Age versus Schooling Effects on Intelligence Development

Cahan, Sorel; Cohen, Nora

doi:10.2307/1130797

Cited by 244 publications

(97 citation statements)

References 13 publications

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“…In conclusion, the results are compatible with the ones found in literature in the field (Ackerman, 1996;Cahan & Cohen, 1989;Cahan & Noyman, 2001;Ceci, 1991;Gustafsson, 2001;McGrew & Evans 2002;Stelzl et al, 1995), thus corroborating in part the interpretations of the specific factors involved in the BRT-5 sub-tests. These findings follow the logic of construct validity research, as delineated by Cronbach and Meehl (1955), whose study demonstrates a correspondence between a nomological network of relationships between constructs defined by theoretical and empirical studies in literature and the network of empirical correlations found between the observed variables that supposedly measure such constructs.…”

Section: Discussionsupporting

confidence: 90%

Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Primi¹,

Couto²,

Almeida³

et al. 2012

Psicol. Reflex. Crit.

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Intelligence is commonly divided into two distinctive areas: fluid intelligence (Gf), which is understood as the skill of reasoning or intelligence as a process, and crystallized intelligence (Gc) that involves skills that are more related to learning and experience (knowledge-based skills). The objective of the present work was to investigate the effects that schooling and age exert on fluid and crystallized intelligence measuring students' results in sub-tests of the Battery of Reasoning Test . This study considered a sample composed of 1,722 students -603 were assessed with Form A of the battery and 1,119 with Form B. The results show that intelligence is systematically associated with schooling and age. Some difficulties in separating the effects of cognitive development from the effects of formal learning on students' cognitive performance are also emphasized. Keywords: Intelligence, fluid/crystallized intelligence, psychometrics, schooling, age. ResumoA inteligência é comumente dividida em fluida (Gf), entendida como habilidade de raciocínio ou inteligência como um processo, e cristalizada (Gc) como as habilidades mais associadas à aprendizagem e experiência (habilidades associadas aos conhecimentos). No presente trabalho, o objetivo foi investigar os efeitos que a escolarização e a idade exercem sobre Gf e Gc tomando os resultados dos alunos nos subtestes da Bateria de Provas de Raciocínio (BPR-5). Este estudo considerou uma amostra composta por 1722 estudantes respondendo 603 à forma A dessa bateria e 1119 à sua forma B. Os resultados apontam relações sistemáticas entre inteligência, escolaridade e idade. Também se enfatiza a dificuldade em se separar os efeitos do desenvolvimento cognitivo e da aprendizagem formal no desempenho cognitivo dos alunos. Palavras-chave: Inteligência, inteligência fluida/cristalizada, psicometria, escolarização, idade.Even though there is some controversy concerning the definition and measurement of intelligence, a relative consensus on the Cattell-Horn-Carroll hierarchical model of cognitive abilities has been noted in the last decade (McGrew, 1997(McGrew, , 2005. As its name suggests, this model incorporates the Gf-Gc theory, which initially originated with the work of Raymond Cattell (1963, 1971) and which later on was developed and extended by Horn and Cattell (1966) in articulation with the model proposed by Carroll (1993) based on a massive meta-analysis work.The psychometric theory of Cattell (Gf-Gc) initially proposed a detailed elaboration of the g factor concept of Spearman (1927) into two components: fluid intelligence, Gf, and crystallized intelligence, Gc. On one hand, Gf is understood as the potential for understanding and relating information, as well as solving new problems for which there is no available knowledge previously stored in memory. Thus, it implies deliberate implementation and controlled and systematic mental processes in order to find relationships between information organisation (induction) and the derivation of information (deduction)....

