The three-stratum theory is a theory of cognitive ability proposed by the American psychologistJohn Carroll in 1993.[1][2] It is based on a factor-analytic study of the correlation of individual-difference variables from data such as psychological tests, school marks and competence ratings from more than 460 datasets. These analyses suggested a three-layered model where each layer accounts for the variations in the correlations within the previous layer.
The three layers (strata) are defined as representing narrow, broad, and general cognitive ability. The factors describe stable and observable differences among individuals in the performance of tasks. Carroll argues further that they are not mere artifacts of a mathematical process, but likely reflect physiological factors explaining differences in ability (e.g., nerve firing rates). This does not alter the effectiveness of factor scores in accounting for behavioral differences.
Carroll proposes a taxonomic dimension in the distinction between level factors and speed factors. The tasks that contribute to the identification of level factors can be sorted by difficulty and individuals differentiated by whether they have acquired the skill to perform the tasks. Tasks that contribute to speed factors are distinguished by the relative speed with which individuals can complete them. Carroll suggests that the distinction between level and speed factors may be the broadest taxonomy of cognitive tasks that can be offered. Carroll distinguishes his hierarchical approach from taxonomic approaches such as Guilford's Structure of Intellect model (three-dimensional model with contents, operations, and products).
Carroll's three-stratum model. Key: fluid intelligence (Gf), crystallized intelligence (Gc), general memory and learning (Gy), broad visual perception (Gv), broad auditory perception (Gu), broad retrieval ability (Gr), broad cognitive speediness (Gs), and processing speed (Gt). Carroll regarded the broad abilities as different "flavors" of g.
The three-stratum theory is derived primarily from Spearman's (1927)[3] model of general intelligence and Horn & Cattell's (1966)[4] theory of fluid and crystallized intelligence. Carroll's model was also heavily influenced by the 1976 edition of the ETS standard kit.[5] His factor analyses were largely consistent with the Horn-Cattell model except that Carroll believed that general intelligence was a meaningful construct.
This model suggests that intelligence is best conceptualized in a hierarchy of three strata.
Stratum III (general intelligence): g factor, accounts for the correlations among the broad abilities at Stratum II.
Stratum II (broad abilities): 8 broad abilities—fluid intelligence, crystallized intelligence, general memory and learning, broad visual perception, broad auditory perception, broad retrieval ability, broad cognitive speediness, and processing speed.
Stratum I (specific level): more specific factors under the stratum II.[6]
Kevin McGrew (2005)[7] integrated the Horn-Cattell model with Carroll's to create the Cattell-Horn-Carroll Theory of Cognitive Abilities (CHC Theory), which has since been influential in guiding test development. Johnson and Bouchard[8] have criticized CHC theory and the two major theories on which it is based, suggesting that their g-VPR model provides a better explanation of the available data.
^J. B. Carroll (1993), Human cognitive abilities: A survey of factor-analytic studies, Cambridge University Press, New York, NY, USA.
^J. B. Carroll (1997), "The three-stratum theory of cognitive abilities" in D. P. Flanagan, J. L. Genshaft et al., Contemporary intellectual assessment: Theories, tests, and issues, Guilford Press, New York, NY, USA, pp. 122-130.
^Spearman, C. (1927), The abilities of man, London: MacMillan
^Horn, J. & Cattell, R. (1966). "Refinement and test of the theory of fluid and crystallized general intelligences". Journal of Educational Psychology. 57 (5): 253–270. doi:10.1037/h0023816. PMID 5918295.
^Ekstrom, R. B.; French, J. W.; Harman, H. H. "Cognitive factors: Their identification and replication". Multivariate Behavioral Research Monographs. 79 (2): 3–84.
^"Human Intelligence: John B. Carrol". www.intelltheory.com. Retrieved 2016-07-04.
^McGrew, Cognitive Abilities. In D. P. Flanagan & P. L. Harrison (Eds.). (2012). Contemporary intellectual assessment: Theories, tests, and issues. (pp. 151–179). New York: Guilford Press.
^Johnson, W. & Bouchard Jr., T. (2005). "The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized". Intelligence. 33 (4): 393–416. doi:10.1016/j.intell.2004.12.002.
Further reading
Hunt, Earl (2011). Human intelligence. Cambridge: Cambridge University Press. ISBN978-0-521-88162-3.
Keith, T. & Reynolds, M. (2010). Cattell-Horn-Carroll abilities and cognitive tests: What we've learned from 20 years of research. Psychology in the Schools, 47(7), 635-650.
