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Psychology CHC Model


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Cattell–Horn–Carroll theory of cognitive abilities (CHC theory).

Psychology CHC Model

  1. 1. Fahad Zafar(09-Arid-609) Mudassar Ellahi(09-Arid-632) Waqar Muhammad Khan(09-Arid-678)CHC Model
  2. 2. What is CHC ? Raymond John Horn John Carroll Cattell
  3. 3. Cattell–Horn–Carroll Model HistoryCHC is theory of cognitive abilities is an unification oftwo similar theories about human cognitive abilities.The first of these two theories is Gf-Gc theory(Raymond Cattell, 1941; Horn 1965), and the secondis John Carrolls (1993) Three-Stratum theory.
  4. 4. CHC Model• CHC theory involved the use of the mathematical technique known as factor analysis• In comparison to other well-known theories of intelligence and cognitive abilities, CHC theory is the scientifically proven and well structured theory
  5. 5. Raymond Cattell Cattell proposed that there were two overall abilities people have: Crystallized intelligence and fluid intelligenceCrystallized intelligence reflected abilities that were relatively static (such as learned information)Fluid intelligence was more related to “On the spot” problem solving
  6. 6. Crystallized intelligence-- acquired knowledge and experience-- age
  7. 7. Fluid intelligence -- problem-solving, learning and pattern recognition
  8. 8. John Horn Added Seven to Sixteen broad abilities
  9. 9. • Gc – crystallized intelligence • Gf – fluid intelligence • Gs – processing speedBroad • Gt – reacting or decision making speed • Gsm – short-term or immediate memory • Glr – long-term memory storage and retrieval • Grw – reading and writing ability • Gq – quantitative reasoning • Gv – visual processing • Ga – auditory processing
  10. 10. John Carroll  General ( Stratum III ) : general intelligence factor “g”  Broad ( Stratum II ) : fluid and crystalized intelligence  Narrow ( Stratum I ) : 73 narrow abilities, each related to a specific Stratum II domain.
  11. 11. Domain-Independent General Capacities • Fluid Reasoning:- Fluid Reasoning – To solve novel “on the spot” problems – Not relying on previously learned habits- Memory • Memory:- General Speed – Short Term Memory – Long Term Memory and Retrieval • General Speed: – Reaction-Decision Speed – Psychomotor Speed
  12. 12. Acquired-Knowledge System • Crystallized:- Crystallized – Includes the breadth and depth of a persons acquired knowledge- Comprehension • Comprehension: – Depth and breadth of knowledge and skills that- Domain-Specific are valued by one’s culture.- Reading & Writing • Domain Specific: – typically acquired via one’s career, hobby- Quantitative – other passionate interest (e.g., religion, sports) • Reading & Writing: – related to written language • Quantitative: – related to mathematics
  13. 13. Sensory-Motor Linked Abilities - Sensory- Sensory - Visual Processing- Motor - Auditory Processing - Olfactory Abilities - Tactile Abilities - Motor - Kinesthetic Abilities - Psychomotor Abilities
  14. 14. Sensory Sensory- Visual Processing - Visual Processing:- Auditory Processing - ability to make use of visual senses- Olfactory Abilities - Auditory Processing: - ability to detect and process- Tactile Abilities nonverbal data in sound - Olfactory Abilities: - ability to detect and process meaningful information in odors - Tactile Abilities: - ability to detect and process meaningful information in haptic (touch)
  15. 15. Motor Sensory- Kinesthetic Abilities- Psychomotor Abilities - Kinesthetic Abilities: - ability to detect limb position and movement via sensory organs - Psychomotor Abilities: - ability to perform physical body motor movements
  16. 16. CHC Tests• CHC Model tests (aptitude tests, general intelligence assessments) are one of the most powerful predictors of cognitive abilities• These tests measure verbal, numerical and abstract reasoning and the resulting score reflects the persons ability to acquire, retain, organise and apply information
  17. 17. CHC TestsPeople who score well on cognitive ability tests aremore likely to:• Develop a greater knowledge of the task, more quickly• Make effective decisions• Successfully reason , solve problems• Respond appropriately to new or complex situations
  18. 18. Sample Questions
  19. 19. Sample Questions
  20. 20. Sample Questions
  21. 21. Questions