Cattell–Horn–Carroll theory - Wikipedia

The Cattell–Horn–Carroll theory (commonly abbreviated to CHC), is a psychological theory on the structure of human cognitive abilities. Based on the work of ... Cattell–Horn–Carrolltheory FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch RaymondB.Cattell:British-Americanpsychologist JohnLeonardHorn:Americanpsychologist TheCattell–Horn–Carrolltheory(commonlyabbreviatedtoCHC),isapsychologicaltheoryonthestructureofhumancognitiveabilities.Basedontheworkofthreepsychologists,RaymondB.Cattell,JohnL.HornandJohnB.Carroll,theCattell–Horn–Carrolltheoryisregardedasanimportanttheoryinthestudyofhumanintelligence.Basedonalargebodyofresearch,spanningover70years,Carroll'sThreeStratumtheorywasdevelopedusingthepsychometricapproach,theobjectivemeasurementofindividualdifferencesinabilities,andtheapplicationoffactoranalysis,astatisticaltechniquewhichuncoversrelationshipsbetweenvariablesandtheunderlyingstructureofconceptssuchas'intelligence'(Keith&Reynolds,2010).Thepsychometricapproachhasconsistentlyfacilitatedthedevelopmentofreliableandvalidmeasurementtoolsandcontinuestodominatethefieldofintelligenceresearch(Neisser,1996). TheCattell–Horn–Carrolltheoryisanintegrationoftwopreviouslyestablishedtheoreticalmodelsofintelligence:thetheoryoffluidandcrystallizedintelligence(Gf-Gc)(Cattell,1941;Horn1965),andCarroll'sthree-stratumtheory(1993),ahierarchical,three-stratummodelofintelligence.DuetosubstantialsimilaritiesbetweenthetwotheoriestheywereamalgamatedtoformtheCattell–Horn–Carrolltheory(Willis,2011,p. 45).However,someresearchers,includingJohnCarroll,havequestionednotonlytheneedbutalsotheempiricalbasisforthetheory.[1][2] Inthelate1990stheCHCmodelwasexpandedbyMcGrew,laterrevisedwiththehelpofFlanagan.LaterextensionsofthemodelaredetailedinMcGrew(2011)[3]andSchneiderandMcGrew(2012)[4]Thereareafairlylargenumberofdistinctindividualdifferencesincognitiveability,andCHCtheoryholdsthattherelationshipsamongthemcanbederivedbyclassifyingthemintothreedifferentstrata:stratumI,"narrow"abilities;stratumII,"broadabilities";andstratumIII,consistingofasingle"generalability"(org).[5] Today,theCattell–Horn–Carrolltheoryiswidelyacceptedasthemostcomprehensiveandempiricallysupportedtheoryofcognitiveabilities,informingasubstantialbodyofresearchandtheongoingdevelopmentofIQ(IntelligenceQuotient)tests(McGrew,2005).[6] Contents 1Background 1.1DevelopmentoftheCHCmodel 1.1.1CattellandHorn'sGf–GcModel 1.1.1.1Carroll'sthree-stratumhierarchy 2Abilities 2.1Broadandnarrowabilities 3Modeltests 4Otherrelatedissues 5Seealso 6Notes 7References 8Furtherreading Background[edit] DevelopmentoftheCHCmodel[edit] TheCattell–Horn–CarrolltheoryofintelligenceisasynthesisofCattellandHorn'sGf-GcmodeloffluidandcrystallisedintelligenceandCarroll'sThreeStratumHierarchy(Sternberg&Kauffman,1998).AwarenessofthesimilaritiesbetweenCattelandHorn'sGf-GcexpandedmodelabilitiesandCarroll'sBroadStratumIIabilitieswerehighlightedatameetingin1985concerningtherevisionoftheWoodcock-JohnsonPsycho-EducationalBattery(Woodcock&Johnson,1989).AtthismeetingHornpresentedtheGf-Gctheorytoseveralprominentfiguresinintelligencetesting,includingJohnB.Carroll(McGrew,2005).CarrollwasalreadyavocalproponentoftheCattell-Horntheory,statingin1993thattheGf-Gcmodel"appearstoofferthemostwell-foundedandreasonableapproachtoanacceptabletheoryofthestructureofcognitiveabilities"(Carroll,1993,p. 