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In 1965, Raymond B. Cattell and John Horn proposed two types of intelligence- fluid and crystalized.

Fluid intelligence (Gf) refers to essentially nonverbal mental efficiencies such as the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience and education and is more dependent on the physiological structures (e.g. cortical and lower cortical regions) that support intellectual behaviour. Working memory and processing speed appear to be related to fluid intelligence (Alfonso, Flanagan & Radwan, 2005; Sattler, 2008). Examples of fluid intelligence are solving puzzles, matrices, number and letter series and problem-solving strategies. Crystalized intelligence (Gc) refers to knowledge that comes from prior knowledge and past experiences that are developmentally dependent on exposure to a culture. It is highly influenced by formal and informal education throughout a lifetime (Alfonso, Flanagan & Radwan, 2005; Sattler, 2008). Examples of crystalized intelligence are reading comprehension, vocabulary, general information and mechanics of language. The concepts of fluid and crystalized intelligence proposed by Cattell and Horn greatly impacted how intelligence was viewed within school psychology. Their theory supported the notion that there was not one general intelligence, but rather several distinct functions that take different developmental trajectories over the course of a lifetime (Sattler, 2008). The Cattell-Horn theory of fluid and crystalized intelligence then lead to numerous further developments such as the Cattell-Horn-Carroll theory (late 1990s; Alfonso, Flanagan & Radwan, 2005; Newton & McGrew, 2010). Currently the CHC theory consists of 10 broad cognitive abilities and more than 70 narrow abilities that have greatly influenced the design and interpretation of academic and cognitive assessments across the field of school psychology (Alfonso, Flanagan & Radwan, 2005; Newton & McGrew, 2010).

References Alfonso, V. C., Flanagan, D. P., & Radwan, S. (2005). The impact of the Cattell-Horn-Carroll theory on test development and interpretation of cognitive and academic abilities. In Flanagan, D. P., & Harrison, P. L. (Eds.), Contemporary Intellectual assessment, second edition: theories, tests and issues (pp. 185-202). Retrieved from http://faculty.winthrop.edu/armisteadl/PSYC608/attachments/ CHC_c_Test_developmen.pdf Newton, J. H., & McGrew, K.S. (2010). Introduction to the special issue: Current research in Cattell-Horn-Carrell-based assessment. Psychology in the Schools 4(7), 621-634. doi: 10.1002/pits.20495 Sattler, J. M. (2008). Assessment of children: Cognitive foundations. San Diego, California: Jerome M. Sattler Publisher, Inc.

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