The Cattell-Horn Carroll Theory of Cognitive Abilities (Schneider & McGrew)

Question 1

What is the structure of the CHC model?

Answer 1

Hierarchical

Broken into 4 levels:

1. General intelligence/ability g
2. Broad abilities
3. Narrow abilities
4. Specific abilities

Question 2

Did Cattell, Horn and Carroll all agree in the concept of g?

Answer 2

No - Carroll was pro g, while Cattell and Horn were against the concept of g

Question 3

All mental abilities are positively correlated - what is one interpretation of this finding?

Answer 3

That all abilities have a common cause - general intelligence

Question 4

What are broad abilities?

Answer 4

Clusters of narrow abilities that are mutually more correlated with each other than the abilities in other broad-ability clusters

e.g., Gwm: working memory (comprised of: auditory short term storage + visual short-term storage + attention control form)

Question 5

What are narrow abilities?

Answer 5

Clusters of highly correlated specific abilities

e.g., auditory short term memory storage capacity is a narrow ability, such that the ability to repeat back: sentences, single words, digits, letters, and nonsense words are highly correlated specific abilities that correspond to individual differences in auditory short-term memory

Question 6

What are specific abilities?

Answer 6

Abilities that are tied to a specific task or test

e.g., the ability to repeat sentences back after hearing them once, or the ability to discern whether 2 lines are parallel or skewed

Question 7

Of the 3 categories of abilities, which ones can be measured directly?

Answer 7

Of the 3 categories of abilities, the only one that can be measured directly is “specific abilities”, the other ones are theoretical entities inferred from the observed relations among specific abilities

Question 8

How many narrow abilities are there?

Answer 8

18

Question 9

How many broad abilities are there?

Answer 9

5

Question 10

What are the 5 broad abilities

Answer 10

1. Fluid reasoning
2. Memory
3. Cognitive speed
4. Acquired knowledge
5. Sensory-motor-linked abilities

Question 11

What are the narrow abilities in Fluid Reasoning?

Answer 11

Gf - fluid reasoning

Question 12

What are the narrow abilities subsumed under Memory?

Answer 12

1. Gwm - working memory
2. Gl - learning efficiency
3. Gr - retrieval fluency

Question 13

What are the narrow abilities subsumed under Cognitive Speed?

Answer 13

1. Gs - processing speed
2. Gt - reaction and decision speed
3. Gps - psychomotor speed (tentative)

Question 14

What are the narrow abilities subsumed under Acquired Knowledge?

Answer 14

Gc - comprehension knowledge
Gkn - Domain-Specific Knowledge
Grw - Reading and writing
Gq - Quantitative knowledge

Question 15

What are the narrow abilities subsumed under Sensory-Motor-Linked Abilities?

Answer 15

Gv - Visual processing
Ga - Auditory processing
Go - Olfactory abilities (tentative)
Gh - Tactile abilities (tentative)
Gk - Kinesthetic abilities (tentative)
Gp - Psychomotor abilities (tentative)
Gej - Emotional intelligence (tentative)

Question 16

What is the basic idea behind CHC theory?

Answer 16

Intelligence is both multidimensional and functionally integrated

Question 17

CHC theory was revised so that Glr (which fits under the broad ability of Memory) divorced - what does this mean?

Answer 17

Glr became
Gl - effort needed to store new information in LTM
gr - speed at which information in long-term storage can be loaded into working memory structures for use

Question 18

To what degree do emotional intelligence ability tests correlate with traditional measures of intelligence?

Answer 18

Generally in the range of .20 to .60, with higher correlations between the component of understanding emotions and Gc

Question 19

Describe Cattell’s Investment Theory

Answer 19

The correlation between Gf and Gc results from the consistent application of fluid reasoning to general new knowledge, which, as it accumulates, becomes crystallized knowledge.

“All else being equal, people with greater fluid ability acquire greater crystallized ability”

However, all else is not equal, even in societies that aggressively promote equality. Having the same level of fluid intelligence does not imply the same opportunities/incentives/drive to learn

Question 20

Spearman believe that general intelligence consisted of individual differences in the ability to perform three mental processes:

Answer 20

1. Apprehension of experience
2. Education of relations
3. Education of correlates

Question 21

What is the structural evidence for Gf-Gc theory?

Answer 21

Factor analysis. Tests of crystallizaed intelligence correlate more strongly with one another than they do with tests of fluid intelligence, and vice versa

Question 22

What is the developmental evidence for Gf-Gc theory?

Answer 22

Different developmental growth curves. Fluid intelligence declines steadily starting in early adulthood, whereas crystallized intelligence increases until late adulthood

Question 23

What is the neurocognitive evidence of Gf-Gc theory?

Answer 23

Different types of brain injury have differential effects on the two types of intelligence

Question 24

What is the difference between Gs and Gt?

Answer 24

Gs tests: no pauses and the examinee must sustain mental quickness and move swiftly from item to item until told to stop

Gt tests are generally easier than Gs tests. Gt tests: quickness of responding each time with pauses between items

Question 25

How distinct is Gf from g?

Answer 25

Gf and g are sometimes perfectly corrrelated

Question 26

Working memory = ?

Answer 26

Short-term storage + attentional control

Question 27

Of what narrow abilities is Gf comprised?

Answer 27

1. Induction - ability to observe a phenomenon and discover the underlying principles of rules that determine its behavior
2. Deduction
3. Quantitative reasoning