On the interpretation of the CHC factor Gc

Kan, Kees-Jan; Kievit, Rogier A.; Dolan, Conor V.; Maas, Han L. J. van der

doi:10.1016/j.intell.2011.05.003

Cited by 62 publications

(59 citation statements)

References 36 publications

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“…In particular, crystallized intelligence (Gc) and broad retrieval ability (Gr) seem like important factors. Gc, whether viewed as verbal ability or as acquired knowledge (Kan, Kievit, Dolan, & van der Mass, 2011), should be important to metaphor generation, given the highly verbal nature of the task. Moreover, Gr would seem to be important, given that creating a good metaphor involves scanning and manipulating stored semantic knowledge, from simple vocabulary to conceptual knowledge of possible topics and vehicles.…”

Section: Discussionmentioning

confidence: 99%

Making creative metaphors: The importance of fluid intelligence for creative thought

2012

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The relationship between intelligence and creativity remains controversial. The present research explored this issue by studying the role of fluid intelligence (Gf) in the generation of creative metaphors. Participants (n = 132 young adults) completed six nonverbal tests of Gf (primarily tests of inductive reasoning) and were then asked to create metaphors that described a past emotional experience. The metaphors were rated for creative quality. Latent variable models found that Gf explained approximately 24% of the variance in metaphor quality (standardized beta = .49), consistent with the view that creative ideation engages executive processes and abilities. The effect of Gf remained substantial after including personality (the Big Five factors) in the model. The discussion considers implications for the debate over intelligence and creativity as well as for the cognitive abilities involved in metaphor production. Are intelligent people more creative, or are intelligence and creativity independent abilities? This question is one of the enduring controversies in the psychology of creativity (Kaufman, 2009 andWallach andKogan, 1965). In the present work, we take a new slant on this problem by examining the role of fluid intelligence (Gf) in the production of creative metaphors. This work extends studies of creative cognition to a new domain, provides further support for our view that intelligence is central to creative thought (Nusbaum & Silvia, 2011a), and contributes to the emerging literature on how people make metaphors (Chiappe & Chiappe, 2007). The creativity-and-intelligence controversy

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Section: Discussionmentioning

confidence: 99%

Making creative metaphors: The importance of fluid intelligence for creative thought

2012

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“…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).…”

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“…Nessa linha, Cattell (1987) aprofundou o conceito do fator g e subdividiu-o em inteligência fluida (gf) e inteligência cristalizada (gc), assumindo a primeira como mais marcada por aspetos genéticos e neurológicos, enquanto a segunda decorre das experiências culturais e educacionais (Kan, Kievit, Dolan, & van der Maas, 2011;Primi, Ferrão, & Almeida, 2010). Aprofundando a relação entre as duas inteligências, Cattell (1987) propõe a teoria do investimento e assume que o desenvolvimento da capacidade geral (gf) até ao final da adolescência seria acompanhado por um investimento progressivo em áreas delimitadas do conhecimento ou da realização, decorrendo daí um amplo conjunto de capacidades cristalizadas (gc).…”

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

Martins¹,

Soares²,

Brito³

et al. 2017

Estud. psicol. (Campinas)

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ResumoNo seio do debate sobre se a inteligência é mais bem definida por um fator geral ou por aptidões específicas, ganha relevância a hipótese da diferenciação cognitiva. Análises recentes enfatizam o interesse dessa questão para a investigação e alertam para a relevância das suas implicações na área educativa. Este estudo analisou a possibilidade de a diferenciação das aptidões cognitivas ocorrer já na infância e também o efeito moderador do Quociente de Inteligência na magnitude da relação entre as habilidades cognitivas. Aplicou-se uma bateria de provas que avaliam várias funções cognitivas a uma amostra de 231 crianças com 5, 7 e 9 anos, distribuídas por três grupos de desempenho cognitivo. Os resultados de uma análise de clusters hierárquica e de uma análise de variância apontam para a não diferenciação das funções cognitivas na infância. Contudo, uma análise mais cuidadosa aponta para alguma diferenciação suportada pela heterogeneidade dos perfis cognitivos junto dos alunos com Quociente de Inteligência elevado. Palavras-chave:

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“…Gc is usually measured by means of vocabulary tests and other verbal tasks [11,12]. The purpose of this research is to introduce and suggest an integrative verbal task, namely the C-Test, as a valid and economic measure of the verbal component of Gc.…”

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confidence: 99%

The C-Test: An Integrative Measure of Crystallized Intelligence

Baghaei¹,

Tabatabaee²

2015

J. Intell.

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Abstract:Crystallized intelligence is a pivotal broad ability factor in the major theories of intelligence including the Cattell-Horn-Carroll (CHC) model, the three-stratum model, and the extended Gf-Gc (fluid intelligence-crystallized intelligence) model and is usually measured by means of vocabulary tests and other verbal tasks. In this paper the C-Test, a text completion test originally proposed as a test of general proficiency in a foreign language, is introduced as an integrative measure of crystallized intelligence. Based on the existing evidence in the literature, it is argued that the construct underlying the C-Test closely matches the abilities underlying the language component of crystallized intelligence, as defined in the well-established theories of intelligence. It is also suggested that by carefully selecting texts from pertinent knowledge domains, the factual knowledge component of crystallized intelligence could also be measured by the C-Test.

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On the interpretation of the CHC factor Gc

Cited by 62 publications

References 36 publications

Making creative metaphors: The importance of fluid intelligence for creative thought

Making creative metaphors: The importance of fluid intelligence for creative thought

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

The C-Test: An Integrative Measure of Crystallized Intelligence

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