Abstract
An important area of inquiry in the assessment of intelligence lies in the area of giftedness. If proper educational decisions are to be made for children referred for gifted services, it is imperative that educational and psychological service providers understand factors influencing the response patterns of children with high levels of academic aptitude. The purpose of the present study was to evaluate four models of intellectual abilities using confirmatory factor analytic methods and data obtained on a sample of 197 children referred for services in an experimental gifted program. Although all four models provided results indicative of a plausible fit, a model posited on a revised version of Horn and Cattell's theory of fluid-crystallized abilities provided the broadest understanding of the cognitive functioning of children referred for gifted services.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
