Explorations of crystallized intelligence: Completion tests,cloze tests,and knowledge |
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| Institution: | 1. College of Materials Science and Engineering, Guangxi University, Nanning, Guangxi 530004, PR China;2. Guangxi Ministry-Province Jointly-Constructed Cultivation Base for State Key Laboratory of Processing Non-ferrous Metal and Featured Materials, Guangxi University, Nanning, Guangxi 530004, PR China;3. Center of Ecological Collaborative Innovation for Aluminum Industry in Guangxi, Guangxi University, Nanning, Guangxi 530004, PR China;1. Neurology, San Martino Hospital, Belluno, Italy;2. Department of Neuroscience, Biomedicine and Movement Science, University of Verona, Verona, Italy;3. Sobell Department of Motor Neuroscience and Movement Disorders, UCL Institute of Neurology, London, United Kingdom;4. Department of Clinical and Experimental Medicine, University of Messina, Messina, Italy;1. Department of Electrical and Electronics Engineering, Engineering Faculty, Aksaray University, Aksaray, Turkey;2. Department of Electrical and Electronics Engineering, Faculty of Technology, Gazi University, TR-06500 Ankara, Turkey;3. Department of Physics, Faculty of Sciences, Gazi University, TR-06500 Ankara, Turkey;1. J. E. Purkinje University in Usti nad Labem, Faculty of Science, České mládeže 8, 400 96 Ústi nad Labem, Czech Republic;2. Institute of Physics, v.v.i., Academy of Sciences of the Czech Republic, Na Slovance 2, 182 21 Praha 8, Czech Republic;1. Institute of Mathematics, University of Silesia in Katowice, Bankowa 14, 40-007 Katowice, Poland;2. Departments of Physiology, Physics & Mathematics, McGill University, 3655 Promenade Sir William Osler, Montreal, QC H3G 1Y6, Canada;3. Institute of Mathematics, Polish Academy of Sciences, Bankowa 14, 40-007 Katowice, Poland;1. Institute of Psychology, University of Leipzig, Leipzig, Germany;2. Max Planck Institute for Empirical Aesthetics, Frankfurt am Main, Germany |
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| Abstract: | An attempt is made to reconcile two historically important tools for the assessment of intelligence and the prediction of academic achievement with extant theories of verbal–crystallized–knowledge aspects of adult abilities. A study of 167 adults ranging in age from 18 to 69 reasserts the importance of individual differences in completion test and cloze test performance in accounting for both measures of crystallized intelligence (Gc) and four scales of knowledge (biology, U.S. history, U.S. literature, and technology). The completion tests were found to account for all of the variance in Gc and knowledge that the cloze tests accounted for, and resulted in incremental predictive validity for both domains. In addition, completion and cloze tests were found to have a suppressor effect on the relationship between Gc and Age. We note that C. Spearman's The nature of “Intelligence” and the principles of cognition. New York: MacMillan (1927).] assertion, namely that the completion test had higher correlations with intelligence than any other measure. Our results suggest that abstract reasoning may be far less useful in predicting learning and performance than the completion test is. |
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