Examining the components of fluid intelligence: implications for STEM education.

Abstract

Substantial empirical evidence illustrates the significance of spatial ability for STEM academic achievement. However, it is critical that research efforts continue to identify cognitive factors which are associated with STEM education to further increase the impact which cognitive interventions can have. Considering the cognitive factor of fluid intelligence as fundamental for STEM education due to its association with novel problem solving, this paper describes a study comprising of two experiments, one exploratory and one confirmatory, which aim to identify cognitive factors which may be components of fluid intelligence. The results identify that a synthesis of visualization, memory span, and inductive reasoning can account for approximately 40% of the variance in fluid intelligence. This paper offers a theoretical rationale for the importance of these factors in STEM education and advocates for their future consideration in cognitive interventions.