The influence of fluid and crystallized intelligence on the development of knowledge and skills
Bibliographic Data
| ID | 5262425 |
|---|---|
| Authors | Cecilia Thorsen (0000-0002-7751-3942, University of Gothenburg Sweden, corresponding author), Jan‐eric Gustafsson (0000-0003-2612-0329, University of Gothenburg Sweden), Christina Cliffordson (0000-0002-4722-009X, University of Gothenburg Sweden) |
| Year | 2014 |
| Volume | 84 |
| Issue | 4 |
| Pages | 556-570 |
| Publication date | 2014-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12041 |
| PMID | 24909645 |
| OpenAlex | W2025836961 |
| Language | EN |
| Citations received | 10 |
| References cited | 40 |
BackgroundCattell's Gf-Gc distinction is quite generally recognized. However, the developmental part of the Gf-Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory.AimsThe aim of this study was to investigate the influence of Gf and Gc on the development of knowledge and skills in a sample of children in compulsory school who are homogenous with regard to level of education, age, and cultural background.SampleTotally, 9,002 individuals from the evaluation through follow-up database born in 1972 and who left compulsory school in 1988 were included. These individuals were followed up in Grades 3, 6, and 9.MethodsStructural equation modelling was used, and autoregressive path models were fitted. All modelling was performed using Mplus version 6.1.ResultsIn the first step, a path model with a simplex structure was defined. However, a second model with direct relations of Gf on Gc in Grades 6 and 9 had better model fit, suggesting a continuous influence of Gf on Gc. However, no direct influence of Gf was found for the subject grades.ConclusionDue to the continuous influence of Gf on the measures of Gc throughout compulsory school, support for Cattell's (1987) Investment theory was found
Cognition · Cognitive psychology · Cognitive science · Developmental psychology · Fluid and crystallized intelligence · Fluid intelligence · Cognitive Abilities and Testing · Educational and Psychological Assessments · Neuroscience · Psychology · Psychometric Methodologies and Testing
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Theory of fluid and crystallized intelligence
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Relative Achievement
Alternative Ways of Assessing Model Fit
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |