Pub Date : 2026-01-16DOI: 10.1016/j.intell.2025.101994
Christoph Heine , Johannes Zimmermann , Daniel Leising , Michael Dufner
Accurately judging others' intelligence is important, yet little is known about individual differences in this ability. In this study we investigated these differences and the attributes that are associated with greater accuracy in judging intelligence. Participants (perceivers; N = 198) rated the intelligence of 50 target persons whom they saw in one minute video clips, and also completed measures of their own attributes. In a cross-classified mixed model, judgment accuracy was defined as the within-perceiver relationship between intelligence ratings and targets' intelligence test results. Judgment accuracy varied significantly across participants, indicating individual differences in the good judge of intelligence. Higher accuracy was associated with greater perceiver intelligence, emotion perception abilities, and life satisfaction. These findings underscore the importance of perceivers' cognitive and socio-emotional abilities in social evaluation, and support the idea that being a good judge of intelligence is linked to psychological adjustment.
{"title":"The good judge of intelligence","authors":"Christoph Heine , Johannes Zimmermann , Daniel Leising , Michael Dufner","doi":"10.1016/j.intell.2025.101994","DOIUrl":"10.1016/j.intell.2025.101994","url":null,"abstract":"<div><div>Accurately judging others' intelligence is important, yet little is known about individual differences in this ability. In this study we investigated these differences and the attributes that are associated with greater accuracy in judging intelligence. Participants (perceivers; <em>N</em> = 198) rated the intelligence of 50 target persons whom they saw in one minute video clips, and also completed measures of their own attributes. In a cross-classified mixed model, judgment accuracy was defined as the within-perceiver relationship between intelligence ratings and targets' intelligence test results. Judgment accuracy varied significantly across participants, indicating individual differences in the <em>good judge of intelligence</em>. Higher accuracy was associated with greater perceiver intelligence, emotion perception abilities, and life satisfaction. These findings underscore the importance of perceivers' cognitive and socio-emotional abilities in social evaluation, and support the idea that being a good judge of intelligence is linked to psychological adjustment.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"115 ","pages":"Article 101994"},"PeriodicalIF":2.8,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145974674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-07DOI: 10.1016/j.intell.2025.101990
Russell T. Warne
Mental speed is a multidimensional construct that encompasses three distinct time-related measures: reaction time, processing speed, and tempo, the latter of which is defined as the rate at which individuals respond to items varying in difficulty. This study jointly analyzes item responses and response times from 1467 adults taking the nine core subtests of the Reasoning and Intelligence Online Test (RIOT; https://riotiq.com). Using a joint hierarchical model of responses and response times, results indicated good model fit across subtests, with weak correlations between examinee ability and examinee tempo for verbal tasks (r = −0.208 to 0.317) and stronger negative correlations for visuospatial tasks (r = −0.504 to −0.774), supporting predictions from dual process theory. Item intensity positively correlated with response times with difficulty on most subtests, indicating that item characteristics were the cause of longer response times for more difficult items. Few examinees (2.5 %) exhibited dual misfit in responses and times, but the Figure Weights subtest revealed anomalous slow responding. Findings are consistent with tempo (i.e., examinee response times) being largely independent of cognitive ability, with observed correlations influenced by item characteristics. Implications for intelligence testing and future experimental validation are discussed. A preprint of this article is available at https://osf.io/preprints/psyarxiv/c82b7.
