Differentiation in Cognitive Abilities Beyond g: The Emergence of Domain-Specific Variance in Childhood
Understanding how the structure of cognitive abilities changes depending on age and ability (age and ability differentiation) has critical implications for cognitive-ability assessments and cognitive-developmental theories. Most differentiation research has focused on general intelligence; however,...
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| Published in | Psychological science Vol. 36; no. 3; pp. 168 - 183 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.03.2025
SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0956-7976 1467-9280 1467-9280 |
| DOI | 10.1177/09567976251321382 |
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| Abstract | Understanding how the structure of cognitive abilities changes depending on age and ability (age and ability differentiation) has critical implications for cognitive-ability assessments and cognitive-developmental theories. Most differentiation research has focused on general intelligence; however, we argue that the investments children make in specific domains and school-taught subjects should rather affect their domain-specific ability structures. Leveraging a representative longitudinal sample of 17,979 U.S. children who were assessed in mathematics, reading, science, working memory, and cognitive flexibility, we found that loadings on a general intelligence factor remained similar, whereas most domain-specific factor loadings increased over time. Hence, age and ability differentiation are conceptually distinct, with the former pertaining to specific abilities and the latter to general intelligence. We find some evidence that domain-specific abilities can compensate for lower general intelligence. Overall, our results encourage a nuanced understanding of children’s cognitive development. |
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| AbstractList | Understanding how the structure of cognitive abilities changes depending on age and ability (age and ability differentiation) has critical implications for cognitive-ability assessments and cognitive-developmental theories. Most differentiation research has focused on general intelligence; however, we argue that the investments children make in specific domains and school-taught subjects should rather affect their domain-specific ability structures. Leveraging a representative longitudinal sample of 17,979 U.S. children who were assessed in mathematics, reading, science, working memory, and cognitive flexibility, we found that loadings on a general intelligence factor remained similar, whereas most domain-specific factor loadings increased over time. Hence, age and ability differentiation are conceptually distinct, with the former pertaining to specific abilities and the latter to general intelligence. We find some evidence that domain-specific abilities can compensate for lower general intelligence. Overall, our results encourage a nuanced understanding of children’s cognitive development. Understanding how the structure of cognitive abilities changes depending on age and ability (age and ability differentiation) has critical implications for cognitive-ability assessments and cognitive-developmental theories. Most differentiation research has focused on general intelligence; however, we argue that the investments children make in specific domains and school-taught subjects should rather affect their domain-specific ability structures. Leveraging a representative longitudinal sample of 17,979 U.S. children who were assessed in mathematics, reading, science, working memory, and cognitive flexibility, we found that loadings on a general intelligence factor remained similar, whereas most domain-specific factor loadings increased over time. Hence, age and ability differentiation are conceptually distinct, with the former pertaining to specific abilities and the latter to general intelligence. We find some evidence that domain-specific abilities can compensate for lower general intelligence. Overall, our results encourage a nuanced understanding of children's cognitive development.Understanding how the structure of cognitive abilities changes depending on age and ability (age and ability differentiation) has critical implications for cognitive-ability assessments and cognitive-developmental theories. Most differentiation research has focused on general intelligence; however, we argue that the investments children make in specific domains and school-taught subjects should rather affect their domain-specific ability structures. Leveraging a representative longitudinal sample of 17,979 U.S. children who were assessed in mathematics, reading, science, working memory, and cognitive flexibility, we found that loadings on a general intelligence factor remained similar, whereas most domain-specific factor loadings increased over time. Hence, age and ability differentiation are conceptually distinct, with the former pertaining to specific abilities and the latter to general intelligence. We find some evidence that domain-specific abilities can compensate for lower general intelligence. Overall, our results encourage a nuanced understanding of children's cognitive development. |
| Author | Bardach, Lisa Kalinowski, Robert Bailey, Drew H. |
| Author_xml | – sequence: 1 givenname: Lisa orcidid: 0000-0002-2168-3117 surname: Bardach fullname: Bardach, Lisa email: Lisa.Bardach@psychol.uni-giessen.de – sequence: 2 givenname: Robert surname: Kalinowski fullname: Kalinowski, Robert – sequence: 3 givenname: Drew H. surname: Bailey fullname: Bailey, Drew H. |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/40100812$$D View this record in MEDLINE/PubMed |
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| Keywords | age differentiation childhood investment theory ability differentiation circumvention of limits specific abilities intelligence |
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| Snippet | Understanding how the structure of cognitive abilities changes depending on age and ability (age and ability differentiation) has critical implications for... |
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| SubjectTerms | Age differences Age Factors Aptitude - physiology Child Child Development - physiology Childhood Cognition - physiology Cognitive ability Cognitive development Cognitive flexibility Differentiation Female Humans Intelligence Intelligence - physiology Longitudinal Studies Male Mathematics Memory, Short-Term - physiology Reading Short term memory |
| Title | Differentiation in Cognitive Abilities Beyond g: The Emergence of Domain-Specific Variance in Childhood |
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