Ferrer Emilio, McArdle John J
Department of Psychology, University of California, Davis, CA, USA.
Dev Psychol. 2004 Nov;40(6):935-52. doi: 10.1037/0012-1649.40.6.935.
This study examined the dynamics of cognitive abilities and academic achievement from childhood to early adulthood. Predictions about time-dependent "coupling" relations between cognition and achievement based on R. B. Cattell's (1971, 1987) investment hypothesis were evaluated using linear dynamic models applied to longitudinal data (N=672). Contrary to Cattell's hypothesis, a first set of findings indicated that fluid and crystallized abilities, as defined by the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R; R. W. Woodcock & M. B. Johnson, 1989-1990), were not dynamically coupled with each other over time. A second set of findings provided support for the original predictions and indicated that fluid ability was a leading indicator of changes in achievement measures (i.e., quantitative ability and general academic knowledge). The findings of this study suggest that the dynamics of cognitive abilities and academic achievement follow a more complex pattern than that specified by Cattell's investment hypothesis.
本研究考察了从童年到成年早期认知能力和学业成就的动态变化。基于R. B. 卡特尔（1971年、1987年）的投资假说，利用应用于纵向数据（N = 672）的线性动态模型，对认知与成就之间随时间变化的“耦合”关系预测进行了评估。与卡特尔的假说相反，第一组研究结果表明，根据伍德库克-约翰逊心理教育成套测验修订版（WJ-R；R. W. 伍德库克和M. B. 约翰逊，1989 - 1990）所定义的流体智力和晶体智力，并不会随时间相互动态耦合。第二组研究结果为最初的预测提供了支持，并表明流体智力是成就测量指标（即定量能力和一般学术知识）变化的领先指标。本研究结果表明，认知能力和学业成就的动态变化遵循一种比卡特尔投资假说所规定的更为复杂的模式。
