Can fluid intelligence be reduced to ‘simple’ short-term storage?

Martínez, Kenia; Burgaleta, Miguel; Román, Francisco J.; Escorial, Sergio; Shih, Pei Chun; Quiroga, Macarena Ángel; Colom, Roberto

doi:10.1016/j.intell.2011.09.001

Cited by 96 publications

(64 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous studies suggested that the intelligence-working memory correlation may be accounted for by short term storage, presumably because all of these constructs are limited by the same cognitive resources to a very high degree (Colom, Abad, Quiroga, Shih, & FloresMendoza, 2008;Martínez et al, 2011). Accordingly, two measures of short term memory capacity were added to assess the unique influences of working memory capacity over and above short term memory capacity on RAPM performance.…”

Section: Working Memory Assessmentmentioning

confidence: 99%

How knowing the rules affects solving the Raven Advanced Progressive Matrices Test

2015

View full text Add to dashboard Cite

Section: Working Memory Assessmentmentioning

confidence: 99%

How knowing the rules affects solving the Raven Advanced Progressive Matrices Test

2015

View full text Add to dashboard Cite

“…Although the two constructs are closely related, they do not appear to overlap completely and the two constructs can be considered as distinguishable (Conway, Kane, & Engle, 2003). Their relationship is under debate (Martínez et al, 2011) Conway, & Gathercole, 2010), and it has also been argued that highly-controlled WM processes have a greater power for predicting intelligence in typically-developing children (Cornoldi, Orsini, Cianci, Giofrè, & Pezzuti, 2013) than in particular populations (Cornoldi, Giofrè, Calgaro, & Stupiggia, 2013). The idea that different components of WM relate differently to intelligence has found further support: a recent study on 4 th -and 5 th -graders, for instance, supported the relationship between WM and intelligence, but showed that only active WM and visuospatial short-term memory were significantly related to intelligence, while verbal short-term memory did not .…”

Section: Cognitive Processes Involved In Geometry: Working Memory Andmentioning

confidence: 99%

The relationship among geometry, working memory, and intelligence in children

Giofrè

Mammarella

Cornoldi

2014

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Although geometry is one of the main areas of mathematical learning, the cognitive processes underlying geometry-related academic achievement have not been studied in detail. This study explored the relationship between working memory (WM), intelligence (g-factor) and geometry in 176 typically-developing children attending school in their 4 th and 5 th grades. Structural equation modeling showed that about 40% of the variance in academic achievement and in intuitive geometry (which is assumed to be independent of a person's cultural background) were explained by WM and the g-factor. After taking intelligence and WM into account, intuitive geometry was no longer significantly related to academic achievement in geometry. We also found intuitive geometry closely related to fluid intelligence (as measured by Raven) and reasoning ability, while academic achievement in geometry depended largely on WM. These results were confirmed by a series of regressions in which we estimated the contributions of WM, intelligence and intuitive geometry to the unique and shared variance explaining academic achievement in geometry. Theoretical and educational implications of the relationship between WM, intelligence and academic achievement in geometry are discussed.

show abstract

“…The hypothesis that different components can be distinguished within WM has met with criticism, however. In particular, other authors have argued that STM and WM are hardly distinguishable (e.g., Martínez et al, 2011) and suggested a unitary model of WM, especially in the case of children (e.g., Pascual-Leone, 1970). Whether or not WM and STM reflect the same or different factors is still being debated (e.g., Colom, Rebollo, Abad, & Shih, 2006).…”

Section: Introductionmentioning

confidence: 99%

The structure of working memory and how it relates to intelligence in children

2013

View full text Add to dashboard Cite

This study explored the structure of working memory, and its relationship with intelligence in 176 typically-developing children in the 4 th and 5 th grades at school. Different measures of working memory (WM), and intelligence (g) were administered. Confirmatory factor analyses showed that WM involves an attentional control system and storage aspects that rely on domain-specific verbal (STM-V) and visuospatial (STM-VS) resources. The structural equation models showed that WM predicts a large portion (66%) of the variance in g, confirming that the two constructs are separable but closely related in young children. Findings also showed that only WM and STM-VS are significantly related to g, while the contribution of STM-V is moderate. Theoretical implications for the relationship between WM and g are discussed.

show abstract

Can fluid intelligence be reduced to ‘simple’ short-term storage?

Cited by 96 publications

References 36 publications

How knowing the rules affects solving the Raven Advanced Progressive Matrices Test

How knowing the rules affects solving the Raven Advanced Progressive Matrices Test

The relationship among geometry, working memory, and intelligence in children

The structure of working memory and how it relates to intelligence in children

Contact Info

Product

Resources

About