TY - JOUR
T1 - A test of theoretical models that account for information processing demands
AU - Nietfeld, John L.
AU - Finney, Sara J.
AU - Schraw, Gregg
AU - McCrudden, Matthew T.
PY - 2007/7
Y1 - 2007/7
N2 - 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.
AB - 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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U2 - 10.1016/j.cedpsych.2006.07.004
DO - 10.1016/j.cedpsych.2006.07.004
M3 - Article
AN - SCOPUS:34249652374
SN - 0361-476X
VL - 32
SP - 499
EP - 515
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 3
ER -