Age and Ability Differentiation in Children: A Review and Empirical Investigation

Autor/inn/en	Breit, Moritz; Brunner, Martin; Preckel, Franzis
Titel	Age and Ability Differentiation in Children: A Review and Empirical Investigation
Quelle	In: Developmental Psychology, 57 (2021) 3, S.325-346 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Breit, Moritz) ORCID (Preckel, Franzis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001147
Schlagwörter	Cognitive Ability; Age Differences; Child Development; Elementary School Students; Foreign Countries; Intelligence; Intelligence Quotient; Developmental Stages; Cognitive Development; Interaction; Grade 1; Grade 2; Grade 3; Grade 4; Individual Characteristics; Scores; Intelligence Tests; Germany + Suchen Sie Ihr Suchwort? Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Ausland; Intelligenz; Klugheit; Intelligenzquotient; Kognitive Entwicklung; Interaktion; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Intelligence test; Intelligenztest; Deutschland
Abstract	Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample (N = 2,619 German elementary schoolchildren; 48% female; age: M = 8.8 years, SD = 1.2, range 6-12 years) of the THINK 1-4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). The results showed no consistent evidence for the presence of differentiation effects or their interaction. Instead, different patterns were observed for figural, numerical, and verbal reasoning. Implications for the construction of intelligence tests, the assessment of intelligence in children, and for theories of cognitive development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01