Cognitive Abilities and Their Interplay

2006 ◽  
Vol 27 (2) ◽  
pp. 57-72 ◽  
Author(s):  
Markus Buehner ◽  
Stefan Krumm ◽  
Matthias Ziegler ◽  
Tonja Pluecken
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Common Variance ◽  
Crystallized Intelligence ◽  
The Common ◽  
Highly Correlated ◽  
Almost All ◽  
And Storage

The aim of this study was to confirm that coordination and storage in the context of processing are significant predictors of reasoning even if crystallized intelligence is controlled for. It was also expected that sustained attention and coordination would be highly correlated. Therefore, 20 working memory tests, 2 attention tests, and 18 intelligence subtests were administered to 121 students. We were able to replicate results indicating that storage in the context of processing and coordination are significant predictors of reasoning. Controlling for crystallized intelligence did not decrease the common variance between working memory and reasoning. The study also revealed that the factors coordination and sustained attention were highly correlated. Finally, a model is presented with the latent variables speed and g, which can explain almost all of the common variance of the applied aggregates. A detailed discussion of the results supports the view that working memory and intelligence share about 70% of the common variance.

Attention and Intelligence

2009 ◽  
Vol 30 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Nicholas R. Burns ◽  
Ted Nettelbeck ◽  
Jason McPherson
Keyword(s):  
Working Memory ◽  
Cognitive Ability ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Structural Equation ◽  
Working Memory Capacity ◽  
Measurement Model ◽  
Equation Modeling ◽  
General Factor

Carroll (1993 ) found few factor-analytic studies that addressed attentional abilities. We reviewed and reanalyzed some of these studies and concluded that an exploratory approach to the study of the relationships between tests of attention and cognitive abilities was warranted. We sampled N = 147 adults from the general community and administered 17 tests of attention, including well-known neuropsychological tests along with tests drawn from the differential and experimental literatures on attention. We also administered 14 tests of cognitive ability designed to measure constructs described in Carroll’s taxonomy of intelligence, including a higher-order general ability factor. Regression of a general factor from the abilities battery onto a general factor from the attentional battery showed these two latent variables to be near identical (β = .98). Exploratory structural equation modeling, which allowed a model wherein the abilities part of the model was a confirmatory measurement model but the attention variables were modeled by three rotated exploratory factors, clarified this outcome. There were two sustained attention factors and one working-memory capacity factor with differential relationships with the latent abilities variables and with age. Results are discussed in the context of the network of processes that underlies a description of general cognitive ability at the psychological level, which includes mental speed, working memory, and sustained attention.

scholarly journals Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

2021 ◽  
Vol 9 (1) ◽  
pp. 5
Author(s):  
André Kretzschmar ◽  
Stephan Nebe
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Complex Problem ◽  
Equation Modeling ◽  
Complex Problem Solving ◽  
Symmetry Principle ◽  
Fluid Reasoning ◽  
The Impact

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

scholarly journals The Cognitive Underpinnings of Multiply-Constrained Problem Solving

2019 ◽  
Author(s):  
Derek Ellis ◽  
Gene Arnold Brewer ◽  
Matthew Kyle Robison
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Attention Control ◽  
Crystallized Intelligence ◽  
Constrained Problems ◽  
Constrained Problem ◽  
Analytical Strategies ◽  
Fluid And Crystallized Intelligence

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

scholarly journals No Spearman’s Law of Diminishing Returns for the working memory and intelligence relationship

2016 ◽  
Vol 47 (1) ◽  
pp. 73-80
Author(s):  
Bartłomiej Kroczek ◽  
Michał Ociepka ◽  
Adam Chuderski
Keyword(s):  
Working Memory ◽  
Cognitive Processing ◽  
Cognitive Abilities ◽  
Short Term Memory ◽  
Large Data ◽  
Memory Storage ◽  
High Ability ◽  
Data Set ◽  
Crystallized Intelligence ◽  
Diminishing Returns

AbstractSpearman’s Law of Diminishing Returns (SLODR) holds that correlation between general (g)/fluid (Gf) intelligence factor and other cognitive abilities weakens with increasing ability level. Thus, cognitive processing in low ability people is most strongly saturated by g/Gf, whereas processing in high ability people depends less on g/Gf. Numerous studies demonstrated that low g is more strongly correlated with crystallized intelligence/creativity/processing speed than is high g, however no study tested an analogous effect in the case of working memory (WM). Our aim was to investigate SLODR for the relationship between Gf and WM capacity, using a large data set from our own previous studies. We tested alternative regression models separately for three types of WM tasks that tapped short-term memory storage, attention control, and relational integration, respectively. No significant SLODR effect was found for any of these tasks. Each task shared with Gf virtually the same amount of variance in the case of low- and high-ability people. This result suggests that Gf and WM rely on one and the same (neuro)cognitive mechanism.

scholarly journals Within-person structures of daily cognitive performance differ from between-person structures of cognitive abilities

