Intelligence and Specific Cognitive Abilities in Children

2009 ◽  
Vol 30 (4) ◽  
pp. 209-219 ◽  
Author(s):  
Carin M. Tillman ◽  
Gunilla Bohlin ◽  
Lin Sörensen ◽  
Astri J. Lundervold
Keyword(s):  
Processing Speed ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Psychiatric Diagnosis ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Hierarchical Regression ◽  
Interference Control ◽  
Crystallized Intelligence ◽  
Independent Features

This community-based study investigated the relationships between measures of specific cognitive functions (such as working memory [WM] and interference control) and intelligence in 283 8- to 11-year-old children, including 124 children who fulfilled criteria for a psychiatric diagnosis. A hierarchical regression analysis was used to overcome issues of overlapping predictor constructs. The results generally showed that measures of processing speed, WM, as well as inhibitory interference control entered in the order of presentation, each contributed uniquely to the explanation of fluid intelligence performance. The results for crystallized intelligence performance generally showed that the measures of processing speed, short-term memory (STM), WM, and sustained attention – entered in that order – made significant independent contributions. While effect sizes varied somewhat for contributions in the whole sample compared with the subgroup not meeting criteria for a psychiatric diagnosis, there were no significant differences. The findings therefore should be broadly representative in indicating that the unique aspects of these cognitive functions are important in the explanation of intelligence. The findings also demonstrate important independent features of the functions used as predictors.

scholarly journals The Four- vs. Alternative Six-Factor Structure of the French WISC-IV

2010 ◽  
Vol 69 (4) ◽  
pp. 221-232 ◽  
Author(s):  
Thierry Lecerf ◽  
Jérôme Rossier ◽  
Nicolas Favez ◽  
Isabelle Reverte ◽  
Laurence Coleaux
Keyword(s):  
Processing Speed ◽  
Visual Processing ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Chc Theory ◽  
Confirmatory Factor Analyses ◽  
Model Based ◽  
Technical Manual ◽  
Confirmatory Factor ◽  
Perceptual Reasoning

Exploratory and confirmatory factor analyses reported in the French technical manual of the WISC-IV provides evidence supporting a structure with four indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI). Although the WISC-IV is more attuned to contemporary theory, it is still not in total accordance with the dominant theory: the Cattell-Horn-Carroll (CHC) theory of cognitive ability. This study was designed to determine whether the French WISC-IV is better described with the four-factor solution or whether an alternative model based on the CHC theory is more appropriate. The intercorrelations matrix reported in the French technical manual was submitted to confirmatory factor analysis. A comparison of competing models suggests that a model based on the CHC theory fits the data better than the current WISC-IV structure. It appears that the French WISC-IV in fact measures six factors: crystallized intelligence (Gc), fluid intelligence (Gf), short-term memory (Gsm), processing speed (Gs), quantitative knowledge (Gq), and visual processing (Gv). We recommend that clinicians interpret the subtests of the French WISC-IV in relation to this CHC model in addition to the four indices.

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 Theory of Mind Measurements and Mechanisms: An Investigation of Construct Validity and Cognitive Processes in Theory of Mind Tasks

2021 ◽  
Author(s):  
◽  
Ester Navarro Garcia
Keyword(s):  
Individual Differences ◽  
Theory Of Mind ◽  
Construct Validity ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Metalinguistic Awareness ◽  
Latent Factors ◽  
Confirmatory Factor Analyses ◽  
Crystallized Intelligence ◽  
Important Challenge

Understanding the perspectives of others is a critical skill. Theory of mind (ToM) is an essential ability for social competence and communication, and it is necessary for understanding behaviors that differ from our own (Premack and Woodruff, 1978). Although all individuals possess a ToM to varying degrees, bilinguals are especially adept to perspective-taking. Research has reported that bilinguals outperform monolinguals in ToM tasks (e.g., Goetz, 2003; Rubio-Fernandez & Glucksberg, 2012). However, the mechanisms underlying this effect are unclear. Studying individual differences in ToM performance between bilinguals and monolinguals can help explain these mechanisms. Yet this promising area of research faces an important challenge: the lack of psychometric research on ToM measurement. Recent research suggests that tests that measure the ToM construct might not be as reliable as previously thought (Warnell & Redcay, 2019). This hinders the interpretation of experimental and correlational findings and puts into question the validity of the ToM construct. This dissertation addresses these two questions empirically to improve our understanding of what constitutes ToM. Study 1 examines the structure of ToM, crystallized intelligence (Gc), and fluid intelligence (Gf) to understand (a) whether ToM constitutes a construct separate from other cognitive abilities and (b) to explore whether tasks of ToM present adequate construct validity. For this, three confirmatory factor analyses (CFAs) were conducted. The results demonstrated that a model with three latent factors (ToM, Gf and Gc) did not adequately fit the data and was not significantly different from a model with only two latent factors (ToM-Gf and Gc). In addition, an exploratory factor analysis (EFA) showed that two of the ToM tasks loaded onto a Gf factor whereas one of the tasks loaded onto a third factor by itself. Finally, an exploratory network analysis (NMA) was conducted to observe relationships among the tasks. The results showed that the ToM tasks were no more related to each other than to some tasks of Gf and Gc, and that ToM tasks did not form a consistent cluster. Overall, the results of Study 1 suggest that ToM tasks are likely not measuring a monolithic ToM construct. Study 2 examines individual differences in metalinguistic awareness, executive function, and bilingualism as predictors of ToM. The results showed that all variables significantly predicted ToM, but bilingualism was not a significant moderator of ToM. Overall, the findings suggest that in this sample there was no difference in the processes used to predict ToM based on being bilingual or monolingual. Implications for measurement and individual differences in ToM are discussed.

