On the relationships between short-term learning and fluid and crystallized intelligence.

Abstract

Eleven indicants of intelligence and 10 measures of short-term learning were studied in a sample of 265 fourteen-year-olds using the inter-battery methods developed by Tucker. The results indicated two broad factors of intelligence, interpreted as fluid intelligence (Gf) and crystallized intelligence (Gc), coordinate with two broad factors of shortterm learning, interpreted as indicating primary memory (PM) and secondary acquisition (SAC). To a considerable extent the learning variables were independent of the indicants of intelligence, thus suggesting (in conformance with previous findings) that intelligence should not be equated with learning over short periods of time. The major variance in common between short-term learning and intelligence variables is linked to meaningful associations and learning mediated by such associations, but to a lesser extent both Gf and Gc involve the span of apprehension of primary memory. The results suggest that acquisition mediated by meaningful associations is more nearly characteristic of Gc than of Gf, but this may mainly reflect the selection of variables used in this study.