II Reunião REDE NACIONAL DE CIÊNCIA PARA
EDUCAÇÃO 27 de abril de 2015 Instituto Ayrton
Senna, SP
Competências Cognitivas no Século XXI - Medidas
de Processos de Raciocínio, Conhecimento e
Criatividade em sistemas de avaliação em larga
escala
Dr. Ricardo Primi,
Universidade São Francisco, Itatiba, Brasil
Instituto Ayrton Senna, São Paulo, Brasil
EduLab21
Centro de Conhecimento
do IAS
Objetivos
• Apresentar uma breve revisão sobre os modelos sobre
inteligência (“estado da arte”)
• Relacionar as competências do século XXI com os modelos
mais recentes de inteligência (CHC)
• Refletir e advogar a importância desse modelo para mapear o
que avaliamos atualmente nos sistemas em larga escala e
Aprendizagem e inovação
Criatividade
Pensamento crítico e solução de
problemas
Comunicação e colaboração
Habilidades para carreira e para vida
Flexibilidade
Adaptação à mudança
Gerenciar objetivos e tempo
Trabalhar independentemente
Aprendizagem com auto-direção
Interagir efetivamente com os outros
Trabalhar efetivamente com a
diversidade
Liderança
Responsabilidade para com os outros
Committee on Defining Deeper Learning and 21st Century Skills James W. Pellegrino and Margaret L. Hilton, Editors
Board on Testing and Assessment and
Board on Science Education
Division of Behavioral and Social Sciences and Education
EDUCATION FOR
LIFE AND WORK
Developing Transferable Knowledge
and Skills in the 21
stCentury
Competências do Século XXI
TABLE 2-2
Clusters of 21st Century Competencies
Cluster
Terms Used for 21st
Century Skills
O*NET Skills
Main Ability/
Personality Factor
Cognitive Processes
and Strategies
Critical thinking, problem
solving, analysis,
reasoning/argumentation,
interpretation, decision making,
adaptive learning, executive
function
System skills,
process skills,
complex
problem-solving skills
Main ability factor:
fluid intelligence (Gf)
COGNITIVE
COMPETENCIES
Knowledge
Information literacy (research
using evidence and recognizing
bias in sources); information and
communications technology
literacy; oral and written
communication; active listening
Content skills
Main ability factor:
crystallized intelligence
(Gc)
Creativity
Creativity, innovation
Complex
problem-solving skills
(idea generation)
33
Intellectual
Openness
Flexibility, adaptability, artistic
and cultural appreciation,
personal and social
responsibility (including cultural
awareness and competence),
appreciation for diversity,
adaptability, continuous
learning, intellectual interest and
curiosity
[none]
Main personality factor:
openness
INTRA-
PERSONAL
COMPETENCIES
Work Ethic/
Conscientious-
ness
Initiative, self-direction,
responsibility, perseverance,
productivity, grit, Type 1
self-regulation (metacognitive skills,
including forethought,
performance, and
self-reflection), professionalism/
ethics, integrity, citizenship,
career orientation
[none]
Main personality factor:
conscientiousness
Positive
Core Self-
Evaluation
Type 2 self-regulation
(monitoring, evaluation,
self-reinforcement), physical and
psychological health
[none]
Main personality factor:
emotional stability
(opposite end of the
continuum from
neuroticism)
TABLE 2-2
Continued
SOURCE: Created by committee.
Cluster
Terms Used for 21st
Century Skills
O*NET Skills
Main Ability/
Personality Factor
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Competências do Século XXI
•
"do século XXI" ou "mais valorizadas em nosso tempo”?
•
capacidades já conhecidas
•
Qual o “estado da arte" do campo de estudo da inteligência? Qual o conjunto
de evidências que baseiam os sistemas de avaliação em larga escala ?
•
Quais medidas compõem os sistemas de avaliação em larga escala ? Todos
os fatores cognitivos relevantes são cobertos ?
•
Abordagens da Inteligência
•
Educação foco no conhecimento
Fator g de Charles Spearman
•
1904
General intelligence objectively determined and
measured
•
"positive main fold”. Invenção da análise fatorial.
