Intelligence最新文献

{"title":"Putting the Flynn effect under the microscope: Item-level patterns in NLSYC PIAT-math scores, 1986–2004","authors":"Joseph Lee Rodgers ,&nbsp;Linda Wänström ,&nbsp;Siew Ang","doi":"10.1016/j.intell.2024.101897","DOIUrl":"10.1016/j.intell.2024.101897","url":null,"abstract":"<div><div>Previous research has demonstrated the existence of a Flynn effect in the National Longitudinal Survey of Youth Children (NLSYC) responses to the PIAT-Math instrument. The PIAT-Math is at least partially linked to fluid intelligence, whereas other scales in the NLSYC – PIAT-Reading Recognition, PIAT-Reading Comprehension, the PPVT, and Digit Span – are primarily based on crystallized intelligence; these scales showed little or no Flynn effect in the NLSYC. We put the 84 PIAT-Math items “under the microscope” by evaluating the Flynn effect in relation to each item, and measured the Flynn effect by computing a slope across birth-year cohorts, using nine different age replications. Following, we use expert ratings of the items on eight different features – visual matching, recall/memory, computation/estimation, spatial visualization, real-world reasoning, manipulation of geometry, solving algebra, and counting – to identify what features are important in producing the Flynn effect. The highest correlations obtain for the links between the Flynn effect and the features real-world reasoning, counting and computation/estimation. There is a negative correlation between item-level Flynn effects and the features manipulation of geometry, solving algebra, and recall/memory. These results support previous findings ephasizing the role that fluid intelligence plays in relation to the Flynn effect.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"109 ","pages":"Article 101897"},"PeriodicalIF":3.3,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143130567","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}

{"title":"Anti-Mertonian norms undermine the scientific ethos: A critique of Bird, Jackson Jr., and Winston's policy proposals and associated justification","authors":"Michael A. Woodley of Menie ,&nbsp;Mateo Peñaherrera-Aguirre ,&nbsp;Aurelio-José Figueredo ,&nbsp;Geoffrey F. Miller ,&nbsp;Thomas R. Coyle ,&nbsp;Noah Carl ,&nbsp;Fróði Debes ,&nbsp;Craig L. Frisby ,&nbsp;Federico R. Léon ,&nbsp;Guy Madison ,&nbsp;Heiner Rindermann","doi":"10.1016/j.intell.2024.101879","DOIUrl":"10.1016/j.intell.2024.101879","url":null,"abstract":"<div><div>We make the case that Bird, Jackson Jr., and Winston's (BJ&amp;W; 2024) policy proposals boil down to a rejection of Merton's (1942) traditional scientific norms of communality, universalism, disinterestedness, and organized skepticism, and a demand for anti-Mertonian norms to be imposed, top down, upon psychological science. Their anti-Mertonian norms (specifically secrecy, particularism, interestedness, and organized dogmatism) are at odds with the scientific ethos. We highlight problems with their argument that Racial Hereditarian Research (RHR) is uniquely \"socially pernicious\". We then discuss adverse effects that their imposition of anti-Mertonian norms would likely cause in relation to: 1) instances of research on racial and ethnic differences that have produced findings agreeable to egalitarianism, and which would be proscribed under their framework; 2) the fomenting of genuinely scientifically racist beliefs that are empirically at odds with RHR; and 3) the chilling effect on other areas of science whose findings have also been misused, including “mainstream human genetics”. Ultimately, we observe that BJ&amp;W's anti-Mertonian policy prescriptions are unworkable in practice, and would be highly damaging to psychological science if widely enforced.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101879"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180676","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}

