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Clinical Psychology and Special Education - №1 / 2021 | Перейти к описанию
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  Previous issue (2020. Vol. 9, no. 4)

Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Gender Aspect of Fluid Intelligence Diagnostics 95

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Nikolaeva A.Yu.
Research Associate, Center for Neurocognitive Research, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0001-7323-8528
e-mail: nikolaevaayu@mgppu.ru

Burdukova Yu.A.
PhD in Psychology, Assistant Professor? chair of Differential Psychology and Psychophysiology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-4827-2040
e-mail: julia_burd@inbox.ru

Alekseeva O.S.
Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-0794-2327
e-mail: olga_alexeeva@mail.ru

Rzhanova I.E.
Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0001-8100-8917
e-mail: irinarzhanova@mail.ru

Britova V.S.
student, Faculty of Clinical & Special Psychology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-0001-3576
e-mail: vsbritova@gmail.com

Abstract
The study of fluid intelligence has a long history. The term “fluid intelligence” was proposed by R. Cattell in the 40s of the last century. According Cattell, fluid intelligence, along with crystallized intelligence, were fundamental factors in the structure of intelligence. With the further development of psychological science and the improvement of data analysis methods, other schemes of cognitive abilities were proposed, however, almost all of them included fluid intelligence as one of the main factor. In many studies the connection of fluid intelligence, working memory and the prefrontal cortex was demonstrated, the influence of fluid intelligence on the success of learning was proved. However, the question about gender differences in fluid intelligence is still open. In the presented study, two tests were selected for the diagnosis of fluid intelligence – Wechsler Intelligence Scale for Children – 5th edition – WISC–V and the Kaufman Assessment Battery for Children – 2nd edition KABC–II. Both of these tests contain fluid intelligence scales. In the WISC–V, the Fluid Reasoning Index includes two subtests: Matrix Reasoning, Figure Weights; in the KABC–II, the Gf Scale also consists of two subtests: Story Completion and Pattern Reasoning. The sample include 48 children. The average age was 9,5 years, 52% were boys. All children passed both intelligence tests completely. Comparison of the test results did not reveal gender differences in the fluid intelligence index. However, the correlation structure of the results of both tests was different in the group of boys compared with the group of girls (in the group of boys, significantly more relationships were found out than in the group of girls), which confirms the hypothesis that the structure of fluid intelligence is dependent on gender.

Keywords: fluid intelligence, WISC–V, KABC–II, gender

Column: Empirical research

DOI: https://doi.org/10.17759/cpse.2020090405

For Reference

Funding

This work was supported by grant RFBR № 18-013-01179

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