Modelo bifatorial. “energia mental”. neogenese.
•
(a) edução de relações capacidade maior ou menor
de estabelecer relações entre duas ou mais idéias;
•
(b) edução de correlatos capacidade maior ou menor
que as pessoas demonstram de criar novas idéias a
partir de uma idéia e uma relação.
•
(c) apreensão das experiências capacidade à
Quase 100 anos depois:
Duncan, J., Seitz, R. J., Kolodny, J., Bor,
D., Herzog, H., Ahmed, A., ... & Emslie, H.
(2000). A neural basis for general
Teoria do Investimento de
R. Cattell
•
Inteligência Fluida
Gf
: capacidade de
raciocínio “uso de operações mentais
controladas deliberadamente para
resolver problemas novos... que não
podem ser resolvidos
automaticamente” .. “ operações
mentais como: fazer inferências, formar
conceitos, classificar, gerar e testar
hipóteses, identificar relações,
compreender implicações, resolver
problemas, extrapolar e transformar
informações” (MacGrew & Evans,
2004; Kane & Gray, 2005)
•
Inteligência Cristalizada
Gc
Riqueza
Variáveis Cognitivas e Não Cognitivas na
Escola: Modelo de J. B. Carroll (1963)
=
Quantidade de tempo
engajado na tarefa
Quantidade de tempo
necessário
Quantidade de
tempo necessário
Aprendizagem
efetiva
=
Capacidade
prévia
1
+
Qualidade do
ensino
Quantidade de
tempo engajado
na tarefa
=
Oportunidade
+
Motivação/Per
Uma loja vende produtos importados e
nacionais entre vestidos camisas e casacos.
Alguns vestidos e todos os casacos fazem parte
dos produtos importados. Não há produto
importado disponível em tamanho grande.
Assinale qual dentre os fatos enunciados
não
poderia ser verdadeiro:
A. Carla experimenta uma camisa nacional.
B. Luciana está comprando um casaco pequeno
C. Alberto pegou um casaco grande
D. Adriana experimenta um vestido pequeno.
om
retangular
deixando
QUESTÃO 137
Uma empresa que organiza eventos de formatura
confecciona canudos de diplomas a partir de folhas de papel
TXDGUDGDV3DUDTXHWRGRVRVFDQXGRV¿TXHPLGrQWLFRV
cada folha é enrolada em torno de um cilindro de madeira
de diâmetro
d
em centímetros, sem folga, dando-se 5 voltas
FRPSOHWDVHPWRUQRGHWDOFLOLQGUR$R¿QDODPDUUDVHXP
cordão no meio do diploma, bem ajustado, para que não
RFRUUDRGHVHQURODPHQWRFRPRLOXVWUDGRQD¿JXUD
Em seguida, retira-se o cilindro de madeira do meio
GR SDSHO HQURODGR ¿QDOL]DQGR D FRQIHFomR GR GLSORPD
Considere que a espessura da folha de papel original seja
desprezível.
Qual é a medida, em centímetros, do lado da folha de
papel usado na confecção do diploma?
A
S
d
B
2
S
d
C
4
S
d
D
5
S
d
.
Acesso em: 5 maio 2013 (fragmento).
ta
Brasil.
do
no
começando
espionagem
consciência
caiu
.,
devem
de
Gestor
desenvolver
dados
“Há
universidades
contribuir
QUESTÃO 102
WILL. Disponível em: www.willtirando.com.br. Acesso em: 7 nov. 2013.
Opportunity é o nome de um veículo explorador que
aterrissou em Marte com a missão de enviar informações
à Terra. A charge apresenta uma crítica ao(à)
A
gasto exagerado com o envio de robôs a outros planetas.
B
exploração indiscriminada de outros planetas.
C
circulação digital excessiva de autorretratos.
D
vulgarização das descobertas espaciais.
Fig. 2.
