A test of theoretical models that account for information processing demands

This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates (N = 193). We compared the models using confirmatory factor analyses, including those based upon a unitary factor, speed and capacity, crystallized and fluid intelligence, and verbal and spatial ability. The crystallized/fluid model provided the best fit with the data. This finding is consistent with previous research. Implications for education and future research are discussed.

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Work Title A test of theoretical models that account for information processing demands
Access
Open Access
Creators
  1. John L. Nietfeld
  2. Sara J. Finney
  3. Gregg Schraw
  4. Matthew T. McCrudden
Keyword
  1. Information processing
  2. Cognition
  3. Crystallized ability
  4. Fluid ability
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Contemporary Educational Psychology
Publication Date July 1, 2007
Publisher Identifier (DOI)
  1. https://doi.org/10.1016/j.cedpsych.2006.07.004
Deposited August 09, 2023

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Version 1
published

  • Created
  • Added CEP_2007_IPdemands.pdf
  • Added Creator John L. Nietfeld
  • Added Creator Sara J. Finney
  • Added Creator Gregg Schraw
  • Added Creator Matthew T. McCrudden
  • Published
  • Updated Keyword, Description Show Changes
    Keyword
    • Information processing, Cognition, Crystallized ability, Fluid ability
    Description
    • x
    • This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates (N = 193). We compared the models using confirmatory factor analyses, including those based upon a unitary factor, speed and capacity, crystallized and fluid intelligence, and verbal and spatial ability. The crystallized/fluid model provided the best fit with the data. This finding is consistent with previous research. Implications for education and future research are discussed.
  • Updated