A test of theoretical models that account for information processing demands

John L. Nietfeld, Sara J. Finney, Gregg Schraw, Matthew T. McCrudden

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates (N = 193). We compared the models using confirmatory factor analyses, including those based upon a unitary factor, speed and capacity, crystallized and fluid intelligence, and verbal and spatial ability. The crystallized/fluid model provided the best fit with the data. This finding is consistent with previous research. Implications for education and future research are discussed.

Original languageEnglish (US)
Pages (from-to)499-515
Number of pages17
JournalContemporary Educational Psychology
Volume32
Issue number3
DOIs
StatePublished - Jul 1 2007

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Aptitude
Automatic Data Processing
information processing
Theoretical Models
cognitive ability
Intelligence
Statistical Factor Analysis
Education
intelligence
Research
ability
education
Group
Spatial Navigation

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Nietfeld, John L. ; Finney, Sara J. ; Schraw, Gregg ; McCrudden, Matthew T. / A test of theoretical models that account for information processing demands. In: Contemporary Educational Psychology. 2007 ; Vol. 32, No. 3. pp. 499-515.
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A test of theoretical models that account for information processing demands. / Nietfeld, John L.; Finney, Sara J.; Schraw, Gregg; McCrudden, Matthew T.

In: Contemporary Educational Psychology, Vol. 32, No. 3, 01.07.2007, p. 499-515.

Research output: Contribution to journalArticle

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