Model of indirect effect from intelligence to
fi
nal academic achievement, through prior academic achievement. INTEL = intelligence; AA7 = academic achievement in 7th grade
(prior grade); AA9 = academic achievement in 9th grade (
fi
nal grade); AR = abstract reasoning; VR = verbal reasoning; NR = numerical reasoning; P7 = Portuguese score in 7th
grade; E7 = English score in 7th grade; Mat7 = mathematics score in 7th grade; SC7 = sciences score in 7th grade; P9 = Portuguese score in 9th grade; E9 = English score in 9th
grade; Mat9 = mathematics score in 9th grade; SC9 = sciences score in 9th grade.
5
D.L. Soares et al. / Learning and Individual Differences xxx (2015) xxx
–
xxx
The relationship between intelligence and academic achievement
throughout middle school: The role of students' prior
academic performance
Diana Lopes Soares
a,⁎
, Gina C. Lemos
a, Ricardo Primi
b, Leandro S. Almeida
aaCentro de Investigação em Educação, Instituto de Educação, Universidade do Minho, Portugal bDepartamento de Psicologia, Universidade de S. Francisco, Brazil
a b s t r a c t
a r t i c l e
i n f o
Article history:
Received 4 April 2014
Received in revised form 27 January 2015 Accepted 18 February 2015
Available online xxxx
Keywords:
Intelligence Academic achievement Mediation analysis Investment Theory Gf–Gc
The association between intelligence and academic achievement is well established. However, how this relationship changes throughout schooling remains undefined. In this 3-year longitudinal study, 284 Portuguese middle school students completed three reasoning subtests (abstract, numerical, and verbal) by the end of 7th grade (intelligence), and their academic grades were collected at the same time (prior academic achievement, AA7) and by the end of 9th grade (final academic achievement, AA9). The main
findings show that i) when intelligence and AA7 are analyzed as two independent predictors of AA9, AA9 is best predicted by intelligence when considering the mediation effect of AA7, and ii) the inclusion of AA7 in the pathway between intelligence and AA9 produces a considerable increase in the predictive validity of intelligence. Implications for cognitive assessment and psychological practice are emphasized based on this Gf–Gc relationship.
© 2015 Elsevier Inc. All rights reserved.
Contents lists available atScienceDirect
Learning and Individual Differences
R I
R M
L in g . V e rb .
G c
G f
R M G
S ó c . G e o g r.
N a t. M a t.
0 , 2 2
0 , 5 2
0 , 4 9
0 , 4 5
0 , 8 8
0 , 6 9
0 , 5 0
0 , 6 5
0 , 4 3
0 , 4 8
0 , 7 5
0 , 5 7
0 , 0 9
(t= 2 , 5 5 , p < 0 , 0 5 )
0 , 4 1
(t= 9 , 3 9 , p < 0 , 0 0 1 )
-‐ 1 , 0 4
0 , 8 2
0 , 7 7
C L
R L D
D P
47
Habilidades b·sicas
Estudos de Psicologia
2002, 7(1), 47-55
Habilidades b·sicas e desempenho acadÍmico em universit·rios
ingressantes
Ricardo Primi
Ac·cia A. Angeli dos Santos.
Claudette Medeiros Vendramini
Universidade S„o Francisco
Resumo
Recentes estudos sobre o desenvolvimento cognitivo adulto referem-se ‡ distinÁ„o entre inteligÍncia
fluida como a capacidade geral de relacionar idÈias complexas, formar conceitos abstratos e derivar
implicaÁıes lÛgicas a partir de regras gerais e inteligÍncia cristalizada como a capacidade de derivar
conhecimento a partir de esquemas organizados de informaÁıes sobre disciplinas especÌficas. Para
verificar a possÌvel relaÁ„o entre a habilidade cognitiva requerida e a ·rea de conhecimento, este
estudo foi proposto com o objetivo de investigar as correlaÁıes entre medidas de inteligÍncia fluida e
cristalizada com desempenho acadÍmico em 960 alunos ingressantes dos cursos de Medicina,
Odon-tologia, Engenharia Civil, Matem·tica, Psicologia, Pedagogia, Letras e AdministraÁ„o. As
correla-Áıes encontradas indicam que o desempenho acadÍmico est· associado a diferentes perfis de
habili-dades cognitivas.
Meta análise de John B.