62).Thisfortuitousmeetingwasthestartingpointfortheintegrationofthetwotheories.Theintegrationofthetwotheoriesevolvedthroughaseriesofbridgingeventsthatoccurredovertwodecades.Althoughtherearemanysimilaritiesbetweenthetwomodels,Hornconsistentlyandunyieldinglyarguedagainstasinglegeneralabilitygfactor(McGrew,2005,p. 174).CharlesSpearmanfirstproposedtheexistenceoftheg-factor(alsoknownasgeneralintelligence)intheearly20thcenturyafterdiscoveringsignificantpositivecorrelationsbetweenchildren'sscoresinseeminglyunrelatedacademicsubjects(Spearman,1904).UnlikeHorn,Carrollarguedthatevidenceforasingle'general'abilitywasoverwhelming,andinsistedthatgwasessentialtoatheoryofhumanintelligence.[citationneeded] CattellandHorn'sGf–GcModel[edit] RaymondB.Cattell(20March1905–2February1998)wasthefirsttoproposeadistinctionbetween"fluidintelligence"(Gf)and"crystallisedintelligence"(Gc).CharlesSpearman'ssfactorsareconsideredaprequeltothisidea(Spearman,1927),alongwithThurstone'stheoryofPrimaryMentalAbilities[citationneeded].By1991,JohnHorn,astudentofCattell's,hadexpandedtheGf-Gcmodeltoinclude8or9broadabilities.[citationneeded] Fluidintelligencereferstoquantitativereasoning,processingability,adaptabilitytonewenvironmentsandnovelproblemsolving.Crystallisedintelligence(Gc)referstotheaccumulationofknowledge(general,proceduralanddeclarative).Gctasksincludeproblemsolvingwithfamiliarmaterialsandculture-fairtestsofgeneralknowledgeandvocabulary.[citationneeded]GfandGcarebothfactorsofg(generalintelligence).Thoughdistinct,thereisinteraction,asfluidintelligenceisadeterminingfactorinthespeedwithwhichcrystallisedknowledgeisaccumulated(Cattell,1963).Crystallisedintelligenceisknowntoincreasewithageasweaccumulateknowledgethroughoutthelifespan.Fluidprocessingabilityreachesapeakaroundage20,thendeclinessteadily.[citationneeded]Recentresearchhasexploredtheideathattrainingonworkingmemorytaskscantransfertoimprovementsinfluidintelligence.(Jaeggi,2008).[7]Thisideadidnotholdunderfurtherscrutiny(Melby-Lervåg,Redick,&Hulme,2016).[8] Carroll'sthree-stratumhierarchy[edit] TheAmericanpsychologistJohnB.Carroll(June5,1916–July1,2003)madesubstantialcontributionstopsychology,psychometricsandeducationallinguistics.In1993,CarrollpublishedHumanCognitiveAbilities:ASurveyofFactor-AnalyticStudies,inwhichhepresented'ATheoryofCognitiveAbilities:TheThree-StratumTheory'.Carrollhadre-analyseddata-setsfrom461classicfactoranalyticstudiesofhumancognition,distillingtheresultsinto800pages,thusprovidingasolidfoundationforfutureresearchinhumanintelligence(Carroll,1993,p. 78-91). Carroll'sthree-stratumtheorypresentedthreelevelsofcognition:narrowabilities(stratumI),broadabilities(stratumII)andgeneralabilities(stratumIII). Abilities[edit] Broadandnarrowabilities[edit] Thebroadabilitiesare:[9] Comprehension-Knowledge(Gc):includesthebreadthanddepthofaperson'sacquiredknowledge,theabilitytocommunicateone'sknowledge,andtheabilitytoreasonusingpreviouslylearnedexperiencesorprocedures. Fluidreasoning(Gf):includesthebroadabilitytoreason,formconcepts,andsolveproblemsusingunfamiliarinformationornovelprocedures. Quantitativeknowledge(Gq):istheabilitytocomprehendquantitativeconceptsandrelationshipsandtomanipulatenumericalsymbols.[9] 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.[9] ProcessingSpeed(Gs):istheabilitytoperformautomaticcognitivetasks,particularlywhenmeasuredunderpressuretomaintainfocusedattention. Atenthability,Decision/ReactionTime/Speed(Gt),isconsideredpartofthetheory,butisnotcurrentlyassessedbyanymajorintellectualabilitytest,althoughitcanbeassessedwithasupplementalmeasuresuchasacontinuousperformancetest.