How does the strength of the relationships between cognitive abilities evolve over the life span for low-IQ vs high-IQ adults?

Do Raven's Colored Progressive Matrices function in the same way in typical and clinical populations? Insights from the intellectual disability field

“…This hypothesis, also known as the law of diminishing returns (Spearman 1927), has been the subject of numerous studies in recent decades. Some of them have confirmed it (e.g., Abad et al, 2003;Carlstedt 2001;Detterman & Daniel 1989;Evans 1999;Facon, 2002Facon, , 2003aFacon, , 2003bFacon, , 2006Facon, , 2008bHunt 1997;Jensen 2003;Kane et al, 2006;Legree et al, 1996;Lynn, 1990;Reynolds & Keith, 2007;Reynolds et al, 2010;Tucker-Drob 2009), whereas others gave less clear-cut (Deary et al, 1996;Molenaar et al, 2010;te Nijenhuis & Hartmann 2006), fruitless (Arden & Plomin 2007;Facon 2004;Hartmann & Reuter 2006;Nesselroade & Thompson 1995;Pagliari 1998;Saklofske et al, 2008), or even opposite results (Fogarty & Stankov 1995;Hartmann & Teasdale 2004. According to this hypothesis and given the intellectual status of our two groups, inter-item correlations should have been lower among typical than intellectually disabled participants, and a greater number of items should have presented differential functioning, notably because, when the items of a test are more correlated in a group, they necessarily present less variability of difficulty, and vice versa.…”

Use of factor mixture modeling to capture Spearman's law of diminishing returns☆

“…Moreover, previous research with these data indicated that the covariance matrices were invariant across age . Recent findings have suggested that age differentiation may have a role in SLODR (Facon, 2004(Facon, , 2008Kane & Brand, 2006), so future research will be needed to clarify the potential role of age in ability differentiation.…”

“…Because age differentiation has been found to explain SLODR in some studies (Facon, 2004(Facon, , 2008Kane & Brand, 2006), additional analyses were performed where age was modeled as a Bolded numbers represent the lowest information criterion (IC) value in the two-and three-class models for each of the three ICs. In the first-order residuals + g model, g variances and first-order residual variances were free to vary across class.…”

“…Although research in general supports the presence of SLODR, its presence has not been supported in all studies (e.g., Facon, 2004;Hartmann & Reuter, 2006;Saklofske, Yang, Zhu, & Austin, 2008). Possible explanations for the different findings across studies include mixing age differentiation with ability differentiation (e.g., Facon, 2004Facon, , 2008Kane & Brand, 2006), issues related to the sample or tests used in the analysis (see Hartmann & Teasdale, 2004 for discussion), and different selection procedures used to choose ability groups (Carlstedt, 2001;Hartmann & Reuter, 2006;Nesselroade & Thompson, 1995;.…”

A diferenciação cognitiva na infância: um estudo de perfis cognitivos aos 5, 7 e 9 anos

“…Esses resultados corroboram a ausência de uma diferenciação cognitiva na infância, encontrada em outros estudos (Juan-Espinosa et al, 2006;Juan-Espinosa, García, Colom, & Abad, 2000;Molenaar et al, 2010;Rietveld et al, 2003). No mesmo sentido, tem-se a posição de outros autores que associam o início da adolescência, fruto de experiências acadêmicas mais diferenciadas, a uma mudança progressiva na habilidade intelectual genérica (g ou Gf), formando--se habilidades cognitivas mais diferenciadas (Carlstedt, 2001;Facon, 2008;Kan et al, 2011;Kvist & Gustafsson, 2008).…”