Department of Special Education, College of Education, The University of Texas at Austin.
Department of Psychology and Behavioral Sciences, Zhejiang University.
Psychol Bull. 2019 Feb;145(2):189-236. doi: 10.1037/bul0000182.
This study aimed to determine the relations between fluid intelligence (Gf) and reading/mathematics and possible moderators. A meta-analysis of 680 studies involving 793 independent samples and more than 370,000 participants found that Gf was moderately related to reading, r = .38, 95% CI [.36, .39], and mathematics, r = .41, 95% CI [.39, 44]. Synthesis on the longitudinal correlations showed that Gf and reading/mathematics predicted each other in the development even after controlling for initial performance. Moderation analyses revealed the following findings: (a) Gf showed stronger relations to mathematics than to reading, (b) within reading or mathematics, Gf showed stronger relations to complex skills than to foundational skills, (c) the relations between Gf and reading/mathematics increased with age, and (d) family social economic status (SES) mostly affected the relations between Gf and reading/mathematics in the early development stage. These findings, taken together, are partially in line with the investment theory but are more in line with the intrinsic cognitive load theory, mutualism theory, and the gene-SES interaction hypothesis of cognition and learning. More importantly, these findings imply an integration model of these theories from an educational and developmental perspective: Children may rely on Gf to learn reading and mathematics early on, when high family SES can boost the effects of Gf on reading/mathematics performance. As children receive more formal schooling and gain more learning experiences, their reading and mathematics improvement may promote their Gf development. During development, the negative effects of low family SES on the relations between Gf and reading/mathematics may be offset by education/learning experiences. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
本研究旨在确定流体智力（Gf）与阅读/数学之间的关系以及可能的调节因素。对 680 项研究进行元分析，涉及 793 个独立样本和 37 万多名参与者，结果发现 Gf 与阅读呈中等相关，r =.38，95%CI [.36，.39]，与数学呈中等相关，r =.41，95%CI [.39，.44]。综合纵向相关性分析结果表明，即使在控制初始表现后，Gf 与阅读/数学在发展过程中也能相互预测。调节分析发现以下结果：（a）Gf 与数学的关系强于与阅读的关系，（b）在阅读或数学中，Gf 与复杂技能的关系强于与基础技能的关系，（c）Gf 与阅读/数学的关系随年龄增长而增加，（d）家庭社会经济地位（SES）主要影响 Gf 与阅读/数学在早期发展阶段的关系。综合这些发现，部分符合投资理论，但更符合内在认知负荷理论、共生理论以及认知与学习的基因-SES 相互作用假说。更重要的是，这些发现从教育和发展的角度暗示了这些理论的整合模型：儿童可能在早期依靠 Gf 学习阅读和数学，而高 SES 家庭可以增强 Gf 对阅读/数学成绩的影响。随着儿童接受更多的正规教育并获得更多的学习经验，他们的阅读和数学进步可能会促进他们的 Gf 发展。在发展过程中，低 SES 家庭对 Gf 与阅读/数学之间关系的负面影响可能会被教育/学习经验所抵消。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
