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The influence of fluid and crystallized intelligence on the development of knowledge and skills
Author(s) -
Thorsen Cecilia,
Gustafsson JanEric,
Cliffordson Christina
Publication year - 2014
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12041
Subject(s) - psychology , fluid and crystallized intelligence , fluid intelligence , developmental psychology , cognitive science , cognitive psychology , cognition , neuroscience , working memory
Background C attell'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. Aims The 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. Sample Totally, 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. Methods Structural equation modelling was used, and autoregressive path models were fitted. All modelling was performed using M plus version 6.1. Results In 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. Conclusion Due to the continuous influence of Gf on the measures of Gc throughout compulsory school, support for C attell's (1987) Investment theory was found.