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65:. 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.
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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
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The three-stratum theory is derived primarily from
Spearman's (1927) model of general intelligence and Horn & Cattell's (1966) theory of fluid and crystallized intelligence. Carroll's model was also heavily influenced by the 1976 edition of the ETS standard kit. His factor analyses were largely
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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
84:(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
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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.
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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.
124:, which has since been influential in guiding test development. Johnson and Bouchard have criticized CHC theory and the two major theories on which it is based, suggesting that their
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Johnson, W. & Bouchard Jr., T. (2005). "The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized".
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consistent with the Horn-Cattell model except that
Carroll believed that general intelligence was a meaningful construct.
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Horn, J. & Cattell, R. (1966). "Refinement and test of the theory of fluid and crystallized general intelligences".
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J. B. Carroll (1997), "The three-stratum theory of cognitive abilities" in D. P. Flanagan, J. L. Genshaft et al.,
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Ekstrom, R. B.; French, J. W.; Harman, H. H. "Cognitive factors: Their identification and replication".
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Cattell-Horn-Carroll abilities and cognitive tests: What we've learned from 20 years of research
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This model suggests that intelligence is best conceptualized in a hierarchy of three strata.
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McGrew, Cognitive
Abilities. In D. P. Flanagan & P. L. Harrison (Eds.). (2012).
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Kevin McGrew (2005) integrated the Horn-Cattell model with
Carroll's to create the
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factor, accounts for the correlations among the broad abilities at
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model (three-dimensional model with contents, operations, and products).
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Stratum I (specific level): more specific factors under the stratum II.
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Contemporary intellectual assessment: Theories, tests, and issues
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Cattell-Horn-Carroll Theory of
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Human cognitive abilities: A survey of factor-analytic studies
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provides a better explanation of the available data.
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299:(pp. 151–179). New York: Guilford Press.
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95:Development of the three-stratum theory
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293:Contemporary intellectual assessment
269:"Human Intelligence: John B. Carrol"
106:Stratum III (general intelligence):
80:Carroll's three-stratum model. Key:
591:Fluid and crystallized intelligence
502:Fluid and crystallized intelligence
151:Fluid and crystallized intelligence
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216:Journal of Educational Psychology
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627:Evolution of human intelligence
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297:Theories, tests, and issues.
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45:in 1993. It is based on a
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367:Psychology in the Schools
63:general cognitive ability
38:proposed by the American
27:Cognitive ability theory
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