225:
200:(general intelligence). Though distinct, there is interaction, as fluid intelligence is a determining factor in the speed with which crystallised knowledge is accumulated (Cattell, 1963). Crystallised intelligence is known to increase with age as we accumulate knowledge throughout the lifespan. Fluid processing ability reaches a peak around age 20, then declines steadily. Recent research has explored the idea that training on working memory tasks can transfer to improvements in fluid intelligence. (Jaeggi, 2008). This idea did not hold under further scrutiny (Melby-Lervåg, Redick, & Hulme, 2016).
1741:
224:
20:
31:
66:, a statistical technique which uncovers relationships between variables and the underlying structure of concepts such as 'intelligence' (Keith & Reynolds, 2010). The psychometric approach has consistently facilitated the development of reliable and valid measurement tools and continues to dominate the field of intelligence research (Neisser, 1996).
77:(1993), a hierarchical, three-stratum model of intelligence. Due to substantial similarities between the two theories they were amalgamated to form the Cattell–Horn–Carroll theory (Willis, 2011, p. 45). However, some researchers, including John Carroll, have questioned not only the need but also the empirical basis for the theory.
62:, the Cattell–Horn–Carroll theory is regarded as an important theory in the study of human intelligence. Based on a large body of research, spanning over 70 years, Carroll's Three Stratum theory was developed using the psychometric approach, the objective measurement of individual differences in abilities, and the application of
218:, in which he presented 'A Theory of Cognitive Abilities: The Three-Stratum Theory'. Carroll had re-analysed data-sets from 461 classic factor analytic studies of human cognition, distilling the results into 800 pages, thus providing a solid foundation for future research in human intelligence (Carroll, 1993, p. 78-91).
138:-factor (also known as general intelligence) in the early 20th century after discovering significant positive correlations between children's scores in seemingly unrelated academic subjects (Spearman, 1904). Unlike Horn, Carroll argued that evidence for a single 'general' ability was overwhelming, and insisted that
693:
for psychoeducational assessment. 5 of the 7 major tests of intelligence have changed to incorporate CHC theory as their foundation for specifying and operationalizing cognitive abilities/processes. Since even all modern intellectual test instruments fail to effectively measure all 10 broad stratum
706:
Consistent with the evolving nature of the theory, the
Cattell-Horn-Carroll framework remains "an open-ended empirical theory to which future tests of as yet unmeasured or unknown abilities could possibly result in additional factors at one or more levels in Carroll's hierarchy". There is still some
710:
MacCallum (2003, p. 113–115) highlighted the need to recognize the limitations of artificial measurement tools built upon mathematical models: "Simply put, our models are implausible if taken as exact or literal representations of real world phenomena. They cannot capture the complexity of the
80:
In the late 1990s the CHC model was expanded by McGrew, later revised with the help of
Flanagan. Later extensions of the model are detailed in McGrew (2011) and Schneider and McGrew (2012) There are a fairly large number of distinct individual differences in cognitive ability, and CHC theory holds
129:
model "appears to offer the most well-founded and reasonable approach to an acceptable theory of the structure of cognitive abilities" (Carroll, 1993, p. 62). This fortuitous meeting was the starting point for the integration of the two theories. The integration of the two theories evolved
231:
General intelligence (g) fluid intelligence (Gf), crystallized intelligence (Gc), general memory and learning (Gy), broad visual perception (Gv), broad auditory perception (Gu), broad retrieval ability (Gr), broad cognitive speediness (Gs), and processing speed (Gt).
92:
Today, the
Cattell–Horn–Carroll theory is widely accepted as the most comprehensive and empirically supported theory of cognitive abilities, informing a substantial body of research and the ongoing development of IQ (Intelligence Quotient) tests (McGrew, 2005).
858:
McGrew, K. S. (2005). The
Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp.136–182). New York:
120:
expanded model abilities and
Carroll's Broad Stratum II abilities were highlighted at a meeting in 1985 concerning the revision of the Woodcock-Johnson Psycho-Educational Battery (Woodcock & Johnson, 1989). At this meeting Horn presented the
130:
through a series of bridging events that occurred over two decades. Although there are many similarities between the two models, Horn consistently and unyieldingly argued against a single general ability g factor (McGrew, 2005, p. 174).