[10] Decision/ReactionTime/Speed(Gt):reflectstheimmediacywithwhichanindividualcanreacttostimulioratask(typicallymeasuredinsecondsorfractionsofseconds;nottobeconfusedwithGs,whichtypicallyismeasuredinintervalsof2–3minutes). McGrewproposesanumberofextensionstoCHCtheory,includingDomain-specificknowledge(Gkn),Psychomotorability(Gp),andPsychomotorspeed(Gps).Inaddition,additionalsensoryprocessingabilitiesareproposed,includingtactile(Gh),kinesthetic(Gk),andolfactory(Go).[3] Thenarrowabilitiesare: Quantitativeknowledge Reading&writing Comprehension-Knowledge Fluidreasoning Short-termmemory Longtermstorageandretrieval Visualprocessing Auditoryprocessing Processingspeed Mathematicalknowledge Readingdecoding Generalverbalinformation Inductivereasoning Memoryspan Associativememory Visualization Phoneticcoding Perceptualspeed Mathematicalachievement Readingcomprehension Languagedevelopment Generalsequentialreasoning Workingmemorycapacity Meaningfulmemory Speededrotation Speechsounddiscrimination Rateoftesttaking Readingspeed Lexicalknowledge Piagetianreasoning Free-recallmemory Closurespeed Resistancetoauditorystimulusdistortion Numberfacility Spellingability Listeningability Quantitativereasoning Ideationalfluency Flexibilityofclosure Memoryforsoundpatterns Readingspeed/fluency Englishusage Communicationability Speedofreasoning Associativefluency Visualmemory Maintainingandjudgingrhythms Writingspeed/fluency Writingability Grammaticalsensitivity Expressionalfluency Spatialscanning Musicaldiscriminationandjudgement Writingspeed Oralproduction&fluency Originality Serialperceptualintegration Absolutepitch Clozeability Foreignlanguageaptitude Namingfacility Lengthestimation Soundlocalization Wordfluency Perceptualillusions Temporaltracking Figuralfluency Perceptualalternations Figuralflexibility Imagery Learningability Modeltests[edit] ManytestsofcognitiveabilityhavebeenclassifiedusingtheCHCmodelandaredescribedinTheIntelligenceTestDeskReference(ITDR)(McGrew&Flanagan,1998).CHCtheoryisparticularlyrelevanttoschoolpsychologistsforpsychoeducationalassessment.5ofthe7majortestsofintelligencehavechangedtoincorporateCHCtheoryastheirfoundationforspecifyingandoperationalizingcognitiveabilities/processes.Sinceevenallmodernintellectualtestinstrumentsfailtoeffectivelymeasureall10broadstratumabilitiesanalternativemethodofcognitiveassessmentandinterpretationcalledCrossBatteryAssessment(XBA;Flanagan,Ortiz,Alfonso,&Dynda,2008)wasdeveloped.However,theveracityofthisapproachtoassessmentandinterpretationhasbeencriticizedintheresearchliteratureasstatisticallyflawed.[11] Otherrelatedissues[edit] Consistentwiththeevolvingnatureofthetheory,theCattell-Horn-Carrollframeworkremains"anopen-endedempiricaltheorytowhichfuturetestsofasyetunmeasuredorunknownabilitiescouldpossiblyresultinadditionalfactorsatoneormorelevelsinCarroll'shierarchy".[12]Thereisstillsomedebateonthebroad(stratumII)abilities,andthenarrow(stratumI)abilities,andtheseremainopenforrefinement.[citationneeded] MacCallum(2003,p. 113–115)highlightedtheneedtorecognizethelimitationsofartificialmeasurementtoolsbuiltuponmathematicalmodels:"Simplyput,ourmodelsareimplausibleiftakenasexactorliteralrepresentationsofrealworldphenomena.Theycannotcapturethecomplexityoftherealworldwhichtheypurporttorepresent.Atbest,theycanprovideanapproximationoftherealworldthathassomesubstantivemeaningandsomeutility." Seealso[edit] FluidandcrystallizedintelligenceforGf-Gctheory Notes[edit] ^Wasserman,JohnD.