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Human Cognitive Abilities: A Survey of Factor-Analytic Studies
Abstract
This 1993 work surveys and summarizes the results of more than seventy years of investigation, by factor analysis, of a variety of cognitive abilities, with particular attention to language, thinking, memory, visual and auditory perception, creativity and the production of ideas, and the speed and accuracy of mental processing. The author describes his detailed findings resulting from reanalysis of more than 460 data sets from the factor-analytic literature, followed by a presentation of a hierarchical, three-stratum theory of cognitive ability and its implications for further research. A set of three computer disks (IBM 3-1/2" 1.4 megabytes, ASCII format) containing the numerical data sets and Dr. Carroll's statistical results is also available. Representing over 4 megabytes of data or roughly 2000 printed pages the disks are major resources for the interested researcher.
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In the citing paper
“Any cognitive testing was assessed in terms of its true cognitive ability, as described by Carroll (1993) [24].”
From Systematic Overview of Bacopa monnieri (L.) Wettst. Dominant Poly-Herbal Formulas in Children and Adolescents (2017) · cites this paper as [24]
In the citing paper
“the variance common across cognitive tasks can be modeled as a latent factor denoted as g (the general factor of intelligence) 9,10”
From Genome-wide association meta-analysis in 269,867 individuals identifies new genetic and functional links to intelligence (2018) · cites this paper as [9]
In the citing paper
“Furthermore, the present results are consistent with Carroll's (1993) assertion that CHC theory is a universal theory of intelligence and applicable to different gender and ethnic groups.”
From Is the Cattell–Horn–Carroll-based factor structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) construct invariant for a representative sample of African–American, Hispanic, and Caucasian male and female students ages 6 to 16 years? (2016) · cites this paper as Carroll's (1993)
In the citing paper
“Carroll (1962Carroll ( , 1981Carroll ( , 1990Carroll ( , 1993) ) conceptualized the FL aptitude construct as comprising four distinct and measurable abilities: PHONETIC CODING ABILITY, GRAMMATICAL SENSITIVITY, INDUCTIVE LANGUAGE LEARNING ABILITY and ASSOCIATIVE MEMORY”
From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Carroll 1993
In the citing paper
“To begin with, 'FL aptitude' should be considered an umbrella term consisting of a set of COGNITIVE abilities, thus making it a COMPONENTIAL concept (Carroll 1981(Carroll , 1993;;Skehan 1998;Sparks et al. 2011).”
From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Carroll 1993
In the citing paper
“John Carroll (1993), clearly differentiated the terms 'ability', 'aptitude' and 'achievement'.”
From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Carroll 1993
In the citing paper
“However, it slightly differs from Skehan's approach in that it tries to provide a finer-grained representation of the complex structure of human cognitive abilities (Carroll 1993) and also makes clearer reference to specific educational contexts.”
From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Carroll 1993
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Romero, D., Bernus, P., Noran, O. S., Stahre, J., & Fast–Berglund, Å. (2016) · IFIP advances in information and communication technology · doi:10.1007/978-3-319-51133-7_80 · Cited by 432
Metadata
- Authors
- Carroll, J. B.
- Corresponding author
- Carroll, John B.
- Venue
- Cambridge University Press eBooks
- Publisher
- Cambridge University Press
- Published
- 1993-01-29
- OpenAlex
- W2999665664
- Cited by
- 4,121
- References
- 0
- Citations by year
- 2026: 118 · 2025: 135 · 2024: 158 · 2023: 196 · 2022: 169 · 2021: 189 · 2020: 230 · 2019: 187 · 2018: 165 · 2017: 177 · 2016: 172 · 2015: 162 · 2014: 178 · 2013: 151 · 2012: 128
- FWCI
- 41.67
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Keywords
- cognitive ability, language skills, thinking skills, memory, visual perception, auditory perception, creativity
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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