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Can wisdom guide intelligence and creativity toward prosocial ends? Evidence from humanistic, domain-aligned assessments 智慧能引导智力和创造力走向亲社会的目标吗？来自人文主义、领域一致评估的证据

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2026-01-01 Epub Date: 2025-11-19 DOI: 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.

从理论上讲，智慧是为了规范认知优势的道德使用，但其调节作用的经验证据仍然有限且不一致。本研究通过对两项研究（N = 933）进行领域一致的人文评估，调查了智慧是否会引导智力和创造力向亲社会目标的应用。研究1采用基于绩效的措施来检验在道德复杂的情境下，国家层面的智慧如何影响社会智力和现实生活中的创造力的亲社会部署。研究2采用自我报告方法探讨综合智慧、社会智力、创造力和社会正念之间的特质水平关联。在这两项研究中，智慧一直在调节创造力和亲社会之间的联系：更高的智慧要么预示着更强的积极联系（研究2），要么预示着对有道德问题的使用的缓冲（研究1）。相比之下，没有一致的证据表明智慧同样指导着智力的使用。这些发现表明，智慧作为一种选择性的道德调节器，比结构化的、工具性的能力（如智力）更有效地塑造开放式的、创造性的能力（如创造力）的伦理表达。研究结果强调了在共享评估领域内调整结构的重要性，并为智慧作为一种元能力提供了初步的实证支持，这种能力将价值敏感的优势引导到社会建设性的目的。

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引用次数: 0

The effect of processing speed on academic fluency in children with neurodevelopmental disorders 加工速度对神经发育障碍儿童学业流畅性的影响

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-10-07 DOI: 10.1016/j.intell.2025.101965

Soo Youn Kim , Jordyn Esprit , Ann Levine , Kevin G. Stephenson

Poor processing speed (PS) is frequently observed in individuals with neurodevelopmental disorders. However, mixed findings exist on the predictive validity of such processing speed impairment and the role of working memory (WM). We conducted a retrospective chart review of patients evaluated at a developmental assessment clinic between March 2018 and December 2022. Patients with available data on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) and the Woodcock-Johnson, Fourth Edition, Tests of Achievement (WJ IV ACH) were included (n = 77, 69 % male; M_age = 10.6, SD_age = 2.5; FSIQ range = 47–129). We performed a mediation analysis with academic fluency (AF) as the dependent variable, PS as the predictor, WM as the mediator, and academic skills and general intelligence as covariates. Both the direct and indirect effects of PS were significant prior to adding covariates. However, only the direct effect of PS was robust, independent of the effects of academic skills and general intelligence. The indirect effect of PS through WM was insignificant after accounting for the general academic skills and intelligence. Therefore, PS explains a unique variance in AF. This finding suggests that PS may be an exception to the criticism of cognitive profile analysis. Interpreting the PS score as a relative strength or weakness within a cognitive profile may uniquely predict their timed academic performance in youth with neurodevelopmental disorders.

处理速度差（PS）在神经发育障碍患者中经常观察到。然而，对于这种加工速度损伤的预测效度和工作记忆的作用，研究结果不一。我们对2018年3月至2022年12月期间在一家发育评估诊所接受评估的患者进行了回顾性图表回顾。纳入韦氏儿童智力量表第五版（WISC-V）和Woodcock-Johnson成就测试第四版（WJ IV ACH）中可用数据的患者（n = 77, 69%为男性；Mage = 10.6, SDage = 2.5； FSIQ范围= 47-129）。我们以学术流利度（AF）为因变量，PS为预测因子，WM为中介变量，学术技能和一般智力为协变量进行中介分析。在加入协变量之前，PS的直接和间接影响均显著。然而，只有PS的直接影响是稳健的，独立于学术技能和一般智力的影响。在考虑一般学术技能和智力后，PS通过WM的间接影响不显著。因此，PS解释了AF的独特差异。这一发现表明，PS可能是认知概况分析批评的一个例外。将PS分数解释为认知概况中的相对优势或劣势，可以独特地预测患有神经发育障碍的青少年的时间学习成绩。

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引用次数: 0

Cloze test performance and cognitive abilities: A comprehensive meta-analysis 完形填空测试表现与认知能力：一项综合元分析

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-10-10 DOI: 10.1016/j.intell.2025.101962

