BAT-7, BATERÍA DE APTITUDES DE TEA: DESCRIPCIÓN Y DATOS PSICOMÉTRICOS

Abstract:BAT-7, TEA ABILITIES BATTERY: DESCRIPTION AND PSYCHOMETRIC PROPERTIESBAT-7 is a new psychometric tool for assessing three intellectual domains, general factor (g), fluid intelligence (Gf) and crystallized intelligence (Gc), and eight cognitive abilities: Verbal (V), Spatial (E), Attention (A) and Concentration (CON), Reasoning (R), Numerical (N), Mechanical (M) and Orthography (O). It consists of three forms of increasing difficulty (E, M and S) and it is focused on the assessment of school and college students, as well as adults with different educational background. The present study aims to provide a description of the BAT-7 development and the main features of it, and a summary of its psychometric properties, mainly its reliability and validity. BAT-7 was administered to a Spanish standardization sample of 4,263 students (age between 12 and 18) and 1,507 adults. Reliability was studied with ordinal alpha, Cronbach’s alpha and tests information functions. Validity was explored by multigroup CFA. 3P IRT model showed a statistical fit for all items. Ordinal alpha ranged from .79 to .91 for test scores and from .91 to .97 for composite scores. The model based on CHC theory showed a good fit to the observed data (RMSEA=.034; SRMR=.026; CFI=.981). The results, in terms of TRI model fitting, reliability and validity, suggest that the BAT-7 is a useful, flexible and highly reliable test for assessing the cognitive abilities, and provide evidences supporting the use of the battery for the assessment of intellectual abilities in children and adults. An estimate of general ability (g), fluid intelligence (Gf) and crystallized intelligence (Gc) also can be obtained by applying the BAT-7.Keywords: Intelligence, cognitive abilities, assessment, g factor.Resumen:El BAT-7 es una nueva batería que permite estimar la inteligencia (factor general, g; inteligencia fluida, Gf; e inteligencia cristalizada, Gc) y evaluar 8 aptitudes cognitivas: razonamiento verbal (V), de razonamiento espacial (E), atención (A) y Concentración (Con), razonamiento abstracto (R), razonamiento numérico (N), razonamiento mecánico (M) y ortografía (O). Se compone de tres formas o niveles de dificultad creciente (Elemental, Medio y Superior) y está diseñada para la evaluación intelectual colectiva e individual de los estudiantes de E. Secundaria y universitarios, así como adultos con diferentes niveles educativos. El presente trabajo tiene como objetivo ofrecer una descripción del desarrollo de la prueba y de las principales características de la misma así como un resumen de sus propiedades psicométricas, fundamentalmente de su fiabilidad y validez. La muestra de tipificación española estuvo formada por 4.263 alumnos (de 1.º de ESO hasta 2.º de Bachillerato) y 1.507 adultos de diferente nivel educativo y edad. La fiabilidad fue estudiada por medio de las funciones de información y de los coeficientes alfa de Cronbach y alfa ordinal. La validez se exploró mediante análisis factoriales confirmatorios multigrupo (ACF). Los ítems que componen cada prueba muestran un buen ajuste al modelo TRI de tres parámetros utilizado. Los valores del alfa ordinal variaron de 0,79 hasta 0,91 para las puntuaciones de la prueba y 0,91-0,97 para las puntuaciones compuestas o índices. El modelo factorial basado en la teoría CHC mostró un buen ajuste a los datos observados (RMSEA = 0,034 ; SRMR = 0,026 ; CFI = 0,981). Los resultados obtenidos en términos de ajuste al modelo de TRI, fiabilidad y validez indican que el BAT-7 es una medida útil, flexible y altamente fiable para la evaluación de las aptitudes cognitivas y aportan evidencias que apoyan el uso de la batería para la evaluación de las aptitudes intelectuales en escolares y adultos. Igualmente, mediante su aplicación puede obtenerse una estimación de la capacidad general (g), de la inteligencia fluida (Gf) y de la inteligencia cristalizada (Gc).Palabras clave: Inteligencia, aptitudes intelectuales, evaluación, factor g.