{"title":"Heterogeneous relationships between working speed and ability on the Reasoning and Intelligence Online Test (RIOT)","authors":"Russell T. Warne","doi":"10.1016/j.intell.2025.101990","DOIUrl":"10.1016/j.intell.2025.101990","url":null,"abstract":"<div><div>Mental speed is a multidimensional construct that encompasses three distinct time-related measures: reaction time, processing speed, and tempo, the latter of which is defined as the rate at which individuals respond to items varying in difficulty. This study jointly analyzes item responses and response times from 1467 adults taking the nine core subtests of the Reasoning and Intelligence Online Test (RIOT; <span><span>https://riotiq.com</span><svg><path></path></svg></span>). Using a joint hierarchical model of responses and response times, results indicated good model fit across subtests, with weak correlations between examinee ability and examinee tempo for verbal tasks (<em>r</em> = −0.208 to 0.317) and stronger negative correlations for visuospatial tasks (<em>r</em> = −0.504 to −0.774), supporting predictions from dual process theory. Item intensity positively correlated with response times with difficulty on most subtests, indicating that item characteristics were the cause of longer response times for more difficult items. Few examinees (2.5 %) exhibited dual misfit in responses and times, but the Figure Weights subtest revealed anomalous slow responding. Findings are consistent with tempo (i.e., examinee response times) being largely independent of cognitive ability, with observed correlations influenced by item characteristics. Implications for intelligence testing and future experimental validation are discussed. A preprint of this article is available at <span><span>https://osf.io/preprints/psyarxiv/c82b7</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"115 ","pages":"Article 101990"},"PeriodicalIF":2.8,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Associative learning enables children to flexibly acquire, organize, and retrieve structured knowledge, while fluid intelligence equips them with the ability to reason, adapt, and apply strategies in unfamiliar situations. Although these abilities have been extensively studied, the developmental relationship between associative learning and fluid intelligence remains underexplored. This three-year longitudinal study examined the bidirectional relationship between associative learning and fluid intelligence in elementary school children. Using a sample of 160 fourth-grade elementary school students assessed at three time points, we employed random intercept cross-lagged panel modeling to disentangle within-person from between-person effects in their relationship, while controlling for working memory and processing speed. Results revealed a significant positive correlation between associative learning and fluid intelligence at the between-person level. At the within-person level, analyses demonstrated reciprocal predictive effects: higher-than-expected associative learning predicted subsequent improvements in fluid intelligence, and vice versa. These bidirectional effects remained significant after controlling for working memory and processing speed. These results provide evidence that associative learning and reasoning ability are reciprocally linked during late childhood, suggesting that supporting both domains may promote broader cognitive development over time.
{"title":"More than correlates: Longitudinal evidence of bidirectional effects between associative learning and fluid intelligence in elementary school children","authors":"Xuezhu Ren , Shaochun Zhao , Xinyu Huang , Xiaojing Lv","doi":"10.1016/j.intell.2025.101993","DOIUrl":"10.1016/j.intell.2025.101993","url":null,"abstract":"<div><div>Associative learning enables children to flexibly acquire, organize, and retrieve structured knowledge, while fluid intelligence equips them with the ability to reason, adapt, and apply strategies in unfamiliar situations. Although these abilities have been extensively studied, the developmental relationship between associative learning and fluid intelligence remains underexplored. This three-year longitudinal study examined the bidirectional relationship between associative learning and fluid intelligence in elementary school children. Using a sample of 160 fourth-grade elementary school students assessed at three time points, we employed random intercept cross-lagged panel modeling to disentangle within-person from between-person effects in their relationship, while controlling for working memory and processing speed. Results revealed a significant positive correlation between associative learning and fluid intelligence at the between-person level. At the within-person level, analyses demonstrated reciprocal predictive effects: higher-than-expected associative learning predicted subsequent improvements in fluid intelligence, and vice versa. These bidirectional effects remained significant after controlling for working memory and processing speed. These results provide evidence that associative learning and reasoning ability are reciprocally linked during late childhood, suggesting that supporting both domains may promote broader cognitive development over time.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101993"},"PeriodicalIF":2.8,"publicationDate":"2025-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-22DOI: 10.1016/j.intell.2025.101989
Ángel Romero-Martínez, Carolina Sarrate-Costa, Luis Moya-Albiol
{"title":"Corrigendum to ‘analysis of the intelligence quotient and its contribution to reactive violence: A systematic review and meta-analysis’ [intelligence 114 (2026) 101969]","authors":"Ángel Romero-Martínez, Carolina Sarrate-Costa, Luis Moya-Albiol","doi":"10.1016/j.intell.2025.101989","DOIUrl":"10.1016/j.intell.2025.101989","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101989"},"PeriodicalIF":2.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-22DOI: 10.1016/j.intell.2025.101992
Dragos Iliescu , Samuel Greiff
{"title":"What should replicate in intelligence research? Setting the bar for a cumulative science","authors":"Dragos Iliescu , Samuel Greiff","doi":"10.1016/j.intell.2025.101992","DOIUrl":"10.1016/j.intell.2025.101992","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101992"},"PeriodicalIF":2.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-19DOI: 10.1016/j.intell.2025.101991
Xiaotian Zhang , Xiuzhu Lin , Yi Wang
This study employed Latent Profile Analysis to identify emotional intelligence profiles among 937 Chinese university students and examine their relationship with subjective, psychological, and social well-being, considering basic psychological needs as mediators. Three distinct profiles emerged: “Integrated Emotion Managers”, “Balanced Emotion Coordinators”, and “Developing Emotion Perceivers”, corresponding to progressively diminishing well-being and needs satisfaction. While autonomy and relatedness generally mediated the effects of emotional intelligence profiles on all well-being dimensions, competence uniquely mediated the link to psychological well-being. These findings underscored the importance of recognizing individual differences in emotional functioning and highlighted the critical role of basic psychological needs in shaping university student well-being.
