Pub Date : 2025-12-06DOI: 10.1016/j.intell.2025.101985
Kimmo Sorjonen , Marika Melin , Emil Lager , Gustav Nilsonne , Bo Melin
The Dunning-Kruger effect describes a phenomenon where individuals with low ability allegedly tend to overestimate their ability more than individuals with higher ability. According to a contemporary operationalization of the Dunning-Kruger effect, individuals with low measured ability are predicted to have higher self-rated ability in a LOESS (locally estimated scatterplot smoothing) model compared with a linear regression model. In simulations we show that a Dunning-Kruger effect can appear due to an impact of disturbance on measured ability, even when self-rated ability is a perfect measure of true ability. A higher self-rated than measured ability may be due to measured ability underestimating true ability rather than due to self-rated ability being an overestimation. Hence, Dunning-Kruger effects do not prove that individuals with low measured ability overestimate their true ability.
{"title":"Low validity of lower ability test scores can mimic the Dunning-Kruger effect","authors":"Kimmo Sorjonen , Marika Melin , Emil Lager , Gustav Nilsonne , Bo Melin","doi":"10.1016/j.intell.2025.101985","DOIUrl":"10.1016/j.intell.2025.101985","url":null,"abstract":"<div><div>The Dunning-Kruger effect describes a phenomenon where individuals with low ability allegedly tend to overestimate their ability more than individuals with higher ability. According to a contemporary operationalization of the Dunning-Kruger effect, individuals with low measured ability are predicted to have higher self-rated ability in a LOESS (locally estimated scatterplot smoothing) model compared with a linear regression model. In simulations we show that a Dunning-Kruger effect can appear due to an impact of disturbance on measured ability, even when self-rated ability is a perfect measure of true ability. A higher self-rated than measured ability may be due to measured ability underestimating true ability rather than due to self-rated ability being an overestimation. Hence, Dunning-Kruger effects do not prove that individuals with low measured ability overestimate their true ability.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101985"},"PeriodicalIF":2.8,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145733368","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 : 2025-12-01DOI: 10.1016/j.intell.2025.101975
Baptiste Barbot , Lea Marie Naczenski , Matthijs Baas , Claire E. Stevenson
Grounded in the historical development of Guilford's Structure of Intellect model (SOI), this study examines the structure of divergent thinking (DT) and its relationship with other cognitive abilities using psychometric network analysis. It reanalyzes data from an unpublished report by Guilford, Merriefield and Cox (1961), encompassing 27 DT tasks (i.e., different operationalizations of DT which varied according to their content and product dimensions) and six cognitive ability tasks administered to 661 adolescents: verbal comprehension, verbal reasoning, word meaning, paragraph meaning, numerical ability, and processing speed. Results showed that (a) the association in performance between different DT tasks varies greatly, albeit, small to moderate in size; (b) DT tasks were more strongly interrelated when they belonged to the same SOI facet or shared the same content domain (rather than product dimension), (c) a similar pattern emerged in the relationships between DT and other cognitive abilities, with stronger links observed when tasks shared the same content domain, and despite (d) no clear clusters of closely related tasks identified in the network; Finally (e), among all 27 DT operationalizations, the Alternate Uses Task (AUT) — a prevalent DT task used in creativity and intelligence research —emerged as the most central task. Together, this study provides a “fresh” look to the enduring issue of the dimensionality of DT, the importance of content alignment in interpreting associations across DT and other cognitive ability measures, and in turn, the usefulness of the SOI model of intelligence.
