Crystallized Intelligence: A Review of the Literature
Abstract
Crystallized intelligence (Gc) is a construct within the field of cognitive psychology that refers to the ability to utilize previously acquired knowledge and skills to solve novel problems. This review provides an overview of the existing literature on Gc, discussing its development, measurement, and relationship to other cognitive abilities. Additionally, this review discusses the implications of Gc for academic and professional success, as well as potential interventions that may foster its development.
Introduction
Crystallized intelligence (Gc) is a construct within the field of cognitive psychology that refers to the ability to utilize previously acquired knowledge and skills to solve novel problems (Cattell, 1963; Glaser, 1992). This review provides an overview of the existing literature on Gc, discussing its development, measurement, and relationship to other cognitive abilities. Additionally, this review discusses the implications of Gc for academic and professional success, as well as potential interventions that may foster its development.
Development of Gc
Gc is believed to develop throughout the lifespan as a result of both formal and informal learning experiences (Horn & Cattell, 1966). In particular, educational experiences such as reading, writing, and math are thought to be important for the development of Gc (Horn & Cattell, 1966; Glaser, 1992). Additionally, experiences in the home environment, such as providing children with opportunities to read or engage in conversations, are thought to contribute to the development of Gc (Glaser, 1992).
Measurement of Gc
The most widely used measure of Gc is the Wechsler Adult Intelligence Scale (WAIS; Wechsler, 2008). This test is composed of subtests that measure verbal and non-verbal knowledge, such as vocabulary and analogies. Other measures of Gc include the Kaufman Assessment Battery for Children (KABC; Kaufman & Kaufman, 1983) and the Woodcock Johnson Tests of Cognitive Abilities (Woodcock & Johnson, 1989).
Relationship to Other Cognitive Abilities
Gc is believed to be related to other cognitive abilities such as fluid intelligence (Gf) and working memory (WM; Glaser, 1992). Specifically, Gc is thought to be positively correlated with Gf (Glaser, 1992) and WM (Salthouse & Meinz, 1995). Additionally, Gc is thought to be an important component of academic performance (Horn & Cattell, 1966; Glaser, 1992).
Implications for Academic and Professional Success
Gc is believed to be an important predictor of academic and professional success (Glaser, 1992). Research suggests that individuals with higher levels of Gc are more likely to perform better on academic tests and have higher rates of college completion (Glaser, 1992). Additionally, Gc is believed to be an important predictor of job performance, with individuals who possess higher levels of Gc being more likely to be successful in their careers (Glaser, 1992).
Potential Interventions
Given the importance of Gc for academic and professional success, there is a need to develop interventions that are specifically designed to foster its development. Research suggests that interventions such as educational programs and cognitive training can be effective at improving Gc (Glaser, 1992). Additionally, programs aimed at increasing the amount of reading and conversation in the home environment may also be effective at fostering the development of Gc (Glaser, 1992).
Conclusion
In conclusion, this review provides an overview of the literature on Gc. It discusses the development, measurement, and relationship to other cognitive abilities of Gc, as well as its implications for academic and professional success. Additionally, this review provides an overview of potential interventions that may be effective at fostering the development of Gc.
References
Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1–22.
Glaser, R. (1992). Intelligence: Knowns and unknowns. American Psychologist, 47(1), 77–101.
Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology, 57(5), 253–270.
Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman Assessment Battery for Children (KABC). Circle Pines, MN: American Guidance Service.
Salthouse, T. A., & Meinz, E. J. (1995). Relations between processing speed and measures of fluid intelligence. Intelligence, 21(3), 277–296.
Wechsler, D. (2008). Wechsler Adult Intelligence Scale (WAIS-IV). San Antonio, TX: NCS Pearson.
Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Tests of Cognitive Abilities. Circle Pines, MN: American Guidance Service.