{"title":"Emotional intelligence profiles and well-being among Chinese university students: The mediating role of basic psychological needs","authors":"Xiaotian Zhang , Xiuzhu Lin , Yi Wang","doi":"10.1016/j.intell.2025.101991","DOIUrl":"10.1016/j.intell.2025.101991","url":null,"abstract":"<div><div>This study employed Latent Profile Analysis to identify emotional intelligence profiles among 937 Chinese university students and examine their relationship with subjective, psychological, and social well-being, considering basic psychological needs as mediators. Three distinct profiles emerged: “Integrated Emotion Managers”, “Balanced Emotion Coordinators”, and “Developing Emotion Perceivers”, corresponding to progressively diminishing well-being and needs satisfaction. While autonomy and relatedness generally mediated the effects of emotional intelligence profiles on all well-being dimensions, competence uniquely mediated the link to psychological well-being. These findings underscored the importance of recognizing individual differences in emotional functioning and highlighted the critical role of basic psychological needs in shaping university student well-being.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101991"},"PeriodicalIF":2.8,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145786896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-13DOI: 10.1016/j.intell.2025.101987
Mark A. Hamilton
Intellect has been a fundamental trait within the Language of Personality Sphere (LPS) since the semantic construct was conceived. Progress modeling the structure and function of the LPS can be traced back to developments in hierarchical factor analysis. Structured systems theory locates domains (i.e., adaptations) within shallow, deep, or core strata of the LPS. Cattell and Digman proposed causal relations within and between strata; but after their initial tests, they suspended their work on reticular modeling. The established dimensions of the LPS core, personal growth and socialization, were supplemented with the less robust third dimension of emotional regulation. Intellect is hypothesized to lead all three core functions, either directly or indirectly. Retrospective causal modeling of four foundational studies by Cattell and Digman uncovered modest yet consistent support for the three core processes. Factor rotation constraints were found to have attenuated effects in the Cattell studies. Age emerged as a hidden moderator, apparently obscuring multiple key effects. Results suggest that these artifacts likely discouraged the two pioneers of hierarchical-reticular modeling. They prematurely shelved their revolutionary approach to the study of personality, limiting research on the impact of intellect and motivation on social interaction.