{"title":"Varieties of divergent thinking: A network analysis of Guilford, Merriefield and Cox (1961)","authors":"Baptiste Barbot , Lea Marie Naczenski , Matthijs Baas , Claire E. Stevenson","doi":"10.1016/j.intell.2025.101975","DOIUrl":"10.1016/j.intell.2025.101975","url":null,"abstract":"<div><div>Grounded in the historical development of Guilford's Structure of Intellect model (SOI), this study examines the structure of divergent thinking (DT) and its relationship with other cognitive abilities using psychometric network analysis. It reanalyzes data from an unpublished report by Guilford, Merriefield and Cox (1961), encompassing 27 DT tasks (i.e., different operationalizations of DT which varied according to their <em>content</em> and <em>product</em> dimensions) and six cognitive ability tasks administered to 661 adolescents: verbal comprehension, verbal reasoning, word meaning, paragraph meaning, numerical ability, and processing speed. Results showed that (a) the association in performance between different DT tasks varies greatly, albeit, small to moderate in size; (b) DT tasks were more strongly interrelated when they belonged to the same SOI facet or shared the same <em>content</em> domain (rather than <em>product</em> dimension), (c) a similar pattern emerged in the relationships between DT and other cognitive abilities, with stronger links observed when tasks shared the same <em>content</em> domain, and despite (d) no clear clusters of closely related tasks identified in the network; Finally (e), among all 27 DT operationalizations, the Alternate Uses Task (AUT) — a prevalent DT task used in creativity and intelligence research —emerged as the most central task. Together, this study provides a “fresh” look to the enduring issue of the dimensionality of DT, the importance of <em>content</em> alignment in interpreting associations across DT and other cognitive ability measures, and in turn, the usefulness of the SOI model of intelligence.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101975"},"PeriodicalIF":2.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681808","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 : 2025-11-25DOI: 10.1016/j.intell.2025.101974
Cristina Orío-Aparicio, Carmen López-Escribano, Cristina Bel-Fenellós
Borderline intellectual functioning (BIF) is defined as a neurodevelopmental condition characterised by an intelligence quotient between 71 and 85, along with difficulties in adaptive functioning. Although individuals with this condition experience various challenges and require support in different areas of life, research on this topic remains limited. Therefore, this article presents a systematic review aimed at describing the cognitive profile of individuals with BIF. The review included studies addressing the intellectual functioning of the BIF population published between 2012 and 2024. The literature search was conducted in the ProQuest, WoS, SCOPUS, and EBSCOhost databases. Finally, a total of 33 articles were included, and their quality was assessed using the SSAHS tool. The results were organised into three categories: general cognitive abilities, executive functions, language cognition, and neurophysiology. The analysis indicates that individuals with BIF exhibit a cognitive profile characterised by deficits in various domains, including executive functions (such as working memory, cognitive flexibility, processing speed, and planning), general cognitive abilities (such as memory, attention, abstract thinking, problem-solving, arithmetic, and concentration), and language-related cognitive skills, both oral and written. Additionally, neuroimaging techniques suggest that BIF is also associated with structural and functional alterations in the brain. The implications and limitations of the study are discussed, as well as the need for future research with larger samples and more comprehensive assessments. Additionally, the necessity of promoting policies and services that include this population is emphasised.
{"title":"Cognitive profile of individuals with borderline intellectual functioning: A systematic review","authors":"Cristina Orío-Aparicio, Carmen López-Escribano, Cristina Bel-Fenellós","doi":"10.1016/j.intell.2025.101974","DOIUrl":"10.1016/j.intell.2025.101974","url":null,"abstract":"<div><div>Borderline intellectual functioning (BIF) is defined as a neurodevelopmental condition characterised by an intelligence quotient between 71 and 85, along with difficulties in adaptive functioning. Although individuals with this condition experience various challenges and require support in different areas of life, research on this topic remains limited. Therefore, this article presents a systematic review aimed at describing the cognitive profile of individuals with BIF. The review included studies addressing the intellectual functioning of the BIF population published between 2012 and 2024. The literature search was conducted in the ProQuest, WoS, SCOPUS, and EBSCOhost databases. Finally, a total of 33 articles were included, and their quality was assessed using the SSAHS tool. The results were organised into three categories: general cognitive abilities, executive functions, language cognition, and neurophysiology. The analysis indicates that individuals with BIF exhibit a cognitive profile characterised by deficits in various domains, including executive functions (such as working memory, cognitive flexibility, processing speed, and planning), general cognitive abilities (such as memory, attention, abstract thinking, problem-solving, arithmetic, and concentration), and language-related cognitive skills, both oral and written. Additionally, neuroimaging techniques suggest that BIF is also associated with structural and functional alterations in the brain. The implications and limitations of the study are discussed, as well as the need for future research with larger samples and more comprehensive assessments. Additionally, the necessity of promoting policies and services that include this population is emphasised.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101974"},"PeriodicalIF":2.8,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145615848","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}
