跳至主要内容

Executive and Non-Executive Cognitive Abilities in Teenagers: Differences as a Function of Intelligence

Read full paper at:
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=51698#.VHVkUGfHRK0

Intelligence and cognitive abilities, including executive functions (EF), have been addressed by psychometrics and cognitive psychology, respectively. Studies have found similarities and overlap among constructs, especially between EF and fluid intelligence (Gf). This study’s aim was to investigate in teenagers: 1) the relationships among Gf, crystallized intelligence (Gc), cognitive, and executive abilities; and 2) the differences among groups with average, superior and very superior intelligence in regard to cognitive and executive functions. A total of 120 adolescents aged between 15 and 16 years old were assessed via IQ tests (the WISC III and Raven’s), EF (computer version of the Stroop Test, FAS Verbal Fluency Test, Trail Making Test—part B), and cognitive abilities (Peabody Picture Vocabulary Test [PPVT], Repetition of words and pseudo words Test, the Rey Complex Figure [REY CF]). Low to moderate correlations were found among measures of intelligence and cognitive and executive functions. Even though interrelated, the measures seem to capture somewhat distinct aspects. Subsequently, the participants were divided into three groups according to their performance on Raven’s Test: Group with very superior intelligence (VSI), Group with superior intelligence (SI), and Group with average intelligence (AI). The ANOVA revealed the groups’ significant effect (VSI, SI, AI), that is, the VSI and SI groups tended to perform better on the WISC subtests, in the cognitive measures of the PPVT, Rey CF, and in executive measure (FAS). A tendency of increasingly better performance in the various abilities according to groups was observed, but the hypothesis of greater specific association between Gf and EF was not confirmed. The results show better general performance according to the level of intelligence.
Cite this paper
Godoy, S. , Dias, N. & Seabra, A. (2014). Executive and Non-Executive Cognitive Abilities in Teenagers: Differences as a Function of Intelligence. Psychology, 5, 2018-2032. doi: 10.4236/psych.2014.518205. 
 