839:
Schneider, W. J., & McGrew, K. S. (2012). The
Cattell-Horn-Carroll model of intelligence. In D. Flanagan & P. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed., pp. 99–144). New York:
326:): reflects the immediacy with which an individual can react to stimuli or a task (typically measured in seconds or fractions of seconds; not to be confused with Gs, which typically is measured in intervals of 2–3 minutes).
698:(XBA; Flanagan, Ortiz, Alfonso, & Dynda, 2008) was developed. However, the veracity of this approach to assessment and interpretation has been criticized in the research literature as statistically flawed.
688:
Many tests of cognitive ability have been classified using the CHC model and are described in The
Intelligence Test Desk Reference (ITDR) (McGrew & Flanagan, 1998). CHC theory is particularly relevant to
1421:
1417:
318:), is considered part of the theory, but is not currently assessed by any major intellectual ability test, although it can be assessed with a supplemental measure such as a continuous performance test.
81:
that the relationships among them can be derived by classifying them into three different strata: stratum I, "narrow" abilities; stratum II, "broad abilities"; and stratum III, consisting of a single "
1050:
McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. (August 2016). "Critical Issues in
Specific Learning Disability Identification: What We Need to Know About the PSW Model".
125:
theory to several prominent figures in intelligence testing, including John B. Carroll (McGrew, 2005). Carroll was already a vocal proponent of the
Cattell-Horn theory, stating in 1993 that the
303:): is the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions.
254:): includes the breadth and depth of a person's acquired knowledge, the ability to communicate one's knowledge, and the ability to reason using previously learned experiences or procedures.
173:
factors are considered a prequel to this idea (Spearman, 1927), along with
Thurstone's theory of Primary Mental Abilities. By 1991, John Horn, a student of Cattell's, had expanded the
214:
221:
Carroll's three-stratum theory presented three levels of cognition: narrow abilities (stratum I), broad abilities (stratum II) and general abilities (stratum III).
1264:
Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., & Jaeggi, S. M. (2015). Improving fluid intelligence with training on working memory: a meta-analysis.
849:
Flanagan, D. P., & Harrison, P. L. (2005). Contemporary intellectual assessment: Theories, tests, and issues. (2nd Edition). New York, NY: The Guilford Press
180:
Fluid intelligence refers to quantitative reasoning, processing ability, adaptability to new environments and novel problem solving. Crystallised intelligence (
711:
real world which they purport to represent. At best, they can provide an approximation of the real world that has some substantive meaning and some utility."
1452:
1015:
Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). Essentials of cross-battery assessment. (2nd Edition). New Jersey: John Wiley & Sons, Inc
296:): is the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability to store and recall visual representations.
1253:
Neisser, U., Boodoo, G., Bouchard Jr, T. J., Boykin, A. W., Brody, N., Ceci, S. J., ... & Urbina, S. (1996). Intelligence: knowns and unknowns.
1308:
Willis, J. O., Dumont, R., & Kaufman, A. S. Factor-analytic models of intelligence. In Sternberg, R. J., & Kaufman, S. B. (Eds.). (2011).
212:(June 5, 1916 – July 1, 2003) made substantial contributions to psychology, psychometrics and educational linguistics. In 1993, Carroll published
1221:
Keith, T. Z., & Reynolds, M. R. (2010). Cattell–Horn–Carroll abilities and cognitive tests: What we've learned from 20 years of research.
1196:
Gustafsson, J. E., & Undheim, J. O. (1996). Individual differences in cognitive functions. In D.C. Berliner & R. C. Calfee (Eds.),
1415:
Newton, J. H., & McGrew, K. S. (2010). Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment.
1242:
McGrew, K. S. (2005). The Cattell-Horn-Carroll Theory of Cognitive Abilities. In D. P. Flanagan & P. L. Harrison (Eds.). (2012).
342:). In addition, additional sensory processing abilities are proposed, including tactile (Gh), kinesthetic (Gk), and olfactory (Go).
1398:
69:
The Cattell–Horn–Carroll theory is an integration of two previously established theoretical models of intelligence: the theory of
1445:
785:"Empirical Considerations on Intelligence Testing and Models of Intelligence: Updates for Educational Measurement Professionals"
310:): is the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention.