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9290 ◽  
Author(s):  
Florian Schmiedek ◽  
Martin Lövdén ◽  
Timo von Oertzen ◽  
Ulman Lindenberger
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Cognitive Abilities ◽  
Cognitive Tasks ◽  
Human Intelligence ◽  
General Factor ◽  
General Intelligence ◽  
Common Variance ◽  
Using Data ◽  
Over Time

Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or “g,” uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition is structured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed over six months, we find that the structures of individuals’ cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largest share of common variance to both between- and within-person structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.

scholarly journals Within-person structures of daily cognitive performance cannot be inferred from between-person structures of cognitive abilities

2019 ◽  
Author(s):  
Florian Schmiedek ◽  
Martin Lövdén ◽  
Timo von Oertzen ◽  
Ulman Lindenberger
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Cognitive Abilities ◽  
Cognitive Tasks ◽  
Human Intelligence ◽  
General Factor ◽  
General Intelligence ◽  
Common Variance ◽  
Using Data ◽  
Over Time

Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or “g,” uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition is structured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed over six months, we find that the structures of individuals’ cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largest share of common variance to both between- and within-person structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.

scholarly journals Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language

2020 ◽  
Vol 63 (12) ◽  
pp. 4096-4108
Author(s):  
Erin Smolak ◽  
Karla K. McGregor ◽  
Tim Arbisi-Kelm ◽  
Nichole Eden
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Spatial Working Memory ◽  
Language Disorder ◽  
Language Ability ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

Purpose Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spatial working memory, and language abilities across groups. Method Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual–spatial sustained attention, visual–spatial working memory, and language ability on a test of narrative language. Result Children with DLD scored significantly below their peers on a measure of visual–spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. Conclusion Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development.

scholarly journals Within-person structures of daily cognitive performance cannot be inferred from between-person structures of cognitive abilities

2019 ◽  
Author(s):  
Florian Schmiedek ◽  
Martin Lövdén ◽  
Timo von Oertzen ◽  
Ulman Lindenberger
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Cognitive Abilities ◽  
Cognitive Tasks ◽  
Human Intelligence ◽  
General Factor ◽  
General Intelligence ◽  
Common Variance ◽  
Using Data ◽  
Over Time

Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or “g,” uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition is structured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed over six months, we find that the structures of individuals’ cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largest share of common variance to both between- and within-person structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.

The Web Version of the Exchange Test

2012 ◽  
Vol 28 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Michael Schreiner ◽  
Michael Altmeyer ◽  
Karl Schweizer
Keyword(s):  
Working Memory ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Psychometric Evaluation ◽  
Memory Capacity ◽  
Highly Correlated ◽  
And Storage ◽  
Different Order ◽  
Storage Units ◽  
The Web

This paper provides a description of the web version of the Exchange Test and reports on the results of its psychometric evaluation. The Exchange Test is a measure of working memory capacity which is demanding to the central executive and storage units of working memory. It is composed of 60 items, spaced out evenly over five treatment levels of increasing difficulty. One item is composed of two arrays of symbols, the same four symbols in each array but in different order. The positions of the symbols within a single array have to be exchanged mentally until identical orders are obtained. The outcomes reflect the accuracy of counting the necessary exchanges and the time needed to perform this task. The results are based on data from 203 participants. The investigation of consistency indicated acceptable to good quality. Furthermore, the equivalence of the internal structure of the new and original versions was demonstrated. Most importantly, the scores proved to be highly correlated with fluid intelligence.

scholarly journals Training Working Memory for Two Years – No Evidence of Latent Transfer to Intelligence

2021 ◽  
Author(s):  
Luc Watrin ◽  
Oliver Wilhelm ◽  
Gizem Hülür
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Convincing Evidence ◽  
Memory Training ◽  
Control Group ◽  
Training Effects ◽  
Latent Factors ◽  
Crystallized Intelligence ◽  
9Th Grade

Working memory (WM) training has been proposed as a promising intervention to enhance cognitive abilities, but convincing evidence for transfer to untrained abilities is lacking. Prevalent limitations of WM training studies include the narrow assessment of both WM and cognitive abilities, the analysis of manifest variables subject to measurement error, and training dosages too low to likely cause changes in the cognitive system. To address these limitations, we conducted a two-year longitudinal study to investigate the effects of working memory training on latent factors of working memory capacity, fluid intelligence and crystallized intelligence. 112 students initially attending 9th grade practiced a heterogenous set of validated WM tasks on a bi-weekly basis. A control group of 113 students initially attending 9th grade participated in the pretest and posttest. Broad and prototypical measures of fluid and crystallized intelligence served as measures of nearer and farer transfer. We found substantial and reliable training effects on the practiced WM tasks, as well as on a latent WM factor constituted by them. However, no transfer of training effects to latent factors of fluid or crystallized intelligence were observed. These results question the utility and validity of WM training as means of improving cognitive abilities.

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