The Cattell‐Horn‐Carroll Theory of Cognitive Abilities

Flanagan, Dawn P.

doi:10.1002/9780470373699.speced0381

Cited by 71 publications

(157 citation statements)

References 42 publications

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“…In studies on the intelligence-creativity relationship, intelligence is usually assessed with standardized tests. These differ in the specific cognitive abilities covered; however, classified in the most recent structural model of cognitive abilities (i.e., the Cattell-Horn-Carroll [CHC] model; Schneider & McGrew, 2018), the majority of tests assess general intelligence and the same six broader abilities (Caemmerer et al, 2020). For creativity, measurements are more heterogeneous and involve different cognitive and noncognitive components (Plucker & Makel, 2010).…”

Section: Construct Operationalizationmentioning

confidence: 99%

*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students

Breit

Preuß

Scherrer

et al. 2022

Gifted Child Quarterly

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The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these hypotheses used suboptimal or even inappropriate statistical methods, calling into question the robustness of the available evidence. The ability differentiation hypothesis presents a third theoretical view on the relationship, but ability differentiation studies including creativity measures are scarce. In this study, the relationship between fluid intelligence as a core element of intelligence and divergent thinking as an important indicator of creativity was investigated in two large samples of secondary school students in Germany ( N = 1,328, Mage = 14.47; N = 524, Mage = 13.77). Four different statistical approaches were applied (i.e., test for heteroscedasticity, segmented regression analysis, local structural equation modeling, and necessary-but-not-sufficient condition analysis). The results did not support the threshold hypothesis or a nonlinear relationship as predicted by ability differentiation hypothesis and only partially supported the necessary-but-not-sufficient hypothesis.

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Section: Construct Operationalizationmentioning

confidence: 99%

*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students

Breit

Preuß

Scherrer

et al. 2022

Gifted Child Quarterly

View full text Add to dashboard Cite

show abstract

“…and find a solution to a new problem) and inductive reasoning (discover underlying rules etc.) (Flanagan, 2008). Interestingly, fluid intelligence has been repeatedly found to have a positive correlation with cognitive reflection (Corgnet et al, 2016;Missier et al, 2012;Primi et al, 2016;Sobkow et al, 2020).…”

Section: Associations Of Fake and True News Classification With Intelligencementioning

confidence: 99%

“…In line with this, it is oftentimes operationalized by means of tests on (cultural specific) declarative knowledge (Flanagan, 2008;Schipolowski et al, 2014;Steger et al, 2019). Given this definition and operationalization, it is reasonable to assume that individuals scoring high in crystallized intelligence might be less likely to believe fake news and to disbelieve true news.…”

Section: Associations Of Fake and True News Classification With Intelligencementioning

confidence: 99%

The evaluation of fake and true news: On the role of intelligence, personality, interpersonal trust, ideological attitudes, and news consumption

Sindermann¹,

Schmitt²,

Rozgonjuk³

et al. 2020

Preprint

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Introduction: Since the US presidential elections in 2016 the topic of fake news has gained increasing importance in the news media as well as in research. This growing interest is due to the potential of fake news to bias beliefs and opinions, thus, putatively also political attitudes and voting decisions. Recent work has investigated individual characteristics in the context of susceptibility versus resilience to believing fake news. Thereby, the protective role of cognitive factors such as analytic thinking has been emphasized. However, much less is known about non-ability related factors such as personality. In addition to the investigation of underlying factors of susceptibility (versus resilience) to believing fake news, it is important to understand susceptibility to misclassifying true news as fake. Misclassifying true news as fake is equally threatening for a fact-based and informed evaluation of a situation and belief formation.Methods: Against this background, with the present study we investigated the associations between fluid and crystallized intelligence as well as the Big Five personality traits, and susceptibilities to misclassifying both fake and true news. A total of N = 530 (n = 396 men) participants took part in an online study and provided data in tests assessing fluid and crystallized intelligence. Moreover, all participants filled in the Big Five Inventory and participated in a Fake and True News Test.Results: Results show that, overall, participants were quite accurate in classifying both fake and true news. Regarding personality, only Extraversion was negatively associated with discerning fake from true news. Importantly, fluid intelligence was negatively associated with susceptibility to believing fake news, while crystallized intelligence was negatively associated with susceptibility to misclassifying true news as fake.Conclusion: Taken together, the present findings reveal differences in the underlying factors of susceptibilities to believing fake news and misclassifying true news as fake. Thereby, the results underline the importance of separating these susceptibilities. Moreover, based on these results, protective measures are discussed, which might help to improve the abilities to identify both fake and true news.

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“…The CHCToCA is a model that is supported by developmental, neurocognitive and outcome-criterion literature (Flanagan, 2013). In the CHCToCA model, cognitive abilities are categorized as either broad or narrow abilities (Flanagan, 2013). There are two types of broad cognitive abilities: domain-specific and domain-free (Flanagan & Harrison, 2012).…”

Section: Description Of the Test Of Visual Perceptual Skills-4 (Tvps-4)mentioning

confidence: 99%

An overview and critique of the Test of Visual Perception Skills – fourth edition (TVPS-4)

Brown

Peres

2018

Hong Kong Journal of Occupational Therapy

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IntroductionThe Test of Visual Perception Skills – fourth edition (TVPS-4) is an updated version of the Test of Visual Perception Skills – third edition (TVPS-3). The TVPS-4 is a standardized assessment of motor-free visual perception skills for individuals aged 5–21 years. Test norms were derived from a normative sample that reflected the United States population.MethodThe present paper outlines and appraises the reliability and validity of the TVPS-4. Measurement properties of the TVPS-4 were critiqued using the Quality Criteria for Health Status Questionnaires (QCHSQ) and the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) checklist with 4-point rating scale.ResultsThe TVPS-4 manual reports details of reasonable levels and types of overall reliability and validity. The QCHSQ and COSMIN checklist reviews suggested that further research is needed in relation to the TVPS-4’s measurement error, reproducibility, internal consistency and cross-cultural validity.ConclusionThe TVPS-4 is an in-depth assessment that can be used to identify areas of impairment and assist with goal setting and intervention planning. The impact of the TVPS-4 on occupational therapy practice is also considered. Future research could investigate the cross-cultural validity of the TVPS-4 so that it can be used in other countries with confidence.

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The Cattell‐Horn‐Carroll Theory of Cognitive Abilities

Cited by 71 publications

References 42 publications

*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students

*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students

The evaluation of fake and true news: On the role of intelligence, personality, interpersonal trust, ideological attitudes, and news consumption

An overview and critique of the Test of Visual Perception Skills – fourth edition (TVPS-4)

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