Executive and Non-Executive Cognitive Abilities in Teenagers: Differences as a Function of Intelligence

Abstract

Intelligence and cognitive abilities, including executive functions (EF), have been addressed by psychometrics and cognitive psychology, respectively. Studies have found similarities and overlap among constructs, especially between EF and fluid intelligence (Gf). This study's aim was to investigate in teenagers: 1) the relationships among Gf, crystallized intelligence (Gc), cognitive, and executive abilities; and 2) the differences among groups with average, superior and very superior intelligence in regard to cognitive and executive functions. A total of 120 adolescents aged between 15 and 16 years old were assessed via IQ tests (the WISC III and Raven's), EF (computer version of the Stroop Test, FAS Verbal Fluency Test, Trail Making Test-part B), and cognitive abilities (Peabody Picture Vocabulary Test [PPVT], Repetition of words and pseudo words Test, the Rey Complex Figure [REY CF]). Low to moderate correlations were found among measures of intelligence and cognitive and executive functions. Even though interrelated, the measures seem to capture somewhat distinct aspects. Subsequently, the participants were divided into three groups according to their performance on Raven's Test: Group with very superior intelligence (VSI), Group with superior intelligence (SI), and Group with average intelligence (AI). The ANOVA revealed the groups' significant effect (VSI, SI, AI), that is, the VSI and SI groups tended to perform better on the WISC subtests, in the cognitive measures of the PPVT, Rey CF, and in executive measure (FAS). A tendency of increasingly better performance in the various abilities according to groups was observed, but the hypothesis of greater specific association between Gf and EF was not confirmed. The results show better general performance according to the level of intelligence.

Inhibition, shifting and updating in relation to psychometric intelligence across ability groups in the psychiatric population

“…Various studies examined how different EFs are interrelated and how they are related to both g and Gf. In particular, the construct of EF was found to be closely related to established cognitive abilities of Gf and processing speed (Arffa 2007;Floyd et al 2010;Godoy et al 2014;Salthouse 2005;Salthouse et al 1998;Salthouse & Davis 2006;Salthouse & Pink 2008), and especially WM seems to be closely related to Gf (Arffa 2007;Carpenter et al 1990;Chuderski 2013;Diamond 2013;Duggan & Garcia-Barrera 2015;Duncan et al 2012;Floyd et al 2010;Godoy et al 2014;Friedman et al 2006;Miyake et al 2001;Redick et al 2012;Salthouse 2005;Salthouse et al 2003;Salthouse et al 1998;Salthouse & Pink 2008;Schneider & Mcgrew 2012;.…”

“…; Godoy et al . ; Salthouse ; Salthouse et al . ; Salthouse & Davis ; Salthouse & Pink ), and especially WM seems to be closely related to Gf (Arffa ; Carpenter et al .…”

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

“…Both the COWAT and RCFT had significant predictive values for all CHC abilities, explaining on average 36% and 24% of the variance, respectively. Verbal fluency is known to involve multiple EF processes (Godoy et al, 2014), but it is also suggested to rely on non-EF cognitive processes as well (Packwood et al, 2011). The same holds for the the RCFT (Van der Meer & Eling, 2008).…”

“…Executive functions operate as “control mechanisms” for several cognitive processes and have been found to share great variance with general intelligence, facilitating complex behavior, and (creative) thought (Benedek, Jauk, Sommer, Arendasy, & Neubauer, 2014; Floyd, Bergeron, Hamilton, & Parra, 2010; Salthouse, 2005). The relationship between EF and Gf has been studied extensively and is considered strong (Diamond, 2013; Godoy, Dias, & Seabra, 2014; Salthouse, Atkinson, & Berish, 2003; Van Aken, Kessels, Wingbermühle, Van der Veld, & Egger, 2016; Duggan & Garcia-Barrera, 2015). Particularly working memory and Gf are strongly related (Chuderski, 2013; Duncan, Schramm, Thompson, & Dumontheil, 2012; Redick, Unsworth, Kelly, & Engle, 2012; Salthouse & Pink, 2008; Schneider & McGrew, 2012).…”

“…COWAT = Controlled Oral Word Association Test; WCST = Wisconsin Card Sorting Test; RCFT = Rey’s Complex Figure Test; ToL = Tower of London; TMT = Trail Making Test. Gc = crystallized intelligence; Gv = visual processing; Gf = fluid intelligence; Gsm = working memory; Gs = processing speed. a Hoelzle (2008). b Godoy et al (2014). c Floyd et al (2010) d Roberds (2015). e Salthouse (2005). …”