Reciprocal effects between fluid and crystallized intelligence and their dependence on parents' socioeconomic status and education

Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests

“…In a recent study, Rindermann, Flores-Medoza, and Mansur-Alves (2010) found in Brazilian and German samples similar effects of fluid intelligence on crystallized intelligence and vice versa. Their model supports a mutually beneficial relationship between intelligence and knowledge.…”

The association between heart rate reactivity and fluid intelligence in children

“…For example, fluid and crystallized intelligence have been considered by many intelligence theories as two major categories of cognitive abilities, subserved by different parts of the brain (e.g., Colom et al, 2009; see review by Blair, 2006). Fluid intelligence refers to inductive and deductive reasons, skills to solve new problems on the spot and the ability to learn new things (Cattell, 1971), and it is thought to be largely influenced by neurological and biological factors; crystallized intelligence refers to knowledge and skills that one accumulated by applying one’s fluid ability in different areas (Cattell, 1971), and it is primarily influenced by environmental and sociocultural factors (e.g., Rindermann et al, 2010). …”

Non-Verbal Intelligence in Primary School Students: A Cross-Cultural Study

“…As for the mechanisms of the relationship 'education -intelligence', it should be noted that the effect of education 'applies' not only to the increase in knowledge, but it also stimulates development of mental operations. Thus, a number of studies have documented the effect of education on both crystallized and fluid intelligence [14]. Possibilities of enhancing non-verbal intelligence with a variety of educational activities are described in a number of formative experiments (e.g., [15]).…”