The factorial structure of cognitive abilities in childhood

Detalhes bibliográficos
Autor(a) principal: Martins, Ana Azevedo
Data de Publicação: 2016
Outros Autores: Alves, Ana Filipa, Almeida, Leandro S.
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://hdl.handle.net/1822/42284
Resumo: Recent studies have shown contradictory evidence regarding cognitive abilities differentiation and organization in childhood. Cattell’s investment theory postulated that duringthe early stages of life, the individual begins with a single and general ability (fluid intelligence), in which the relevance tends to decrease during adolescence, due to the appearance of differentiated abilities developed through the process of socialization and associated with the motivations, interests and experiences. This study analyses whether the factorial structure of the results in a battery of tests supports the existence of a general factor or, instead, a structure formed by different specific factors. A sample of 472 Portuguese children, aged between 4 and 10 years old, completed the Cognitive Competencies Scale for Children (ECCOs 4/10),and four subtests of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R). The adjustment of some models that reflect different psychometric theories of intelligence was tested by several confirmatory factor analyses (CFA). The implications of the tested models in the organization of cognitive abilities for cognitive development and school learning in childhood are also discussed.
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spelling The factorial structure of cognitive abilities in childhoodLa estructura factorial de las habilidades cognitivas en la infânciaStructure of intelligenceG factorCognitive differentiationChildhoodEstructura de la inteligenciaFactor gDiferenciación cognitivaInfanciaStructure of inteltigenceSocial SciencesRecent studies have shown contradictory evidence regarding cognitive abilities differentiation and organization in childhood. Cattell’s investment theory postulated that duringthe early stages of life, the individual begins with a single and general ability (fluid intelligence), in which the relevance tends to decrease during adolescence, due to the appearance of differentiated abilities developed through the process of socialization and associated with the motivations, interests and experiences. This study analyses whether the factorial structure of the results in a battery of tests supports the existence of a general factor or, instead, a structure formed by different specific factors. A sample of 472 Portuguese children, aged between 4 and 10 years old, completed the Cognitive Competencies Scale for Children (ECCOs 4/10),and four subtests of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R). The adjustment of some models that reflect different psychometric theories of intelligence was tested by several confirmatory factor analyses (CFA). The implications of the tested models in the organization of cognitive abilities for cognitive development and school learning in childhood are also discussed.Estudios recientes señalan evidencias contradictorias con respecto a la diferenciación y organización de las habilidades cognitivas en la infancia. La teoría de la inversión de Cattell sostiene que durante las primeras etapas de la vida, el individuo comienza con una habilidad general (inteligencia fluida), cuya relevancia tiende a disminuir debido a la aparición durante la adolescencia de habilidades diferenciadas desarrolladas a través del proceso de socialización y que están asociadas a las motivaciones, intereses y experiencias. Con este estudio se pretende investigar si la estructura factorial de los resultados en una batería de pruebas apoya la existencia de un factor general o, en cambio, una estructura formada por diferentes factores específicos. Una muestra de 472 escolares portugueses, con edades entre los 4 y 10 años, llevó a cabo la Escala de Competências Cognitivas para Crianças (ECCOs 4/10) y cuatro sub-pruebas del Wechsler Intelligence Scale for Children – Third Edition (WISC-III) y Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R). El ajuste de algunos modelos que reflejan diferentes teorías psicométricas de la inteligencia se puso a prueba mediante varios análisis factoriales confirmatorios (AFC). Se analizaron además las implicaciones de los modelos probados en la organización de las habilidades cognitivas para el desarrollo cognitivo y para el aprendizaje escolar en la infancia.This work is funded by the Fundacão para a Ciênciae a Tecnologia, IP (FCT) and the POPH/FSE under the SFRH/BD/84153/2012 project.Asociación Universitaria de Educación y Psicología (ASUNIVEP)Universidade do MinhoMartins, Ana AzevedoAlves, Ana FilipaAlmeida, Leandro S.20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/42284eng1888-89921989-220910.1016/j.ejeps.2015.11.003info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-29T01:19:57Zoai:repositorium.sdum.uminho.pt:1822/42284Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:51:28.944232Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The factorial structure of cognitive abilities in childhood
La estructura factorial de las habilidades cognitivas en la infância
title The factorial structure of cognitive abilities in childhood
spellingShingle The factorial structure of cognitive abilities in childhood
Martins, Ana Azevedo
Structure of intelligence
G factor
Cognitive differentiation
Childhood
Estructura de la inteligencia
Factor g
Diferenciación cognitiva
Infancia
Structure of inteltigence
Social Sciences
title_short The factorial structure of cognitive abilities in childhood
title_full The factorial structure of cognitive abilities in childhood
title_fullStr The factorial structure of cognitive abilities in childhood
title_full_unstemmed The factorial structure of cognitive abilities in childhood
title_sort The factorial structure of cognitive abilities in childhood
author Martins, Ana Azevedo
author_facet Martins, Ana Azevedo
Alves, Ana Filipa
Almeida, Leandro S.
author_role author
author2 Alves, Ana Filipa
Almeida, Leandro S.
author2_role author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Martins, Ana Azevedo
Alves, Ana Filipa
Almeida, Leandro S.
dc.subject.por.fl_str_mv Structure of intelligence
G factor
Cognitive differentiation
Childhood
Estructura de la inteligencia
Factor g
Diferenciación cognitiva
Infancia
Structure of inteltigence
Social Sciences
topic Structure of intelligence
G factor
Cognitive differentiation
Childhood
Estructura de la inteligencia
Factor g
Diferenciación cognitiva
Infancia
Structure of inteltigence
Social Sciences
description Recent studies have shown contradictory evidence regarding cognitive abilities differentiation and organization in childhood. Cattell’s investment theory postulated that duringthe early stages of life, the individual begins with a single and general ability (fluid intelligence), in which the relevance tends to decrease during adolescence, due to the appearance of differentiated abilities developed through the process of socialization and associated with the motivations, interests and experiences. This study analyses whether the factorial structure of the results in a battery of tests supports the existence of a general factor or, instead, a structure formed by different specific factors. A sample of 472 Portuguese children, aged between 4 and 10 years old, completed the Cognitive Competencies Scale for Children (ECCOs 4/10),and four subtests of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R). The adjustment of some models that reflect different psychometric theories of intelligence was tested by several confirmatory factor analyses (CFA). The implications of the tested models in the organization of cognitive abilities for cognitive development and school learning in childhood are also discussed.
publishDate 2016
dc.date.none.fl_str_mv 2016
2016-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://hdl.handle.net/1822/42284
url https://hdl.handle.net/1822/42284
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1888-8992
1989-2209
10.1016/j.ejeps.2015.11.003
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Asociación Universitaria de Educación y Psicología (ASUNIVEP)
publisher.none.fl_str_mv Asociación Universitaria de Educación y Psicología (ASUNIVEP)
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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