RESUMEN
The Cattell-Horn-Carroll theory is the principal model at present to define and assess intelligence. However, several authors have suggested that the structure of intelligence is not stable throughout life. For example, children tend to present a general ability, which is invested in the development of specific and differentiated abilities during adolescence, reflecting the effect of schooling, experiences, and interests. In this study, an intelligence nine subtests battery was applied to a sample of 470 5-, 7-, and 9-year-old Portuguese children, from public and private basic schools. Two structure models have been tested, one assuming a global general factor loading by the nine subtests, and a second one formed by two factors integrating the verbal and non-verbal subtests. The results provide evidence of better fit of the second model where intelligence performance is organized in traditional verbal and non-verbal factors. This structure model is confirmed taking 5-, 7-, and 9-year-old children subgroups. A posterior path analysis verifies the impact of socio-familial variables in both factors. More than parents' educational levels and professional status, the results suggest the sibship size appears as more relevant on explanation of children cognitive performance.
Asunto(s)
Desarrollo Infantil/fisiología , Cognición/fisiología , Individualidad , Pruebas de Inteligencia/estadística & datos numéricos , Inteligencia/fisiología , Modelos Psicológicos , Factores Socioeconómicos , Niño , Femenino , Humanos , MasculinoRESUMEN
Resumo No seio do debate sobre se a inteligência é mais bem definida por um fator geral ou por aptidões específicas, ganha relevância a hipótese da diferenciação cognitiva. Análises recentes enfatizam o interesse dessa questão para a investigação e alertam para a relevância das suas implicações na área educativa. Este estudo analisou a possibilidade de a diferenciação das aptidões cognitivas ocorrer já na infância e também o efeito moderador do Quociente de Inteligência na magnitude da relação entre as habilidades cognitivas. Aplicou-se uma bateria de provas que avaliam várias funções cognitivas a uma amostra de 231 crianças com 5, 7 e 9 anos, distribuídas por três grupos de desempenho cognitivo. Os resultados de uma análise de clusters hierárquica e de uma análise de variância apontam para a não diferenciação das funções cognitivas na infância. Contudo, uma análise mais cuidadosa aponta para alguma diferenciação suportada pela hete-rogeneidade dos perfis cognitivos junto dos alunos com Quociente de Inteligência elevado.
Abstract Within the debate about whether intelligence is best defined by a general factor or specific skills, the hypothesis of cognitive differentiation gains relevance. Recent analyses have emphasized the importance of this issue in the investigation of cognitive skills and have highlighted its implications in education. This study examined the possibility that the differentiation of cognitive abilities may occur during childhood and investigated the moderating effect of Intelligence Quotient on the magnitude of the relationship between cognitive abilities. A battery of tests for assessing cognitive function was administered to 231 children aged 5, 7, and 9 years old, who were divided into three cognitive performance groups. The results of hierarchical cluster analysis and variance analysis indicate the lack of differentiation of cognitive functions during childhood. However, a more careful analysis suggests some differentiation supported by the heterogeneity of cognitive profiles among students with high Intelligence Quotient.
