Primary School Cognitive Development And Their Differences In The Chc Theoretical Framework For Research

Psychologists and educators agreed that the cognitive ability as the core of intelligence is the key factor affecting academic performance.The researchers did a lot of researches on the relations between cognitive ability and academic relations which shows many valuable conclusions. However, theory, method and means of constraints, there exists a certain lack of research, which cognitive ability will be considered as an organic whole to examine the rest of the relationship between specific disciplines.CHC theory and the tool WJ-Ⅲcognitive tests which established on the basis of CHC theory have been made up in the theoretical research, tools and instruments on the deficiencies.CHC theory (Cattell-Horn-Carroll Theory) absorbed cattell and Horn's fluid intelligence-Crystal Carroll cognitive theory (Gf-Gc theory) and Carroll's three-stratum model of cognitive abilities, which looks human cognitive abilities as a system-level framework and becomes the theory of synthesizer. CHC theory is a hierarchical framework of human cognitive abilities that consists of three strata: general intelligence or g (StratumⅢ), broad cognitive abilities (StratumⅡ) ,and narrow abilities (StratumⅠ). The broad abilities include 10 abilities which is the most people well-known and the narrow abilities include more than 70 abilities which belong to the 10 broad abilities according to some rules. The ability of third layer (stratum III) of the CHC model involved in high-level cognitive processing, called general factor or g factors, including representatives of the broad abilities of the second tier and the narrow capacity of first tier. The Cattell-Horn-Carroll Theory (CHC) of cognitive abilities is considered to be one of the well-validated hierarchical models of cognitive abilities. Researches based on CHC theory becomes an important aspect of studies of cognitive abilities and the focus of research focused mainly on the relations between CHC cognitive abilities and academic achievements, so as to better education and remedial recommendations.In order to investigate a continuous and developmental process, we choose the 4th, 5th and 6th three grades for this research and use WJ-Ⅲcognitive abilities battery-standard version as assessment instrument, to examine the cognitive status of three-grades capacity in the framework of CHC theory and the influence CHC cognitive abilities to the mathematics, Chinese and every sub-parts achievements. At the same time to inspected the impact of CHC cognitive abilities in different grades and the sub-parts achievements, on the results of the impact to determine the key academic ability. Finally, using a standard regression procedure choosing the learning disability and learning outstanding students, then we compare the performance and the specific differences of the CHC cognitive abilities between the two groups of students. The results show that: the developments of CHC cognitive abilities in the three grades is both stability and unbalanced which shown the developmental characters of cognitive abilities. The consistent is the GIA express the same impact to the mathematics and Chinese achievements. The difference lies in the different impacts that every CHC cognitive abilities impact the sub-parts of academic achievements. But some of the abilities play a key role: But some of the different disciplines have the ability to play a key role: Crystal intelligence (Gc), processing speed (Gs) and fluid intelligence (Gf) may be the key abilities to academic mathematical achievement. Crystal intelligence (Gc), short-term memory (Gsm), and long-term storage and retrieval (Glr) may be the key influence ability to Chinese achievement. There are still significant differences between group learning difficulties and group learning outstanding in general intelligence ability GIA and the CHC cognitive ability.Therefore, in educational and teaching process, the teaching content should be fit for cognitive ability of students with different levels of development and extent. According to the differences completing specific learning tasks riling on different cognitive ability, we should emphasis on cognitive ability in the corresponding training and upgrading, and to improve academic performance. At the same time, learning difficulty children exist for a wide range of cognitive deficiencies and we should take appropriate remedial measures cognitive to narrow the differences.