A CHC Theory-Based Analysis of Age Differences on Cognitive Abilities and Academic Skills at Ages 22 to 90 Years

Kaufman, Alan S.; Johnson, Cheryl K.; Liu, Xin

doi:10.1177/0734282908314108

Cited by 30 publications

(24 citation statements)

References 62 publications

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“…Correlations of KTEA-II Brief subtests with reading, math, and writing subtests on other well-known achievement tests such as the WJ III provide strong support of its convergent and discriminant validity (Kaufman & Kaufman, 2005, Tables 6.9-6.19). Finally, the KTEA-II Brief shows age-related decline and growth patterns consistent with the literature (Kaufman, Johnson, & Liu, 2008).…”

Section: Methodsmentioning

confidence: 99%

Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents

Scheiber

Reynolds

Hajovsky

et al. 2015

Psychology in the Schools

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The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6–21 years) of the Kaufman Test of Educational Achievement—Second Edition, Brief Form, norming sample (N = 1,574). Path analytic models with gender, parent education, age, age2, and gender‐by‐age moderation as predictors of reading, writing, and math were used to test for gender differences and for the influence of development on these differences. A small but consistent advantage was identified for females in reading. No gender differences were detected in math. The most important results of the present study pertain to a gender gap in writing in favor of females that increased as a function of age. Male students are at greater risk for writing failure than are females.

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Section: Methodsmentioning

confidence: 99%

Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents

Scheiber

Reynolds

Hajovsky

et al. 2015

Psychology in the Schools

Self Cite

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“…On average, Gf has been found to increase throughout young adulthood, peaking between ages 26 and 35, after which time it begins a period of steady, continuing decline (Kaufman, Johnson, & Liu, 2008;Wang & Kaufman, 1993). Horn and Blankson (2005, p. 48-49) note that decline in fluid ability has been observed in multiple types of Gf test measures including syllogisms and concept formation (e.g., McGrew, Werder, & Woodcock, 1991), metaphors and analogies (e.g., Salthouse, Kausler, & Saults, 1990), number, letter, and figure series (e.g., Babcock, 1994;Noll & Horn, 1998;Salthouse et al, 1990), and mental rotation and matrices (e.g., Babcock, 1994;Cattell, 1979).…”

Section: Gf and Agementioning

confidence: 99%

Fluid ability, crystallized ability, and performance across multiple domains

Postlethwaite¹

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Cognitive ability is one of the most frequently investigated individual differences in management and psychology. Countless studies have demonstrated that tests measuring cognitive ability or intelligence predict a number of important real-world outcomes such as academic performance, vocational training performance, and job performance. Although the relationship between intelligence and real-world performance is well established, there is a lack of consensus among scholars with regard to how intelligence should be conceptualized and measured. Of the more traditional theories of intelligence, two perspectives are particularly dominant: the Cattell-Horn model of fluid and crystallized intelligence and the theory of General Cognitive Ability (GCA or g).Fluid ability (Gf) represents novel or abstract problem solving capability and is believed to have a physiological basis. In contrast, crystallized ability (Gc) is associated with learned or acculturated knowledge. Drawing on recent research in neuroscience, as well as research on past performance, the nature of work, and expert performance, I argue that compared to measures of fluid ability, crystallized ability measures should more strongly predict real-world criteria in the classroom as well as the workplace.This idea was meta-analytically examined using a large, diverse set of over 400 primary studies spanning the past 100 years. With regard to academic performance, measures of fluid ability were found to positively predict learning (as measured by grades). However, as hypothesized, crystallized ability measures were found to be superior predictors of academic performance compared to their fluid ability counterparts.This finding was true for both high school and college students. v Likewise, similar patterns of results were observed with regard to both training performance and job performance. Again, crystallized ability measures were found to be better predictors of performance than fluid measures. This finding was consistent at the overall level of analysis as well as for medium complexity jobs. These findings have important implications for both intelligence theory and selection practice.Contemporary intelligence theory has placed great emphasis on the role of fluid ability, and some researchers have argued that Gf and g are essentially the same construct. However, the results of this study, which are based on criterion-related validities rather than factor-analytic evidence, demonstrate that Gc measures are superior predictors in comparison to Gf measures. This is contrary to what one would expect if Gf and g were indeed the same construct. Rather, the findings of this study are more consistent with General Cognitive Ability theory, which predicts that Gc indicators will be the best predictors of future learning and performance.Given that Gc measures demonstrate higher criterion-related validities than Gf measures, Gc measures are likely to be preferred for selection purposes. Further, Gf scores are known to decline with age while Gc scores remain relatively s...

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“…Nevertheless the predictive power of cognitive abilities tends to decline over the years from elementary school to college and graduate education (Kaufman, Johnson, & Liu, 2008;Lin & Humphreys, 1977;Postlethwaite, 2011). Cattell's (1987) Investment Theory forms the basis for emphasizing that adults invest their general reasoning abilities, that is fluid intelligenceGf, into areas they are interested in and thus acquire knowledge that makes up another type of cognitive functioning known as crystallized intelligence (Gc) and that Gc and Gf are differentially related to academic success.…”

Section: Introductionmentioning

confidence: 99%

Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit

Mete

Toker

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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A CHC Theory-Based Analysis of Age Differences on Cognitive Abilities and Academic Skills at Ages 22 to 90 Years

Cited by 30 publications

References 62 publications

Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents

Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents

Fluid ability, crystallized ability, and performance across multiple domains

Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit

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