Factors with median loadings of greater than 0.6 on gF included induction, visualization, quantitative reasoning, and ideational fluency. Paul Kline (1998) identified a number of factors that shared a correlation of at least r=.60 with gF and gC. Crystallized intelligence correlates with abilities that depend on knowledge and experience, such as vocabulary, general information, and analogies. Researchers have found that criminals have disproportionately low levels of crystallized intelligence, possibly as a result of them investing their ability into skills that are not measured on IQ tests.įluid intelligence generally correlates with measures of abstract reasoning and puzzle solving. Not surprisingly, people with a high capacity of gF tend to acquire more gC knowledge and at faster rates. Vocabulary tests and the verbal subscale of the WAIS are considered good measures of gC. The prior knowledge was revised in order to accommodate the new learning. His belief that Santa lives at the North Pole was then invalidated and new knowledge is gained, there is no Santa Claus. Later, when the child is eight years old, he learns there is no Santa Claus. A five year-old child may believe that Santa Claus lives at the North Pole. An example of the flexibility, or ability to revise, crystallized intelligence can be seen in beliefs about Santa Claus. For example, a child who has just learned how to recite the fifty states of America now owns a new piece of crystallized intelligence but his or her general ability to learn and understand gF has not been altered. The Cattell Culture Fair IQ test, the Raven Progressive Matrices, and the performance subscale of the WAIS are measures of gF.Ĭrystallized intelligence is possibly more amenable to change as it relies on specific, acquired knowledge. As evidence for its continuity, Cattell suggests that gF abilities are rarely affected by brain injuries. By contrast, the other is invested in particular areas of crystallized skills which can be upset individually without affecting the others." Thus, his claim was that each type, or factor, was independent of the other, though many authors have noted an apparrent interdependence of the two (Cavanaugh & Blanchard-Fields, 2006).įluid intelligence includes such abilities as problem-solving, learning, and pattern recognition. According to Cattell (1987), ".it is apparent that one of these powers… has the 'fluid' quality of being directable to almost any problem. In any case, Cattell (1987) continued Spearman's work and developed the concepts of fluid and crystallized intelligence. In his critique, Binet goes as far as to say that Spearman actually fabricated his data, or at the least manipulated the data to support his hypothesis. It should be noted that Spearman's original work was harshly criticized and refuted by Binet (1905). Charles Spearman (1927), who originally developed the theory of of the g, made a similar distinction between eductive and reproductive mental ability. Rather, they are separate though correlated mental abilities.įluid and crystallized intelligence are described as discrete factors of general intelligence, or g (Cattell, 1987). The terms are somewhat misleading because one is not a "crystallized" form of the other. For example, the WAIS measures fluid intelligence on the performance scale and crystallized intelligence on the verbal scale (Lee, et al., 2005). Tests of intelligence are intended to examine both types of intelligence. Tacit knowledge falls into the crystallized intelligence category. Crystallized intelligence is the ability to utilize previously acquired knowledge and experience (Cavanaugh & Blanchard-Fields, 2006). It is the ability to draw inferences and understand the relationships of various concepts independent of acquired knowledge (Cavanaugh & Blanchard-Fields, 2006). Fluid intelligence is the ability to find meaning in confusion and solve new problems. In psychometric psychology, fluid and crystallized intelligence (abbreviated gF and gC, respectively) are factors of general intelligence identified by Raymond Cattell (1971). Wechsler Intelligence Scale for Children.
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