116:
and Carroll's Three Stratum Hierarchy (Sternberg & Kauffman, 1998). Awareness of the similarities between Cattel and Horn's
1205:
Fluid and crystallized intelligence: A factor analytic and developmental study of the structure among primary mental abilities
1387:
1361:
1339:
1025:
261:): includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures.
1210:
Horn, J. L., Donaldson, G., & Engstrom, R. (1981). Apprehension, memory, and fluid intelligence decline in adulthood.
1204:
1643:
1554:
720:
113:
108:
70:
707:
debate on the broad (stratum II) abilities, and the narrow (stratum I) abilities, and these remain open for refinement.
1438:
1508:
1706:
1663:
1648:
1498:
1371:
1189:
Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Dynda, A. M. (2008). Best practices in cognitive assessment.
881:
J. B. Carroll (1997), "The three-stratum theory of cognitive abilities" in D. P. Flanagan, J. L. Genshaft et al.,
188:
tasks include problem solving with familiar materials and culture-fair tests of general knowledge and vocabulary.
1726:
1679:
282:): is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds.
1769:
1744:
1714:
1512:
1464:
1131:
The higher-stratum structure of cognitive abilities: Current evidence supports g and about ten broad factors.
268:): is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols.
1718:
1694:
1379:
1653:
1232:
MacCallum, R. C. (2003). Working with imperfect models. Multivariate Behavioral Research, 38(1), 113-139.
1698:
157:(20 March 1905 – 2 February 1998) was the first to propose a distinction between "fluid intelligence" (
1559:
695:
82:
1702:
1493:
1488:
1478:
289:): is the ability to store information and fluently retrieve it later in the process of thinking.
1710:
1483:
1774:
1722:
1572:
1177:
The Wechsler Intelligence Scales and Gf-Gc theory: A contemporary approach to interpretation.
1147:
Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment.
1658:
908:
330:
McGrew proposes a number of extensions to CHC theory, including Domain-specific knowledge (
209:
74:
59:
8:
1503:
1406:
912:
1748:
1684:
1461:
1075:
988:
963:
939:
926:
896:
765:
1539:
1383:
1357:
1335:
1079:
1067:
993:
944:
806:
769:
757:
690:
106:
The Cattell–Horn–Carroll theory of intelligence is a synthesis of Cattell and Horn's
1275:
Spearman, C. (1904). " General Intelligence," objectively determined and measured.
1102:
1059:
983:
975:
934:
916:
796:
749:
166:
131:
801:
784:
753:
694:
abilities an alternative method of cognitive assessment and interpretation called
1592:
1349:
1106:
1029:
895:
Jaeggi, Susanne M.; Buschkuehl, Martin; Jonides, John; Perrig, Walter J. (2008).
184:) refers to the accumulation of knowledge (general, procedural and declarative).
154:
63:
51:
23:
1140:
Cattell, R. B. (1941). Some theoretical issues in adult intelligence testing.
1763:
1689:
1622:
1617:
1544:
1071:
1063:
979:
810:
761:
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997:
948:
55:
827:
1611:
1135:
The scientific study of general intelligence: Tribute to Arthur R. Jensen
30:
930:
1549:
1207:. Unpublished doctoral dissertation, University of Illinois, Champaign.
1577:
1567:
1534:
1523:
47:
1237:
The Intelligence Test Desk Reference: Gf-Gc cross-battery assessment
1582:
19:
1607:
883:
Contemporary intellectual assessment: Theories, tests, and issues
1297:
Sternberg, R. J., & Kaufman, J. C. (1998). Human abilities.
962:
Melby-Lervåg, Monica; Redick, Thomas S.; Hulme, Charles (2016).
1597:
1587:
1200:(pp. 186–242). New York: Macmillan Library Reference USA.
1124:
Human cognitive abilities: A survey of factor-analytic studies
897:"Improving fluid intelligence with training on working memory"
870:
Human cognitive abilities: A survey of factor-analytic studies
215:
Human Cognitive Abilities: A Survey of Factor-Analytic Studies
1602:
964:"SAGE Journals: Your gateway to world-class journal research"
894:
1332:
Psychological Testing: History, Principles, and Applications
1182:
Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2013).
