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Raymond Cattell identified fluid (Gf) and crystallized intelligence (Gc) as two facets of general intelligence. He classified them as subsets of general intelligence (or Spearman's g), as his shorthand notation makes plain.

Fluid intelligence is the ability to solve novel problems and to manage ambiguous or completing data. It is the ability to perceive and infer relationships between ideas. It has no specific scope or limitation; Cattell conceived of it as “fluid” because the nature of novel problem solving is that it can be directed toward any type of problem.

Crystallized intelligence is the ability to use existing sets of skills, knowledge, and experiences deftly. It presupposes knowledge and intact long-term memory, but the terms are not synonymous; crystallized intelligence is specifically about the quality of how one uses facts and skills rather than simply their accumulation. Crystallized intelligence is often boundaried because it presupposes acquired competence (e.g., playing a cello, knowledge of 19th-century American literature, or mathematics). This entry describes how fluid and crystallized intelligence are evaluated and viewed across the life span, neuroanatomical correlates, and fluid intelligence in gifted children.

Evaluating Fluid and Crystallized Intelligence

Fluid intelligence generally correlates with measures of abstract reasoning, ideational fluency, and visual-spatial problem-solving tasks. Crystallized intelligence correlates with abilities that depend on knowledge and experience, such as vocabulary, fund of information, reading comprehension, and analogies. All the standardized intelligence batteries, such as Stanford-Binet V or the Wechsler series, include several subtests measuring both fluid and crystallized intelligence.

Fluid and Crystallized Intelligence across the Life Span

Fluid intelligence peaks in young adulthood and then steadily declines. This is considered the primary reason that conceptual fields, such as physics and mathematics, are often seen as domains for the talented young.

Crystallized intelligence, which relies on experience and the accumulation of skills and knowledge, shows the inverse pattern. It builds in the early years and remains stable across the adult lifespan, showing a gradual decline in older age. Writers, for example, tend to peak in their later years. Crystallized intelligence remains a dynamic system in its own way because the expanding knowledge tends to revise what is already known.

There are two primary hypotheses about why fluid intelligence declines. The first hypothesis is that cognitive processing speed declines with age and fluid intelligence depends on cognitive speed to make perceptual comparisons and conceptual leaps. The second hypothesis is that age-related declines in executive functioning and the system loops mediated by the frontal cortex of the brain undermine planning, judgment, self-monitoring, and attention. At this point, both hypotheses appear to have good research support, and the hypotheses together appear to account for much of the decline.

Neuroanatomical Correlates

Some theorists have tried to neatly link Gf and Gc to corresponding brain systems, but the brain has been less cooperative with this model. Intelligence is an integrative function that relies on several foundational abilities. Intelligence rests on the health and functional integrity of a wide range of structures. Some of these base capabilities, as mentioned already, include processing speed, executive functioning and attention. Another related base capability includes working memory (the mental scratch pad) that allows a person to hold multiple ideas or problems in mind while manipulating them in the imagination.

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