When are fluid intelligence and working memory isomorphic and when are they not
By Adam Chuderski. 2013
113 citations recorded by the source corpus.
Abstract Study 1 investigated whether the strength of correlation between latent variables representing working memory capacity (WMC) and fluid intelligence (Gf) depends on the time allowed to work on an intelligence test. When the half recommended time was given to fulfill two Gf tests, WMC and Gf were statistically indistinguishable, indicating that working memory and fluid intelligence are fully isomorphic constructs. However, when virtually no time limit was applied, WMC explained only 38% of variance in Gf. Further analyses suggested that only the latter testing conditions allowed low-capacity participants for relational learning during test taking, which allowed them to reduce their distance to high-capacity people. Study 2 corroborated the moderate value of WM–Gf correlation in untimed intelligence testing with a larger number of Gf and WM tasks, as well as showed that the indices of learning in a novel test of relation discovery predict significant amount of Gf variance. In sum, the research suggests that fluid reasoning can be differently related to WMC depending on the time pressure during Gf testing, and it also indicates that learning abstract relational representations may be an important component of unspeeded intelligence, but barely takes place during speeded testing.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/d296889de8d9a046dbad05ad57e0c228dfd1fa3f
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In Artificial Intelligence
In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
Citations in the corpus
- No effects of the theta-frequency transcranial electrical stimulation for recall, attention control, and relation integration in working memory (2024, background): “WM capacity positively predicts performance on multiple cognitive tasks such as stimulus discrimination (Troche et al., 2014), learning (Kaufman et al., 2009), language comprehension (Daneman and Merikle, 1996), reasoning (Chuderski, 2013), and problem solving (Wittmann and Süß, 1999).”