Carroll
•
Carroll (1993): marco histórico nas teorias
psicométricas
•
Revisou os principais estudos psicométricos dos
últimos 60 anos (1500 referências)
•
Refez a análise fatorial de 461 matrizes de
correlação destes estudos
•
Apresentou um modelo integrado de Três
Camadas
•
Modelo foi integrado na Teoria Cattell-Horn-Carroll
(CHC) organizando a inteligência em Camadas 1.
Fator g, II 10 Fatores Amplos e III 70 fatores
McGrew, K. (2009). Editorial: CHC theory and the human cognitive abilities project: Standing on the shoulders
of the giants of psychometric intelligence research, Intelligence, 37, 1-10.
g
Gf
Gc
SARGsmGv
Ga
TSRGlmGs
CDS
Grw
Gq
Gf
Gc
Gy
Gv
Gu
Gr
Gs
Gt
A. Carroll Three-Stratum Model
B. Cattell-Horn Extended
Gf-Gc
Model
D. Tentatively identified Stratum II (broad)
Carroll and Cattell-Horn Broad Ability Correspondence
(vertically-aligned ovals represent similar broad domains)
C. Cattell-Horn-Carroll (CHC) Integrated Model
Stratum III
(general)
Stratum II (broad)
80+ Stratum I (narrow) abilities have been
identified under the Stratum II broad abilities. They
are not listed here due to space limitations
(see Table 1)
Gkn
Gh
Gk
Go
Gp
Gps
D. Tentatively identified Stratum II (broad)
domains
Gf
Gc
Gsm
Gv
Ga
Glr
Gs
Gt
Grw
Gq
g
Gf
Fluid reasoning
Gkn
General (domain-specific) knowledge
Gc
Comprehension-knowledge
Gh
Tactile abilities
Gsm
Short-term memory
Gk
Kinesthetic abilities
Gv
Visual processing
Go
Olfactory abilities
Ga
Auditory processing
Gp
Psychomotor abilities
Glr
Long-term storage and retrieval
Gps
Psychomotor speed
Gs
Cognitive processing speed
Gt
Decision and reaction speed
(see Table 1 for definitions)
Grw
Reading and writing
Gq
Quantitative knowledge
CHC Broad (Stratum II) Ability Domains
(Missing
g
-to-broad ability arrows acknowledges that Carroll and Cattell-Horn disagreed on the validity of the general factor)
Glr
Gsm
Gf
Gs
Gt
General Speed
Memory
Domain-Independent General Capacities
Acquired Knowledge
Gkn
Gq
Grw
Gc
Gp
Gh
Sensory
Sensory-Motor Domain-Specific Abilities
Motor
Parameters of Cognitive Efficiency
Ga
Go
Gv
Gk
Gps
Conceptual Grouping
Functional Grouping
Cattell-Horn-Carroll
Theory of Cognitive Abilities
Knowledge
Speed
Perception
Gk
Go
Gh
Ga
Gv
Motor
Gp
Psychomotor
Abilities
Controlled
Attention
Gf
Gsm
Fluid
Reasoning
Short-Term
Memory
Gc
Gq
Grw
Gkn
Gps
Psychomotor
Speed
Gt
Speed
of Perception
Gs
Attentional
Fluency
Glr
Learning Efficiency
Cattell-Horn-Carroll
Theory of Cognitive Abilities
Knowledge
Speed
Perception
Gk
Go
Gh
Ga
Gv
Motor
Gp
Psychomotor
Abilities
Controlled
Attention
Gf
Gsm
Fluid
Reasoning
Short-Term
Memory
Gc
Gq
Grw
Gkn
Gps
Psychomotor
Speed
Gt
Speed
of Perception
Gs
Attentional
Fluency
Glr
Learning Efficiency
Nesse teste gostaríamos que você inventasse metáforas que complete as frases apresentadas. Veja o exemplo abaixo:
O camelo é o/a _________________ do deserto
Metáfora
Explicação
1)
barco
No mar o barco é um meio de transporte que anda
balançando como o camelo no deserto
2)
moto
Porque a moto é um transporte para uma ou duas pessoas e
anda com pouco combustível como o camelo no deserto que
precisa de pouca água
3)
lesma
Porque anda devagar, marcando o chão e rebolando como
camelo
4)
Barrichello
Porque quando não está parado está andando devagar
Glr: Fluência de Produção
Divergent Productions of Metaphors: Combining Many-Facet Rasch
Measurement and Cognitive Psychology in the Assessment of Creativity
Ricardo Primi
University of São Francisco
This article presents a new method for the assessment of creativity in tasks such as “The camel is ________ of the desert.” More specifically, the study uses Tourangeau and Sternberg’s (1981) domain interaction model to produce an objective system for scoring metaphors produced by raters and the many-facet Rasch measurement to model the rating scale structure of the scoring points, item difficulty, and rater severity analysis, thus making it possible to have equated latent scores for subjects, regardless of rater severity. This study also investigates 4 aspects of the method: reliability, correlation between quality and quantity, criterion validity, and correlation with fluid intelligence. The database analyzed in this study consists of 12,418 responses to 9 items that were given by 975 persons. Two to 10 raters scored the quality and flexibility of each metaphor on a 4-point scale. Raters were counterbalanced in a judge-linking network to permit the equating of different “test forms” implied in combinations of raters. The reliability of subjects’ latent quality scores was .88, and the correlation between quality and quantity was low (r! ".14), thus showing the desired separation between the 2 parameters established for the task scores. The latent score on the test was significantly associated with the profession that requires idea production (r!.19), and the latent scores for the correlation between creativity and fluid intelligence were high,# !.51, even after controlling for crystalized intelligence (r!.47). Mechanisms of fluid intelligence, executive function, and creativity are discussed.
Keywords:metaphor production, intelligence, creativity, item response theory, Rasch measurement
Psychology of Aesthetics, Creativity, and the Arts © 2014 American Psychological Association
Cattell-Horn-Carroll
Theory of Cognitive Abilities
Knowledge
Speed
Perception
Gk
Go
Gh
Ga
Gv
Motor
Gp
Psychomotor
Abilities
Controlled
Attention
Gf
Gsm
Fluid
Reasoning
Short-Term
Memory
Gc
Gq
Grw
Gkn
Gps
Psychomotor
Speed
Gt
Speed
of Perception
Gs
Attentional
Fluency
Glr
Learning Efficiency
Gf: Raciocínio, Memória de Trabalho e
Funções executivas
Figure 1.
Examples of fluid intelligence items used in the present study and a summary of sources of
complexity for geometric matrix items and their link with fluid intelligence capacities.
Developing a Fluid Intelligence Scale Through a Combination of Rasch
Modeling and Cognitive Psychology
Ricardo Primi
University São Francisco
Ability testing has been criticized because understanding of the construct being assessed is incomplete and because the testing has not yet been satisfactorily improved in accordance with new knowledge from cognitive psychology. This article contributes to the solution of this problem through the application of item response theory and Susan Embretson’s cognitive design system for test development in the development of a fluid intelligence scale. This study is based on findings from cognitive psychology; instead of focusing on the development of a test, it focuses on the definition of a variable for the creation of a criterion-referenced measure for fluid intelligence. A geometric matrix item bank with 26 items was analyzed with data from 2,797 undergraduate students. The main result was a criterion-referenced scale that was based on information from item features that were linked to cognitive components, such as storage capacity, goal management, and abstraction; this information was used to create the descriptions of selected levels of a fluid intelligence scale. The scale proposed that the levels of fluid intelligence range from the ability to solve problems containing a limited number of bits of information with obvious relationships through the ability to solve problems that involve abstract relationships under conditions that are confounded with an information overload and distraction by mixed noise. This scale can be employed in future research to provide interpretations for the measurements of the cognitive processes mastered and the types of difficulty experienced by examinees.
