The Structure of Intelligence in Childhood

Age and Socio-Familiar Impact on Cognitive Differentiation

Dados Bibliográficos

ID13658201
AutoresAna Azevedo MARTINS (Research Centre in Education, University of Minho, Braga, Portugal), Cristiano Mauro Assis Gomes (0000-0003-3939-5807, Universidade Federal de Minas Gerais), Ana Filipa Alves (Research Centre in Education, University of Minho, Braga, Portugal), Leandro Da Silva Almeida (0000-0002-0651-7014, Research Centre in Education, University of Minho, Braga, Portugal)
Ano2017
Volume121
Fascículo1
Páginas79-92
Data de publicação2017-08-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychological Reports (JOURNAL)
Identificadores do periódicoISSN: 0033-2941 • E-ISSN: 1558-691X
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/0033294117723019
PMID28762880
OpenAlexW2742016361
IdiomaEN
Citações recebidas2
Referências citadas37

The Cattell-Horn-Carroll theory is the principal model at present to define and assess intelligence. However, several authors have suggested that the structure of intelligence is not stable throughout life. For example, children tend to present a general ability, which is invested in the development of specific and differentiated abilities during adolescence, reflecting the effect of schooling, experiences, and interests. In this study, an intelligence nine subtests battery was applied to a sample of 470 5-, 7-, and 9-year-old Portuguese children, from public and private basic schools. Two structure models have been tested, one assuming a global general factor loading by the nine subtests, and a second one formed by two factors integrating the verbal and non-verbal subtests. The results provide evidence of better fit of the second model where intelligence performance is organized in traditional verbal and non-verbal factors. This structure model is confirmed taking 5-, 7-, and 9-year-old children subgroups. A posterior path analysis verifies the impact of socio-familial variables in both factors. More than parents' educational levels and professional status, the results suggest the sibship size appears as more relevant on explanation of children cognitive performance

Cognition · Cognitive development · Developmental psychology · Portuguese · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Psychology · School Choice and Performance