Relationships between intelligence and concept identification in adulthood as a function of stage of learning.
Three groups (n = 54) of participants aged 17-26, 39-51 and 59-76 were asked to solve two types of concept problems to investigate the intellectual correlates of concept identification as a function of stage of learning in adulthood. Predictions derived from the Gf-Gc theory of Horn and Cattell were partially supported in each age group. Differential ability-performance relations as a function of stage of learning were considerably less potent in the elderly versus the young and middle aged. Comparisons both within and between age groups suggested that a dynamic picture of interactions among organismic and task-related variables is preferable, reflecting structural changes in such relationships with practice and cohort membership.
D000293:Adolescent; D000328:Adult; D000368:Aged; D003210:Concept Formation; D006803:Human Development; D006801:Humans; D007360:Intelligence; D011939:Mental Recall; D008875:Middle Aged; D011214:Practice, Psychological