Martins Ana Azevedo, Gomes Cristiano Mauro Assis, Alves Ana Filipa, Almeida Leandro da Silva
Research Centre in Education, University of Minho, Braga, Portugal.
Cognitive Architecture Mapping Laboratory (LAICO), Federal University of Minas Gerais, Brazil.
Psychol Rep. 2018 Feb;121(1):79-92. doi: 10.1177/0033294117723019. Epub 2017 Aug 1.
The Cattell-Horn-Carroll theory is the principal model at present to define and assess intelligence. However, several authors have suggested that the structure of intelligence is not stable throughout life. For example, children tend to present a general ability, which is invested in the development of specific and differentiated abilities during adolescence, reflecting the effect of schooling, experiences, and interests. In this study, an intelligence nine subtests battery was applied to a sample of 470 5-, 7-, and 9-year-old Portuguese children, from public and private basic schools. Two structure models have been tested, one assuming a global general factor loading by the nine subtests, and a second one formed by two factors integrating the verbal and non-verbal subtests. The results provide evidence of better fit of the second model where intelligence performance is organized in traditional verbal and non-verbal factors. This structure model is confirmed taking 5-, 7-, and 9-year-old children subgroups. A posterior path analysis verifies the impact of socio-familial variables in both factors. More than parents' educational levels and professional status, the results suggest the sibship size appears as more relevant on explanation of children cognitive performance.
卡特尔-霍恩-卡罗尔理论是目前定义和评估智力的主要模型。然而，一些作者认为智力结构在一生中并不稳定。例如，儿童往往表现出一种一般能力，这种能力在青春期会投入到特定和分化能力的发展中，这反映了学校教育、经历和兴趣的影响。在本研究中，对来自公立和私立基础学校的470名5岁、7岁和9岁葡萄牙儿童样本进行了一项包含九个分测验的智力测试。测试了两种结构模型，一种假设九个分测验有一个全局一般因素负荷，另一种由整合言语和非言语分测验的两个因素组成。结果提供了证据，表明第二种模型拟合度更好，在该模型中，智力表现是按照传统的言语和非言语因素组织的。这个结构模型在5岁、7岁和9岁儿童亚组中得到了证实。后续的路径分析验证了社会家庭变量对两个因素的影响。结果表明，与父母的教育水平和职业地位相比，兄弟姐妹的数量在解释儿童认知表现方面似乎更具相关性。
