Cognitive Frameworks for "g".

General intelligence ("g") is one of the most important, and least understood, phenomena in psychometric psychology. Yet "g" is an issue that is largely ignored in cognitive studies of aptitude. In the current paper, an attempt is made to bridge the gap between psychometric data and cognitive theory, using two major performance frameworks (structural and resource/capacity frameworks). Neither framework explains all phenomena related to general intelligence_ he concept of "attentional resources" is currently the most viable cognitive analog of "g". It is unlikely that "g" is merely a complete set of elementary cognitive components. More likely, intelligent performance depends on both activating resources for thought and strategies and knowledge affecting the allocation of those resources. Clearly, resources and strategies are both involved in any individual test score. It is conceivable, however, that resources are primary to "g". (TJH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Cognitive Frameworks for g Gerald E. Larson & David L. Alderton Personnel Systems Department Navy Personnel R & D Center San Diego, CA 92152-6800 Presented at the American Educational Research Association annual meeting April 1988, New Orleans, LA. Abstract General intelligence (g) is one of the most important. , and least understood, phenomena in psychometric psychology. Yet g is an issue that is largely ignored in cognitive studies of aptitude. In the current paper we attempt to b:idge the gap between psychometric data and cognitive theory, using two major cognitive; performance frameworks. We conclude that the concept of "attentional resources" is currently the most viable cognitive analog of g.General intelligence (g) is one of the most important. , and least understood, phenomena in psychometric psychology. Yet g is an issue that is largely ignored in cognitive studies of aptitude. In the current paper we attempt to b:idge the gap between psychometric data and cognitive theory, using two major cognitive; performance frameworks. We conclude that the concept of "attentional resources" is currently the most viable cognitive analog of g. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) "This document has been reproduced as received from thb person or organization originating it. O Minor changes have been made to improve reproduction duality Points of view or opmionsstated in this document do not necessarily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ffie-41-7) L. ,CARSON TO THE EDUCATIONAL. RESOURCES INFORMATION CENTER (ERIC). " The opinions expressed are those of the authors, are not official and do not necessarily reflect the views of the Department of the Navy or the U.S. Government. Presented at the annual American Educational Research Association meeting, April 5-9, 1988, New Orleans, LA Cognitive Frameworks for g Gerald E. Larson & David L. Alderton Personnel Systems Dept. Navy Personnel R & D Center San Diego, CA 92152-6800