1175:
Flanagan, D. P., McGrew, K. S., & Ortiz, S. O. (2000).
1049:
961:
740:
Wasserman, John D. (2019-07-03). "Deconstructing CHC".
46:), is a psychological theory on the structure of human
50:
abilities. Based on the work of three psychologists,
1376:
The Cattell Controversy: Race, Science, and Ideology
1317:
Woodcock-Johnson Psycho-Educational Battery-Revised.
1184:
Essentials of cross-battery assessment (3rd edition)
229:
Carroll's Three Stratum Model of Human Intelligence:
203:
1126:. Cambridge, England: Cambridge University Press.
145:
142:was essential to a theory of human intelligence.
1761:
1156:Handbook of Multivariate Experimental Psychology
1011:
1009:
1007:
872:, Cambridge University Press, New York, NY, USA.
776:
733:
1312:. (pp. 39–57). Cambridge University Press.
901:Proceedings of the National Academy of Sciences
843:
314:A tenth ability, Decision/Reaction Time/Speed (
101:
1163:The Essentials of Factor Analysis, 3rd edition
1460:
1446:
1396:
1334:(Sixth ed.). Boston: Allyn & Bacon.
1250:(pp. 151–179). New York: Guilford Press.
1093:Jensen, Arthur R (January 2004). "Obituary".
1004:
275:): includes basic reading and writing skills.
241:
1168:Cohen, R. J., & Swerdlik, M. E. (2004).
457:Resistance to auditory stimulus distortion
71:fluid and crystallized intelligence (Gf-Gc)
1453:
1439:
1315:Woodcock, R. W, and Johnson M. B. (1989).
875:
73:(Cattell, 1941; Horn 1965), and Carroll's
987:
938:
920:
800:
782:
739:
177:model to include 8 or 9 broad abilities.
822:
820:
34:John Leonard Horn: American psychologist
29:
18:
1348:
1329:
828:http://www.iapsych.com/CHCPP/CHCPP.HTML
701:
1762:
1370:
1310:The Cambridge handbook of intelligence
1235:McGrew, K. & Flanagan, D. (1998).
1092:
1434:
1191:Best Practices in School Psychology V
1137:(pp. 5–22). San Diego: Pergamon.
968:Perspectives on Psychological Science
817:
537:Musical discrimination and judgement
1244:Contemporary intellectual assessment
1172:. Chicago, IL: McGraw-Hill (6th ed.)
1170:Psychological testing and assessment
885:, Guilford Press, New York, NY, USA.
134:first proposed the existence of the
1644:Fluid and crystallized intelligence
1555:Fluid and crystallized intelligence
721:Fluid and crystallized intelligence
161:) and "crystallised intelligence" (
114:fluid and crystallised intelligence
13:
1323:
1319:Chicago, IL: Riverside Publishing.
1277:The American Journal of Psychology
1198:Handbook of educational psychology
223:
14:
1786:
1356:. New York: Springer Publishing.
1266:Psychonomic bulletin & review
1149:Journal of educational psychology
783:Geisinger, Kurt F. (2019-07-03).
285:Long-Term Storage and Retrieval (
204:Carroll's three-stratum hierarchy
1739:
1397:Scott Jaschik (March 20, 2009).
789:Applied Measurement in Education
742:Applied Measurement in Education
511:Maintaining and judging rhythms
366:Long term storage and retrieval
1740:
1680:Evolution of human intelligence
1086:
1043:
1018:
955:
271:Reading & Writing Ability (
26:: British-American psychologist
1193:, Bethesda: NASP Publications.
1154:Cattell, R. B. (1966). (Ed.),
888:
862:
852:
833:
683:
559:Serial perceptual integration
549:Oral production & fluency
322:Decision/Reaction Time/Speed (
1:
1745:Outline of human intelligence
1649:Multiple-intelligences theory
1292:Their nature and measurement.
1116:
1052:Learning Disability Quarterly
802:10.1080/08957347.2019.1619564
754:10.1080/08957347.2019.1619563
418:General sequential reasoning
96:
1695:Intelligence and environment
1380:University of Illinois Press
1248:Theories, tests, and issues.