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Differential and Experimental Approaches to Studying Intelligence in Humans and Non-Human Animals

10.31219/osf.io/ta468 ◽

2020 ◽

Author(s):

Alexander P. Burgoyne ◽

Jason S. Tsukahara ◽

Christopher Draheim ◽

Randall W Engle

Keyword(s):

Individual Differences ◽

Cognitive Performance ◽

Cognitive Abilities ◽

Fluid Intelligence ◽

Relevant Information ◽

Attention Control ◽

Cognitive Tasks ◽

General Factor ◽

Albino Rat ◽

General Ability

Why do some individuals learn more quickly than others, or perform better in complex cognitive tasks? In this article, we describe how differential and experimental research methods can be used to study intelligence in humans and non-human animals. More than one hundred years ago, Spearman (1904) discovered a general factor underpinning performance across cognitive domains in humans. Shortly thereafter, Thorndike (1935) discovered positive correlations between cognitive performance measures in the albino rat. Today, research continues to shed light on the underpinnings of the positive manifold observed among ability measures. In this review, we focus on the relationship between cognitive performance and attention control: the domain-general ability to maintain focus on task-relevant information while preventing attentional capture by task-irrelevant thoughts and events. Recent work from our lab has revealed that individual differences in attention control can largely explain the positive associations between broad cognitive abilities such as working memory capacity and fluid intelligence. In research on mice, attention control has been closely linked to a general ability factor reflecting route learning and problem solving. Taken together, both lines of research suggest that individual differences in attention control underpin performance in a variety of complex cognitive tasks, helping to explain why measures of cognitive ability correlate positively. Efforts to find confirmatory and disconfirmatory evidence across species stands to improve not only our understanding of attention control, but cognition in general.

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Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v7n1p265 ◽

2017 ◽

Vol 7 (1) ◽

pp. 265 ◽

Cited By ~ 3

Author(s):

Ryan J. McGill

Keyword(s):

Reading Achievement ◽

Multiple Regression ◽

Cognitive Abilities ◽

Reading Scores ◽

Cognitive Achievement ◽

General Factor ◽

School Age ◽

Chc Theory ◽

Moderating Effects ◽

Clinically Significant

Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between CHC dimensions and reading achievement after controlling for the effects of the general factor with 4,722 participants ages 6-18 from the Woodcock Johnson III Psychoeducational Battery (WJ III; Woodcock, McGrew, & Mather, 2001a). Results from the present study indicate that the full scale GIA composite (as a proxy for g) consistently accounted for large effects across the school age span for all of the reading achievement variables that were assessed. Among the broad and narrow abilities, only Gc consistently accounted for meaningful proportions of reading scores beyond g. As a consequence, researchers are encouraged to give greater consideration to the dimensionality of broad and narrow CHC measures when examining cognitive-achievement relationships or they may risk over-interpreting the predictive effects associated with these indices. Potential implications for clinical application of CHC theory are also discussed.

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

10.5642/cguetd/220 ◽

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.

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

International Journal of Linguistics ◽

10.5296/ijl.v7i6.8435 ◽

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>

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

Journal of Intelligence ◽

10.3390/jintelligence6030035 ◽

2018 ◽

Vol 6 (3) ◽

pp. 35 ◽

Cited By ~ 4

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.

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

Assessment ◽

10.1177/1073191117731814 ◽

2017 ◽

Vol 26 (7) ◽

pp. 1375-1385 ◽

Cited By ~ 3

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.

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

10.5772/intechopen.96324 ◽

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.

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The evolution of fluid intelligence meets formative g

Behavioral and Brain Sciences ◽

10.1017/s0140525x16001680 ◽

2017 ◽

Vol 40 ◽

Cited By ~ 1

Author(s):

Kristof Kovacs ◽

Andrew R. A. Conway

Keyword(s):

Working Memory ◽

Problem Solving ◽

Executive Functions ◽

Fluid Intelligence ◽

General Factor ◽

General Intelligence ◽

Common Cause ◽

General Ability ◽

Target Article ◽

The Common

AbstractThe argument by Burkart et al. in the target article relates to fluid (not general) intelligence: a domain-general ability involved in complex, novel problem solving, and strongly related to working memory and executive functions. A formative framework, under which the general factor of intelligence is the common consequence, not the common cause of the covariance among tests is more in line with an evolutionary approach.

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

10.31234/osf.io/hc8je ◽

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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Which factors influence the evaluation of fake and true news?

10.31219/osf.io/8ur7b ◽

2020 ◽

Author(s):

Cornelia Sindermann ◽

Helena Schmitt ◽

Dmitri Rozgonjuk ◽

Jon D. Elhai ◽

Christian Montag

Keyword(s):

Cognitive Abilities ◽

Fluid Intelligence ◽

Individual Characteristics ◽

Mediation Effect ◽

Fake News ◽

Crystallized Intelligence ◽

Online Study ◽

News Consumption ◽

News Sources ◽

And Performance

Individual differences in cognitive abilities and personality help to understand various human behaviors. Previous work regarding fake news susceptibility has investigated individual characteristics mostly in light of believing fake news. However, little is known about the misclassification of true news as fake. However, identifying both fake and true news are important prerequisites for unbiased belief formation. We conducted an online study with N = 530 (n = 396 men) participants investigating results in a Fake and True News test in the light of i) 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 (but 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 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. The present findings reveal differences in the underlying factors of believing fake news and misclassifying true news. Implications that might help to improve the abilities to identify both fake and true news are discussed.

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