43. The factor structure of intelligence among teachers in the Congo

Claeys, W.

doi:10.1515/9783111556482-046

Cited by 3 publications

(3 citation statements)

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“…He found that the scores on a revised version of the SPM showed an unrotated loading of .57 on the first factor, as well as a sizeable cross-loading of .34 on a second factor he interpreted in terms of physical factors and manual dexterity. Claeys (1972) factor analyzed data from 101 firstgrade teachers from Kinshasa, who completed a battery of 24 tests including the SPM, and found that the commonality of the SPM was rather low (i.e., .38).…”

Section: Factor Analytical Resultsmentioning

confidence: 99%

Raven's test performance of sub-Saharan Africans: Average performance, psychometric properties, and the Flynn Effect

Wicherts

Dolan

Carlson

et al. 2010

Learning and Individual Differences

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Section: Factor Analytical Resultsmentioning

confidence: 99%

Raven's test performance of sub-Saharan Africans: Average performance, psychometric properties, and the Flynn Effect

Wicherts

Dolan

Carlson

et al. 2010

Learning and Individual Differences

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“…The similarities of the two higher-order factors are quite high for both grade levels. Claeys (1972) administered 24 tests to 101 Congolese first grade teachers. Although no comparison sample of non-Ugandans was available, the results are highly similar to those found in American studies.…”

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confidence: 99%

Cultural influences on cognition: A reanalysis of Vernon's data1

Vandenberg

Hakstian

1978

Int J Psychol

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Correlations between 50 test scores obtained by Philip Vernon (1969) for four samples of boys (Scots from the Hebrides, Ugandans, Eskimos, and Canadian Indians) were reanalyzed. Seven factors were obtained in each sample and rotated towards the same “target” factor matrix solution: an orthogonal rotation of the seven factors for the combined sample. Four of these factors were interpreted as Verbal‐Acculturation, Ideational Fluency, Piagetian Conservation, and Spatial‐Perceptual‐Motor. Congruence coefficients between the four resulting “congruent” factor matrices were moderately high. Correlations between the four congruent factors in each sample and eight cultural indices were calculated. These showed interesting differences.

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“…As Booth (2002, p. 378) stated “If there are universals, they must be discovered,” and for the reasons mentioned above, we think it is plausible that g may be a universal property of cognitive data in humans—whether or not a cultural group describes “intelligence” in a way similar to Western definitions. While there have been scattered reports of g in nations throughout the world (e.g., Church & Katigbak, 1987; Claeys, 1972; Guthrie, 1963; Miron, 1975; Proctor, Kranzler, Rosenbloom, Martinez, & Guevara-Aguire, 2000; Rothhammer & Llop, 1976; Vernon, 1961, 1965b), in this study we aim to systematically compile as many data sets as possible from non-Western populations in developing nations and determine whether each one produces a general cognitive ability factor using a uniform factor analysis methodology. In this way we hope to put g theory to a strongly falsifiable empirical test and to test whether g theory has limits in its applicability across human cultures.…”

Section: Purpose Of Studymentioning

confidence: 99%

Spearman’s g found in 31 non-Western nations: Strong evidence that g is a universal phenomenon.

Warne

Burningham

2019

Psychological Bulletin

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Spearman's g is the name for the shared variance across a set of intercorrelating cognitive tasks. For some-but not all-theorists, g is defined as general intelligence. While g is robustly observed in Western populations, it is questionable whether g is manifested in cognitive data from other cultural groups. To test whether g is a cross-cultural phenomenon, we searched for correlation matrices or data files containing cognitive variables collected from individuals in non-Western, nonindustrialized nations. We subjected these data to exploratory factor analysis (EFA) using promax rotation and 2 modern methods of selecting the number of factors. Samples that produced more than 1 factor were then subjected to a second-order EFA using the same procedures and a Schmid-Leiman solution. Across 97 samples from 31 countries totaling 52,340 individuals, we found that a single factor emerged unambiguously from 71 samples (73.2%) and that 23 of the remaining 26 samples (88.5%) produced a single second-order factor. The first factor in the initial EFA explained an average of 45.9% of observed variable variance (SD ϭ 12.9%), which is similar to what is seen in Western samples. One sample that produced multiple second-order factors only did so with 1 method of selecting the number of factors in the initial EFA; the alternate method of selecting the number of factors produced a single higher-order factor. Factor extraction in a higher-order EFA was not possible in 2 samples. These results show that g appears in many cultures and is likely a universal phenomenon in humans. Public Significance StatementThis study shows that one conceptualization of intelligence-called Spearman's g-is present in over 90 samples from 31 non-Western, nonindustrialized nations. This means that intelligence is likely a universal trait in humans. Therefore, it is theoretically possible to conduct cross-cultural research on intelligence, though culturally appropriate tests are necessary for any such research.

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43. The factor structure of intelligence among teachers in the Congo

Cited by 3 publications

References 0 publications

Raven's test performance of sub-Saharan Africans: Average performance, psychometric properties, and the Flynn Effect

Raven's test performance of sub-Saharan Africans: Average performance, psychometric properties, and the Flynn Effect

Cultural influences on cognition: A reanalysis of Vernon's data1

Spearman’s g found in 31 non-Western nations: Strong evidence that g is a universal phenomenon.

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