Executive and Non-Executive Cognitive Abilities in Teenagers: Differences as a Function of Intelligence

Abstract

Intelligenceand cognitive abilities, including executive functions (EF), have beenaddressed by psychometrics and cognitive psychology, respectively. Studies havefound similarities and overlap among constructs, especially between EF andfluid intelligence (Gf). This study’saim was to investigate in teenagers: 1) the relationships among Gf, crystallized intelligence (Gc), cognitive, and executive abilities;and 2) the differences among groups with average, superior and very superiorintelligence in regard to cognitive and executive functions. A total of 120adolescents aged between 15 and 16 years old were assessed via IQ tests (theWISC III and Raven’s), EF (computer version of the Stroop Test, FAS VerbalFluency Test, Trail Making Test—part B), and cognitive abilities (PeabodyPicture Vocabulary Test [PPVT], Repetition of words and pseudo words Test, theRey Complex Figure [REY CF]). Low to moderate correlations were found amongmeasures of intelligence and cognitive and executive functions. Even thoughinterrelated, the measures seem to capture somewhat distinct aspects.Subsequently, the participants were divided into three groups according totheir performance on Raven’s Test: Group with very superior intelligence (VSI),Group with superior intelligence (SI), and Group with average intelligence(AI). The ANOVA revealed the groups’ significant effect (VSI, SI, AI), that is,the VSI and SI groups tended to perform better on the WISC subtests, in the cognitivemeasures of the PPVT, Rey CF, and in executive measure (FAS). A tendency ofincreasingly better performance in the various abilities according to groupswas observed, but the hypothesis of greater specific association between Gf and EF was not confirmed. The resultsshow better general performance according to the level of intelligence.