Talk:Three-stratum theory

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In 1993, John Carroll proposed a three stratum theory of intelligence to describe cognitive abilities. He believed that Spearman’s theory was incomplete because it was not specific enough and generalized some cognitive abilities that should be included in their own stratum. Because of this, Carroll created his three stratum theory which included another level (Watkins, 2006). The three stratum theory of intelligence represents a combination of two previously proposed theories of cognitive abilities, the theory of fluid and crystallized intelligence (or Gf-Gc theory) associated with Catell and Horn, and John Carroll's three-stratum theory of cognitive abilities. Both Gf-Gc theory and Carroll's three-stratum theory are considered to be hierarchical theories of intelligence, in that they posit a broad cognitive ability with multiple, more specialized abilities at lower levels of the hierarchy. Because of the significant overlap in the main components of the two theories, an integrated theory has been proposed that combines elements of both theories to provide an understanding of intelligence theory, and Carroll’s three stratum theory(Floyd, 2007).

Carroll gathered hundreds of sets of correlational data for cognitive tests, both experimental and clinical, and reanalyzed the data using factor analysis. This compilation of factor analytic findings combined to form what Carroll calls the Three Stratum Theory (Carroll, 2005).

Stratum 3(General)- The third stratum which is at the top of the hierarchy includes what Carroll called “g”. “g” includes all general knowledge and cognitive abilities. Carroll believed that “g” was the most important factor when determining intelligence but it could be broken down into many different layers (Taub, 2004).

Stratum 2(Broad)- The second stratum is split into eight factors;

1. Fluid Intelligence- This includes problem solving, understanding information, abstract thinking and making sense of things in the world. These are considered to biological intelligence which we are born with and improve on as we develop. 2. Crystallized Intelligence- This includes random facts and skills that we attain throughout our lifetime.

3. General Memory and Knowledge

4. Broad visual perception- Ability to react to a visual stimuli 5. Broad auditory perception- Ability to react to an auditory stimuli 6. Broad retrieval ability- Ability to retrieve information 7. Broad cognitive speediness- The amount of time it takes to complete cognitive processes 8. Processing speed- The amount of time it takes to process a specific stimuli

Stratum 1(Narrow)- The first level of the three stratum theory is the narrow cognitive abilities of individuals. These are very specific tasks which are broken up into 70 different narrow cognitive abilities. These narrow abilities include more specific abilities that are under the broad level, for example reading and writing (Alfonso, 2005).

Throughout Carroll’s career, he has made significant contributions to many fields other than intelligence theory. These areas include linguistics, teaching foreign languages, educational psychology and individual differences in cognitive abilities (Bickley, 1995). For most of the 20th century, Carroll has conducted research in each of these fields, and often worked on projects that include more than one of these areas. The three stratum theory however has been Carroll’s most well known and highly renowned area of study (Carroll, 2005).

Refrences

Alfonso, V. (2005). The impact of the cattell-horn-carroll theory on test development and interpretation of cognitive and academic abilities. Contemporary intellectual assessment second edition; Theories, tests and issues, Retrieved from http://faculty.winthrop.edu/armisteadl/PSYC608/attachments/CHC_c_Test_developmen.pdf

Bickley, P. G., Keith, T. Z., & Wolfle, L. M. (1995). The three-stratum theory of cognitive abilities: Test of the structure of intelligence across the life span. Intelligence, 20(3), 309-328. doi:10.1016/0160-2896(95)90013-6

Carroll, J. B. (2005). The Three-Stratum Theory of Cognitive Abilities. In D. P. Flanagan, L. Harrison (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues. New York, NY US: Guilford Press. (69-76)

Floyd, R. G., Keith, T. Z., Taub, G. E., & McGrew, K. S. (2007). Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. School Psychology Quarterly, 22(2), 200-233. doi:10.1037/1045-3830.22.2.200

Taub, G. E., & McGrew, K. S. (2004). A Confirmatory Factor Analysis of Cattell-Horn-Carroll Theory and Cross-Age Invariance of the Woodcock-Johnson Tests of Cognitive Abilities III. School Psychology Quarterly, 19(1), 72-87. doi:10.1521/scpq.19.1.72.29409

Watkins, M. W. (2006). Orthogonal higher order structure of the Wechsler Intelligence Scale for Children--Fourth edition.Psychological Assessment, 18(1), 123-125. doi:10.1037/1040-3590.18.1.123

--Hask1432 (talk) 22:10, 21 December 2012 (UTC)