(2019-07-03)."DeconstructingCHC".AppliedMeasurementinEducation.32(3):249–268.doi:10.1080/08957347.2019.1619563.ISSN 0895-7347.S2CID 218638914. ^Geisinger,KurtF.(2019-07-03)."EmpiricalConsiderationsonIntelligenceTestingandModelsofIntelligence:UpdatesforEducationalMeasurementProfessionals".AppliedMeasurementinEducation.32(3):193–197.doi:10.1080/08957347.2019.1619564.ISSN 0895-7347. ^abMcGrew,K.http://www.iapsych.com/CHCPP/CHCPP.HTMLRetrieved12/6/2011. ^Schneider,W.J.,&McGrew,K.S.(2012).TheCattell-Horn-Carrollmodelofintelligence.InD.Flanagan&P.Harrison(Eds.),Contemporaryintellectualassessment:Theories,tests,andissues(3rded.,pp.99–144).NewYork:Guilford. ^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. ^Jaeggi,SusanneM.;Buschkuehl,Martin;Jonides,John;Perrig,WalterJ.(2008)."Improvingfluidintelligencewithtrainingonworkingmemory".ProceedingsoftheNationalAcademyofSciences.105(19):6829–33.Bibcode:2008PNAS..105.6829J.doi:10.1073/pnas.0801268105.JSTOR 25461885.PMC 2383929.PMID 18443283. ^Melby-Lervåg,Monica;Redick,ThomasS.;Hulme,Charles(2016)."SAGEJournals:Yourgatewaytoworld-classjournalresearch".PerspectivesonPsychologicalScience.11(4):512–534.doi:10.1177/1745691616635612.PMC 4968033.PMID 27474138. ^abcFlanagan,D.P.,Ortiz,S.O.,&Alfonso,V.C.(2007).Essentialsofcross-batteryassessment.(2ndEdition).NewJersey:JohnWiley&Sons,Inc ^"CHCTheory".Archivedfromtheoriginalon2016-06-06.Retrieved2016-06-11. ^McGill,RyanJ.;Styck,KaraM.;Palomares,RonaldS.;Hass,MichaelR.(August2016)."CriticalIssuesinSpecificLearningDisabilityIdentification:WhatWeNeedtoKnowAboutthePSWModel".LearningDisabilityQuarterly.39(3):159–170.doi:10.1177/0731948715618504.ISSN 0731-9487.S2CID 148522903. ^Jensen,ArthurR(January2004)."Obituary".Intelligence.32(1):1–5.doi:10.1016/j.intell.2003.10.001. References[edit] Carroll,J.B.(1993).Humancognitiveabilities:Asurveyoffactor-analyticstudies.Cambridge,England:CambridgeUniversityPress. Carroll,J.B.(2003).Thehigher-stratumstructureofcognitiveabilities:Currentevidencesupportsgandabouttenbroadfactors.InH.Nyborg(Ed.),Thescientificstudyofgeneralintelligence:TributetoArthurR.Jensen(pp. 5–22).SanDiego:Pergamon. Cattell,R.B.(1941).Sometheoreticalissuesinadultintelligencetesting.PsychologicalBulletin,38,592. Cattell,R.B.(1963).Theoryoffluidandcrystallizedintelligence:Acriticalexperiment.Journalofeducationalpsychology,54(1),1. Cattell,R.B.(1966).(Ed.),HandbookofMultivariateExperimentalPsychology.Chicago,IL:RandMcNally. Child,D.(2006).TheEssentialsofFactorAnalysis,3rdedition.BloomsburyAcademicPress. Cohen,R.J.,&Swerdlik,M.E.(2004).Psychologicaltestingandassessment.Chicago,IL:McGraw-Hill(6thed.) Flanagan,D.P.,McGrew,K.S.,&Ortiz,S.O.(2000).TheWechslerIntelligenceScalesandGf-Gctheory:Acontemporaryapproachtointerpretation.Allyn&Bacon. Flanagan,D.P.,Ortiz,S.O.,&Alfonso,V.C.(2013).Essentialsofcross-batteryassessment(3rdedition).NewYork:Wiley. 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. Horn,J.L.,Donaldson,G.,&Engstrom,R.(1981).Apprehension,memory,andfluidintelligencedeclineinadulthood.ResearchonAging,3(1),33-84. Keith,T.Z.,&Reynolds,M.R.(2010).Cattell–Horn–Carrollabilitiesandcognitivetests:Whatwe'velearnedfrom20yearsofresearch.PsychologyintheSchools,47(7),635-650. MacCallum,R.C.