This study investigated the factor structure of the Japanese Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) using exploratory and Bayesian factor analysis. We compared six competing models: traditional four-factor models (basic, hierarchical, bi-factor) and Cattell-Horn-Carroll (CHC) theory-based five-factor models (basic, hierarchical, bi-factor). The analysis used standardization data from 1120 Japanese adults aged 16–90 years. Model-based reliability assessment was conducted to evaluate practical utility of derived scores. Prior distributions for factor loadings were specified through hyperparameter matrices based on theoretical expectations. Sensitivity analysis demonstrated robust results across different prior specifications. Model comparisons used the Widely Applicable Information Criterion (WAIC) and Leave-One-Out Cross-Validation (LOO-CV). Results showed that while exploratory factor analysis supported the traditional four-factor structure, Bayesian analysis revealed superior fit of the CHC theory-based hierarchical model (WAIC = 1138.43). The hierarchical g-factor model demonstrated better fit than the bi-factor model, contrasting with previous findings in Western samples, suggesting potential cultural differences in cognitive ability manifestation. However, model-based reliability indices revealed important limitations: while general factor scores showed excellent reliability (ωt ≥ 0.92), most group factors demonstrated poor reliability (ωHS < 0.50), limiting clinical utility for individual assessment. These findings suggest that while CHC theory provides a statistically superior framework, Full Scale IQ should remain the primary interpretive focus, with index scores providing supplementary ancillary. Arithmetic showed complex loading patterns requiring careful interpretation. These findings contribute to understanding universal and culture-specific aspects of cognitive ability measurement, emphasizing general intelligence primacy in the Japanese population.
{"title":"Factor structure of the Japanese WAIS-IV: Evidence for the CHC theory using Bayesian analysis","authors":"Kazuo Shigemasu , Masanori Kono , Naru Shimazu , Katsuo Yamanaka , Osamu Matsuda , Kazuhiko Ueno","doi":"10.1016/j.intell.2025.101973","DOIUrl":"10.1016/j.intell.2025.101973","url":null,"abstract":"<div><div>This study investigated the factor structure of the Japanese Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) using exploratory and Bayesian factor analysis. We compared six competing models: traditional four-factor models (basic, hierarchical, bi-factor) and Cattell-Horn-Carroll (CHC) theory-based five-factor models (basic, hierarchical, bi-factor). The analysis used standardization data from 1120 Japanese adults aged 16–90 years. Model-based reliability assessment was conducted to evaluate practical utility of derived scores. Prior distributions for factor loadings were specified through hyperparameter matrices based on theoretical expectations. Sensitivity analysis demonstrated robust results across different prior specifications. Model comparisons used the Widely Applicable Information Criterion (WAIC) and Leave-One-Out Cross-Validation (LOO-CV). Results showed that while exploratory factor analysis supported the traditional four-factor structure, Bayesian analysis revealed superior fit of the CHC theory-based hierarchical model (WAIC = 1138.43). The hierarchical g-factor model demonstrated better fit than the bi-factor model, contrasting with previous findings in Western samples, suggesting potential cultural differences in cognitive ability manifestation. However, model-based reliability indices revealed important limitations: while general factor scores showed excellent reliability (ωt ≥ 0.92), most group factors demonstrated poor reliability (ωHS < 0.50), limiting clinical utility for individual assessment. These findings suggest that while CHC theory provides a statistically superior framework, Full Scale IQ should remain the primary interpretive focus, with index scores providing supplementary ancillary. Arithmetic showed complex loading patterns requiring careful interpretation. These findings contribute to understanding universal and culture-specific aspects of cognitive ability measurement, emphasizing general intelligence primacy in the Japanese population.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101973"},"PeriodicalIF":2.8,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145615847","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 : 2025-11-19DOI: 10.1016/j.intell.2025.101971
Jingmin Zhang , Yuling Wang , Liuqing Tian
Wisdom is theorized to regulate the ethical use of cognitive strengths, but empirical evidence for its moderating role remains limited and inconsistent. This research investigates whether wisdom guides the application of intelligence and creativity toward prosocial ends, using domain-consistent, humanistic assessments across two studies (N = 933). Study 1 employed performance-based measures to examine how state-level wisdom influences the prosocial deployment of social intelligence and real-life creativity in morally complex scenarios. Study 2 used self-report measures to explore trait-level associations among integrative wisdom, social intelligence, creativity, and social mindfulness. Across both studies, wisdom consistently moderated the link between creativity and prosociality: higher wisdom predicted either stronger positive associations (Study 2) or buffered against ethically problematic use (Study 1). In contrast, no consistent evidence was found that wisdom similarly guided the use of intelligence. These findings suggest that wisdom functions as a selective moral regulator, more effectively shaping the ethical expression of open-ended, generative capacities such as creativity than of structured, instrumental capacities such as intelligence. The results underscore the importance of aligning constructs within shared evaluative domains and provide preliminary empirical support for wisdom as a meta-capacity that channels value-sensitive strengths toward socially constructive ends.