1165:. Bloomsbury Academic Press.
1158:. Chicago, IL: Rand McNally.
1107:10.1016/j.intell.2003.10.001
430:Speech sound discrimination
236:
102:Development of the CHC model
7:
1639:Cattell–Horn–Carroll theory
1330:Gregory, Robert J. (2011).
1299:Annual review of psychology
714:
386:General verbal information
40:Cattell–Horn–Carroll theory
10:
1791:
574:Foreign language aptitude
484:Memory for sound patterns
345:The narrow abilities are:
338:), and Psychomotor speed (
242:Broad and narrow abilities
208:The American psychologist
1735:
1672:
1631:
1522:
1471:
1418:Psychology in the Schools
1399:"The Cattell Controversy"
1223:Psychology in the Schools
409:Mathematical achievement
250:Comprehension-Knowledge (
246:The broad abilities are:
42:(commonly abbreviated to
1294:New York, NY: Macmillan.
1064:10.1177/0731948715618504
980:10.1177/1745691616635612
727:
696:Cross Battery Assessment
630:Perceptual alternations
524:Grammatical sensitivity
421:Working memory capacity
357:Comprehension-Knowledge
334:), Psychomotor ability (
264:Quantitative knowledge (
1129:Carroll, J. B. (2003).
922:10.1073/pnas.0801268105
481:Flexibility of closure
473:Quantitative reasoning
380:Mathematical knowledge
351:Quantitative knowledge
1142:Psychological Bulletin
1122:Carroll, J.B. (1993).
868:J. B. Carroll (1993),
514:Writing speed/fluency
497:Communication ability
487:Reading speed/fluency
412:Reading comprehension
354:Reading & writing
233:
35:
27:
1573:Intelligence quotient
1286:Spearman, C. (1927).
1255:American psychologist
607:Perceptual illusions
531:Expressional fluency
415:Language development
299:Auditory Processing (
227:
33:
22:
1770:Cognitive psychology
1659:Three-stratum theory
1288:The abilities of man
1239:. Allyn & Bacon.
1203:Horn, J. L. (1965).
1133:In H. Nyborg (Ed.),
830:Retrieved 12/6/2011.
702:Other related issues
691:school psychologists
649:Figural flexibility
505:Associative fluency
446:Piagetian reasoning
433:Rate of test taking
389:Inductive reasoning
372:Auditory processing
196:are both factors of
75:three-stratum theory
16:Psychological theory
1632:Models and theories
913:2008PNAS..105.6829J
587:Sound localization
500:Speed of reasoning
478:Ideational fluency
451:Free-recall memory
395:Associative memory
292:Visual Processing (
278:Short-Term Memory (
146:Cattell and Horn's
1685:Heritability of IQ
1462:Human intelligence
1372:Tucker, William H.
1186:. New York: Wiley.
1179:Allyn & Bacon.
1161:Child, D. (2006).
610:Temporal tracking
584:Length estimation
470:Listening ability
443:Lexical knowledge
424:Meaningful memory
369:Visual processing
363:Short-term memory
306:Processing Speed (
234:
155:Raymond B. Cattell
52:Raymond B. Cattell
36:
28:
24:Raymond B. Cattell
1757:
1756:
1673:Areas of research
1623:Visual processing
1540:Cognitive liberty
1389:978-0-252-03400-8
1363:978-0-8261-0629-2
1341:978-0-205-78214-7
1212:Research on Aging
681:
680:
671:Learning ability
534:Spatial scanning
467:Spelling ability
427:Speeded rotation
404:Perceptual speed
383:Reading decoding
375:Processing speed
257:Fluid reasoning (
1782:
1743:
1742:
1664:Triarchic theory
1455:
1448:
1441:
1432:
1431:
1410:
1405:. Archived from
1403:Inside Higher Ed
1393:
1367:
1350:Kaufman, Alan S.
