The Cattell-Horn-Carroll Theory of Cognitive Abilities: Past, Present, and Future.

By K. McGrew. 2005

450 citations recorded by the source corpus.

Subfields: Cognitive Science & Psychology

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Citations in the corpus

Large Language Models are Zero-Shot Reasoners (2022, methodology): “Borrowing terminologies from Chollet [2019] which builds on hierarchical models of intelligence [McGrew, 2005, Johnson and Bouchard Jr, 2005], these prompts are arguably eliciting “narrow generalization” or task-speciﬁc skills from LLMs.”
Cattell-Horn-Carroll Abilities and Cognitive Tests: What We've Learned from 20 Years of Research. (2010, background): “…some of the unsettled issues Psychology in the Schools DOI: 10.1002/pits below), but it functions well as a working theory, as a " Rosetta Stone " (McGrew, 2005, p. 147 ) or " periodic table " (Horn, 1998, p. 58) for understanding and classifying cognitive abilities, and as a guide for new test…”
Effects of general and broad cognitive abilities on mathematics achievement. (2008, methodology): “This taxonomy of human cognitive abilities is a synthesis of two models of intelligence based on more than a half a century of factor analytic, developmental, heritability, external outcome validity, and neurocognitive research evidence (McGrew, 2005; McGrew & Flanagan, 1998).”
Structure and flexibility: Investigating the relation between the structure of the mental lexicon, fluid intelligence, and creative achievement. (2016, background): “Fluid intelligence (Gf) is the ability to apply a variety of mental operations to solve novel problems (Avitia & Kaufman, 2014; Carroll, 1993; Horn & Cattell, 1966; McGrew, 2005).”
Higher Order, Multisample, Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children--Fourth Edition: What Does It Measure?. (2006, result): “In contrast, recent efforts at unifying three-stratum and Gf–Gc theory into CHC theory have tended to label psychometric speed tasks “processing speed” and chronometric tasks “decision/reaction time” (e.g., McGrew, 2005).”
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007, background): “…factor (g) is the focus of much debate— even among namesakes of the CHC theory (e.g., Carroll, 2003, and Horn & Blankson, 2005; for a review, see McGrew, 2005). that controlled for 10 individual (e.g., race, sex, educational level, occupational status) and community (e.g., community size,…”
The Association of Cognitive Ability with Right–Wing Ideological Attitudes and Prejudice: A Meta–Analytic Review (2015, methodology): “Based on the Cattell– Horn–Carroll (CHC) model of cognitive ability (McGrew, 2005; Schneider &McGrew, 2012), we distinguished between different types of cognitive abilities.”
Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests (2012, methodology): “…these findings with a second large battery of cognitive and achievement tests, normed on an independent, nationally representative sample; and (d) to interpret all results, from the perspective of Cattell– Horn–Carroll (CHC) theory (see Carroll, 1993; Horn & Noll, 1997; McGrew, 2005, 2009).”
Self-Reported Differences in Creativity by Ethnicity and Gender (2006, methodology): “…of intelligences, including Guilford’s (1967) Structure of Intellect model, as divergent production; the Cattell-Horn-Carroll (CHC) model (see McGrew, 2005), as an array of narrow abilities subsumed under the broad ability of LongTerm Storage and Retrieval or Glr (e.g. Ideational Fluency,…”
Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, methodology): “A recent iteration of the giftedness-as-intelligence perspective comes from the Cattell-Horn-Carroll theory (McGrew, 2005), a hierarchical model of intelligence.”
Gray Matter and Intelligence Factors: Is There a Neuro-g?. (2009, background): “These group factors should fit the main factors comprised in models such as those proposed by Carroll (Carroll, 1993), Johnson and Bouchard (2005), or McGrew (McGrew, 2005; 2009).”
Ready, Set, Create: What Instructing People to "Be Creative" Reveals About the Meaning and Mechanisms of Divergent Thinking (2014, background): “But a cognitive psychologist who does the same thing is measuring verbal fluency, a major factor of intelligence (McGrew, 2005), a standard part of intelligence batteries (Kaufman, 2009), and a common measure of executive functioning (Alvarez & Emory, 2006).”
Why do ideas get more creative across time? An executive interpretation of the serial order effect in divergent thinking tasks. (2012, background): “…higher in fluid intelligence can use complex strategies more effectively ( Nusbaum & Silvia, 2011a, Study 2), switch idea categories more often ( Nusbaum & Silvia, 2011a, Study 1), manage interference (Unsworth, 2010), and discern patterns, rules, and structure in complex problems ( McGrew, 2005).”
The Measure of Intelligence (2019, unknown): “These two characterizations map to Catell’s 1971 theory of fluid and crystallized intelligence (Gf-Gc) [13], which has become one of the pillars of the dominant theory of human cognitive abilities, the Cattell-Horn-Caroll theory (CHC) [62].”
Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition (2012, background): “…Technical and Interpretive Manual and the resulting structure articulated is a higher-order model with links to Carroll (1993, 2003, 2012), Cattell and Horn (1978), Horn (1991), and Horn and Blankson (2012) in what has come to be known as Cattell-HornCarroll (CHC; McGrew, 1997, 2005) theory.”