January 06, 2023
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The three stratum theory is a theory of cognitive ability proposed by the American psychologist John Carroll in 1993 1 2 It is based on a factor analytic study of the correlation of individual difference variables from data such as psychological tests school marks and competence ratings from more than 460 datasets These analyses suggested a three layered model where each layer accounts for the variations in the correlations within the previous layer The three layers strata are defined as representing narrow broad and general cognitive ability The factors describe stable and observable differences among individuals in the performance of tasks Carroll argues further that they are not mere artifacts of a mathematical process but likely reflect physiological factors explaining differences in ability e g nerve firing rates This does not alter the effectiveness of factor scores in accounting for behavioral differences Carroll proposes a taxonomic dimension in the distinction between level factors and speed factors The tasks that contribute to the identification of level factors can be sorted by difficulty and individuals differentiated by whether they have acquired the skill to perform the tasks Tasks that contribute to speed factors are distinguished by the relative speed with which individuals can complete them Carroll suggests that the distinction between level and speed factors may be the broadest taxonomy of cognitive tasks that can be offered Carroll distinguishes his hierarchical approach from taxonomic approaches such as Guilford s Structure of Intellect model three dimensional model with contents operations and products Carroll s three stratum model Key fluid intelligence Gf crystallized intelligence Gc general memory and learning Gy broad visual perception Gv broad auditory perception Gu broad retrieval ability Gr broad cognitive speediness Gs and processing speed Gt Carroll regarded the broad abilities as different flavors of g Contents 1 Development of the three stratum theory 2 See also 3 References 4 Further readingDevelopment of the three stratum theory EditThe three stratum theory is derived primarily from Spearman s 1927 3 model of general intelligence and Horn amp Cattell s 1966 4 theory of fluid and crystallized intelligence Carroll s model was also heavily influenced by the 1976 edition of the ETS standard kit 5 His factor analyses were largely consistent with the Horn Cattell model except that Carroll believed that general intelligence was a meaningful construct This model suggests that intelligence is best conceptualized in a hierarchy of three strata Stratum III general intelligence g factor accounts for the correlations among the broad abilities at Stratum II Stratum II broad abilities 8 broad abilities fluid intelligence crystallized intelligence general memory and learning broad visual perception broad auditory perception broad retrieval ability broad cognitive speediness and processing speed Stratum I specific level more specific factors under the stratum II 6 Kevin McGrew 2005 7 integrated the Horn Cattell model with Carroll s to create the Cattell Horn Carroll Theory of Cognitive Abilities CHC Theory which has since been influential in guiding test development Johnson and Bouchard 8 have criticized CHC theory and the two major theories on which it is based suggesting that their g VPR model provides a better explanation of the available data See also EditCHC theory g factor Fluid and crystallized intelligence g VPR modelReferences Edit J B Carroll 1993 Human cognitive abilities A survey of factor analytic studies Cambridge University Press New York NY USA J B Carroll 1997 The three stratum theory of cognitive abilities in D P Flanagan J L Genshaft et al Contemporary intellectual assessment Theories tests and issues Guilford Press New York NY USA pp 122 130 Spearman C 1927 The abilities of man London MacMillan Horn J amp Cattell R 1966 Refinement and test of the theory of fluid and crystallized general intelligences Journal of Educational Psychology 57 5 253 270 doi 10 1037 h0023816 PMID 5918295 Ekstrom R B French J W Harman H H Cognitive factors Their identification and replication Multivariate Behavioral Research Monographs 79 2 3 84 Human Intelligence John B Carrol www intelltheory com Retrieved 2016 07 04 McGrew Cognitive Abilities In D P Flanagan amp P L Harrison Eds 2012 Contemporary intellectual assessment Theories tests and issues pp 151 179 New York Guilford Press Johnson W amp Bouchard Jr T 2005 The structure of human intelligence It is verbal perceptual and image rotation VPR not fluid and crystallized Intelligence 33 4 393 416 doi 10 1016 j intell 2004 12 002 Further reading EditHunt Earl 2011 Human intelligence Cambridge Cambridge University Press ISBN 978 0 521 88162 3 Keith T amp Reynolds M 2010 Cattell Horn Carroll abilities and cognitive tests What we ve learned from 20 years of research Psychology in the Schools 47 7 635 650 Retrieved from https en wikipedia org w index php title Three stratum theory amp oldid 1122528116, wikipedia, wiki, book, books, library,
