The broadest or most general level of ability in the Gf-Gc model is represented by stratum III, located at the apex of Carroll's ( 1993) hierarchy. Narrow abilities “represent greater specializations of abilities, often in quite specific ways that reflect the effects of experience and learning, or the adoption of particular strategies of performance” (Carroll, 1993, p. Broad abilities, like Gf and Gc, subsume a large number of narrow or stratum I abilities of which approximately 70 have been identified (Carroll, 1993, 1997). According to Carroll ( 1993), broad abilities represent “basic constitutional and long standing characteristics of individuals that can govern or influence a great variety of behaviors in a given domain” and they vary in their emphasis on process, content, and manner of response (p. They are classified as broad or stratum II abilities and include abilities such as Gf and Gc, the two original factors.
.jpg "speediness overlay")
The various G abilities are the most prominent and recognized abilities of the model. In his review of the extant factor-analytic research literature, Carroll differentiated factors or abilities into three strata that varied according to the “relative variety and diversity of variables” (Carroll, 1997, p. Based largely on the results of Horn's thinking and research, Gf-Gc theory expanded into an eight-factor model that became known as the Cattell-Horn Gf-Gc theory (Horn, 1991 see Horn and Blankson, 2005, for a comprehensive review of Horn's contribution to Gf-Gc theory). Finally, quantitative ( Gq) and broad reading-writing ( Grw) factors were added to the model based on the research of Horn (e.g., 1991) and Woodcock ( 1994), respectively.
#Speediness overlay code#
The acronym or code for this factor is Gt (Horn, 1991). In the early 1990s, Horn added a factor representing an individual's quickness in reacting (reaction time) and making decisions (decision speed).
Later he added auditory processing ability ( Ga) to the theoretical model and refined the definitions of Gv, Gs, and Glr (Horn, 1968 Horn & Stankov, 1982). In 1965, John Horn expanded the dichotomous Gf-Gc model to include four additional abilities, including visual perception or processing ( Gv), short-term memory (Short-term Acquisition and Retrieval-SAR or Gsm), long-term storage and retrieval (Tertiary Storage and Retrieval-TSR or Glr), and speed of processing ( Gs). He postulated further that Crystallized Intelligence ( Gc) consisted primarily of acquired knowledge abilities that reflected, to a large extent, the influences of acculturation (Cattell, 1957, 1971). Cattell believed that Fluid Intelligence ( Gf) included inductive and deductive reasoning abilities that were influenced by biological and neurological factors as well as incidental learning through interaction with the environment. Cattell based his theory on the factor-analytic work of Thurstone conducted in the 1930s. The original Gf-Gc theory was a dichotomous conceptualization of human cognitive ability put forth by Raymond Cattell in the early 1940s. A brief overview of the evolution of CHC theory follows. Additionally, CHC theory is the foundation on which most new and recently revised intelligence batteries were based (see Flanagan & Harrison, 2012 for comprehensive coverage of these batteries). Most recently, it has been used for classifying intelligence and achievement batteries and neuropsychological tests to: (a) facilitate interpretation of cognitive performance and (b) provide a foundation for organizing assessments for individuals suspected of having a learning disability (Flanagan, Alfonso, Mascolo, & Sotelo-Dynega, 2012 Flanagan, Alfonso, Ortiz, & Dynda, 2010 Flanagan, Ortiz, & Alfonso, in press). Because it has an impressive body of empirical support in the research literature (e.g., developmental, neurocognitive, outcome-criterion) it is used extensively as the foundation for selecting, organizing, and interpreting tests of intelligence and cognitive abilities (e.g., Flanagan, Alfonso, & Ortiz, 2012 Flanagan, Ortiz, & Alfonso, 2007). It represents the integrated works of Raymond Cattell, John Horn, and John Carroll (Alfonso, Flanagan, & Radwan, 2005 Horn & Blankson, 2005 McGrew, 2005 Schneider & McGrew, 2012). The Cattell-Horn-Carroll (CHC) theory of cognitive abilities is the most comprehensive and empirically supported psychometric theory of the structure of cognitive abilities to date.
0 kommentar(er)