{"title":"More than g: Verbal and performance IQ as predictors of socio-political attitudes","authors":"Tobias Edwards ,&nbsp;Christopher T. Dawes ,&nbsp;Emily A. Willoughby ,&nbsp;Matt McGue ,&nbsp;James J. Lee","doi":"10.1016/j.intell.2024.101876","DOIUrl":"10.1016/j.intell.2024.101876","url":null,"abstract":"<div><div>Measures of intelligence predict socio-political attitudes and behaviors, such as liberalism, religiosity, and voter turnout. Little, however, is known about which cognitive abilities are responsible for these relationships. Employing several cohorts from the Minnesota Center for Twin and Family Research, we test the predictive performance of different broad abilities. Using multiple regression to compare verbal and performance IQ from Wechsler intelligence tests, we find verbal IQ more strongly predicts voter turnout, civic engagement, traditionalism, and measures of ideology. On average, the correlation between verbal IQ and our socio-political attitudes is twice as large as that of performance IQ. The same pattern appears after controlling for education and after performing the analysis within sibling pairs. This implies that the relationship cannot be entirely mediated through education, nor entirely confounded by upbringing. Positive and negative controls are employed to test the validity of our methodology. Importantly, we find verbal and performance IQ to be equally predictive of the ICAR-16, a distinct measure of general intelligence. The results imply that variation in cognitive abilities, which are orthogonal to general intelligence, influence socio-political attitudes and behaviors. The role of verbal ability in influencing attitudes may help to explain the ideological leanings of specific occupations. Its association with turnout and civic engagement suggests that those with a verbal tilt may have greater influence over politics and society.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101876"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180677","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}

{"title":"Content meta-analysis of a racial hereditarian research “bibliography” reveals minimal support for Bird, Jackson Jr., and Winston's model of “scientific racism”","authors":"Michael A. Woodley of Menie ,&nbsp;Mateo Peñaherrera-Aguirre ,&nbsp;Aurelio-José Figueredo ,&nbsp;Geoffrey F. Miller ,&nbsp;Thomas R. Coyle ,&nbsp;Noah Carl ,&nbsp;Fróði Debes ,&nbsp;Craig L. Frisby ,&nbsp;Federico R. Léon ,&nbsp;Guy Madison ,&nbsp;Heiner Rindermann","doi":"10.1016/j.intell.2024.101878","DOIUrl":"10.1016/j.intell.2024.101878","url":null,"abstract":"<div><div>Bird, Jackson Jr., and Winston (BJ&amp;W; 2024) argue that a “racial hereditarian research” (RHR) program exists, is prominently represented in academic literature, and is socially harmful as it supports “scientific racism” and emboldens the far-right. Consequently, drastic steps should be taken by the American Psychological Association to curb its production. They support these claims with a bibliography of alleged RHR publications and other outputs appearing from 2012 on. To determine the validity of their claims, we conducted a content meta-analysis of the 268 peer-reviewed articles (excluding editorials, book reviews, etc.) listed in Section 1 of their bibliography. These were independently rated using the following dimensions (as explicated by BJ&amp;W): (1) use of “folk” racial categories; (2) biological race realism; (3) claims that differences between “races” are due to selection and/or genetic factors - these being the core of BJ&amp;W's definition of RHR. Additional criteria were: (4) discussion of racial “proxy” categories (e.g., nations); and (5) degree of interest shown in the articles by one White nationalist publication. Inter-rater reliability was acceptable (<em>ICC</em>_<em>3,k</em> = 0.711, 95% CI = 0.633, 0.773). A <em>Content factor</em> was identified among the averaged ratings exhibiting strong positive loadings for 1, 2, and 3 (indicating an RHR program), but a significant negative loading for 4 (indicating that nations, etc. tend not to be employed as racial proxies, but are typically used rather than race in such studies), and a null loading for 5. The last result (along with consideration of data presented elsewhere in the bibliography) counteracts the idea that RHR constitutes “scientific racism”, or supports White nationalism. Only 23 % of the publications unambiguously (based on 100 % convergence between raters for 1, 2, and 3) qualify as RHR, with the plurality (37 %) appearing in one niche journal, consistent with strong scientific taboos against RHR. Moreover, 30% of the publications unambiguously had nothing to do with RHR. BJ&amp;W's characterisation of their bibliography as evidencing wide scale “scientific racism” is therefore not compellingly supported by its contents.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101878"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180679","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}

