To predict the future, consider the past: Revisiting Carroll (1993) as a guide to the future of intelligence research - ScienceDirect
https://www.sciencedirect.com/science/article/abs/pii/S0160289621000696
Abstract
There is a widely held consensus in the field of intelligence research that the broad factors identified by Cattell, Horn, and Carroll are an adequate summary of individual differences in human cognitive abilities. Most researchers would agree that the redundancy among these factors is best accounted for by an overarching general factor. We think the best way to acknowledge major accomplishments is to build upon them with the goal to challenge the status quo. Here we want to do so by discussing six broad ability factors that are either considered in Carroll's epochal book or could be candidates for future inclusions to the list of established cognitive ability factors: fluid intelligence, crystallized intelligence, cognitive speed, creativity, social and emotional intelligence, and collaborative problem solving. We conclude with four pleas: reunite correlational and experimental research, enrich construct interpretations, reunite educational and psychological measurement of maximal cognitive effort, and reconsider the sampling of indicators and content validity.
https://www.sciencedirect.com/science/article/abs/pii/S0160289621000696
Abstract
There is a widely held consensus in the field of intelligence research that the broad factors identified by Cattell, Horn, and Carroll are an adequate summary of individual differences in human cognitive abilities. Most researchers would agree that the redundancy among these factors is best accounted for by an overarching general factor. We think the best way to acknowledge major accomplishments is to build upon them with the goal to challenge the status quo. Here we want to do so by discussing six broad ability factors that are either considered in Carroll's epochal book or could be candidates for future inclusions to the list of established cognitive ability factors: fluid intelligence, crystallized intelligence, cognitive speed, creativity, social and emotional intelligence, and collaborative problem solving. We conclude with four pleas: reunite correlational and experimental research, enrich construct interpretations, reunite educational and psychological measurement of maximal cognitive effort, and reconsider the sampling of indicators and content validity.
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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