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Fluid Reasoning (Fluid Intelligence)

The deliberate but flexible control of attention to solve novel “on the spot” problems that cannot be performed by relying exclusively on previously learned habits, schemas, and scripts. Fluid reasoning is a multi-dimensional construct but its parts are unified in their purpose: solving unfamiliar problems. Fluid reasoning is most evident in abstract reasoning that depends less on prior learning. However, it is also present in day-to-day problem solving. Fluid reasoning is typically employed in concert with background knowledge and automatized responses. That is, fluid reasoning is employed, even if for the briefest of moments, whenever current habits, scripts, and schemas are insufficient to meet the demands of a new situation. Fluid reasoning is also evident in inferential reasoning, concept formation, classification of unfamiliar stimuli, generalization of old solutions to new problems and contexts, hypothesis generation and confirmation, identification of relevant similarities,differences, and relationship among diverse objects and ideas, the perception of relevant consequences of newly acquired knowledge, and extrapolation of reasonable estimates in ambiguous situations.

Comprehension Knowledge (Crystallized Intelligence)

Depth and breadth of knowledge and skills that are valued by one’s culture. Every culture values certain skills and knowledge over others. Gc reflects the degree to which a person has learned practically useful knowledge and mastered valued skills. Thus, by definition it is impossible to measure Gc independent of culture. Gc is theoretically broader than what is measured by any existing cognitive battery

Quantitative Reasoning (Quantitative knowledge)

Depth and breadth of knowledge related to mathematics. Gq is distinct from Quantitative Reasoning (a facet of Gf) in the same way that Gc is distinct from the non-quantitative aspects of Gf. It consists of acquired knowledge about mathematics such as knowledge of mathematical symbols (e.g., ∫, π, Σ, ∞, ≠, ≤, +, −, ×, ÷,√, and many others), operations (e.g., addition/subtraction, multiplication/division, exponentiation/nth rooting, factorials, negation, and many others), computational procedures (e.g., long division, reducing fractions, quadratic formula, and many others), and other math-related skills (e.g., using a calculator, math software, and other math aids)

Visual-Spatial Processing (Visual Processing)

The ability to make use of simulated mental imagery (often in conjunction with currently perceived images) to solve problems. Once the eyes have transmitted visual information, the visual system of the brain automatically performs a large number of low-level computations (e.g., edge detection, light/dark perception, color-differentiation, motion-detection, and so forth). The results of these low-level computations are used by various higher-order processors to infer more complex aspects of the visual image (e.g., object recognition, constructing models of spatial configuration, motion prediction, and so forth)

Working Memory

The ability to encode, maintain, and manipulate information in one’s immediate awareness. Gsm refers to individual differences in both the capacity (size) of primary memory and to the efficiency of attentional control mechanisms that manipulate information within primary memory.

Processing Speed

The ability to perform simple repetitive cognitive tasks quickly and fluently. This ability is of secondary importance (compared to Gf and Gc) when predicting performance during the learning phase of skill acquisition. However, it becomes an important predictor of skilled performance once people know how to do a task. That is, once people how to perform a task, they still differ in the speed and fluency with which they perform. For example, two people may be equally accurate in their addition skills but one recalls math facts with ease and the other has to think about the answer for an extra half-second and sometimes counts on his or her fingers.

Auditory Processing

The ability to detect and process meaningful nonverbal information in sound. This definition may cause confusion because we do not have a well developed vocabulary for talking about sound unless we are talking about speech sounds or music. Ga encompasses both of these domains but also much more. There are two common misperceptions about Ga. First, although Ga depends on sensory input, it is not sensory input itself. Ga is what the brain does with sensory information from the ear, sometimes long after a sound has been heard.. The second extremely common misconception is that Ga is oral language comprehension. It is true that one aspect of Ga (parsing speech sounds or Phonetic Coding) is related to oral language comprehension but this is simply a precursor to comprehension, not comprehension itself.

