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Abstract
Intelligence and cognitive abilities, including executive functions (EF), have been addressed by psychometrics and cognitive psychology, respectively. Studies have found similarities and overlap among constructs, especially between EF and fluid intelligence (Gf). This study’s aim was to investigate in teenagers: 1) the relationships among Gf, crystallized intelligence (Gc), cognitive, and executive abilities; and 2) the differences among groups with average, superior and very superior intelligence in regard to cognitive and executive functions. A total of 120 adolescents aged between 15 and 16 years old were assessed via IQ tests (the WISC III and Raven’s), EF (computer version of the Stroop Test, FAS Verbal Fluency Test, Trail Making Test—part B), and cognitive abilities (Peabody Picture Vocabulary Test [PPVT], Repetition of words and pseudo words Test, the Rey Complex Figure [REY CF]). Low to moderate correlations were found among measures of intelligence and cognitive and executive functions. Even though interrelated, the measures seem to capture somewhat distinct aspects. Subsequently, the participants were divided into three groups according to their performance on Raven’s Test: Group with very superior intelligence (VSI), Group with superior intelligence (SI), and Group with average intelligence (AI). The ANOVA revealed the groups’ significant effect (VSI, SI, AI), that is, the VSI and SI groups tended to perform better on the WISC subtests, in the cognitive measures of the PPVT, Rey CF, and in executive measure (FAS). A tendency of increasingly better performance in the various abilities according to groups was observed, but the hypothesis of greater specific association between Gf and EF was not confirmed. The results show better general performance according to the level of intelligence.
Highlights
Psychometrics has traditionally studied intelligence, while cognitive abilities, including the so-called executive functions (EF), have been addressed by cognitive psychology and neuropsychology
We address in this study linguist abilities, such as vocabulary and phonological short-term memory, and visual-spatial abilities, such as perception and visual short-term memory
The 120 participants were divided into three groups according to their performance on Raven’s Progressive Matrices Test—General Scale: group with Very Superior Intelligence (VSI), with a percentile equal or above 90; group with Superior Intelligence (SI) with percentile between 75 and 89; and group with Average Intelligence (AI) with percentiles from 25 to 74)
Summary
Psychometrics has traditionally studied intelligence, while cognitive abilities, including the so-called executive functions (EF), have been addressed by cognitive psychology and neuropsychology. Various theories have been proposed in an attempt to delimit this concept, including Spearman’s proposition (Mcgrew & Flanagan, 1998), which concerns a general factor known as g that would permeate all cognitive tasks and accomplishments. One of the most influential theories, even today, refers to the idea of fluid (Gf) and crystalized (Gc) intelligence proposed by Carroll (1993) and Cattell (1987). In turn, refers to prior knowledge and represents abilities required in the solution of most everyday problems and is developed from cultural and educational experiences (Cattell, 1998; Horn, 1991; Horn & Noll, 1997)
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