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Intelligence refers to a person’s ability to reason efficiently, use previously learned information, and solve novel problems. Intelligence tests are among the most reliable and valid measures in behavioral science, and scores on these tests show substantial correlations with academic achievement, occupational performance, salary, health outcomes, and even mortality. Likely a product of both genetic and environmental influences, individual differences in intelligence demonstrate impressive stability over the life span; measures of intelligence taken as early as the first year of life yield significant correlations with adult intelligence measures and achievement.

Despite broad consensus about the utility of intelligence test scores, there has been some debate about the precise structure of intelligence. Although not the only theory currently in use, many researchers understand intelligence to consist of correlated broad mental abilities, such as the ability to reason about novel problems (fluid ability; Gf) and apply previously learned material (crystallized ability; Gc). The correlation among these abilities provides evidence of an even broader general mental ability (g). This entry presents a brief overview of a few major theories in intelligence, summarizes what is known about genetic and environmental factors that influence intelligence, and traces the measurement, stability, and change of intelligence across the life span.

Theories of Intelligence

The story of intelligence is in some ways a story of measurement. Over much of the 20th century, researchers in intelligence maintained one of two positions: Some believed intelligence to be a single entity or ability (unitary theorists), whereas others advocated for a set of distinct abilities. Unitary theorists point to strong positive correlations among tests of diverse mental abilities as evidence for a single general intelligence, whereas proponents of a model of separate abilities have cited different brain regions active in, for example, language processing and spatial reasoning, as evidence of independent cognitive functions.

Intelligence as One Thing

In 1904, Charles Spearman published an important analysis on the nature of mental abilities. For some time, researchers had understood that tests of mental abilities tended to correlate positively. In other words, people who did well on one test of mental ability tended to do well on others; this finding was termed positive manifold. Through a statistical method called factor analysis, Spearman identified a single factor that accounted for this positive manifold. He termed this factor the general factor or simply g. Spearman indicated that individual differences in cognitive ability measured in a battery of tests could be decomposed into two broad parts: the shared variance (g) and the specific variance of the tests (s).

Spearman maintained that g was a statistical property of a test battery and emerged only in individual differences. In other words, g is based on correlations between tests. Correlations cannot be calculated in a single individual, so a person does not have g. This statistical understanding does not automatically exclude a psychological variable operating at the level of the individual to explain g. At various times, researchers have proposed speed of processing, nerve conduction velocity, executive control of attention, working memory capacity, fluid reasoning, and others as psychological underpinnings of a general mental ability represented by g.

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