Use of Fluid and Crystallized Intelligence Theory to Enhance Prediction of Learning Foreign Language Grammar

2015 ◽  
Vol 7 (6) ◽  
pp. 69
Author(s):  
Mohammad Davoudi ◽  
Narges Amel Sadeghi
Keyword(s):  
Foreign Language ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Language Teachers ◽  
Adult Intelligence Scale ◽  
Wechsler Adult Intelligence Scale ◽  
Crystallized Intelligence ◽  
Intelligence Theory ◽  
Wechsler Adult Intelligence ◽  
Raven's Advanced Progressive Matrices

<p>The aim of this study was to examine if there is any relationship between the two types of intelligences in Cattell'sGF- GC theory and learning foreign language grammar among Iranian learners. To this end, 85 university students took part in this study. First, the participants were asked to take the Raven's Advanced Progressive Matrices (APM), then the researcher asked them to take part in Wechsler Adult Intelligence Scale (WAIS) separately, and the interview for each participant was recorded. The researcher used the students' grammar scores which were obtained from their professors as the measure of their level of grammatical knowledge. The result of the study showed that there are significant correlations between the two types of intelligences (fluid and crystallized intelligences) and foreign language grammar. Moreover, the result from path analysis showed that between the two intelligences in the GF-GC theory, fluid intelligence is a better cognitive predicator of learning foreign language grammar. Bearing the finding of this study in mind, language teachers should provide an environment in which students can develop their cognitive abilities such as abstract reasoning and critical thinking.</p>

scholarly journals The Enriching Interplay between Openness and Interest: A Theoretical Elaboration of the OFCI Model and a First Empirical Test

2018 ◽  
Vol 6 (3) ◽  
pp. 35 ◽  
Author(s):  
Matthias Ziegler ◽  
Titus Schroeter ◽  
Oliver Lüdtke ◽  
Lena Roemer
Keyword(s):  
Longitudinal Data ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Empirical Test ◽  
Current Paper ◽  
Theoretical Development ◽  
Specific Interest ◽  
Crystallized Intelligence ◽  
Micro Level

The Openness-Fluid-Crystallized-Intelligence (OFCI) model posits long-term relations between Openness and cognitive abilities and has been successfully tested with longitudinal data. However, research on the developmental interplay between cognitive abilities and personality exists only sparsely. The current paper focuses on a theoretical development of the OFCI model which suggests micro-level mechanisms underlying the long-term development. Specifically, within-situation relations between Openness, interests, situational perception, cognitive abilities, and emotions are proposed to explain longitudinal relations between Openness and cognitive abilities. Using experience sampling, selected parts of this elaboration were empirically scrutinized in a first test of the proposed ideas. Openness and specific interest both varied substantially across situations and covaried systematically. In interaction with an indicator of fluid intelligence, this covariation was related to an indicator of crystallized intelligence. The paper contributes to theorizing the intertwined development of personality and cognitive abilities, and highlights the importance of within-situation research for explaining long-term development.

scholarly journals Predictive Value of Traditional Measures of Executive Function on Broad Abilities of the Cattell–Horn–Carroll Theory of Cognitive Abilities

Assessment ◽  
2017 ◽  
Vol 26 (7) ◽  
pp. 1375-1385 ◽  
Author(s):  
Loes van Aken ◽  
Paul T. van der Heijden ◽  
Wouter Oomens ◽  
Roy P. C. Kessels ◽  
Jos I. M. Egger
Keyword(s):  
Visual Processing ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Analytical Techniques ◽  
Multivariate Regression Analysis ◽  
Intelligence Tests ◽  
Chc Theory ◽  
Executive Processes ◽  
Predicting Performance

The neuropsychological construct of executive functions (EFs), and the psychometric Cattell–Horn–Carroll (CHC) theory of cognitive abilities are both approaches that attempt to describe cognitive functioning. The coherence between EF and CHC abilities has been mainly studied using factor-analytical techniques. Through multivariate regression analysis, the current study now assesses the integration of these latent constructs in clinical assessment. The predictive power of six widely used executive tasks on five CHC measures (crystallized and fluid intelligence, visual processing, short-term memory, and processing speed) is examined. Results indicate that executive tasks—except for the Stroop and the Tower of London—predict overall performance on the intelligence tests. Differentiation in predicting performance between the CHC abilities is limited, due to a high shared variance between these abilities. It is concluded that executive processes such as planning and inhibition have a unique variance that is not well-represented in intelligence tests. Implications for the use of EF tests and operationalization of CHC measures in clinical practice are discussed.

