Ability structure in 10-11-year-old children and the theory of fluid and crystalized intelligence.

Abstract

A simple-structure factor analysis of test data from a sample of 144 fourthgrade children in Norway was carried out. Intellectual tasks related to formal teaching of complex skills formed a rather tight unit at that age and in a school system with little specialization at that level. Second-order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. The results were generally consistent with the predictions from the Cattell-Horn theory of fluid and crystallized intelligence. The results are also discussed in relation to the agedifferentiation hypothesis.

On Intelligence III: Examining developmental implications of Cattail's broad ability theory and of an alternative neo‐Spearman model

“…Previously published data on broad abilities (see e.g. Undheim, 1976;1981~) as well as the present results are seen to be more easily consistent with the implications of the neo-Spearman hierarchical model formerly developed (Undheim, 1981 b). is partly concerned with concomitant variation among so-called primary factors, hypothesizing two major kinds of attributes, that of fluid intelligence (Gf) and crystallized intelligence (Gc).…”

“…This leaves only the two comparisons of LT-NV with Vocabulary and Reading Comprehension of the Iowa test. These measures only represent certain aspects of Gf and Gc while a broad sampling of indicators for Gf and Gc is important if Cattell's model is to be adequately tested (see Undheim, 1976Undheim, , 1978 .…”

Fluid and crystallized intelligence and broad perceptual factors among 11 to 12 year olds.

“…Although Cattell (1967) reported data on children to check (at the subadult level) the course of development of Gf and Gc alone, most of the studies on Gf and Gc have been based on adult subjects. Following Horn's formulations of the Gf-Gc theory, Undheim (1976) postulated that at the age of 10 to 11 years, when school has exerted influence for some years but little specialization has yet occurred, (a) the aspects of intelligence most tied to verbaleducation experience should be a tightly knit unit and (b) fluid and crystallized intelligence, if distinguishable at all, should be highly correlated, more so than has been observed in studies with adults. Undheim found evidence for both predictions.…”

On intelligence II: A neo‐Spearman model to replace Cattell's theory of fluid and crystallized intelligence

“…Many studies of the performances of children, adolescents, and adults support a simple-structure factor analytic distinction between two broad ability dimensions hypothesized by Cattell's theory of fluid and crystallized intelligence, the Gf-Gc theory (Crawford & Nirmal, 1976;Cattell, 1963;19670;1967b;Cattell & Horn, 1978;Horn & Bramble, 1967;Horn & Cattell, 1966;Rossman &Horn, 1972;Shucard & Horn, 1972;Undheim, 1976Undheim, , 1978. The present paper is concerned with the interpretation of these two broad ability dimensions.…”

“…However, the results obtained may be disregarded on one or several of the following grounds: ( a ) factors of Gf and Gc were too narrow to represent the broad dimensions hypothesized (for a critique of Cattell, 1963Cattell, , 39674, 1967b, see Undheim, 1976, 1981a), ( 6 ) factors of Gf and Gc were not distinguished from other broad ability factors (see Undheim, 1976Undheim, , 1978Undheim, , 1981a, and the higher order analyses were thus performed on the basis of only two ability factors, ( c ) ability factors were analyzed together with none-cognitive personality factors (for a critique, see Humphreys, 1967).…”