Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-04T21:57:23.315Z Has data issue: false hasContentIssue false

Chapter 4 - The Nature of the General Factor of Intelligence

Published online by Cambridge University Press:  06 January 2018

By
Andrew R. A. Conway  and
Kristof Kovacs
Edited by
Robert J. Sternberg
Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Nature of Human Intelligence , pp. 49 - 63
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Angeles Quiroga, M., Escorial, S., Roman, F. J., Morillo, D., Jarabo, A., Privado, J., ... Colom, R. (2015). Can we reliably measure the general factor of intelligence (g) through commercial video games? Yes, we can! Intelligence, 53, 1–7. http://doi.org/10.1016/j.intell.2015.08.004.CrossRefGoogle Scholar
Bagozzi, R. P. (2007). On the meaning of formative measurement and how it differs from reflective measurement: Comment on Howell, Breivik, and Wilcox (2007). Psychological Methods, 12(2), 229-237-245. http://doi.org/10.1037/1082-989X.12.2.229.CrossRefGoogle ScholarPubMed
Blair, C. (2006). How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability. The Behavioral and Brain Sciences, 29(2), 109-25-60. http://doi.org/10.1017/S0140525X06009034.Google ScholarPubMed
Boring, E. G. (1923). Intelligence as the tests test it. New Republic, 36, 35–37.Google Scholar
Cahan, S., & Cohen, N. (1989). Age versus schooling effects on intelligence development. Child Development, 60(5), 1239–1249. http://doi.org/10.2307/1130797.CrossRefGoogle ScholarPubMed
Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston, MA: Houghton Mifflin. http://books.google.com/books?id=10EgAQAAIAAJ&pgis=1.Google Scholar
Colflesh, G. J. H., & Conway, A. R. A. (2007). Individual differences in working memory capacity and divided attention in dichotic listening, 14(4), 699–703.CrossRefGoogle Scholar
Conway, A. R. A., Cowan, N., & Bunting, M. F. (2001). The cocktail party phenomenon revisited: The importance of working memory capacity. Psychonomic Bulletin & Review, 8(2), 331–335. http://doi.org/10.3758/BF03196169.CrossRefGoogle ScholarPubMed
Conway, A. R. A., Cowan, N., Bunting, M. F., Therriault, D. J., & Minkoff, S. R. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30(2), 163–183. http://doi.org/10.1016/S0160-2896(01)00096-4.CrossRefGoogle Scholar
Conway, A. R. A., & Kovacs, K. (2013). Individual differences in intelligence and working memory. In B Ross (Ed.), Psychology of Learning and Motivation (Vol. 58, pp. 233–270). Cambridge, MA: Academic Press. http://doi.org/10.1016/B978-0-12-407237-4.00007-4.CrossRefGoogle Scholar
Conway, A. R. A., Tuholski, S. W., Shisler, R. J., & Engle, R. W. (1999). The effect of memory load on negative priming: An individual differences investigation. Memory & Cognition, 27(6), 1042–1050. http://doi.org/10.3758/BF03201233.CrossRefGoogle ScholarPubMed
Cowan, N. (2016). The many faces of working memory and short-term storage. Psychonomic Bulletin & Review, 24(4), 1–13. https://doi.org/10.3758/s13423-016-1191-6.CrossRefGoogle Scholar
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387–1388. http://doi.org/10.1126/science.1151148.CrossRefGoogle ScholarPubMed
Engelhardt, L. E., Mann, F. D., Briley, D. A., Church, J. A., Harden, K. P., & Tucker-Drob, E. M. (2016). Strong genetic overlap between executive functions and intelligence. Journal of Experimental Psychology. General, 145(9), 1141–59. http://doi.org/10.1037/xge0000195.CrossRefGoogle ScholarPubMed
Engle, R. W., & Kane, M. J. (2004). Executive attention, working memory capacity, and a two-factor theory of cognitive control. The Psychology of Learning and Motivation, 44, 145–199.CrossRefGoogle Scholar
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology. General, 128(3), 309–31. www.ncbi.nlm.nih.gov/pubmed/10513398.CrossRefGoogle ScholarPubMed
Gignac, G. E. (2007). Working memory and fluid intelligence are both identical to g?! Reanalyses and critical evaluation. Psychology Science, 49(3), 187.Google Scholar
Gustafsson, J.-E. (1984). A unifying model for the structure of intellectual abilities. Intelligence, 8(3), 179–203. http://doi.org/10.1016/0160-2896(84)90008-4.CrossRefGoogle Scholar
Hartshorne, J. K., & Germine, L. T. (2015). When does cognitive functioning peak? The asynchronous rise and fall of different cognitive abilities across the life span. Psychological Science, 26(4), 433–443. http://doi.org/10.1177/0956797614567339.CrossRefGoogle ScholarPubMed
Horn, J. L. (1994). Theory of fluid and crystallized intelligence. In Sternberg, R. (Ed.), Encyclopedia of human intelligence (pp. 443–451). New York: MacMillan Reference Library.Google Scholar
Kan, K.-J., Van der Maas, H. L. J., & Kievit, R. A. (2016). Process overlap theory: Strengths, limitations, and challenges. Psychological Inquiry, 27(3), 220–228. http://doi.org/10.1080/1047840X.2016.1182000.CrossRefGoogle Scholar
Kane, M. J., Bleckley, M. K., Conway, A. R. A., & Engle, R. W. (2001). A controlled-attention view of working-memory capacity. Journal of Experimental Psychology: General, 130(2), 169–183. http://doi.org/10.1037/0096-3445.130.2.169.CrossRefGoogle ScholarPubMed
Kane, M. J., & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective. Psychonomic Bulletin & Review, 9(4), 637–671. http://doi.org/10.3758/BF03196323CrossRefGoogle ScholarPubMed