scholarly journals Quest for I (Intelligence) in AI (Artificial Intelligence): A Non-Elusive Attempt

2021 ◽  
Author(s):  
Kumar S. Ray
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Philosophical Argument ◽  
Robust Learning ◽  
Crystallized Intelligence ◽  
Theory Of Intelligence ◽  
Alan Turing ◽  
Meta Learning ◽  
Evaluation Approaches

This chapter essentially makes a non-elusive attempt in quest of ‘I’ (Intelligence) in ‘AI’ (Artificial Intelligence). In the year 1950, Alan Turing proposed “the imitation game” which was a gaming problem to make a very fundamental question — “can a machine think?”. The said article of Turing did not provide any tool to measure intelligence but produced a philosophical argument on the issue of intelligence. In 1950, Claude Shannon published a landmark paper on computer chess and rang the bell of the computer era. Over the past decades, there have been huge attempts to define and measure intelligence across the fields of cognitive psychology and AI. We critically appreciate these definitions and evaluation approaches in quest of intelligence, which can mimic the cognitive abilities of human intelligence. We arrive at the Cattell-Horn-Carroll (C–H–C) concept, which is a three-stratum theory for intelligence. The C–H–C theory of intelligence can be crudely approximated by deep meta-learning approach to integrate the representation power of deep learning into meta-learning. Thus we can combine crystallized intelligence with fluid intelligence, as they complement each other for robust learning, reasoning, and problem-solving in a generalized setup which can be a benchmark for flexible AI and eventually general AI. In far-reaching future to search for human-like intelligence in general AI, we may explore neuromorphic computing which is essentially based on biological neurons.

scholarly journals Mindfulness in the Development of the Cognitive Sphere: Evaluation of the Short-Term Effectiveness of the Mindfulness-Based Cognitive Therapy Program

2019 ◽  
Vol 27 (1) ◽  
pp. 30-47 ◽  
Author(s):  
D.G. Dyakov ◽  
A.I. Slonova
Keyword(s):  
Cognitive Therapy ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Short Term Memory ◽  
Behavioral Therapy ◽  
Third Wave ◽  
Repeated Testing ◽  
Short Term ◽  
Formative Experiment ◽  
Therapy Program

The aim of the article is to analyze the effectiveness of Mindfulness technology for the development of cognitive functions. Hypothesis — Mindfulness-Based Cognitive Therapy (MBCT) has an impact on the development of the cognitive processes of the subject in youth, with the most pronounced effect being observed in the increasing accuracy of attention. The authors carried out a formative experiment that was designed to determine the short-term effectiveness of the Mindfulness-Based Cognitive Therapy, as a part of the “third wave” of cognitive-behavioral therapy. The research sample consisted of 30 people (8 boys and 22 girls) aged 18 to 22 years. It was empirically found out that MBCT had a positive effect on the accuracy and efficiency of attention, as well as short-term memory. Repeated testing of the participants’ cognitive abilities revealed a significant improvement in these parameters. The results extend the idea of the organization of cognitive functions and allow a new approach to the problem of the development of cognitive abilities.

scholarly journals Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education

2020 ◽  
Vol 10 (10) ◽  
pp. 158
Author(s):  
Tatiana Tikhomirova ◽  
Artem Malykh ◽  
Sergey Malykh
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Information Processing ◽  
Processing Speed ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Number Sense ◽  
Information Processing Speed ◽  
Cross Sectional ◽  
The Relationship

The relationship between cognitive abilities and academic achievement across schooling from the first to the eleventh grade was analyzed. Information processing speed, visuospatial working memory, number sense, and fluid intelligence were considered predictors of general academic achievement, which was derived from grades in mathematics, language, and biology. This cross-sectional study involved 1560 pupils who were in grades 1–11 at general education schools and were aged from 6.8 to 19.1 years (50.4% were boys). Information processing speed, visuospatial working memory, and number sense were measured using the Choice Reaction Time, Corsi Block-Tapping, and Number Sense computerized tests, respectively. Fluid intelligence was measured using the paper-and-pencil version of the Standard Progressive Matrices test. Correlation analysis and structural equation modeling were carried out. It was shown that it is possible to describe the structure of the relationship between cognitive abilities and academic achievement for all levels of schooling with a single model. In this model, information processing speed is the key predictor of fluid intelligence, working memory, and number sense, which in turn contribute to individual differences in academic success. Additionally, the specificity of the relationship between individual indicators of cognitive abilities and academic achievement at each level of schooling was revealed.

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