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g: Formative, reflective, or both?
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DOI：10.1016/j.intell.2024.101870.png)
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摘要
En 中文
This study examined how general cognitive ability, g, is formed from preschool to late childhood and how it interacts with specific mental processes. A large sample (N = 401), about equally drawn from each of the age years 4 through 12 were examined with a large array of attention control, working memory, relational integration, Raven-like matrices, and awareness of perceptual and inferential origins of representations. Confirmatory Factor Analysis examined if g is a reflective construct causally affecting these processes or a formative construct gradually emerging from mastering these processes, and how it varies throughout this age period. We found that g is a reflective construct gearing on a core of relational integration and mental awareness, which changes in cycles: it is primarily based on attention control and perceptual awareness from 4 to 6, inferential awareness and working memory from 7 to 9, and inhibition, inferential awareness, and complex inductive reasoning from 10 to 12 years. The implications of the study for the century-old dispute about the nature and development of human general intelligence and modern theories of intelligence and cognitive development are discussed.
Keyword:
Cognitive development
Reflective g
Executive functions
Working memory
Reasoning
Awareness
期刊
IF:
2.8
论文数:
2.3K
被引数:
4.4K
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