ence, which support Horn-Cattels model of intelligence. The first of the five evidences is structural validity. Structural validity is the individual differences in factor analytic investigations. Following is developmental validity which are changes in cognitive abilities across age. Achievement is yet another validity which relates to academic ability and occupational success. Next is neurocognitive validity which is the relationship between physiological, neurological and I.Q.. Lastly, is heritability the degrees to which biological relations differ (Flanagan, Keith, McGrew & Vanderwood 1997).Horns model identifies nine broad cognitive abilities. They include Fluid Intelligence (Gf), Crystallized Intelligence (Gc), Visual Processing (Gv), Short-Term Acquisition and Retrieval (Gsm), Auditory Processing (Ga), Long-Term Storage and Retrieval (Glr), Cognitive Processing Speed (Gs), Correct Decision Speed (CDS), and Quantitative Knowledge (Gq) (Flanagan, Keith, McGrew & Vanderwood 1997). A description of each can be found in table 1, Appendix A. The three stratum theory is the result of Carrols work. General cognitive ability or g is located at stratum III. This generality subsumes eight broad cognitive abilities (located at stratum II), which, in turn , subsume 69 narrow abilities (located in stratum I). The broad (stratum II) cognitive abilities identified by Carroll include Fluid Intelligence (Gf), Crystallized Intelligence (Gc), General Memory and Learning (Gy), Broad Visual Perception (Gv)m Broad Auditory Perception (Gu), Broad Retrieval ability (Gr), Broad Cognitive Speediness (Gs), and Processing Speed/ Reaction Time Decision Speed ((Gt) (Flanagan, Keith, McGrew & Vanderwood 1997). The approach to intelligence taken by Horn-Cattell and Carroll hold many implications for future practice and multicultural populations. The foremost implication being that most of the negative plebiscite which comes from the Gf-Gc approach t...
