Anum Adote
Department of Psychology, University of Ghana, Accra, Ghana.
Front Psychol. 2022 May 30;13:880005. doi: 10.3389/fpsyg.2022.880005. eCollection 2022.
Current literature shows an association between intelligence and socio-cultural or socio-economic factors. The available evidence supports a stronger effect of exogenous factors on measures of crystalized intelligence than on fluid intelligence. Despite this, the sources of variability in fluid and crystalized intelligence have not been explored adequately in intelligence research. The purpose of this study was to compare performance on tests that measure fluid and crystallized intelligence among children selected from public and private schools in Ghana. We tested the assumption that socio-economic status (SES) will have a stronger effect on tests that measure crystallized intelligence than on fluid intelligence. We selected 185 children between 6 and 12 years from private and public schools, and used inclusion in a private or public school as a proxy for SES. We administered the Raven's Coloured Progressive Matrices (RCPM), a fluid intelligence test, the KABC II story completion subtest as a measure of inductive reasoning and crystallized intelligence and the Kilifi Naming Test, a verbal ability measure designed to minimize the effect of school on vocabulary. The results showed age-related improvement in scores on all three tests with effect sizes ranging from 0.42 to 0.52. We also found significant effect for type of school on all the tests with effect sizes ranging from 0.37 to 0.66. The results also showed an increasing disparity in performance on the tests favoring children selected from private schools. These suggest that fluid and crystalized intelligence are affected by socioeconomic factors. The results also showed that SES factors tend to affect crystallized ability more than it affects fluid ability. The results are discussed in the context of differences in socioeconomic resources available to children such as quality of education in low- and middle-income countries.
当前文献表明智力与社会文化或社会经济因素之间存在关联。现有证据支持外生因素对晶体智力测量指标的影响比对流体智力的影响更强。尽管如此，在智力研究中，流体智力和晶体智力的变异性来源尚未得到充分探索。本研究的目的是比较从加纳公立和私立学校选取的儿童在测量流体智力和晶体智力的测试中的表现。我们检验了这样一个假设，即社会经济地位（SES）对测量晶体智力的测试的影响将比对流体智力的测试的影响更强。我们从私立和公立学校选取了185名6至12岁的儿童，并将就读于私立或公立学校作为SES的替代指标。我们实施了瑞文彩色渐进矩阵测验（RCPM），这是一种流体智力测试；实施了考夫曼儿童成套评估测验第二版（KABC II）故事完成子测验，作为归纳推理和晶体智力的一种测量；还实施了基利菲命名测验，这是一种言语能力测量，旨在尽量减少学校对词汇的影响。结果显示，所有三项测试的分数都随年龄增长而提高，效应大小在0.42至0.52之间。我们还发现学校类型对所有测试都有显著影响，效应大小在0.37至0.66之间。结果还显示，在测试表现上有利于从私立学校选取的儿童的差距在不断扩大。这些表明流体智力和晶体智力受到社会经济因素的影响。结果还表明，SES因素对晶体能力的影响往往比对流体能力的影响更大。我们在低收入和中等收入国家儿童可获得的社会经济资源差异（如教育质量）的背景下对结果进行了讨论。
