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Fluid and crystallized intelligence are constructs originally conceptualized by Raymond Cattell. [2] The concepts of fluid and crystallized intelligence were further developed by Cattell and his former student John L. Horn. [6] [7] [3] Most of the intelligence testing had mainly been focused on children, and young adults. Cattell and Horn ...
The Cattell–Horn–Carroll theory is an integration of two previously established theoretical models of intelligence: the theory of fluid and crystallized intelligence (Gf-Gc) (Cattell, 1941; Horn 1965), and Carroll's three-stratum theory (1993), a hierarchical, three-stratum model of intelligence. Due to substantial similarities between the ...
Cattell proposed that general intelligence (g) comprises both fluid intelligence (Gf) and crystallized intelligence (Gc). [3] [4] Whereas Gf is biologically and constitutionally based, Gc is the actual level of a person's cognitive functioning, based on the augmentation of Gf through sociocultural and experiential learning (including formal ...
Goff and Ackerman found that TIE was moderately associated with crystallized intelligence (r = .33) and weakly associated with fluid intelligence (r = .11). [1] Goff and Ackerman suggested that the relationship between TIE and crystallized intelligence might reflect an overlap between the constructs (as crystallized intelligence involves acquired knowledge), or it might reflect an influence of ...
In the cognitive abilities domain, Cattell researched a wide range of abilities, but is best known for the distinction between fluid and crystallized intelligence. [20] He distinguished between the abstract, adaptive, biologically-influenced cognitive abilities that he called "fluid intelligence" and the applied, experience-based and learning ...
As with Cattell, Horn rejected the existence of an even higher level factor of general intelligence ‘g’ asserted by Spearman (1927). In Horn (1988) he reported a full list of such broad level abilities: g c (crystallized) g f (fluid) g v (visual) g a (auditory) q f (quantitative) g s (processing speed) TSR (Long-term storage and retrieval)
This has been shown to be a factor in differences in intelligence test scores between different ethnic groups, men and women, people of low and high social status and young and old participants. For example, females who were told that women are worse at chess than men, performed worse in a game of chess than females who were not told this. [10]
For example, it tests mathematical reasoning, which depends both on mathematical ability and education received in mathematics. Aptitude tests can typically be grouped according to the type of cognitive ability they measure, whether that be fluid or crystallized intelligence. [8] [9] [10