1345:
1111:
1110:
1090:
1084:
1083:
1047:
1041:
1040:
1038:
1037:
1028:. Archived from
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1016:
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942:
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837:
831:
824:
815:
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804:
780:
774:
773:
737:
723:for Gf-Gc theory
627:Figural fluency
581:Naming facility
521:Writing ability
460:Number facility
401:Phonetic coding
360:Fluid reasoning
348:
347:
167:Charles Spearman
132:Charles Spearman
1790:
1789:
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1593:Problem solving
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1324:Further reading
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907:(19): 6829–33.
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562:Absolute pitch
244:
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210:John B. Carroll
206:
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104:
99:
83:general ability
64:factor analysis
60:John B. Carroll
17:
12:
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1409:on 2011-12-05.
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1354:IQ Testing 101
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1058:(3): 159–170.
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974:(4): 512–534.
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591:
590:
588:
585:
582:
579:
577:
575:
572:
571:Cloze ability
569:
566:
565:
563:
560:
557:
554:
552:
550:
547:
546:Writing speed
544:
541:
540:
538:
535:
532:
529:
527:
525:
522:
519:
516:
515:
512:
509:
508:Visual memory
506:
503:
501:
498:
495:
494:English usage
492:
489:
488:
485:
482:
479:
476:
474:
471:
468:
465:
462:
461:
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455:
454:Closure speed
452:
449:
447:
444:
441:
440:Reading speed
438:
435:
434:
431:
428:
425:
422:
419:
416:
413:
410:
406:
405:
402:
399:
398:Visualization
396:
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377:
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364:
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355:
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328:
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269:
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243:
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151:
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98:
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15:
9:
6:
4:
3:
2:
1787:
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1734:
1728:
1724:
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1716:
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1708:
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1700:
1696:
1693:
1691:
1690:Psychometrics
1688:
1686:
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1681:
1678:
1677:
1675:
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1665:
1662:
1660:
1657:
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1618:Understanding
1616:
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1545:Communication
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1510:
1507:
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1466:
1463:
1456:
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1444:
1442:
1437:
1436:
1433:
1427:
1426:(7), 621-634.
1425:
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1408:
1404:
1400:
1395:
1394:
1391:
1385:
1381:
1377:
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1351:
1347:
1343:
1337:
1333:
1328:
1327:
1318:
1314:
1311:
1307:
1305:(1), 479-502.
1304:
1300:
1296:
1293:
1289:
1285:
1283:(2), 201-292.
1282:
1278:
1274:
1272:(2), 366-377.
1271:
1267:
1263:
1260:
1256:
1252:
1249:
1245:
1241:
1238:
1234:
1231:
1229:(7), 635-650.
1228:
1224:
1220:
1217:
1213:
1209:
1206:
1202:
1199:
1195:
1192:
1188:
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1128:
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1100:
1096:
1089:
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1077:
1073:
1069:
1065:
1061:
1057:
1053:
1046:
1032:on 2016-06-06
1031:
1027:
1021:
1012:
1010:
1008:
999:
995:
990:
985:
981:
977:
973:
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932:
928:
923:
918:
914:
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906:
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871:
865:
855:
846:
836:
829:
823:
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786:
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771:
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747:
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719:
718:
712:
708:
699:
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677:
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670:
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664:
