Cattell-Horn-Carroll theory | Psychology Wiki - Fandom

CHC theory of cognitive abilities is an amalgamation of two similar theories about the content and structure of human cognitive abilities. 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SignIn Advertisement in: Protectedtemplates,Cognitiveability,Intelligence Cattell-Horn-Carrolltheory Viewsource History Talk(0) Assessment| Biopsychology| Comparative| Cognitive| Developmental| Language| Individualdifferences| Personality| Philosophy| Social| Methods| Statistics| Clinical| Educational| Industrial| Professionalitems| Worldpsychology| CognitivePsychology: Attention· Decisionmaking· Learning· Judgement· Memory· Motivation· Perception· Reasoning· Thinking - Cognitiveprocesses Cognition - Outline Index HumanintelligenceAbilities,traitsandconstructs Abstractthought Communication Creativity Emotionalintelligence gfactor Intelligencequotient Knowledge Learning Memory Problemsolving Reactiontime Reasoning Understanding VisualprocessingModelsandtheories Cattell–Horn–Carrolltheory Fluidandcrystallizedintelligence Theoryofmultipleintelligences Threestratumtheory Triarchictheoryofintelligence PASStheoryofintelligenceFieldsofstudy Cognitiveepidemiology Evolutionofhumanintelligence Psychometrics HeritabilityofIQ Impactofhealthonintelligence Environmentandintelligence Neuroscienceandintelligence Raceandintelligence SexandintelligenceIntelligencemeasures WechslerAdultIntelligenceScale WechslerIntelligenceScaleforChildren Stanford–BinetIntelligenceScalesvte [create]Documentation RecentadvancesincurrenttheoryandresearchonthestructureofhumancognitiveabilitieshaveresultedinanewempiricallyderivedmodelcommonlyreferredtoastheCattell-Horn-Carrolltheoryofcognitiveabilities(CHCtheory).CHCtheoryofcognitiveabilitiesisanamalgamationoftwosimilartheoriesaboutthecontentandstructureofhumancognitiveabilities.ThefirstofthesetwotheoriesisGf-Gctheory(Cattell,1941;Horn1965),andthesecondisCarroll's(1993)Three-Stratumtheory.Carroll'sexpansionofGf-GctheorytoCHCtheorywasdevelopedinthecourseofamajorsurveyofresearchoverthepast60or70yearsonthenature,identification,andstructureofhumancognitiveabilities[1].Thatresearchinvolvedtheuseofthemathematicaltechniqueknownasfactoranalysis.Incomparisontootherwell-knowntheoriesofintelligenceandcognitiveabilities,CHCtheoryisthemostcomprehensiveandempiricallysupportedpsychometrictheoryofthestructureofcognitiveandacademicabilities.[2] TheCHCmodelwasexpandedbyMcGrew(1997)andlaterrevisedwiththehelpofFlanagan(1998).Thereareafairlylargenumberofdistinctindividualdifferencesincognitiveability,andthattherelationshipsamongthemcanbederivedbyclassifyingthemintothreedifferentstrata:stratumI,"narrow"abilities;stratumII,"broadabilities";andstratumIII,consistingofasingle"general"ability.[3] Contents 1CHCtheoryabilities 2CHCmodeltests 3Seealso 4References 5Furtherreading CHCtheoryabilities Thereare10broadstratumabilitiesandover70narrowabilitiesbelowthese. Thebroadabilitiesare[4] CrystallizedIntelligence(Gc):includesthebreadthanddepthofaperson'sacquiredknowledge,theabilitytocommunicateone'sknowledge,andtheabilitytoreasonusingpreviouslylearnedexperiencesorprocedures. FluidIntelligence(Gf):includesthebroadabilitytoreason,formconcepts,andsolveproblemsusingunfamiliarinformationornovelprocedures. QuantitativeReasoning(Gq):istheabilitytocomprehendquantitativeconceptsandrelationshipsandtomanipulatenumericalsymbols.[5] Reading&WritingAbility(Grw):includesbasicreadingandwritingskills. Short-TermMemory(Gsm):istheabilitytoapprehendandholdinformationinimmediateawarenessandthenuseitwithinafewseconds. Long-TermStorageandRetrieval(Glr):istheabilitytostoreinformationandfluentlyretrieveitlaterintheprocessofthinking. VisualProcessing(Gv):istheabilitytoperceive,analyze,synthesize,andthinkwithvisualpatterns,includingtheabilitytostoreandrecallvisualrepresentations. AuditoryProcessing(Ga):istheabilitytoanalyze,synthesize,anddiscriminateauditorystimuli,includingtheabilitytoprocessanddiscriminatespeechsoundsthatmaybepresentedunderdistortedconditions.