Kane, M. J., Hambrick, D. Z., & Conway, A. R. A. (2005). Working memory capacity and fluid intelligence are strongly related constructs: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131, 66-71-75. http://doi.org/10.1037/0033-2909.131.1.66.CrossRefGoogle ScholarPubMed
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology. General, 133(2), 189–217. http://doi.org/10.1037/0096-3445.133.2.189.CrossRefGoogle ScholarPubMed
Kovacs, K. (2010). A component process account of the general factor of intelligence. Unpublished PhD thesis. University of Cambridge.Google Scholar
Kovacs, K., & Conway, A. R. A. (2016a). Has g gone to POT? Psychological Inquiry, 27(3), 241–253. http://doi.org/10.1080/1047840X.2016.1202744.CrossRefGoogle Scholar
Kovacs, K., & Conway, A. R. A. (2016b). Process overlap theory: A unified account of the general factor of intelligence. Psychological Inquiry, 27(3), 151–177. http://doi.org/10.1080/1047840X.2016.1153946.CrossRefGoogle Scholar
Kovacs, K., Molenaar, D., & Conway, A. R. A. (in progress). The domain-specificity of working memory: A matter of ability.Google Scholar
Kovacs, K., & Temesvari, E. (2016). Számítógépes, adaptív IQ-mérés: Egy gyakorlati példa. Magyar Pszichológiai Szemle, 71, 143–163.CrossRefGoogle Scholar
Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence. http://doi.org/10.1016/S0160-2896(05)80012-1.CrossRefGoogle Scholar
Mackintosh, N. J. (2014). Why teach intelligence? Intelligence, 42, 166–170. http://doi.org/10.1016/j.intell.2013.08.001.CrossRefGoogle Scholar
Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25(8), 1608–1618. http://doi.org/10.1177/0956797614535810.CrossRefGoogle ScholarPubMed
Matzke, D., Dolan, C. V., & Molenaar, D. (2010). The issue of power in the identification of “g” with lower-order factors. Intelligence, 38(3), 336–344. http://doi.org/10.1016/j.intell.2010.02.001.CrossRefGoogle Scholar
McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37(1), 1–10. http://doi.org/10.1016/j.intell.2008.08.004.CrossRefGoogle Scholar
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer” evidence from a meta-analytic review. Perspectives on Psychological Science, 11(4), 512–534.CrossRefGoogle ScholarPubMed
Nisbett, R. E. (2009). Intelligence and how to get it: Why schools and cultures count. New York: WW Norton & Company.Google Scholar
Oberauer, K., Schulze, R., Wilhelm, O., & Süss, H.-M. (2005). Working memory and intelligence – their correlation and their relation: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131, 61-65-75. http://doi.org/10.1037/0033-2909.131.1.61.CrossRefGoogle ScholarPubMed
Pashler, H., Mcdaniel, M., Rohrer, D., & Bjork, R. (2009). Concepts and evidence. Psychological Science, 9(3), 105–119. http://doi.org/10.1111/j.1539-6053.2009.01038.x.Google Scholar
Raven, J. C. (2000). Psychometrics, cognitive ability, and occupational performance. Review of Psychology, 7(1–2), 51–74.Google Scholar
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64–78. http://doi.org/10.1037/a0037478.CrossRefGoogle Scholar
Shipstead, Z., Lindsey, D. R. B., Marshall, R. L., & Engle, R. W. (2014). The mechanisms of working memory capacity: Primary memory, secondary memory, and attention control. Journal of Memory and Language, 72, 116–141.CrossRefGoogle Scholar
Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-morrow, E. A. L. (2016). Do “brain-training” programs work? http://doi.org/10.1177/1529100616661983.CrossRefGoogle Scholar
St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745–759. http://doi.org/10.1080/17470210500162854.CrossRefGoogle ScholarPubMed
Sternberg, R. J., & Detterman, D. K. (Eds.). (1986). What is intelligence?: Contemporary viewpoints on its Nature and definition. New York: Ablex Publishing Corporation.Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (2004). Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 359(1449), 1427–1434. http://doi.org/10.1098/rstb.2004.1514.CrossRefGoogle ScholarPubMed
Thomson, G. H. (1916). A hierarchy without a general factor. British Journal of Psychology, 1904–1920, 8(3), 271–281. http://doi.org/10.1111/j.2044-8295.1916.tb00133.x.CrossRefGoogle Scholar
Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), 106–113. http://doi.org/10.1111/j.1467-7687.2008.00745.x.CrossRefGoogle ScholarPubMed
United Nations Department of Economic and Social Affairs Population Division. (2015). World population ageing 2015. New York: United Nations.Google Scholar
Unsworth, N., Fukuda, K., Awh, E., & Vogel, E. K. (2014). Working memory and fluid intelligence: Capacity, attention control, and secondary memory retrieval. Cognitive Psychology, 71, 1–26.CrossRefGoogle ScholarPubMed
Van der Linden, W. J., & Glas, G. A. W. (2002). Computerized adaptive testing: Theory and practice. New York: Kluwer Academic Publishers.Google Scholar
Van der Maas, H. L. J., Kan, K.-J., & Borsboom, D. (2014). Intelligence is what the intelligence test measures. Seriously. Journal of Intelligence, 2(1), 12–15. http://doi.org/10.3390/jintelligence2010012.CrossRefGoogle Scholar
Weiner, H., & Dorans, N. J. (2000). Computerized adaptive testing: A primer (2nd edn.). Mahwah, NJ: Lawrence Erlbaum Associates.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×