[1] Abreu, N., Siquara, G. M., Conceicao, A. F. S., Leahy, I., Nikaedo, C., & Engel, P. (2014). Relacoes entre Inteligencia e Funcoes Executivas. In A. G. Seabra, J. A. Laros, E. C. de Macedo, & N. Abreu (Eds.), Inteligencia e Funcoes Executivas (pp. 51-71). Sao Paulo: Memnon Edicoes Cientificas.
[2] Angelini, A. L., Alves, I. C. B., Custodio, E. M., Duarte, W. F., & Duarte, J. L. M. (1999). Matrizes Progressivas Coloridas de Raven: Escala Especial. Manual. Sao Paulo: CETEPP.
[3] Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation between Intelligence Test Scores and Executive Function Measures. Archives of Clinical Neuropsychology, 15, 31-36.
http://dx.doi.org/10.1093/arclin/15.1.31
[4] Arffa, S. (2007). The Relationship of Intelligence to Executive Function and Non-Executive Function Measures in Sample of Average, above Average and Gifted Youth. Archives of Clinical Neuropsychology, 22, 969-978.
http://dx.doi.org/10.1016/j.acn.2007.08.001
[5] Barbey, A. K., Colom, R., Solomon, J., Krueger, F., Forbes, C., & Grafman, J. (2012). An Integrative Architecture for General Intelligence and Executive Function Revealed by Lesion Mapping. Brain: A journal of Neurology, 135, 1154-1164.
http://dx.doi.org/10.1093/brain/aws021
[6] Carroll, J. B. (1993). Human Cognitive Abilities: A Survey of Factor-Analytic Studies. New York: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511571312
[7] Cattell, R. B. (1987). Intelligence: Its Structure, Growth and Action. New York: North-Holland.
[8] Cattell, R. B. (1998). Where Is Intelligence? Some Answers from the Triadic Theory. In J. Mcardle, & R. W. Woodcock (Eds.), Human Cognitive Abilities in Theory and Practice (pp. 29-38). New Jersey: Erlbaum.
[9] Demetriou, A., Spanoudis, G., Shayer, M., van der Ven, S., Brydges, C. R., Kroesbergen, E., Podjarny, G., & Swanson, H. L. (2014). Relations between Speed, Working Memory, and Intelligence from Preschool to Adulthood: Structural Equation Modeling of 14 Studies. Intelligence, 46, 107-121.
http://dx.doi.org/10.1016/j.intell.2014.05.013
[10] Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.
http://dx.doi.org/10.1146/annurev-psych-113011-143750
[11] Dias, N. M., & Seabra, A. G. (2014). The FAS Fluency Test in Brazilian Children and Teenagers: Executive Demands and the Effects of Age and Gender. Arquivos de Neuro-Psiquiatria (Impresso), 72, 55-62.
http://dx.doi.org/10.1590/0004-282X20130213
[12] Dunn, L. M., & Dunn, D. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
[13] Figueiredo, V. L. (2002). Wisc III. In J. Cunha (Ed.), Psicodiagnostico V (pp. 603-614). Porto Alegre: Artmed.
[14] Floyd, R. G., Bergeron, R., Hamilton, G., & Parra, G. R. (2010). How Do Executive Functions Fit with the Cattell-Horn-Carroll Model? Some Evidence from a Joint Factor Analysis of the Delis-Kaplan Executive Function System and the Woodcock-Johnson III Tests of Cognitive Abilities. Psychology in the Schools, 47, 721-738.
[15] Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., Defries, J. C., & Hewitt, J. K. (2006). Not All Executive Functions Are Related to Intelligence. Psychological Science, 17, 172-179.
http://dx.doi.org/10.1111/j.1467-9280.2006.01681.x
[16] Furgueson, C., Greenstein, D., Mcguffin, P., & Soffer, S. (1999). Efficacy of the WISC-III Short Form for Children Diagnosed with Conduct and Oppositional Defiant Disorders. Archives of Clinical Neuropsychology, 14, 6-7.
http://dx.doi.org/10.1093/arclin/14.1.6
[17] Garderen, D. V. (2006). Spatial Visualization, Visual Imagery, and Mathematical Problem Solving of Students with Varying Abilities. Journal of Learning Disabilities, 39, 496-506.
http://dx.doi.org/10.1177/00222194060390060201
[18] Gustafsson, J. E. (1988). Hierarchical Models of Individual Differences in Cognitive Abilities. In R. J. Sternberg (Ed.), Advances in the Psychology of Human Intelligence (pp. 35-71). Hillsdale, NJ: Erlbaum.
[19] Harnqvist, K., Gustafsson, J. E., Muthen, B. O., & Nelson, G. (1994). Hierarchical Models of Ability at Individuals and Class Levels. Intelligence, 18, 165-187.
http://dx.doi.org/10.1016/0160-2896(94)90026-4
[20] Horn, J. L. (1991). Measurement of Intellectual Capabilities: A Review of Theory. In K. S. Mcgrew, J. K. Werder, & R. W. Woodcock (Eds.), Woodcock-Johnson Technical Manual (pp. 197-232). Chicago, IL: Riverside.
[21] Horn, J. L., & Noll, J. (1997). Human Cognitive Capabilities: Gf-Gc Theory. In D. Flanagan, J. Genshaft, & P. Harrison (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (pp. 53-91). New York: Guilford.
[22] Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological Assessment (4th ed.). New York: Oxford University Press.
[23] Malloy-Diniz, L. F., Sedo, M., Fuentes, D., & Leite, W. B. (2008). Neuropsicologia das funcoes ejecutivas. In D. Fuentes, L. F. Malloy-Diniz, C. H. P. Camargo, & R. M. Cosenza (Eds.), Neuropsicologia: Teoria e Pratica (pp. 187-206). Porto Alegre: Artmed.
[24] Mcgrew, K. S. (1997). Analysis of the Major Intelligence Batteries According to a Proposed Comprehensive Gf-Gc Framework. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (pp. 151-179). New York: Guilford.
[25] Mcgrew, K. S. (2009). CHC Theory and the Human Cognitive Abilities Project: Standing on the Shoulders of the Giants of Psychometric Intelligence Research. Intelligence, 37, 1-10.
http://dx.doi.org/10.1016/j.intell.2008.08.004
[26] Mcgrew, K. S., & Flanagan, D. P. (1998). The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment. Boston, MA: Allyn & Bacon.
[27] Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41, 49-100.
http://dx.doi.org/10.1006/cogp.1999.0734
[28] Montiel, J., & Seabra, A. G. (2012). Teste de Trilhas. In A. G. Seabra, & N. M. Dias (Eds.), Avaliacao neuropsicologica cognitiva: Atencao e funcoes executivas (pp. 69-75). Sao Paulo: Memnon.
[29] Primi, R. (2003). Inteligencia: Avancos nos modelos teoricos e nos instrumentos de Medida. Avaliacao Psicologica, 2, 67-77.
[30] Rey, A. (1999). Teste de copia e de reproducao de memoria de figuras complexas geometricas complexas: Manual. Sao Paulo: Casa do Psicologo.
[31] Riccio, C. A., Hall, J., Morgan, A., & Hynd, G. W. (1994). Executive Function and the Wisconsin Card Sorting Test: Relationship with Behavioral Ratings and Cognitive Ability. Developmental Neuropsychology, 10, 215-229.
[32] Roca, M., Parr, A., Thompson, R., Woolgar, A., Torralva, T., Antoun, N., Manes, F., & Duncan, J. (2010). Executive Function and Fluid Intelligence after Frontal Lobe Lesions. Brain: A Journal of Neurology, 133, 234-247.
http://dx.doi.org/10.1093/brain/awp269
[33] Schelini, P. W. (2006). Teoria das inteligencias fluida e cristalizada: Inicio e evolucao. Estudos de Psicologia, 11, 323-332.
[34] Seabra, A. G. (2012). Teste de Repeticao de Palavras e Pseudopalavras. In A. G. Seabra, N. M. Dias, & F. C. Capovilla (Orgs.), Avaliacao Neuropsicologica Cognitiva: Linguagem Oral, Vol. 2, Sao Paulo: Memnon.
[35] Seabra, A. G., Dias, N. M., & Macedo, E. C. (in press). Teste de Stroop Computadorizado. Sao Paulo: Memnon.
[36] Simoes, M. R. (2002). Utilizacoes da WISC-III na avaliacao neuropsicologica de criancas e adolescentes. Paideia, 12, 113-132.
http://dx.doi.org/10.1590/S0103-863X2002000200009
[37] Sternberg, R. J. (2008). Psicologia Cognitiva (4th ed.). Porto Alegre: Artmed.
[38] Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A Compendium of Neuropsychological Tests: Administration, Norms and Commentary. New York: Oxford University Press.
[39] Sullivan, J. R., Riccio, C. A., & Castillo, C. R. (2009). Concurrent Validity of the Tower Tasks as Measures of Executive Function in Adults: A Meta-Analysis. Applied Neuropsychology, 16, 62-75.
http://dx.doi.org/10.1080/09084280802644243
[40] Van Aken, L., Kessels, R. P. C., Wingbermühle, E. Wiltink, M., van der Heijden, P. T., & Egger, J. I. M. (2014). Exploring the Incorporation of Executive Functions in Intelligence Testing: Factor Analysis of the WAIS-III and Traditional Tasks of Executive Functioning. International Journal of Applied Psychology, 4, 73-80.
[41] Vance, M. (2004). Avaliacao da habilidade de processamento da fala nas criancas: uma analise de tarefas. In M. Snowling, & J. Stackhouse (Eds.), Dislexia, fala e linguagem (pp. 57-73). Porto Alegre: Artes Medicas.
[42] Zook, N. A., Davalos, D. B., Delosh, E. L., & Davis, H. P. (2004). Working Memory, Inhibition, and Fluid Intelligence as Predictors of Performance on Tower of Hanoi and London Tasks. Brain and Cognition, 56, 286-292.
http://dx.doi.org/10.1016/j.bandc.2004.07.003               eww141126lx
标签：