[6] ProcessingSpeed(Gs):istheabilitytoperformautomaticcognitivetasks,particularlywhenmeasuredunderpressuretomaintainfocusedattention. Decision/ReactionTime/Speed(Gt):reflecttheimmediacywithwhichanindividualcanreacttostimulioratask(typicallymeasuredinsecondsorfractionsofseconds;nottobeconfusedwithGs,whichtypicallyismeasuredinintervalsof2-3minutes). (G)fromCarroll'smodelhasbeenomitted,butfluidandcrystallizedintelligencefromtheCattell-Hornmodelremained. PleaserefertoFlanaganetal.(2005)foradescriptiononnarrowabilities.[7] CHCmodeltests ManytestsofcognitiveabilityhavebeenclassifiedusingtheCHCmodelandaredescribedinTheIntelligenceTestDeskReference(ITDR)(McGrew&Flanagan,1998).CHCtheoryisparticularlyrelevanttoschoolpsychologistsforpsychoeducationalassessment.5ofthe7majortestsofintelligencehavechangedtoincorporateCHCtheoryastheirfoundationforspecifyingandoperationalizingcognitiveabilities/processes.Sinceevenallmodernintellectualtestinstrumentsfailtoeffectivelymeasureall10broadstratumabilitiesanalternativemethodofcognitiveassessmentandinterpretationcalledCrossBatteryAssessment(XBA;Flanagan,Ortiz,Alfonso,&Dynda,2008)wasdeveloped. Recently(March11th,2009)McGrewreleasedadraftoftherevisedbroadandnarrowabilitydefinitions. Seealso RaymondCattell JohnBissellCarroll FluidandcrystallizedintelligenceforGf-Gctheory References ↑Flanagan,D.P.,&Harrison,P.L.(2005).Contemporaryintellectualassessment:Theories,tests,andissues.(2ndEdition).NewYork,NY:TheGuilfordPress ↑McGrew,K.S.(2005).TheCattell-Horn-Carrolltheoryofcognitiveabilities:Past,present,andfuture.InD.P.Flanagan,J.L.Genshaft,&P.L.Harrison(Eds.),Contemporaryintellectualassessment:Theories,tests,andissues(pp.136-182).NewYork:Guilford. ↑Flanagan,D.P.,&Harrison,P.L.(2005).Contemporaryintellectualassessment:Theories,tests,andissues.(2ndEdition).NewYork,NY,TheGuildfordPress. ↑Flanagan,D.P.,Ortiz,S.O.,&Alfonso,V.C.(2007).Essentialsofcross-batteryassessment.(2ndEdition).NewJersey:JohnWiley&Sons,Inc ↑Flanagan,D.P.,Ortiz,S.O.,&Alfonso,V.C.(2007).Essentialsofcross-batteryassessment.(2ndEdition).NewJersey:JohnWiley&Sons,Inc ↑Flanagan,D.P.,Ortiz,S.O.,&Alfonso,V.C.(2007).Essentialsofcross-batteryassessment.(2ndEdition).NewJersey:JohnWiley&Sons,Inc ↑Flanagan,D.P.,Ortiz,S.O.,&Alfonso,V.C.(2007).Essentialsofcross-batteryassessment.(2ndEdition).NewJersey:JohnWiley&Sons,Inc Carroll,J.B.(1993).Humancognitiveabilities:Asurveyoffactor-analyticstudies.Cambridge,England:CambridgeUniversityPress. Cattell,R.B.(1941).Sometheoreticalissuesinadultintelligencetesting.PsychologicalBulletin,38,592. Cohen,R.J.,&Swerdlik,M.E.(2004)."Psychologicaltestingandassessment".Chicago,IL:McGraw-hill(6thed.) Flanagan,D.P.,Ortiz,S.O.,Alfonso,V.C.,&Dynda,A.M.(2008).Bestpracticesincognitiveassessment."BestPracticesinSchoolPsychologyV",Bethesda:NASPPublications. Gustafsson,J.E.,&Undheim,J.O.(1996).Individualdifferencesincognitivefunctions.InD.C.Berliner&R.C.Calfee(Eds.),Handbookofeducationalpsychology(pp.186-242).NewYork:macmillanLibraryReferenceUSA. Horn,J.L.(1965).Fluidandcrystallizedintelligence:Afactoranalyticanddevelopmentalstudyofthestructureamongprimarymentalabilities.Unpublisheddoctoraldissertation,UniversityofIllinois,Champaign. McGrew,K.&Flanagan,D.(1998).TheIntelligenceTestDeskReference:Gf-Gccross-batteryassessment.Allyn&Bacon. Furtherreading Gregory,RobertJ.(2011).PsychologicalTesting:History,Principles,andApplications,Sixth,Boston:Allyn&Bacon. Kaufman,AlanS.(2009).IQTesting101,NewYork:SpringerPublishing. Tucker,WilliamH.(2009).TheCattellControversy:Race,Science,andIdeology,UniversityofIllinoisPress. ThispageusesCreativeCommonsLicensedcontentfromWikipedia(viewauthors). Categories: Protectedtemplates Cognitiveability Intelligence CommunitycontentisavailableunderCC-BY-SAunlessotherwisenoted. Advertisement FanFeed 1 Impregnationfetish 2 Pregnancyfetishism UniversalConquestWiki Let'sGoLuna!Wiki Club57Wiki FollowonIG TikTok JoinFanLab