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Autor/inn/en | Breit, Moritz; Brunner, Martin; Preckel, Franzis |
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Titel | General Intelligence and Specific Cognitive Abilities in Adolescence: Tests of Age Differentiation, Ability Differentiation, and Their Interaction in Two Large Samples |
Quelle | In: Developmental Psychology, 56 (2020) 2, S.364-384 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Breit, Moritz) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/dev0000876 |
Schlagwörter | Intelligence; Cognitive Ability; Adolescents; Age Differences; Individual Development; Aptitude Tests; Armed Forces; Vocational Aptitude; Intelligence Tests; Cognitive Development; National Surveys; Longitudinal Studies; Adolescent Development; Armed Services Vocational Aptitude Battery; National Longitudinal Survey of Youth Intelligenz; Klugheit; Denkfähigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; Aptitude test; Eignungsprüfung; Eignungstest; Military; Militär; Ausbildungseignung; Berufseignung; Intelligence test; Intelligenztest; Kognitive Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung |
Abstract | Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally representative sample of 7,127 U.S. students (49.4% female; M[subscript age] = 14.51, SD = 1.42, range = 12.08-17.00) who completed the computerized adaptive version of the Armed Service Vocational Aptitude Battery. Study 2 analyzed the norming sample of the Berlin Intelligence Structure Test with 1,506 German students (44% female; M[subscript age] = 14.54, SD = 1.35, range = 10.00-18.42). Results of Study 1 supported the ability differentiation hypothesis but not the developmental differentiation hypothesis. Rather, the findings pointed to age-dedifferentiation (i.e., higher correlations between different abilities with increasing age). There was evidence for an interaction between age and ability differentiation, with greater ability differentiation found for older adolescents. Study 2 provided little evidence for ability differentiation but largely replicated the findings for age dedifferentiation and the interaction between age and ability differentiation. The present results provide insight into the complex dynamics underlying the development of intelligence structure during adolescence. Implications for the assessment of intelligence are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |