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Avaliação Psicológica

Print version ISSN 1677-0471On-line version ISSN 2175-3431


ALMEIDA, Leandro S.; LEMOS, Gina; GUISANDE, M. Adelina  and  PRIMI, Ricardo. Intelligence, schooling and age: norms by age or grades?. Aval. psicol. [online]. 2008, vol.7, n.2, pp. 117-125. ISSN 1677-0471.

Even the controversy on intelligence definition and assessment, namely concerning the number and organization of aptitudes, the research points out a cognitive development in function of subjects´ age and schooling. Our question is: which factor (age or school grade) contributes more for the intellectual ability development? Towards this answer there is a practical decision to take about the norms on intelligence tests during childhood and adolescence (organized by age or by academic level). In this study we consider a representative sample of students from 7th to 9th grades and their scores on Reasoning Tests Battery (Almeida, 2003). Results suggest that school grade has a higher impact than age on individual performances differentiation, as well as a non linear impact of the age. So, this study shows that it will be more appropriate to consider the school grade than age in adolescence phase to produce group norms in order individual performances analysis.

Keywords : Intelligence; Gf-Gc theory; Norms; Schooling; Age.

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