g: Formative, reflective, or both?

Abstract

This study examined how general cognitive ability, g, is formed from preschool to late childhood and how it interacts with specific mental processes. A large sample (N = 401), about equally drawn from each of the age years 4 through 12 were examined with a large array of attention control, working memory, relational integration, Raven-like matrices, and awareness of perceptual and inferential origins of representations. Confirmatory Factor Analysis examined if g is a reflective construct causally affecting these processes or a formative construct gradually emerging from mastering these processes, and how it varies throughout this age period. We found that g is a reflective construct gearing on a core of relational integration and mental awareness, which changes in cycles: it is primarily based on attention control and perceptual awareness from 4 to 6, inferential awareness and working memory from 7 to 9, and inhibition, inferential awareness, and complex inductive reasoning from 10 to 12 years. The implications of the study for the century-old dispute about the nature and development of human general intelligence and modern theories of intelligence and cognitive development are discussed.