Long-Term Storage and Retrieval

The ability to store, consolidate, and retrieve information over periods of time measured in minutes, hours, days, and years. Short-term memory has to do with information that has been encoded seconds ago and must be retrieved while it is being actively maintained in primary memory. Short-term memory tests often involve information that is stored in long-term memory. What distinguishes Gsm from Glr tests is that there is a continuous attempt to maintain awareness of that information. A Glr test involves information that has been put out of immediate awareness long enough for the contents of primary memory to be displaced completely. In Glr tests, continuous maintenance of information in primary memory is difficult, if not impossible.

Reading and Writing

Depth and breadth of knowledge and skills related to written language. People with high Grw read with little effort and write with little difficulty. When Grw is sufficiently high, reading and writing become perfect windows for viewing a person’s language development. Whatever difficulties they have understanding text or communicating clearly, it is most likely a function of Gc or Gkn. For people with low Grw, however, high language skills may not be evident in reading and writing performance. Although reading and writing are clearly distinct activities, the underlying sources of individual differences in reading and writing skills do not differentiate between the two activities cleanly. It appears that the ability that is common across all reading skills also unites all writing skills

Reaction Decision Speed

The speed of making very simple decisions or judgments when items are presented one at a time. The primary use of Gt measures has been in research settings. Researchers are interested in Gt as it may provide some insight into the nature of g and some very basic properties of the brain (e.g., neural efficiency). One of the interesting aspects of Gt is that not only is faster reaction time in these very simple tasks associated with complex reasoning but so is greater consistency of reaction time (less variability).

Psychomotor Speed

The speed and fluidity with which physical body movements can be made. In skill acquistion, Gps is the ability that determines performance differences after a comparable population (e.g., manual laborers in the same factory) has practiced a simple skill for a very long time

Olfactory Abilities

The ability to detect and process meaningful information in odors. Go refers not to sensitivity of the olfactory system but to the cognition one does with whatever information the nose is able to send. The Go domain is likely to contain many more narrow abilities than currently listed in the CHC model as a cursory skim of Go-related research reveals reference to such abilities as olfactory memory, episodic odor memory, olfactory sensitivity, odor specific abilities, odor identification and detection, odor naming, olfactory imagery, to name but a few

Tactile Abilities

The ability to detect and process meaningful information in haptic (touch) sensations. Gh refers not to sensitivity of touch but to the cognition one does with tactile sensations. Because this ability is not yet well defined and understood, it is hard to describe it authoritatively. The domain may include such abilities as tactile visualization (object identification via palpation), tactile localization (i.e., where has one been touched), tactile memory (i.e., remembering where one has been touched), texture knowledge (naming surfaces and fabrics by touch), and many others. There are no well-supported narrow cognitive ability factors within Gh yet. Tactile Sensitivity (TS), a sensory acuity ability, refers to the ability to make fine discriminations in haptic sensations (e.g., if two caliper points are placed on the skin simultaneously, we perceive them as a single point if they are close together. Some people are able to make finer discriminations than others).

Kinesthetic Abilities

The ability to detect and process meaningful information in proprioceptive sensations. Proprioception refers to the ability to detect limb position and movement via proprioreceptors (sensory organs in muscles and ligaments that detect stretching). Gk refers not to the sensitivity of proprioception but to the cognition one does with proprioceptive sensations. There are no well-supported narrow cognitive ability factors within Gk yet. Kinesthetic Sensitivity (KS), a sensory acuity ability, refers to the ability to make fine discriminations in proprioceptive sensations (e.g., whether and how much a limb has been moved)

Psychomotor Abilities

The ability to perform physical body motor movements (e.g., movement of fingers, hands, legs) with precision, coordination, or strength.

Domain Specific Knowledge

Depth, breadth, and mastery of specialized knowledge (knowledge not all members of a society are expected to have). Specialized knowledge is typically acquired via one’s career, hobby, or other passionate interest (e.g., religion, sports)