Can we boost fluid and crystallised intelligence? A structural modelling approach

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Abstract
The invariant factor structure model for multimode data (McDonald, 1984) was fitted, with LIS R EL, to data obtained from two groups of high‐school students. The experimental group was exposed to extensive training in creative problem solving over a three‐year period. The control group attended normal school activities. The same battery of eight intelligence tests was administered three times: at the beginning of the experiment, at the end of training, and one year after the end of training. The results indicate that, at the last testing session, the experimental group performed better than the control group on both fluid and crystallised intelligence factors. In addition, by employing both invariant factor analysis and simultaneous factor analysis it was possible to conclude that fluid intelligence is affected slightly more by training than crystallised intelligence.

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