{"title":"The AI attribution gap: Encouraging transparent acknowledgment in the age of AI","authors":"Gilles E. Gignac","doi":"10.1016/j.intell.2024.101880","DOIUrl":"10.1016/j.intell.2024.101880","url":null,"abstract":"<div><div>The integration of Artificial Intelligence (AI), including large language models (LLMs) like ChatGPT, Claude, Gemini, and Mistral, along with specialized tools such as Google DeepMind's AlphaFold 3, is transforming the scientific discovery process. These advancements raise questions about attribution in scientific research, challenging traditional notions about the origins of discovery and the roles of human and machine collaboration. Anonymous surveys indicate that 50 to 70% of academics involved in research use AI tools. Yet, an analysis of 568 articles from three psychology Elsevier journals revealed that approximately 3.5% of these articles published since mid-2023 included an AI declaration. The reluctance of researchers to use or acknowledge AI tools can hinder scientific progress by promoting a culture wary of AI, slowing tool adoption, and limiting shared learning about their uses and limitations. Researchers are encouraged to use AI tools responsibly and detail such use in their acknowledgements to help foster a culture of transparency and innovation in scientific research.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101880"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180143","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}

{"title":"Does test preparation mediate the effect of parents' level of educational attainment on medical school admission test performance?","authors":"Markus Sommer ,&nbsp;Martin E. Arendasy ,&nbsp;Joachim Fritz Punter ,&nbsp;Martina Feldhammer-Kahr ,&nbsp;Anita Rieder","doi":"10.1016/j.intell.2024.101893","DOIUrl":"10.1016/j.intell.2024.101893","url":null,"abstract":"<div><div>The finding that admission test performance correlates with parents' level of educational attainment raised concerns regarding their fair and valid use. Critics argued that this relationship may partly reflect socio-economic differences in test preparation. Using data from three cohorts of medical school applicants we directly tested the postulated mediation hypothesis. Latent class analysis was used to identify four classes of test-takers differing in their use of various test preparation methods. Mediation analyses revealed that although latent test preparation classes differed in admission test performance, test preparation was virtually unrelated to parents' level of educational attainment. This disconfirms the mediation hypothesis. The results were further corroborated by measurement invariance analyses indicating that although test preparation-based score gains were confined to the specific narrower traits, SES-related differences in subtest performance were fully explained by SES-related differences in higher-order traits. This pattern of finding is inconsistent with the hypothesis that SES-related differences in admission test performance largely reflect SES-related differences in the access to test preparation. However, it is consistent with theoretical accounts that attribute SES-related differences in admission test performance to processes that operate from infancy to adulthood, which eventually lead to actual knowledge and intelligence differences at the time-point of admission testing.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101893"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The pursuit of equity and excellence: Advanced placement exam participation and performance by sex and by race/ethnicity, 1996–2022","authors":"April Bleske-Rechek","doi":"10.1016/j.intell.2024.101894","DOIUrl":"10.1016/j.intell.2024.101894","url":null,"abstract":"<div><div>The Advanced Placement (AP) program was originally designed to provide advanced coursework to intellectually able students while still in high school. Given the attention paid to AP participation and performance in college admission decisions, it is important to consider sex and race/ethnicity differences in those measures. Here, I report on participation and performance for 19 different AP exams for even-numbered years from 1996 to 2022. Females are consistently overrepresented among examinees in many and in the most common AP exams. At the same time, for many exams, females are overrepresented among those scoring at the lower tail and underrepresented at the upper tail. Since 1996, Whites have been consistently overrepresented in some exams (e.g., Psychology) and underrepresented in others (e.g., Spanish Language) relative to their representation among U.S. high school students; Asians have become increasingly overrepresented in most, but especially STEM, exams; Hispanics have been consistently underrepresented except in Spanish Language and Spanish Literature; and Blacks have continued to be substantially underrepresented in all exams. For most courses and most years, the majority of White and Asian students earned a qualifying score while the majority of Hispanic and Black students did not. In the context of previous research showing that group disparities in AP participation and performance are greatly diminished after accounting for group disparities in intelligence, I discuss the future of AP.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101894"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180675","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}

