Relationship of fluid intelligence with other indicators of neurocognitive development in children of senior preschool age

<jats:p>&lt;p&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; The existing studies on the relationship between fluid intelligence (FI) and other neurocognitive functions, including in children, are contradictory: the relationship between fluid intelligence and short-term and long-term memory, attention, and fine motor development remains debatable, as does the question of the possibility of FI training through targeted development of individual cognitive skills. &lt;strong&gt;Objective. &lt;/strong&gt;The aim of this study is to assess the associations of FI with a number of other indicators of neurocognitive development in older preschool children. &lt;strong&gt;Hypothesis. &lt;/strong&gt;In older preschool children, FI is associated with indicators of working memory, short-term and long-term memory, attention, and fine motor skills. &lt;strong&gt;Methods and materials. &lt;/strong&gt;The examination of the participants was conducted within the framework of the project "Study of neurobiological predictors of academic success in children" (Priority 2030) using the hardware and software system SHUHFRIED (Tower of London &amp;ndash; Freiburg version, TOL-F; Motor Learning Skills test, short form according to Sturm and B&amp;uuml;ssing, Motor Learning Skills, MLS) and neuropsychological examination using the method of A.R. Luria adapted for older preschool children aged 6-7 years (Glozman, 2006). A total of 169 children were examined; 98 participants, 68 boys, 30 girls, completed all assessment procedures, median age 6,5 [6,0; 7,0] years. &lt;strong&gt;Results&lt;/strong&gt;. FI has significant correlations with a number of neurocognitive development indicators, among which the closest and most significant are with dynamic, oral, and kinesthetic praxis; the ability to plan and create a copying strategy based on analytical and holistic components of perception (such as copying a three-dimensional image); hand movement coordination; fine motor skills; interaction of the afferent and efferent links of optical-constructive activity; acoustic gnosis; awareness of body schema; and spatial organization of movement. &lt;strong&gt;Conclusions&lt;/strong&gt;. According to the data obtained, FI in senior preschool age has correlations with a wide range of neurocognitive development indicators, and, thus, it is not possible to single out only one target for FI training. To achieve results in the field of FI enhancement, more integrative approaches to training that cover a variety of cognitive functions and tasks should probably be considered.&lt;/p&gt;</jats:p>