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Mapping the evolving core of intelligence: Changing relations between executive control, reasoning, language, and awareness

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  • Makris, Nikolaos
  • Tachmatzidis, Dimitrios
  • Demetriou, Andreas
  • Spanoudis, George

Abstract

We explored relations between attention control, shifting flexibility, working memory, reasoning in different domains, awareness about reasoning, and language from 9 to 15years of age. For this aim 198 9-, 11-, 13-, and 15-years old participants were examined with tasks addressed to all processes. All processes developed systematically throughout the period studied. Structural equation modeling revealed a powerful common construct underlying reasoning and language processes. All domain-specific cognitive, language, or awareness processes represented this common factor equally well. This factor was related to attention control, shifting flexibility, and working memory but this relation varied with development, being dominated by attention control at 9–11, inferential-representational processes at 11–13, and awareness-symbolic processes at 13–15. Piecewise linear modeling showed that transition points between phases are marked by phase-dominating processes. Modeling ability and age differentiation with increasing g suggested some ability differentiation at the end of developmental cycles suggesting that g-ability relations are re-worked anew in successive developmental cycles. Implications for developmental, cognitive, and brain science are discussed.

Suggested Citation

  • Makris, Nikolaos & Tachmatzidis, Dimitrios & Demetriou, Andreas & Spanoudis, George, 2017. "Mapping the evolving core of intelligence: Changing relations between executive control, reasoning, language, and awareness," Intelligence, Elsevier, vol. 62(C), pages 12-30.
    • Handle: RePEc:eee:intell:v:62:y:2017:i:c:p:12-30
    DOI: 10.1016/j.intell.2017.01.006
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    Cited by:

    1. Demetriou, Andreas & Golino, Hudson & Spanoudis, George & Makris, Nikolaos & Greiff, Samuel, 2021. "The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence," Intelligence, Elsevier, vol. 87(C).
    2. Demetriou, Andreas & Kazi, Smaragda & Spanoudis, George & Makris, Nikolaos, 2019. "Predicting school performance from cognitive ability, self-representation, and personality from primary school to senior high school," Intelligence, Elsevier, vol. 76(C), pages 1-1.
    3. Demetriou, Andreas & Kazi, Smaragda & Makris, Nikolaos & Spanoudis, George, 2020. "Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence," Intelligence, Elsevier, vol. 79(C).
    4. Demetriou, Andreas & Mougi, Antigoni & Spanoudis, George & Makris, Nicolaos, 2022. "Changing developmental priorities between executive functions, working memory, and reasoning in the formation of g from 6 to 12 years," Intelligence, Elsevier, vol. 90(C).
    5. Breit, Moritz & Scherrer, Vsevolod & Preckel, Franzis, 2021. "Temporal stability of specific ability scores and intelligence profiles in high ability students," Intelligence, Elsevier, vol. 86(C).
    6. Demetriou, Andreas & Makris, Nikolaos & Tachmatzidis, Dimitrios & Kazi, Smaragda & Spanoudis, George, 2019. "Decomposing the influence of mental processes on academic performance," Intelligence, Elsevier, vol. 77(C).
    7. Feraco, Tommaso & Cona, Giorgia, 2022. "Differentiation of general and specific abilities in intelligence. A bifactor study of age and gender differentiation in 8- to 19-year-olds," Intelligence, Elsevier, vol. 94(C).

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