The differentiation hypothesis and the Flynn effect

Many studies have shown that IQs have been increasing over the last half century. These increases have come to be known as «the Flynn effect». The «Flynn effect» represents a difference on ability-level between groups of the same age but different cohort. The ability-level differentiation hypothesis...

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Detalles Bibliográficos
Autores: Juan Espinosa, Manuel de, Cuevas Esteban, Lara, Escorial Martín, Sergio, García, Luis F.
Tipo de recurso: artículo
Fecha de publicación:2006
País:España
Institución:Universidad Complutense de Madrid (UCM)
Repositorio:Docta Complutense
Idioma:inglés
OAI Identifier:oai:docta.ucm.es:20.500.14352/132661
Acceso en línea:https://hdl.handle.net/20.500.14352/132661
Access Level:acceso abierto
Palabra clave:159.95
Flynn effect
Ability-level differentiation hypothesis
Indifferentiation hypothesis
Cognitive abilities structure
WISC-R
WISC-III
Aptitudes e inteligencia (Psicología)
Psicometría
Psicología diferencial
61 Psicología
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oai_identifier_str oai:docta.ucm.es:20.500.14352/132661
network_acronym_str ES
network_name_str España
repository_id_str
spelling The differentiation hypothesis and the Flynn effectLa hipótesis de la diferenciación y el efecto FlynnJuan Espinosa, Manuel deCuevas Esteban, LaraEscorial Martín, SergioGarcía, Luis F.159.95Flynn effectAbility-level differentiation hypothesisIndifferentiation hypothesisCognitive abilities structureWISC-RWISC-IIIAptitudes e inteligencia (Psicología)PsicometríaPsicología diferencial61 PsicologíaMany studies have shown that IQs have been increasing over the last half century. These increases have come to be known as «the Flynn effect». The «Flynn effect» represents a difference on ability-level between groups of the same age but different cohort. The ability-level differentiation hypothesis represents a difference on the relevance of cognitive factors between groups of high and low ability. Hence, it should be possible to imitate the ability-level differentiation effect by comparing groups of the same age but different cohort. The indifferentiation hypothesis represents no differences on the relevance of cognitive abilities in all age groups within the same cohort. The aim of the present study is to test the relationships between these phenomena. For this purpose we analyzed the American standardisation samples of the WISC, WISC-R and WISC-III. Results support the link between the Flynn effect and the differentiation hypothesis. Also, reported evidence replicate previous findings supporting the indifferentiation hypothesis. Implications for the assessment of the intelligence are discussed.Colegio Oficial de Psicólogos del Principado de AsturiasUniversidad Complutense de Madrid20062006-05-0120062006-05-01journal articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/132661reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/1326612026-06-02T12:44:21Z
dc.title.none.fl_str_mv The differentiation hypothesis and the Flynn effect
La hipótesis de la diferenciación y el efecto Flynn
title The differentiation hypothesis and the Flynn effect
spellingShingle The differentiation hypothesis and the Flynn effect
Juan Espinosa, Manuel de
159.95
Flynn effect
Ability-level differentiation hypothesis
Indifferentiation hypothesis
Cognitive abilities structure
WISC-R
WISC-III
Aptitudes e inteligencia (Psicología)
Psicometría
Psicología diferencial
61 Psicología
title_short The differentiation hypothesis and the Flynn effect
title_full The differentiation hypothesis and the Flynn effect
title_fullStr The differentiation hypothesis and the Flynn effect
title_full_unstemmed The differentiation hypothesis and the Flynn effect
title_sort The differentiation hypothesis and the Flynn effect
dc.creator.none.fl_str_mv Juan Espinosa, Manuel de
Cuevas Esteban, Lara
Escorial Martín, Sergio
García, Luis F.
author Juan Espinosa, Manuel de
author_facet Juan Espinosa, Manuel de
Cuevas Esteban, Lara
Escorial Martín, Sergio
García, Luis F.
author_role author
author2 Cuevas Esteban, Lara
Escorial Martín, Sergio
García, Luis F.
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv 159.95
Flynn effect
Ability-level differentiation hypothesis
Indifferentiation hypothesis
Cognitive abilities structure
WISC-R
WISC-III
Aptitudes e inteligencia (Psicología)
Psicometría
Psicología diferencial
61 Psicología
topic 159.95
Flynn effect
Ability-level differentiation hypothesis
Indifferentiation hypothesis
Cognitive abilities structure
WISC-R
WISC-III
Aptitudes e inteligencia (Psicología)
Psicometría
Psicología diferencial
61 Psicología
description Many studies have shown that IQs have been increasing over the last half century. These increases have come to be known as «the Flynn effect». The «Flynn effect» represents a difference on ability-level between groups of the same age but different cohort. The ability-level differentiation hypothesis represents a difference on the relevance of cognitive factors between groups of high and low ability. Hence, it should be possible to imitate the ability-level differentiation effect by comparing groups of the same age but different cohort. The indifferentiation hypothesis represents no differences on the relevance of cognitive abilities in all age groups within the same cohort. The aim of the present study is to test the relationships between these phenomena. For this purpose we analyzed the American standardisation samples of the WISC, WISC-R and WISC-III. Results support the link between the Flynn effect and the differentiation hypothesis. Also, reported evidence replicate previous findings supporting the indifferentiation hypothesis. Implications for the assessment of the intelligence are discussed.
publishDate 2006
dc.date.none.fl_str_mv 2006
2006-05-01
2006
2006-05-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/132661
url https://hdl.handle.net/20.500.14352/132661
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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