title: An experimental analysis of dynamic hypotheses about cognitive abilities and achievement from childhood to early adulthood.
abstract: This study examined the dynamics of cognitive abilities and academic achievement from childhood to early adulthood. Predictions about time-dependent "coupling" relations between cognition and achievement based on R. B. Cattell's (1971, 1987) investment hypothesis were evaluated using linear dynamic models applied to longitudinal data (N=672). Contrary to Cattell's hypothesis, a first set of findings indicated that fluid and crystallized abilities, as defined by the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R; R. W. Woodcock & M. B. Johnson, 1989-1990), were not dynamically coupled with each other over time. A second set of findings provided support for the original predictions and indicated that fluid ability was a leading indicator of changes in achievement measures (i.e., quantitative ability and general academic knowledge). The findings of this study suggest that the dynamics of cognitive abilities and academic achievement follow a more complex pattern than that specified by Cattell's investment hypothesis.
authors.affiliation: Department of Psychology, University of California, Davis, CA, USA. eferrer@ucdavis.edu
authors.forename: Emilio
authors.initials: E
authors.lastname: Ferrer
authors.forename: John J
authors.initials: JJ
authors.lastname: McArdle
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D004522:Educational Status; D005260:Female; D006801:Humans; D007223:Infant; D019359:Knowledge; D008297:Male; D008960:Models, Psychological