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Comparing Models of Intelligence in Project TALENT: The VPR Model Fits Better than the CHC and Extended Gf-Gc Models
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Major, Jason T.; Johnson, Wendy; Deary, Ian J. – Intelligence, 2012
Three prominent theories of intelligence, the Cattell-Horn-Carroll (CHC), extended fluid-crystallized (Gf-Gc) and verbal-perceptual-image rotation (VPR) theories, provide differing descriptions of the structure of intelligence (McGrew, 2009; Horn & Blankson, 2005; Johnson & Bouchard, 2005b). To compare these theories, models representing them were…
Descriptors: Intelligence, Achievement Tests, Factor Structure, Models
Piagetian Tasks Measure Intelligence and Intelligence Tests Assess Cognitive Development: A Reanalysis.
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Humphreys, Lloyd G.; Parsons, Charles K. – Intelligence, 1979
A reanalysis of Stephens' intercorrelations of Wechsler subtests, achievement tests, and Piagetian tasks was conducted. (EJ 055 112) Piagetian tasks contributed almost equally to the definition of the general factor in intelligence along with the Wechsler subtests and the achievement tests. Communality outweighed differences between intelligence…
Descriptors: Achievement Tests, Age Differences, Cognitive Development, Cognitive Tests
Level I and Level II Abilities in Asian, White, and Black Children.
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Jensen, Arthur R.; Inouye, Arlene R. – Intelligence, 1980
Asian-American, White, and Black Children in grades 2-6 were tested for intelligence, achievement, and short-term memory. Factor analysis yielded two main factors: memory and general intelligence. The three groups differed distinctly at every grade level. Achievement correlated more with memory than with general intelligence. (Author/CP)
Descriptors: Academic Achievement, Achievement Tests, Asian Americans, Blacks
Reply to Humphreys' and Parsons'"Piagetian Tasks Measure Intelligence and Intelligence Tests Assess Cognitive Development."
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Glass, Gene V.; Stephens, Beth – Intelligence, 1980
Relationships among Piagetian reasoning assessments and standard measures of intelligence and achievement were determined in 1972 by Stephens, McLaughlin, Miller, and Glass (EJ 055 112). The data were reanalyzed by Humphreys and Parsons in 1979 (EJ 218 642). In reply, Glass and Stephens note fallacies in Humphreys' and Parsons' reasoning.…
Descriptors: Achievement Tests, Cognitive Development, Cognitive Measurement, Cognitive Processes