Keywords:inductive reasoning, fluid intelligence, Rasch measurement, matrix reasoning
Psychological Assessment © 2014 American Psychological Association
Working Memory Capacity and Fluid Intelligence Are Strongly Related
Constructs: Comment on Ackerman, Beier, and Boyle (2005)
Michael J. Kane
University of North Carolina at Greensboro
Michigan State University
David Z. Hambrick
Andrew R. A. Conway
University of Illinois at Chicago
The authors agree with P. L. Ackerman, M. E. Beier, and M. O. Boyle (2005) that working memory capacity (WMC) is not isomorphic with general fluid intelligence (Gf) or reasoning ability. However, the WMC and Gf/reasoning constructs are more strongly associated than Ackerman et al. (2005) indicate, particularly when considering the outcomes of latent-variable studies. The authors’ reanalysis of 14 such data sets from 10 published studies, representing more than 3,100 young-adult subjects, suggests a strong correlation between WMC and Gf/reasoning factors (medianr!.72), indicating that the WMC and Gf
constructs share approximately 50% of their variance. This comment also clarifies the authors’ “exec-utive attention” view of WMC, it demonstrates that WMC has greater discriminant validity than Ackerman et al. (2005) implied, and it suggests some future directions and challenges for the scientific study of the convergence of WMC, attention control, and intelligence.
Psychological Bulletin Copyright 2005 by the American Psychological Association 2005, Vol. 131, No. 1, 66 –71 0033-2909/05/$12.00 DOI: 10.1037/0033-2909.131.1.66
Working Memory and Intelligence: The Same or Different Constructs?
Phillip L. Ackerman, Margaret E. Beier, and Mary O. Boyle
Georgia Institute of Technology
Several investigators have claimed over the past decade that working memory (WM) and general
intelligence (
g
) are identical, or nearly identical, constructs, from an individual-differences perspective.
Although memory measures are commonly included in intelligence tests, and memory abilities are
included in theories of intelligence, the identity between WM and intelligence has not been evaluated
comprehensively. The authors conducted a meta-analysis of 86 samples that relate WM to intelligence.
The average correlation between true-score estimates of WM and
g
is substantially less than unity (
!
ˆ
!
.479). The authors also focus on the distinction between short-term memory and WM with respect to
intelligence with a supplemental meta-analysis. The authors discuss how consideration of psychometric
and theoretical perspectives better informs the discussion of WM–intelligence relations.
Psychological Bulletin Copyright 2005 by the American Psychological Association
Cattell-Horn-Carroll
Theory of Cognitive Abilities
Knowledge
Speed
Perception
Gk
Go
Gh
Ga
Gv
Motor
Gp
Psychomotor
Abilities
Controlled
Attention
Gf
Gsm
Fluid
Reasoning
Short-Term
Memory
Gc
Gq
Grw
Gkn
Gps
Psychomotor
Speed
Gt
Speed
of Perception
Gs
Attentional
Fluency
Glr
Learning Efficiency
Spatial ability and STEM: A sleeping giant for talent identification and development
David Lubinski
*Department of Psychology and Human Development, Peabody 0552, 230 Appleton Place, Vanderbilt University, Nashville, TN 37203, United States.
a r t i c l e
i n f o
Article history:
Received 27 January 2010
Received in revised form 10 March 2010 Accepted 18 March 2010
Available online 14 April 2010
Keywords: Spatial ability STEM Gifted Talent development Talent searches
a b s t r a c t
Spatial ability is a powerful systematic source of individual differences that has been neglected in com-plex learning and work settings; it has also been neglected in modeling the development of expertise and creative accomplishments. Nevertheless, over 50 years of longitudinal research documents the important role that spatial ability plays in educational and occupational settings wherein sophisticated reasoning with figures, patterns, and shapes is essential. Given the contemporary push for developing STEM (sci-ence, technology, engineering, and mathematics) talent in the information age, an opportunity is avail-able to highlight the psychological significance of spatial ability. Doing so is likely to inform research on aptitude-by-treatment interactions and Underwood’s (1975) idea to utilize individual differences as a crucible for theory construction. Incorporating spatial ability in talent identification procedures for advanced learning opportunities uncovers an under-utilized pool of talent for meeting the complex needs of an ever-growing technological world; furthermore, selecting students for advanced learning opportu-nities in STEM without considering spatial ability might be iatrogenic.
!2010 Elsevier Ltd. All rights reserved.
