Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span.

McArdle, John J.; Ferrer-Caja, Emilio; Hamagami, Fumiaki; Woodcock, Richard

doi:10.1037/0012-1649.38.1.115

Cited by 495 publications

(440 citation statements)

References 152 publications

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“…Baltes, 1987;Cattell, 1971;Horn, 1989). As expected, the overlap of empirical reference values (McArdle et al, 2002) with children's beliefs about typical levels of functioning at different ages was limited and smaller than the corresponding overlap with developmental beliefs of adolescents and younger (but not older) adults. An interesting finding, This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Beliefs About Normal Development In 9-year-old Childrensupporting

confidence: 71%

“…Results from a large-scale longitudinal study on age related changes in cognitive functioning (McArdle et al, 2002) provided the empirical standards of comparison. This comparison study analyzed data from 1,193 individuals ranging in age from 2 to 95 years, for whom at least two longitudinal assessments of the Woodcock-Johnson Psycho-Educational Battery -Revised (WJ-R; Woodcock & Johnson, 1989) were available.…”

Section: Empirical Reference Standards For Evaluating the Accuracy Ofmentioning

confidence: 99%

“…The choice of these characteristics and the way they were derived follows McArdle et al (2002). Table 4 summarizes the means and their 95% confidence intervals for each of these trajectory characteristics in the four investigated age groups.…”

Section: Validity Of Expected Developmental Trajectories For Selectedmentioning

confidence: 99%

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Charting the life course: Age differences and validity of beliefs about lifespan development.

Riediger

Voelkle

Schaefer

et al. 2014

Psychology and Aging

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This study examined how children (9 years), adolescents (13 to 15 years), younger adults (21 to 26 years), and older adults (70 to 76 years) chart age gradients of cognitive and social functioning from childhood to old age. Participants (N ϭ 156) rated typical performance levels in different life phases for 10 aspects of cognitive and social functioning. Compared with older participants, children expected lower performance levels and higher temporal stability, particularly during adulthood and into old age, and showed lower interindividual consensus in their ratings. Individuals in all 4 age groups recognized that fluid cognitive abilities reach their developmental peak earlier in life and decline more steeply thereafter than crystallized cognitive abilities. Older adults and, to a lesser extent, children evaluated their own current functioning as being better than that of their typical age peers. Furthermore, older adults charted typical cognitive development in middle and earlier late adulthood more positively than the participants in the other 3 age groups, which possibly reflects a partial externalization of their own positive self-views and a self-enhancing bias. Comparisons with life span gradients of cognitive performance (McArdle, Ferrer-Caja, Hamagami, & Woodcock, 2002) suggest that the ratings of adolescents and younger adults were in better agreement with empirically observed average performance trajectories than the ratings of children and older adults. We conclude that beliefs about normative cognitive and social aspects of life span development emerge in late middle childhood, solidify into culturally shared scripts by mid-adolescence, and remain subject to further change into old age.

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Section: Beliefs About Normal Development In 9-year-old Childrensupporting

confidence: 71%

Section: Empirical Reference Standards For Evaluating the Accuracy Ofmentioning

confidence: 99%

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Charting the life course: Age differences and validity of beliefs about lifespan development.

Riediger

Voelkle

Schaefer

et al. 2014

Psychology and Aging

View full text Add to dashboard Cite

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“…These changes are thought to be due to the development of the prefrontal cortex (PFC). Over childhood, the PFC undergoes substantial development (Casey, Giedd, & Thomas, 2000;Giedd & Rapoport, 2010;Giedd et al, 1999;Gogtay et al, 2004), reflected by marked changes in the abilities associated with the PFC TASK COMPLEXITY AND GOAL NEGLECT IN CHILDREN 5 between the ages of 7 to 11 years (McArdle, Ferrer-Caja, Hamagami, & Woodcock, 2002). For example, between the ages of 7 and 11, children show an increased ability to hold information in mind and manipulate it (Diamond, 2002), which is a hallmark feature of goal-directed behavior and generally referred to as working memory (Baddeley, Sala, Robbins, & Baddeley, 1996).…”

Section: Task Structure Complexity and Goal Neglect In Typically Devementioning

confidence: 99%

Task structure complexity and goal neglect in typically developing children

Roberts¹,

Anderson²

2014

Journal of Experimental Child Psychology

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Goal neglect is a failure to enact task requirements despite being able to accurately report them.In this study, we introduce a new child-appropriate experimental paradigm to measure goal neglect in children between the ages of 7 and 11, and test the hypothesis that the complexity of an action plan, not real-time trial demands, increases goal neglect. Sixty-six children (M age = 9.50) were administered a Feature Matching task. Half were given four rules for matching, and half three rules. After practice, the four-rule group was told to ignore the additional rule, and both groups completed an identical three-rule task. The results showed that the extra rule increased goal neglect and its correlation with fluid intelligence. While intermittent trial errors were correlated with fluid intelligence for both groups, only in the four-rule group were systematic rule failures (i.e., goal neglect) correlated with fluid intelligence. Task performance improved with chronological age, however when controlling for the influence of fluid intelligence, the relationship between age and task performance was effectively removed. This suggests a child's current level of fluid intelligence (and not age) determines task performance.We suggest that the relationship between goal neglect, complex task instructions, and fluid intelligence is linked to the mental preparation for future events; i.e., mentally compiling verbal instructions into a set of activated goal representations in working memory that represent what is to be done and under what circumstances.

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“…However, these studies failed to examine predictive effects across a relevant age span. As latent variable modeling studies (McArdle, Ferrer-Caja, Hamagami, & Woodcock, 2002;Tucker-Drob, 2009) have furnished evidence to suggest differential patterns of development for CHC-related broad abilities across the age span, it is possible that some CHC abilities may emerge to account for meaningful portions of variance beyond g at specific age points. In fact, it is this evidence that appeared to guide the analytical strategy employed by Evans and colleagues (2001) in their WJ III COG reading analyses across the school age.…”

Section: Introductionmentioning

confidence: 99%

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

McGill¹

2017

JEDP

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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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Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span.

Cited by 495 publications

References 152 publications

Charting the life course: Age differences and validity of beliefs about lifespan development.

Charting the life course: Age differences and validity of beliefs about lifespan development.

Task structure complexity and goal neglect in typically developing children

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

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