{"title":"Shared reading aloud fosters intelligence: Three cluster-randomized control trials in elementary and middle school","authors":"Federico Batini ,&nbsp;Marco Bartolucci ,&nbsp;Giulia Toti ,&nbsp;Emanuele Castano","doi":"10.1016/j.intell.2024.101896","DOIUrl":"10.1016/j.intell.2024.101896","url":null,"abstract":"<div><div>Storytelling played a crucial role in human evolution. To this day, through stories humans gain declarative and procedural knowledge, and learn the skills that support learning itself. Research shows that reading stories to children enhances their reading and language skills. Does it also enhance their intelligence? To answer this question, we conducted three (<em>N</em> = 626, 254, 195) longitudinal, cluster-randomized control trials in Italian elementary and middle schools. Over a 4-month period, for half of the participants 1 h/day of standard, active language instructional activities were substituted with reading-aloud of stories by a teacher. Compared to those who kept doing language instructional activities, read-aloud condition children showed a stronger increase on two measures of intelligence focusing on knowing things and thinking skills. This result, which emerged in three independent trials conducted in different regions of Italy, suggests avenues for easily scalable interventions to improve children's intelligence.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101896"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180673","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}

{"title":"Education, intelligence, placement, and selection: A discussion of paradoxes and fairness","authors":"David Lubinski","doi":"10.1016/j.intell.2024.101881","DOIUrl":"10.1016/j.intell.2024.101881","url":null,"abstract":"<div><div>Author's Note. This piece was initially prepared as a Foreword to <em>Testing and the Paradoxes of Fairness</em> by Howard Wainer and Daniel Robinson. However, in explicating the importance of that volume, and how further considerations only amplify its powerful argument, the amount of text required to do so became prohibitive. I am grateful to Wainer and Robinson for inspiring me to write this piece and especially to Richard Haier, Editor-in-Chief of <em>Intelligence,</em> who encouraged me to publish this piece in full in <em>Intelligence.</em></div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101881"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180723","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}

{"title":"Tilt increases at higher ability levels: Support for differentiation theories","authors":"Thomas R. Coyle","doi":"10.1016/j.intell.2024.101891","DOIUrl":"10.1016/j.intell.2024.101891","url":null,"abstract":"<div><div>Tilt refers to an ability pattern and is based on differences in two distinct abilities (e.g., math and verbal), yielding relative strength in one ability (e.g., math) and relative weakness in another (e.g., verbal). The current study is the first to examine linear and quadradic effects of ability level on diverse measures of tilt (e.g., math tilt, verbal tilt, tech tilt). Data were obtained from the National Longitudinal Survey of Youth (<em>N</em> = 1950), a representative sample of US students. Ability level was based on <em>g</em> (general intelligence) factor scores from the Armed Services Vocational Aptitude Battery (ASVAB). Tilt was based on math and verbal scores (math minus verbal) on college tests (SAT, ACT, PSAT), yielding math tilt (math&gt;verbal) and verbal tilt (verbal&gt;math). Tilt was also based on technical and academic (math or verbal) scores (tech minus academic) on the ASVAB, yielding tech tilt (tech&gt;academic) and academic tilt (academic&gt;tech). Linear effects of <em>g</em> on tilt were found for math tilt and verbal tilt but not tech tilt. Quadratic effects were not consistently observed for any specific type of tilt (i.e., math tilt, verbal tilt, tech tilt). The linear effects of <em>g</em> on math and verbal tilt suggest that exposure to academic subjects in school facilitates the acquisition of academic tilt at higher ability levels. The results support differentiation theories, which assume that tilt levels increase at higher ability levels due to ability specialization. The results do not support magnification theories, which assume that increases in tilt accelerate at higher ability levels, producing quadratic effects. Future research should examine the moderators and mediators of <em>g</em>-tilt relations (e.g., vocational interests and personality traits).</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101891"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180680","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}