{"title":"Development of the language of personality sphere: Historical evidence for intellect's role in hierarchical-reticular models","authors":"Mark A. Hamilton","doi":"10.1016/j.intell.2025.101987","DOIUrl":"10.1016/j.intell.2025.101987","url":null,"abstract":"<div><div>Intellect has been a fundamental trait within the Language of Personality Sphere (LPS) since the semantic construct was conceived. Progress modeling the structure and function of the LPS can be traced back to developments in hierarchical factor analysis. Structured systems theory locates domains (i.e., adaptations) within shallow, deep, or core strata of the LPS. Cattell and Digman proposed causal relations within and between strata; but after their initial tests, they suspended their work on reticular modeling. The established dimensions of the LPS core, personal growth and socialization, were supplemented with the less robust third dimension of emotional regulation. Intellect is hypothesized to lead all three core functions, either directly or indirectly. Retrospective causal modeling of four foundational studies by Cattell and Digman uncovered modest yet consistent support for the three core processes. Factor rotation constraints were found to have attenuated effects in the Cattell studies. Age emerged as a hidden moderator, apparently obscuring multiple key effects. Results suggest that these artifacts likely discouraged the two pioneers of hierarchical-reticular modeling. They prematurely shelved their revolutionary approach to the study of personality, limiting research on the impact of intellect and motivation on social interaction.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101987"},"PeriodicalIF":2.8,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145786895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1016/j.intell.2025.101988
Vanessa S. Pallentin , Jan Rummel , Daniel Danner
The term “retest effects” refers to score gains on cognitive ability as well as educational achievement tests upon repeated administration of the same or a similar test. Previous research on this phenomenon has focused mainly on general cognitive ability scores—often using manifest difference scores—and has neglected differences in retest effects across different types of cognitive operations underlying general cognitive abilities. Additionally, these studies have focused primarily on average group-level test scores, neglecting interindividual differences in retest effects. To address these gaps, we used latent growth curve modeling to examine retest effects in N = 203 participants across three test sessions, considering both general cognitive ability and its four underlying operations according to the Berlin intelligence structure model, namely, processing capacity, processing speed, creativity, and memory. Results show a linear improvement in overall performance of 53.60 points (about 10.45 IQ points) with each assessment, corresponding to two thirds of a standard deviation. Participants' slopes—that is, their rates of improvement across test sessions—did not vary significantly, and thus did not correlate with their initial cognitive ability levels. Statistically significant operation-specific differences in the magnitude of retest effects were found, with memory showing the largest retest effect and creativity the smallest. Although participants did not vary in their rates of improvement on the processing-capacity and memory operation, there was significant interindividual variation in the slopes of the other two operations. These findings highlight the importance of considering operation-specific scores in research on retest effects. Implications for cognitive ability retesting practices are discussed.
{"title":"Investigating retest effects in cognitive ability tests: An operation-specific approach","authors":"Vanessa S. Pallentin , Jan Rummel , Daniel Danner","doi":"10.1016/j.intell.2025.101988","DOIUrl":"10.1016/j.intell.2025.101988","url":null,"abstract":"<div><div>The term “retest effects” refers to score gains on cognitive ability as well as educational achievement tests upon repeated administration of the same or a similar test. Previous research on this phenomenon has focused mainly on general cognitive ability scores—often using manifest difference scores—and has neglected differences in retest effects across different types of cognitive operations underlying general cognitive abilities. Additionally, these studies have focused primarily on average group-level test scores, neglecting interindividual differences in retest effects. To address these gaps, we used latent growth curve modeling to examine retest effects in <em>N</em> = 203 participants across three test sessions, considering both general cognitive ability and its four underlying operations according to the Berlin intelligence structure model, namely, processing capacity, processing speed, creativity, and memory. Results show a linear improvement in overall performance of 53.60 points (about 10.45 IQ points) with each assessment, corresponding to two thirds of a standard deviation. Participants' slopes—that is, their rates of improvement across test sessions—did not vary significantly, and thus did not correlate with their initial cognitive ability levels. Statistically significant operation-specific differences in the magnitude of retest effects were found, with memory showing the largest retest effect and creativity the smallest. Although participants did not vary in their rates of improvement on the processing-capacity and memory operation, there was significant interindividual variation in the slopes of the other two operations. These findings highlight the importance of considering operation-specific scores in research on retest effects. Implications for cognitive ability retesting practices are discussed.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101988"},"PeriodicalIF":2.8,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145733366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-08DOI: 10.1016/j.intell.2025.101986
Maximilian Krolo , Jörn R. Sparfeldt , Detlef H. Rost
Gifted individuals are influential in shaping the success of societies in areas such as economics, science, and politics. However, prior research on the relationship between intelligence and political orientations yielded inconsistent results. The political orientations of gifted adults remain yet underexplored. Therefore, we examined the political orientations of gifted and non-gifted adults using both, a single-dimensional left-right self-placement and a multi-dimensional questionnaire. From 7023 non-preselected third graders, gifted students (IQ ≥ 130) and a matched sample of non-gifted students (IQ ≈ 100) were initially identified and re-identified in ninth grade following another intelligence testing within the scope of the Marburg Giftedness Project. About 35 years after the initial identification, 87 gifted and 71 non-gifted adults participated in our follow-up survey. In a 2 × 2 ANOVA with the independent variables giftedness and the control variable sex, no significant effects were found in the left-right self-placement. In a 2 × 2 MANOVA and subsequent ANOVAs with the four scales of the multi-dimensional questionnaire (economic libertarianism, liberalism, conservatism, socialism), no significant main or interaction effect emerged, except a significant interaction effect of giftedness and sex for conservatism. Specifically, non-gifted men showed higher conservatism scores than gifted men, whereas gifted and non-gifted women did not differ significantly. The results from supplementary Bayesian analyses were in accordance with these interpretations. The relevance of these findings is discussed, underscoring the nuanced relationship between giftedness and political orientations.
