Fluid Intelligence: Review of Foreign Studies

The present review focuses on modern research of fluid intelligence. The concept of fluid intelligence, the place of fluid intelligence in the structure of cognitive abilities, its relation to general intelligence is revealed. The current models of fluid intelligence are considered, including the current leading Cattell–Horn–Carroll model. The neurobiological processes underlying the flexibility of fluid reasoning processes in solving novel problems are discussed. In particular, studies are presented showing that fluid intelligence is mediated by subregions of the prefrontal cortex. Studies of the relationship between fluid intelligence and working memory, as well as studies of fluid intelligence in clinical groups such as children with ADHD and adults with schizophrenia are also discussed. Clinical evidence suggests that fluid intelligence may be key to understanding the structure of cognitive deficits in ADHD syndrome

Relationships between Fluid Intelligence and Executive Functions

In our recent study we investigated the relationship between fluid reasoning ability and prefrontal neocortex functions (spatial working memory and spatial planning). Fluid intelligence was assessed by using КАВС‑II test. Prefrontal neocortex functions were assessed by CANTAB computer test. Sixty normotypical Russian children (32 boys and 28 girls) participated in this study. Our results demonstrate, that two subtests which constitute the Fluid intelligence scale have different correlations with prefrontal functions. Main contribution to the relation between fluid reasoning and working memory was made by Story Completion subtest. Also, we found that there were no relations between fluid reasoning and spatial planning.The study was supported by the Russian Foundation for Basic Research, project № 18-013-01179

Relationships among Verbal Memory, Spatial Working Memory and Intelligence in Children of 10-11 years

The issue investigates the relationship Selective Reminding Test (SRT), a test of spatial working memory (SWM) with Kaufman Assessment Battery for Children (KABC II). It has been found that the efficiency of memorizing verbal material is associated with the estimates on the K-ABC Sequential processing scale and K-ABC Simultaneous processing scale, but not to the Learning scale of education, is measured indirectly verbal memorization. Spatial working memory is not related to IQ.The issue is part of a research project on cognitive function in children with neuro-oncological disorder

Verbal Abilities: Sex Differences in Children at Different Ages

Background. The assertion of sex differences in verbal abilities is a highly controversial subject. Some studies have demonstrated a female advantage; other studies have found higher rates in males. The results depended on the type of verbal ability that was studied, the cultural context, and the ages of the subjects. There are two types of theories that have been developed to explain the existence of sex differences in cognitive abilities. Social theories explain the differences as caused by social determinants. Biological theories consider biological factors such as prenatal development conditions and hormone levels, among others, as the cause of sex differences. Objective. To investigate sex differences in verbal abilities in children of different ages. Design. Two different editions of Wechsler tests were used. For children age 2.5 to 5 years, the Wechsler Preschool Primary Scale of Intelligence (WPPSI-IV) was used. For children age 6 and older, we administered the Wechsler Intelligence Scale for Children (WISC-V). The total sample included 313 children. Results. The study found significant sex differences in performance on the Verbal Comprehension Scale in children of different ages. At the age of 2 to 4 years, the girls performed better than the boys. In the group of boys, there was a significant increase in verbal abilities at the age of 8–9 years. By the age of 10–11 years, boys began outperforming girls on the Verbal Comprehension Index. Scores on the Verbal Comprehension and Visual Spatial subtests for the boy sample showed stronger correlations than in the girl sample in all age groups. Conclusion. Sex differences in verbal abilities varied depending on the age of the children. The boys showed a stronger integration of their verbal abilities into the structure of their intelligence than the girls