Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/42284

TitleThe factorial structure of cognitive abilities in childhood
Other titlesLa estructura factorial de las habilidades cognitivas en la infância
Author(s)Martins, Ana Azevedo
Alves, Ana Filipa
Almeida, Leandro S.
KeywordsStructure of intelligence
G factor
Cognitive differentiation
Childhood
Estructura de la inteligencia
Factor g
Diferenciación cognitiva
Infancia
Structure of inteltigence
Issue date2016
PublisherElsevier España
JournalEuropean Journal of Education and Psychology
Abstract(s)Recent studies have shown contradictory evidence regarding cognitive abilities differentiation and organization in childhood. Cattell’s investment theory postulated that duringthe early stages of life, the individual begins with a single and general ability (fluid intelligence), in which the relevance tends to decrease during adolescence, due to the appearance of differentiated abilities developed through the process of socialization and associated with the motivations, interests and experiences. This study analyses whether the factorial structure of the results in a battery of tests supports the existence of a general factor or, instead, a structure formed by different specific factors. A sample of 472 Portuguese children, aged between 4 and 10 years old, completed the Cognitive Competencies Scale for Children (ECCOs 4/10),and four subtests of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R). The adjustment of some models that reflect different psychometric theories of intelligence was tested by several confirmatory factor analyses (CFA). The implications of the tested models in the organization of cognitive abilities for cognitive development and school learning in childhood are also discussed.
Estudios recientes señalan evidencias contradictorias con respecto a la diferenciación y organización de las habilidades cognitivas en la infancia. La teoría de la inversión de Cattell sostiene que durante las primeras etapas de la vida, el individuo comienza con una habilidad general (inteligencia fluida), cuya relevancia tiende a disminuir debido a la aparición durante la adolescencia de habilidades diferenciadas desarrolladas a través del proceso de socialización y que están asociadas a las motivaciones, intereses y experiencias. Con este estudio se pretende investigar si la estructura factorial de los resultados en una batería de pruebas apoya la existencia de un factor general o, en cambio, una estructura formada por diferentes factores específicos. Una muestra de 472 escolares portugueses, con edades entre los 4 y 10 años, llevó a cabo la Escala de Competências Cognitivas para Crianças (ECCOs 4/10) y cuatro sub-pruebas del Wechsler Intelligence Scale for Children – Third Edition (WISC-III) y Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R). El ajuste de algunos modelos que reflejan diferentes teorías psicométricas de la inteligencia se puso a prueba mediante varios análisis factoriales confirmatorios (AFC). Se analizaron además las implicaciones de los modelos probados en la organización de las habilidades cognitivas para el desarrollo cognitivo y para el aprendizaje escolar en la infancia.
TypeArticle
URIhttp://hdl.handle.net/1822/42284
DOI10.1016/j.ejeps.2015.11.003
ISSN1888-8992
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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