{"title":"Exploring exceptional minds: Political orientations of gifted adults","authors":"Maximilian Krolo , Jörn R. Sparfeldt , Detlef H. Rost","doi":"10.1016/j.intell.2025.101986","DOIUrl":"10.1016/j.intell.2025.101986","url":null,"abstract":"<div><div>Gifted individuals are influential in shaping the success of societies in areas such as economics, science, and politics. However, prior research on the relationship between intelligence and political orientations yielded inconsistent results. The political orientations of gifted adults remain yet underexplored. Therefore, we examined the political orientations of gifted and non-gifted adults using both, a single-dimensional left-right self-placement and a multi-dimensional questionnaire. From 7023 non-preselected third graders, gifted students (IQ ≥ 130) and a matched sample of non-gifted students (IQ ≈ 100) were initially identified and re-identified in ninth grade following another intelligence testing within the scope of the Marburg Giftedness Project. About 35 years after the initial identification, 87 gifted and 71 non-gifted adults participated in our follow-up survey. In a 2 × 2 ANOVA with the independent variables giftedness and the control variable sex, no significant effects were found in the left-right self-placement. In a 2 × 2 MANOVA and subsequent ANOVAs with the four scales of the multi-dimensional questionnaire (economic libertarianism, liberalism, conservatism, socialism), no significant main or interaction effect emerged, except a significant interaction effect of giftedness and sex for conservatism. Specifically, non-gifted men showed higher conservatism scores than gifted men, whereas gifted and non-gifted women did not differ significantly. The results from supplementary Bayesian analyses were in accordance with these interpretations. The relevance of these findings is discussed, underscoring the nuanced relationship between giftedness and political orientations.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101986"},"PeriodicalIF":2.8,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145733367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-07DOI: 10.1016/j.intell.2025.101982
Jonas Bühler , Oskar G. Jenni , Christoph A. Schaltegger , Melanie Häner-Müller , Flavia M. Wehrle
Parental socioeconomic status (SES) is a powerful predictor of children's cognitive development, but little is known about whether its influence extends beyond the parent–child link to span multiple generations. Using unique multigenerational data from the Zurich Longitudinal Studies (ZLS), we trace how parental and grandparental SES shape children's standardized cognitive abilities from early childhood through adolescence. We find that gaps by parental SES emerge early and remain largely stable into adolescence. In contrast, once parental SES is accounted for, grandparental SES shows no additional statistically significant association with children's cognitive abilities at any age. These findings provide new evidence that the impact of family socioeconomic background on cognitive development attenuates across generations.
{"title":"Mind the gap: Multigenerational family effects on cognitive abilities","authors":"Jonas Bühler , Oskar G. Jenni , Christoph A. Schaltegger , Melanie Häner-Müller , Flavia M. Wehrle","doi":"10.1016/j.intell.2025.101982","DOIUrl":"10.1016/j.intell.2025.101982","url":null,"abstract":"<div><div>Parental socioeconomic status (SES) is a powerful predictor of children's cognitive development, but little is known about whether its influence extends beyond the parent–child link to span multiple generations. Using unique multigenerational data from the Zurich Longitudinal Studies (ZLS), we trace how parental and grandparental SES shape children's standardized cognitive abilities from early childhood through adolescence. We find that gaps by parental SES emerge early and remain largely stable into adolescence. In contrast, once parental SES is accounted for, grandparental SES shows no additional statistically significant association with children's cognitive abilities at any age. These findings provide new evidence that the impact of family socioeconomic background on cognitive development attenuates across generations.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101982"},"PeriodicalIF":2.8,"publicationDate":"2025-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145733452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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