(2003).Workingwithimperfectmodels.MultivariateBehavioralResearch,38(1),113-139. McGrew,K.&Flanagan,D.(1998).TheIntelligenceTestDeskReference:Gf-Gccross-batteryassessment.Allyn&Bacon. McGrew,K.S.(2005).TheCattell-Horn-CarrollTheoryofCognitiveAbilities.InD.P.Flanagan&P.L.Harrison(Eds.).(2012).Contemporaryintellectualassessment:Theories,tests,andissues.(pp. 151–179).NewYork:GuilfordPress. Neisser,U.,Boodoo,G.,BouchardJr,T.J.,Boykin,A.W.,Brody,N.,Ceci,S.J.,...&Urbina,S.(1996).Intelligence:knownsandunknowns.Americanpsychologist,51(2),77. Sheehan,E.,Tsai,N.,Duncan,G.J.,Buschkuehl,M.,&Jaeggi,S.M.(2015).Improvingfluidintelligencewithtrainingonworkingmemory:ameta-analysis.Psychonomicbulletin&review,22(2),366-377. Spearman,C.(1904)."GeneralIntelligence,"objectivelydeterminedandmeasured.TheAmericanJournalofPsychology,15(2),201-292. Spearman,C.(1927).Theabilitiesofman:Theirnatureandmeasurement.NewYork,NY:Macmillan. Sternberg,R.J.,&Kaufman,J.C.(1998).Humanabilities.Annualreviewofpsychology,49(1),479-502. Willis,J.O.,Dumont,R.,&Kaufman,A.S.Factor-analyticmodelsofintelligence.InSternberg,R.J.,&Kaufman,S.B.(Eds.).(2011).TheCambridgehandbookofintelligence.(pp. 39–57).CambridgeUniversityPress. Woodcock,R.W,andJohnsonM.B.(1989).Woodcock-JohnsonPsycho-EducationalBattery-Revised.Chicago,IL:RiversidePublishing. Furtherreading[edit] Gregory,RobertJ.(2011).PsychologicalTesting:History,Principles,andApplications(Sixth ed.).Boston:Allyn&Bacon.ISBN 978-0-205-78214-7. Kaufman,AlanS.(2009).IQTesting101.NewYork:SpringerPublishing.ISBN 978-0-8261-0629-2. Tucker,WilliamH.(2009).TheCattellControversy:Race,Science,andIdeology.UniversityofIllinoisPress.ISBN 978-0-252-03400-8. ScottJaschik(March20,2009)."TheCattellControversy".InsideHigherEd.Archivedfromtheoriginalon2011-12-05. Newton,J.H.,&McGrew,K.S.(2010).Introductiontothespecialissue:CurrentresearchinCattell–Horn–Carroll–basedassessment.PsychologyintheSchools,47(7),621-634. vteHumanintelligencetopicsTypes Collective Emotional Intellectual Linguistic Multiple Social Spatial (visuospatial) Abilities,traits,andconstructs Cognition Communication Creativity Fluidandcrystallizedintelligence gfactor Intelligencequotient Knowledge Learning Memory Problemsolving Reasoning Thought (abstraction) Understanding Visualprocessing Modelsandtheories Cattell–Horn–Carrolltheory Fluidandcrystallizedintelligence Multiple-intelligencestheory Three-stratumtheory Triarchictheory PASStheory Areasofresearch Evolutionofhumanintelligence HeritabilityofIQ Psychometrics Intelligenceandenvironment /fertility /height /health /longevity /neuroscience /personality /race /sex Outlineofhumanintelligence /thought Retrievedfrom"https://en.wikipedia.org/w/index.php?title=Cattell–Horn–Carroll_theory&oldid=1103430956" Categories:CognitivepsychologyIntelligenceHiddencategories:AllarticleswithunsourcedstatementsArticleswithunsourcedstatementsfromOctober2019 Navigationmenu Personaltools NotloggedinTalkContributionsCreateaccountLogin Namespaces ArticleTalk English Views ReadEditViewhistory More Search Navigation MainpageContentsCurrenteventsRandomarticleAboutWikipediaContactusDonate Contribute HelpLearntoeditCommunityportalRecentchangesUploadfile Tools WhatlinkshereRelatedchangesUploadfileSpecialpagesPermanentlinkPageinformationCitethispageWikidataitem Print/export DownloadasPDFPrintableversion Languages CatalàDeutschFrançais한국어РусскийSlovenščina粵語 Editlinks