Abstract:Developmental implications of Cattell's theory of Fluid and Crystallized Intelligence and of an alternative neo‐Spearman hierarchical model of broad ability factors are considered. A comprehensive re‐evaluation of available longitudinal data originally interpreted to support Cattell's theory indicates that the support for Cattell's hypotheses of Gf‐Gc relationships is highly questionable. Previously published data on broad abilities (see e.g. Undheim, 1976; 1978; 1981a) as well as the present results are seen … Show more
“…According to the neo-Spearman model of intelligence proposed by Undheim (1981b), good investments of the general factor into verbal knowledge will pay off in terms of intelligence at a later date, but because, in a hierarchical solution, the general component of Gc is absorbed into G at any time point, it can therefore not be registered as a gain in the subsequent residual Gc component. A reanalysis of the Schmidt and Crano (1974) findings and a new study of such ability relations failed to support Cattell's investment hypothesis (Undheim, 1981a).…”
Section: Developmental Relations Among Ability Constructsmentioning
confidence: 92%
“…However, Undheim (1981a) questioned the conclusions drawn by Schmidt and Crano (1974). Also, Undheim (1981a) questioned the assumptions underlying a causal analysis of cross-lagged relations between Gf and Gc over time.…”
Section: Developmental Relations Among Ability Constructsmentioning
confidence: 99%
“…However, Undheim (1981a) questioned the conclusions drawn by Schmidt and Crano (1974). Also, Undheim (1981a) questioned the assumptions underlying a causal analysis of cross-lagged relations between Gf and Gc over time. According to the neo-Spearman model of intelligence proposed by Undheim (1981b), good investments of the general factor into verbal knowledge will pay off in terms of intelligence at a later date, but because, in a hierarchical solution, the general component of Gc is absorbed into G at any time point, it can therefore not be registered as a gain in the subsequent residual Gc component.…”
Section: Developmental Relations Among Ability Constructsmentioning
A battery of cognitive tests was administered in the 6th grade (12-year-olds) and again in 9th grade (15-year-olds) to a sample of 225 boys and 242 girls. In the 8th grade, the same students answered an inventory about reading activities. Hierarchical confirmatory factor models were fitted to the test data from each of the 2 occasions, defining a General Intelligence factor and residual factors representing Crystallized Intelligence and General Visualization. Results indicate high stability for the general factor (.92 to .94) and for the residual of the General Visualization factor. There were strong autoregressive relations among the latent variables but no or weak cross-lagged relations. Few relations were found between reading activities and changes in abilities. Cattell's investment hypothesis of ability development is discussed in relation to the results.Recent analyses of the dimensional structure of ability tests have suggested a neo-Spearman organization, with a general factor coinciding with Cattell's (1963Cattell's ( ,1971) Fluid Intelligence factor (Gf) and broad residual factors of Verbal-Educational Knowledge (or Crystallized Intelligence, Gc), Visual-Spatial Ability (Gv), Speediness (Gs), and Fluency or Retrieval (Gr)
“…According to the neo-Spearman model of intelligence proposed by Undheim (1981b), good investments of the general factor into verbal knowledge will pay off in terms of intelligence at a later date, but because, in a hierarchical solution, the general component of Gc is absorbed into G at any time point, it can therefore not be registered as a gain in the subsequent residual Gc component. A reanalysis of the Schmidt and Crano (1974) findings and a new study of such ability relations failed to support Cattell's investment hypothesis (Undheim, 1981a).…”
Section: Developmental Relations Among Ability Constructsmentioning
confidence: 92%
“…However, Undheim (1981a) questioned the conclusions drawn by Schmidt and Crano (1974). Also, Undheim (1981a) questioned the assumptions underlying a causal analysis of cross-lagged relations between Gf and Gc over time.…”
Section: Developmental Relations Among Ability Constructsmentioning
confidence: 99%
“…However, Undheim (1981a) questioned the conclusions drawn by Schmidt and Crano (1974). Also, Undheim (1981a) questioned the assumptions underlying a causal analysis of cross-lagged relations between Gf and Gc over time. According to the neo-Spearman model of intelligence proposed by Undheim (1981b), good investments of the general factor into verbal knowledge will pay off in terms of intelligence at a later date, but because, in a hierarchical solution, the general component of Gc is absorbed into G at any time point, it can therefore not be registered as a gain in the subsequent residual Gc component.…”
Section: Developmental Relations Among Ability Constructsmentioning
A battery of cognitive tests was administered in the 6th grade (12-year-olds) and again in 9th grade (15-year-olds) to a sample of 225 boys and 242 girls. In the 8th grade, the same students answered an inventory about reading activities. Hierarchical confirmatory factor models were fitted to the test data from each of the 2 occasions, defining a General Intelligence factor and residual factors representing Crystallized Intelligence and General Visualization. Results indicate high stability for the general factor (.92 to .94) and for the residual of the General Visualization factor. There were strong autoregressive relations among the latent variables but no or weak cross-lagged relations. Few relations were found between reading activities and changes in abilities. Cattell's investment hypothesis of ability development is discussed in relation to the results.Recent analyses of the dimensional structure of ability tests have suggested a neo-Spearman organization, with a general factor coinciding with Cattell's (1963Cattell's ( ,1971) Fluid Intelligence factor (Gf) and broad residual factors of Verbal-Educational Knowledge (or Crystallized Intelligence, Gc), Visual-Spatial Ability (Gv), Speediness (Gs), and Fluency or Retrieval (Gr)
“…In particular, the problem with spuriousness due to omitted variables was raised. Undheim (() also questioned the cross‐lagged design in that it might not be sufficient in explaining the investment hypothesis. Gustafsson and Undheim () arguedthat the hypothesis of cross‐lagged relations in fact does not really follow from Cattell's theory.…”
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