{"title":"Can wisdom guide intelligence and creativity toward prosocial ends? Evidence from humanistic, domain-aligned assessments","authors":"Jingmin Zhang , Yuling Wang , Liuqing Tian","doi":"10.1016/j.intell.2025.101971","DOIUrl":"10.1016/j.intell.2025.101971","url":null,"abstract":"<div><div>Wisdom is theorized to regulate the ethical use of cognitive strengths, but empirical evidence for its moderating role remains limited and inconsistent. This research investigates whether wisdom guides the application of intelligence and creativity toward prosocial ends, using domain-consistent, humanistic assessments across two studies (<em>N</em> = 933). Study 1 employed performance-based measures to examine how state-level wisdom influences the prosocial deployment of social intelligence and real-life creativity in morally complex scenarios. Study 2 used self-report measures to explore trait-level associations among integrative wisdom, social intelligence, creativity, and social mindfulness. Across both studies, wisdom consistently moderated the link between creativity and prosociality: higher wisdom predicted either stronger positive associations (Study 2) or buffered against ethically problematic use (Study 1). In contrast, no consistent evidence was found that wisdom similarly guided the use of intelligence. These findings suggest that wisdom functions as a selective moral regulator, more effectively shaping the ethical expression of open-ended, generative capacities such as creativity than of structured, instrumental capacities such as intelligence. The results underscore the importance of aligning constructs within shared evaluative domains and provide preliminary empirical support for wisdom as a meta-capacity that channels value-sensitive strengths toward socially constructive ends.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101971"},"PeriodicalIF":2.8,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569973","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 : 2025-11-11DOI: 10.1016/j.intell.2025.101969
Ángel Romero-Martínez, Carolina Sarrate-Costa, Luis Moya-Albiol
Introduction
It has been highlighted how low intellectual abilities, measured in terms of the intelligence quotient (IQ), play a facilitator role in antisocial behaviors. Despite this, less attention has been paid to the role of IQ in the perpetration of violence against others.
Aim
We conducted a systematic review and meta-analysis that analyzed whether there are differences in IQ between violent and non-violent individuals (or controls), as well as examining the association between IQ and different forms of violence against others.
Methods
The systematic review followed the PRISMA framework using PubMed, Scopus and Web of Knowledge complemented with the snowball technique. Additionally, a meta-analysis was conducted using random effects, including mean comparisons and correlational outcomes.
Results
The initial identification of 5.118 studies and after removing 2.372 duplicates led the inclusion of 131 papers. It appears that violent individuals (n = 1.860), particularly those characterized by reactive violence, present a lower IQ (full [(standardized mean difference or SMD): -1.86, 95 % CI [−2.51, −1.21] compared to controls (n = 3.888), particularly when violent individuals suffered mental or personality disorder (effect sizes ranging from moderate to large). Regarding the association between variables, the three measurements of IQ were negative (correlation coefficient for full IQ r = −0.10, 95 % CIs [−0.17, −0.04] in 33.118 participants) and significantly associated with reactive forms of violence, these conclusions being heterogeneous. These results reinforce the need to delve deeper into screening assessments of perpetrators of violence against others to adequately adjust the therapeutic modules to the needs of the violent population.
