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The openness-fluid-crystallized-intelligence (OFCI) model and the environmental enrichment hypothesis

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  • Trapp, Stefanie
  • Blömeke, Sigrid
  • Ziegler, Matthias

Abstract

The Openness-Fluid-Crystallized-Intelligence (OFCI) model describes how these different constructs interact over time. One fundamental element in the model is the Environmental Enrichment Hypothesis, which states that more Openness leads to more learning opportunities, thereby fostering fluid intelligence (Gf). Indirectly, this positive influence also has a positive effect on crystallized intelligence (Gc). Despite empirical evidence supporting the model as a whole, little is known with regard to the actual mechanisms underlying environmental enrichment. PIAAC (Programme for the International Assessment of Adult Competencies) data (N = 5465) were used to explore possible behavioral differences that lead to enriched environments for more open people. To this end, we utilized different indicators of reading and calculating behavior. The indicator of Openness used was indeed found to be associated with differences in reading and calculating activities at work and during leisure time. These relations were also shown to be related to the indicator of Gf and indirectly to the indicator of Gc. Theoretical implications and limitations of the study are discussed.

Suggested Citation

  • Trapp, Stefanie & Blömeke, Sigrid & Ziegler, Matthias, 2019. "The openness-fluid-crystallized-intelligence (OFCI) model and the environmental enrichment hypothesis," Intelligence, Elsevier, vol. 73(C), pages 30-40.
    • Handle: RePEc:eee:intell:v:73:y:2019:i:c:p:30-40
    DOI: 10.1016/j.intell.2019.01.009
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    References listed on IDEAS

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    1. PIAAC Expert Group in Problem Solving in Technology-Rich Environments, 2009. "PIAAC Problem Solving in Technology-Rich Environments: A Conceptual Framework," OECD Education Working Papers 36, OECD Publishing.
    2. Monnier, Moana, 2015. "Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(1), pages 59-84.
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    4. PIAAC Numeracy Expert Group, 2009. "PIAAC Numeracy: A Conceptual Framework," OECD Education Working Papers 35, OECD Publishing.
    5. PIAAC Literacy Expert Group, 2009. "PIAAC Literacy: A Conceptual Framework," OECD Education Working Papers 34, OECD Publishing.
    6. Jule Specht & Boris Egloff & Stefan C. Schmukle, 2011. "Stability and Change of Personality across the Life Course: The Impact of Age and Major Life Events on Mean-Level and Rank-Order Stability of the Big Five," SOEPpapers on Multidisciplinary Panel Data Research 377, DIW Berlin, The German Socio-Economic Panel (SOEP).
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    Cited by:

    1. Rusche, Marianna Massimilla & Ziegler, Matthias, 2022. "The interplay between domain-specific knowledge and selected investment traits across the life span," Intelligence, Elsevier, vol. 92(C).
    2. Rozgonjuk, Dmitri & Schmitz, Florian & Kannen, Christopher & Montag, Christian, 2021. "Cognitive ability and personality: Testing broad to nuanced associations with a smartphone app," Intelligence, Elsevier, vol. 88(C).

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    Keywords

    Openness; Reading; Calculating; Gf; Gc;
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