ABSTRACT
Intelligence
and cognitive abilities, including executive functions (EF), have been
addressed by psychometrics and cognitive psychology, respectively. Studies have
found similarities and overlap among constructs, especially between EF and
fluid intelligence (Gf). This study’s
aim was to investigate in teenagers: 1) the relationships among Gf, crystallized intelligence (Gc), cognitive, and executive abilities;
and 2) the differences among groups with average, superior and very superior
intelligence in regard to cognitive and executive functions. A total of 120
adolescents aged between 15 and 16 years old were assessed via IQ tests (the
WISC III and Raven’s), EF (computer version of the Stroop Test, FAS Verbal
Fluency Test, Trail Making Test—part B), and cognitive abilities (Peabody
Picture Vocabulary Test [PPVT], Repetition of words and pseudo words Test, the
Rey Complex Figure [REY CF]). Low to moderate correlations were found among
measures of intelligence and cognitive and executive functions. Even though
interrelated, the measures seem to capture somewhat distinct aspects.
Subsequently, the participants were divided into three groups according to
their performance on Raven’s Test: Group with very superior intelligence (VSI),
Group with superior intelligence (SI), and Group with average intelligence
(AI). The ANOVA revealed the groups’ significant effect (VSI, SI, AI), that is,
the VSI and SI groups tended to perform better on the WISC subtests, in the cognitive
measures of the PPVT, Rey CF, and in executive measure (FAS). A tendency of
increasingly better performance in the various abilities according to groups
was observed, but the hypothesis of greater specific association between Gf and EF was not confirmed. The results
show better general performance according to the level of intelligence.