The fluid and crystallized abilities of white, black, and hispanic adolescents and adults, both with and without an education covariate

Kaufman, Alan S.; McLean, James E.; Kaufman, James C.

doi:10.1002/1097-4679(199509)51:5<636::aid-jclp2270510509>3.0.co;2-8

Cited by 19 publications

(12 citation statements)

References 13 publications

(23 reference statements)

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“…Americans perform poorer than Caucasians on tests of verbal ability and vocabulary (Bracken, Howell, & Crain, 1993;Kaufman, McLean, & Kaufman, 1995;Kaufman, McLean, & Reynolds, 1988;Sellers et al, 2002). Specifically of interest, Kaufman and colleagues (1995) studied the performance of African Americans and Caucasians on crystallized and fluid ability as defined by the Horn-Cattell Gf-Gc theory.…”

Section: Research Question Twomentioning

confidence: 85%

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Dale

McIntosh

Ward

et al. 2011

Psychology in the Schools

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This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC‐II), in terms of the Cattell‐Horn‐Carroll (CHC) theory among ethnically diverse preschool children. Forty‐nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC‐II subtests found that although the African American and Caucasian groups performed overall at a similar level, they did not show the same pattern of highs and lows in subtest performance. Specifically, Caucasian preschoolers scored significantly higher than their African American counterparts on the Expressive Vocabulary subtest. Overall, the two groups displayed remarkably similar performance on the KABC‐II. © 2011 Wiley Periodicals, Inc.

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Section: Research Question Twomentioning

confidence: 85%

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Dale

McIntosh

Ward

et al. 2011

Psychology in the Schools

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“…These differences are also found in specific measures of Gf and Gc (J. C. Kaufman, Chen, & A. S. , although Hispanic Americans typically receive higher scores on measures of Gf (A. S. Kaufman, McLean, & J. C. Kaufman, 1995). As with gender differences, this discrepancy does not translate to differences in self-estimated abilities.…”

Section: Discussionmentioning

confidence: 99%

Self estimates of general, crystallized, and fluid intelligences in an ethnically diverse population

Kaufman¹

2012

Learning and Individual Differences

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“…Education correlates substantially with ability level, with coefficients typically ranging from the mid-.40s to mid-.60s (A. Kaufman, McLean, & Kaufman, 1995;A. Kaufman & Wang, 1992;Matarazzo, 1972;Reynolds, Chastain, Kaufman, & McLean, 1987).…”

Section: Discussionmentioning

confidence: 99%

Differences on six Horn abilities for 14 age groups between 15–16 and 75–94 years.

Kaufman¹,

Kaufman²,

Chen³

et al. 1996

Psychological Assessment

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Six abilities derived from Horn's fluid (Gf) and crystallized (Gc) theory were investigated for 1,193 individuals (607 men and 586 women), aged 15-94 years and approximately representative of the U.S. population on ethnic, socioeconomic, and geographic variables. Age differences on the Horn abilities were analyzed for separate age groups across this wide age span, both with and without control for education, using multivariate analysis of variance and multiple regression analysis. Results supported Horn's classification of crystallized and quantitative as maintained abilities and of fluid and broad visualization as vulnerable abilities. Short-term acquisition and retrieval, usually interpreted as vulnerable, was maintained through the 60s for the present sample. The patterns of age differences on long-term retrieval tasks were a function of the type of material to be stored. Horn (1989) and his colleagues (Horn, Donaldson, & Engstrom, 1981; Horn & Hofer, 1992) have conducted a considerable body of research on the structure of human abilities. They have identified about eight or nine factors that now define fluid (Gf) and crystallized (Gc) theory. The current theory is an expansion and refinement of the original Horn and Cattell (1966, 1967) theory that stressed the distinction between crystallized, acculturated knowledge and novel, fluid problem solving. The research that has accompanied the elucidation of the expanded Gf-Gc theory has continued to emphasize age differences on the specific ability factors, a topic of interest to the theorists from the initial development of the Gf and Gc constructs

show abstract

The fluid and crystallized abilities of white, black, and hispanic adolescents and adults, both with and without an education covariate

Cited by 19 publications

References 13 publications

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Self estimates of general, crystallized, and fluid intelligences in an ethnically diverse population

Differences on six Horn abilities for 14 age groups between 15–16 and 75–94 years.

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