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648:
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638:
637:
634:
632:
629:
626:
624:
622:
620:
618:
616:
615:
612:
609:
606:
604:Word fluency
603:
601:
599:
597:
595:
593:
592:
589:
586:
583:
580:
578:
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573:
570:
568:
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486:
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477:
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472:
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450:
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436:
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429:
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420:
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400:
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388:
385:
382:
379:
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371:
368:
365:
362:
359:
356:
353:
350:
349:
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343:
341:
337:
333:
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321:
320:
319:
317:
309:
305:
302:
298:
295:
291:
288:
284:
281:
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270:
267:
263:
260:
256:
253:
249:
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230:
226:
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219:
217:
216:
211:
201:
199:
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191:
187:
183:
178:
176:
172:
168:
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160:
156:
149:
143:
141:
137:
133:
128:
124:
119:
115:
111:
110:
94:
90:
88:
84:
78:
76:
72:
67:
65:
61:
57:
53:
49:
45:
41:
32:
25:
21:
1775:Intelligence
1747: /
1725: /
1721: /
1717: /
1715:neuroscience
1713: /
1709: /
1705: /
1701: /
1697: /
1638:
1560:
1513:visuospatial
1489:Intellectual
1423:
1416:
1407:the original
1402:
1375:
1353:
1331:
1316:
1309:
1302:
1298:
1291:
1287:
1280:
1276:
1269:
1265:
1258:
1254:
1247:
1243:
1236:
1226:
1222:
1215:
1211:
1197:
1190:
1183:
1176:
1169:
1162:
1155:
1148:
1141:
1134:
1130:
1123:
1098:
1095:Intelligence
1094:
1088:
1055:
1051:
1045:
1034:. Retrieved
1030:the original
1026:"CHC Theory"
1020:
971:
967:
957:
904:
900:
890:
882:
877:
869:
864:
854:
845:
835:
792:
788:
778:
745:
741:
735:
709:
705:
687:
556:Originality
392:Memory span
344:
339:
335:
331:
329:
323:
315:
313:
307:
300:
293:
286:
279:
272:
265:
258:
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245:
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185:
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174:
170:
162:
158:
153:
147:
139:
135:
126:
122:
117:
107:
105:
91:
86:
79:
68:
56:John L. Horn
43:
39:
37:
1719:personality
1654:PASS theory
1612:abstraction
1218:(1), 33-84.
1151:, 54(1), 1.
826:McGrew, K.
684:Model tests
1764:Categories
1550:Creativity
1494:Linguistic
1479:Collective
1144:, 38, 592.
1117:References
1101:(1): 1–5.
1036:2016-06-11
97:Background
1711:longevity
1699:fertility
1598:Reasoning
1578:Knowledge
1568:Intellect
1535:Cognition
1526:, traits,
1524:Abilities
1484:Emotional
1080:148522903
1072:0731-9487
859:Guilford.
840:Guilford.
811:0895-7347
770:218638914
762:0895-7347
237:Abilities
112:model of
48:cognitive
1583:Learning
1499:Multiple
1374:(2009).
1352:(2009).
1261:(2), 77.
998:27474138
949:18443283
931:25461885
715:See also
652:Imagery
1749:thought
1610: (
1608:Thought
1511: (
1509:Spatial
989:4968033
940:2383929
909:Bibcode
1707:health
1703:height
1588:Memory
1563:factor
1504:Social
1465:topics
1386:
1360:
1338:
1078:
1070:
996:
986:
947:
937:
929:
809:
768:
760:
85:" (or
1603:Skill
1472:Types
1076:S2CID
927:JSTOR
766:S2CID
728:Notes
175:Gf-Gc
150:Model
148:Gf–Gc
127:Gf-Gc
123:Gf-Gc
118:Gf-Gc
109:Gf-Gc
1723:race
1384:ISBN
1358:ISBN
1336:ISBN
1068:ISSN
994:PMID
945:PMID
807:ISSN
758:ISSN
192:and
58:and
38:The
1727:sex
1103:doi
1060:doi
984:PMC
976:doi
935:PMC
917:doi
905:105
797:doi
750:doi
340:Gps
332:Gkn
287:Glr
280:Gsm
273:Grw
169:'s
165:).
89:).
44:CHC
1766::
1424:47
1422:,
1401:.
1382:.
1378:.
1303:49
1301:,
1290::
1281:15
1279:,
1270:22
1268:,
1259:51
1257:,
1246::
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1225:,
1214:,
1099:32
1097:.
1074:.
1066:.
1056:39
1054:.
1006:^
992:.
982:.
972:11
970:.
966:.
943:.
933:.
925:.
915:.
903:.
899:.
819:^
805:.
793:32
791:.
787:.
764:.
756:.
746:32
744:.
336:Gp
324:Gt
316:Gt
308:Gs
301:Ga
294:Gv
266:Gq
259:Gf
252:Gc
194:Gc
190:Gf
186:Gc
182:Gc
163:Gc
159:Gf
54:,
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1561:g
1515:)
1454:e
1447:t
1440:v
1392:.
1366:.
1344:.
1216:3
1109:.
1105::
1082:.
1062::
1039:.
1000:.
978::
951:.
919::
911::
813:.
799::
772:.
752::
198:g
171:s
140:g
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87:g
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