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Section: Discussionsupporting

confidence: 90%

Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Primi¹,

Couto²,

Almeida³

et al. 2012

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…By eliminating 12 of the easiest problems, in which performance in a college sample is near ceiling (Carpenter et al, 1990;Raven, Court, & Raven, 1977), and 6 of the most difficult problems, in which performance is nearly floored (Carpenter et al, 1990;Raven et al, 1977), we tried to achieve a cut-time version of the Advanced Progressive Matrices that would still have adequate reliability and discriminating power. A previous investigation used a 16-item version of the Standard Progressive Matrices for cut-time administration and achieved reliabilities over .75 in samples of children (Cahan & Cohen, 1989). The split-half reliability of our 18-item measure (.79, SpearmanBrown corrected) was similar.…”

Section: Cognitive Tasksmentioning

confidence: 53%

Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure

1992

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Most studies of the cognitive consequences of literacy have attempted to compare the performance of literate individuals with that of illiterate individuals. We argue that it is not absolutely necessary to examine illiterates in order to study the cognitive consequences of reading experience because there is enormous variation in exposure to print even within a generally literate society. In the present study, we tested several methods of assesaing differential exposure to print and demonstrated that all have significant correlations with measures of vocabulary, cultural knowledge, spelling ability, and verbal fluency. Several indicators of print exposure predicted variance in these knowledge domains even when general ability and reading-comprehension skill were statistically controlled. Our results, although correlational, suggest that print exposure is an independent contributor to the development of certain verbal skills.51

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“…Table 2 shows the raw correlations between measures (below the diagonal), reliabilities of the measures calculated as Chronbach's Alpha across trial subsets (in bold, on the diagonal), and correlations with age group variance partialled out (above the diagonal). Age group based on year in school was used as a developmental variable in the correlations rather than age in months because of evidence that it is a stronger predictor of scholastic skills (Bentin, Hammer, & Cahan, 1991;Cahan & Cohen, 1989). It can be seen that the measures were fairly reliable and all of the correlations were significant.…”

Section: Means and Age Effectsmentioning

confidence: 99%

On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes

Cowan

Elliott

Saults

et al. 2005

Cognitive Psychology

992

1,051

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Working memory (WM) is the set of mental processes holding limited information in a temporarily accessible state in service of cognition. We provide a theoretical framework to understand the relation between WM and aptitude measures. The WM measures that have yielded high correlations with aptitudes include separate storage and processing task components, on the assumption that WM involves both storage and processing. We argue that the critical aspect of successful WM measures is that rehearsal and grouping processes are prevented, allowing a clearer estimate of how many separate chunks of information the focus of attention circumscribes at once. Storage-and-processing tasks correlate with aptitudes, according to this view, largely because the processing task prevents rehearsal and grouping of items to be recalled. In a developmental study, we document that several scope-of-attention measures that do not include a separate processing component, but nevertheless prevent efficient rehearsal or grouping, also correlate well with aptitudes and with storage-andprocessing measures. So does digit span in children too young to rehearse. Keywordsworking memory; short-term memory; individual differences; variation in working memory; cholastic abilities; intellectual abilities; attention; capacity; storage capacity Baddeley and Hitch (1974) highlighted a key theoretical construct, working memory (WM), which can be described generally as the set of mechanisms capable of retaining a small amount of information in an active state for use in ongoing cognitive tasks (though it now means Research on WM suggests that the measures used most often to examine individual differences have both strengths and weaknesses. A main type of strength is their strong correlation with intellectual aptitude tests, and a main type of weakness is the difficulty encountered in analyzing and interpreting WM test results. This difficulty stems largely from the reliance on dual tasks in the measurement of WM capacity (which include separate storage and processing task components). We will argue that the research literature provides hints that the strengths can be retained without using storage-and-processing measures. We will offer a theoretical framework for doing so, and for measuring WM in a more meaningful way than is found with current measurement practices. The theoretical framework is based on the notion of an adjustable attentional focus and on measures of the storage capacity of attention or its scope. The predictions tested in the present article pertain to the scope of attention, whereas the adjustable nature of the focus allows consistency with other highly relevant research (e.g., Kane, Bleckley, Conway, & Engle, 2001).We do not judge the success of this endeavor by whether storage-and-processing measures or the proposed alternative, scope-of-attention measures, pick up more variance in aptitude tasks.Rather, success will be judged by whether the variance that is picked up contributes to our understanding of the processes underlyi...

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Age versus Schooling Effects on Intelligence Development

Cited by 244 publications

References 13 publications

Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure

On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes

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