated with detrimental outcomes in older adults.
Research Design and Methods
Using repeated grip strength measures from men and women aged 80 and older, free of dementia in the OCTO-Twin study, we estimated ageing-related grip strength trajectories. We examined the association of cognitive dispersion and mean cognitive function with grip strength level and ageing-related rate of change, accounting for known risk factors.
Results
Cognitive dispersion was associated with grip strength trajectories in men and the association varied by mean cognitive performance, whereas we found no association in women.
Discussion and Implications
Our results provide evidence of a sex-specific vitality association between cognitive dispersion and ageing-related trajectories of grip strength. Our results support the call for integration of sex and gender in health promotion and intervention research.
Intelligence tests and other aptitude tests are designed to measure cognitive skills, abilities, and knowledge that are accumulated as the result of overall life experiences including those at school, home, work, and all other settings. As a result, general intelligence tests are not linked to a specific academic curriculum or knowledge domain and so are much broader in scope than achievement tests. General intelligence tests assess abilities such as problem-solving, abstract reasoning, and the ability to acquire knowledge. This chapter highlights some of the important and interesting historical milestones for intelligence testing, major applications of intelligence tests in school and clinical settings, and commonly used intelligence and aptitude tests. Practical guidelines are also presented for selecting aptitude tests and understanding the elements of the formal psychological report which is used to communicate assessment findings.
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