{"title":"Analysis of the intelligence quotient and its contribution to reactive violence: A systematic review and meta-analysis","authors":"Ángel Romero-Martínez, Carolina Sarrate-Costa, Luis Moya-Albiol","doi":"10.1016/j.intell.2025.101969","DOIUrl":"10.1016/j.intell.2025.101969","url":null,"abstract":"<div><h3>Introduction</h3><div>It has been highlighted how low intellectual abilities, measured in terms of the intelligence quotient (IQ), play a facilitator role in antisocial behaviors. Despite this, less attention has been paid to the role of IQ in the perpetration of violence against others.</div></div><div><h3>Aim</h3><div>We conducted a systematic review and meta-analysis that analyzed whether there are differences in IQ between violent and non-violent individuals (or controls), as well as examining the association between IQ and different forms of violence against others.</div></div><div><h3>Methods</h3><div>The systematic review followed the PRISMA framework using PubMed, Scopus and Web of Knowledge complemented with the snowball technique. Additionally, a meta-analysis was conducted using random effects, including mean comparisons and correlational outcomes.</div></div><div><h3>Results</h3><div>The initial identification of 5.118 studies and after removing 2.372 duplicates led the inclusion of 131 papers. It appears that violent individuals (<em>n</em> = 1.860), particularly those characterized by reactive violence, present a lower IQ (full [(standardized mean difference or SMD): -1.86, 95 % CI [−2.51, −1.21] compared to controls (<em>n</em> = 3.888), particularly when violent individuals suffered mental or personality disorder (effect sizes ranging from moderate to large). Regarding the association between variables, the three measurements of IQ were negative (correlation coefficient for full IQ <em>r</em> = −0.10, 95 % CIs [−0.17, −0.04] in 33.118 participants) and significantly associated with reactive forms of violence, these conclusions being heterogeneous. These results reinforce the need to delve deeper into screening assessments of perpetrators of violence against others to adequately adjust the therapeutic modules to the needs of the violent population.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101969"},"PeriodicalIF":2.8,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145486034","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 : 2025-11-01DOI: 10.1016/j.intell.2025.101970
Lena Paulus , Frank M. Spinath , Elisabeth Hahn
Differences in educational trajectories between social backgrounds can only be partially explained by differences in cognitive abilities and are therefore considered educational inequalities. In this study, multiple constructs involved in the prediction of educational success were investigated in a joint approach to specify their unique contributions and to identify mechanisms associated with how socioeconomic status (SES) influences education. Multiple regression analyses were conducted on N = 2273 children (aged 10 to 12). The effect of SES on educational success was found to function via two mechanisms: First, the effect of school grades and home environment on the assignment to secondary school was moderated by SES showing stronger influence at higher SES levels. In contrast, being conscientious exerted a stronger influence for low SES children. Second, high SES children were more likely to display characteristics that positively affected their academic performance (e.g., higher self-perceived ability, educational aspiration, cognitive abilities). Overall, the disadvantage of children with low SES can be explained by the central findings that (1) school grades played a lesser role for low SES children in their recommendation for further educational paths after primary school, and (2) high SES children showed higher self-perceived abilities and higher educational aspirations unrelated to their cognitive abilities which was associated with higher educational success. Why these mechanisms occur and where they originate should be further investigated considering additional factors.
{"title":"How socioeconomic status affects a child's education – Investigating objective and subjective factors involved in shaping educational success in Germany","authors":"Lena Paulus , Frank M. Spinath , Elisabeth Hahn","doi":"10.1016/j.intell.2025.101970","DOIUrl":"10.1016/j.intell.2025.101970","url":null,"abstract":"<div><div>Differences in educational trajectories between social backgrounds can only be partially explained by differences in cognitive abilities and are therefore considered educational inequalities. In this study, multiple constructs involved in the prediction of educational success were investigated in a joint approach to specify their unique contributions and to identify mechanisms associated with how socioeconomic status (SES) influences education. Multiple regression analyses were conducted on <em>N</em> = 2273 children (aged 10 to 12). The effect of SES on educational success was found to function via two mechanisms: First, the effect of school grades and home environment on the assignment to secondary school was moderated by SES showing stronger influence at higher SES levels. In contrast, being conscientious exerted a stronger influence for low SES children. Second, high SES children were more likely to display characteristics that positively affected their academic performance (e.g., higher self-perceived ability, educational aspiration, cognitive abilities). Overall, the disadvantage of children with low SES can be explained by the central findings that (1) school grades played a lesser role for low SES children in their recommendation for further educational paths after primary school, and (2) high SES children showed higher self-perceived abilities and higher educational aspirations unrelated to their cognitive abilities which was associated with higher educational success. Why these mechanisms occur and where they originate should be further investigated considering additional factors.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101970"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525446","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 : 2025-11-01DOI: 10.1016/j.intell.2025.101967
Kevin A. Bird , John P. Jackson Jr. , Andrew S. Winston
In two simultaneously published articles in Intelligence, Woodley et al. (2025a, b) claimed that the RHR literature is very small, lacks impact and influence, and poses no special risks. The articles critiqued Bird, et al. (2024) which presented evidence of ongoing “racial hereditarian research” (RHR) in Psychology, its use by racial extremists, and the assistance of RHR psychologists to racial extremist groups. Woodley et al. (2025 a, b) ignored the evidence in Bird et al. (2024) and the past and present harm caused by long-discredited claims that African genes are associated with lower intelligence and morality. We correct false statements in Woodley et al. (2025a,b) and refute their claims that the application of rigorous standards would “undermine science” and constitutes “censorship.”
