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Thorsen, Cecilia; Gustafsson, Jan-Eric; Cliffordson, Christina – British Journal of Educational Psychology, 2014
Background: Cattell'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…
Descriptors: Path Analysis, Structural Equation Models, Intelligence, Skill Development
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Greiff, Samuel; Wustenberg, Sascha; Molnar, Gyongyver; Fischer, Andreas; Funke, Joachim; Csapo, Beno – Journal of Educational Psychology, 2013
Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive…
Descriptors: Foreign Countries, Problem Solving, Difficulty Level, Elementary Secondary Education
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Levpuscek, Melita Puklek; Zupancic, Maja; Socan, Gregor – Journal of Early Adolescence, 2013
The study examined individual factors and social factors that influence adolescent students' achievement in mathematics. The predictive model suggested direct positive effects of student intelligence, self-rated openness and parental education on achievement in mathematics, whereas direct effects of extraversion on measures of achievement were…
Descriptors: Mathematics Achievement, Adolescents, Social Influences, Individual Characteristics
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Rose, Susan A.; Feldman, Judith F. – Child Development, 1997
Studied the extent to which memory and processing speed accounted for relations between infant information processing and childhood IQ. Found that the relationship of 7-month visual recognition memory and 1-year cross-modal transfer to 11-year IQ were reduced when statistically controlled for factors derived from these measures, suggesting that…
Descriptors: Children, Cognitive Processes, Encoding (Psychology), Infants