评论

发表评论

此博客中的热门博文

Does Immigration Promote the Investment of the Monopolistic Firm?

In the present paper, we examine the effect of increasing uncertainty of immigrants’ growth on the optimal timing of investment of a firm that has a monopolistic power over the labor market. It is revealed that when the uncertainty of immigrants’ growth is more than a threshold level, increasing uncertainty of immigrants’ growth accelerates the optimal timing of firms’ investment and enhances the economic growth, even if the uncertainty of immigrants’ growth is formulated by the geometric Brownian motion, which is in sharp contrast to the standard result that an increase in the uncertainty postpones the optimal timing. With an increase in the immigrants over the past ten years, workforces in the host countries have been growing significantly to the extent that the immigrants represent 70% of the increase in the workforce in Europe, and 47% in the United States as OECD indicates. In the present paper, we attempted to investigate the effect of increased uncertainty caused by the growi...
发表评论
阅读全文

Education Policy Implementation: A Mechanism for Enhancing Primary Education Development in Zanzibar

Education is one of the fundamental rights of individuals; therefore, the government of a country needs to develop and strengthen educational policy and quality as well as to ensure that everyone has equal access to basic education. The improvement of access and quality of education in the world is becoming as an essential factor in development, whereas the basic education (primary school), is acknowledged as a foundation of the higher educational development for every country. To fulfill this goal, governments introduce several policies and procedures; however, it requires some reforms and participation from the politician, policymakers, and other stakeholders to re-examine educational policy so that it can lead to multiplication and betterment of the reforms. Educational reforms actually focus on accountability. A positive educational development and reform is very challenging and needs more effort and strategy on how to use and utilize the resources effectively as such it can achie...
发表评论
阅读全文