Woodley et al. （2025a, b）在Intelligence上同时发表的两篇文章中，声称RHR文献非常少，缺乏影响和影响力，不存在特殊风险。这些文章批评了Bird等人（2024），他们提出了心理学中正在进行的“种族遗传研究”（RHR）的证据，种族极端主义者使用RHR，以及RHR心理学家对种族极端主义团体的帮助。Woodley等人（2025 a, b）忽视了Bird等人（2024）的证据，以及非洲基因与低智力和低道德有关的长期不可信的说法所造成的过去和现在的危害。我们纠正了Woodley等人（2025a,b）的错误陈述，并驳斥了他们关于严格标准的应用将“破坏科学”并构成“审查”的说法。
{"title":"Racial hereditarian research remains unjustified and harmful: A reply to Woodley et al. (2025a, b)","authors":"Kevin A. Bird , John P. Jackson Jr. , Andrew S. Winston","doi":"10.1016/j.intell.2025.101967","DOIUrl":"10.1016/j.intell.2025.101967","url":null,"abstract":"<div><div>In two simultaneously published articles in <em>Intelligence,</em> Woodley et al. (2025a, b) claimed that the RHR literature is very small, lacks impact and influence, and poses no special risks. The articles critiqued Bird, et al. (2024) which presented evidence of ongoing “racial hereditarian research” (RHR) in Psychology, its use by racial extremists, and the assistance of RHR psychologists to racial extremist groups. Woodley et al. (2025 a, b) ignored the evidence in Bird et al. (2024) and the past and present harm caused by long-discredited claims that African genes are associated with lower intelligence and morality. We correct false statements in Woodley et al. (2025a,b) and refute their claims that the application of rigorous standards would “undermine science” and constitutes “censorship.”</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101967"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525445","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 : 2025-11-01DOI: 10.1016/j.intell.2025.101972
Dragos Iliescu , Samuel Greiff
{"title":"From principles to progress: One year of renewal at intelligence","authors":"Dragos Iliescu , Samuel Greiff","doi":"10.1016/j.intell.2025.101972","DOIUrl":"10.1016/j.intell.2025.101972","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101972"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575875","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 : 2025-11-01DOI: 10.1016/j.intell.2025.101968
Scott Davies , Rob Noonan , Colin Robertson , Sean Sankey
With developments in tactical complexity in association football (soccer) general intelligence and decision-making are becoming increasingly important attributes for players at all levels. However, an absence of evidence regarding general intelligence and decision-making across different positions within English Academy soccer indicates that it is unknown how specific intelligence in soccer needs to be for successful performance. This study aimed to 1) examine differences in general intelligence scores between different playing positions, 2) investigate differences in coach assessed decision-making ability between different playing positions and 3) assess differences between general intelligence test score ranks and decision-making ranks awarded by coaches to each player per position. One hundred and one participants, aged 16–18 years were recruited from eight clubs in the English Football League. Participants completed an established psychometric test of general intelligence and the lead development phase coach at each club ranked players' decision-making ability. There were 99 outfield players who participated: 37 defenders, 34 midfielders and 28 attackers. No difference was found in general intelligence scores between playing positions. However, a significant difference was found in decision-making ranks, with coaches determining attacker's decision-making to be lower than midfielders and defenders. Likewise, no difference was found between general intelligence and decision-making ranks for either defenders or midfielders, but a difference was observed between attackers' general intelligence and decision-making ranks. In conclusion, attacker's game intelligence appears to be underestimated by coaches. Consequently, utilisation of a psychometric test of general intelligence could enhance identification of talented players in Academy soccer.
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