Friederike Busse , Luc Zimny , Ulrich Schroeders , Oliver Wilhelm

Cloze tests have a long history and have been used to measure various abilities, including intelligence, reading comprehension, and language proficiency. To locate cloze tests within a nomological network of cognitive abilities, we conducted a multilevel random effects meta-analysis covering 110 years of research. Studies were eligible if they provided a measure of association between a cognitive fill-in-the-blank test and any cognitive ability test. We synthesized manifest correlations from 89 studies (N = 37,912, k = 634) and found an average correlation of r = .54 (95% CI [.49, .59], k = 485) with crystallized intelligence, r = .48 (95% CI [.42, .54], k = 69) with fluid intelligence, and r =.61 (95% CI [.46, .77], k = 32) with general intelligence. While today's application of the typical cloze is to measure reading comprehension, our results revealed a similarly strong association with a broad range of crystallized abilities. Of the key moderators we investigated—text base, administration mode, deletion pattern, and response type—only the response type showed a significant effect. Sensitivity analyses supported the robustness of our findings. We conclude by revisiting the origin of the cloze test and highlighting the need for systematic studies on how different cloze test designs affect construct validity. Whereas the meta-analytic database predominantly originates from language research, where cloze tests are entrenched as markers of language proficiency, we propose reframing cloze tests as a versatile intelligence test format—just like multiple-choice tests constitute a testing method—that can be tailored to assess various specific cognitive abilities.

完形填空测试有着悠久的历史，被用来衡量各种能力，包括智力、阅读理解和语言能力。为了在认知能力的规律网络中定位完形填空测试，我们进行了一项涵盖110年研究的多层次随机效应荟萃分析。如果研究提供了认知填空测试和任何认知能力测试之间的关联衡量标准，那么这些研究是合格的。我们综合了89项研究（N = 37,912, k = 634）的明显相关性，发现平均相关性r = 0.54 (95% CI[。49岁。[59], k = 485), r = 0.48 (95% CI[。42岁。[54], k = 69), r = 0.6195% ci[。46岁。[77], k = 32)。虽然今天典型的完形填空的应用是衡量阅读理解，但我们的结果显示，它与广泛的结晶能力有着同样强烈的联系。在我们调查的主要版主（文本库、管理模式、删除模式和响应类型）中，只有响应类型显示出显著的影响。敏感性分析支持我们研究结果的稳健性。最后，我们回顾了完形填空测试的起源，并强调需要系统地研究不同的完形填空测试设计如何影响结构效度。鉴于元分析数据库主要来源于语言研究，其中完形填空测试被确立为语言能力的标志，我们建议将完形填空测试重新构建为一种通用的智力测试形式——就像多项选择测试构成一种测试方法一样——可以量身定制以评估各种特定的认知能力。

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引用次数: 0

Bayesian networks to evaluate and test the Raven’s colored progressive matrices 贝叶斯网络来评估和测试Raven的彩色渐进矩阵

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-10-21 DOI: 10.1016/j.intell.2025.101964

Matteo Orsoni , Matilde Spinoso , Sara Garofalo , Noemi Mazzoni , Sara Giovagnoli , Debora de Chiusole , Pasquale Anselmi , Alice Bacherini , Irene Pierluigi , Luca Stefanutti , Giulia Balboni , Mariagrazia Benassi

The present study explores the inter-item dependencies within Raven’s Colored Progressive Matrices (CPMs) across childhood developmental stages by leveraging different Bayesian Network (BN) models. The data were collected from 255 participants aged 4 to 11 and analyzed using both theory-driven (including transitive independence and various sequential dependence structures) and data-driven approaches. The data-driven BN structure learning was developed by incorporating bootstrap stability analysis and parameter optimization, while the hypothesis comparison was carried out via Bayes factors. Furthermore, the model’s validity and generalizability were examined through the implementation of the leave-one-out cross-validation (LOOCV) approach. The findings revealed that the Sequential Data-Driven Model exhibited consistent superiority over conventional theory-driven hypothesis models. This suggest the presence of complex interrelationships that might challenge the assumption of local independence in psychometric assessments. Furthermore, our cross-validation analyses and model fit findings reveal that robust sequential dependencies and direct item-to-item influences are more stable in kindergarten samples. Conversely, as students progress through primary school, their response patterns become more heterogeneous and variable, likely reflecting a transition toward more flexible and individualized cognitive approaches. In conclusion, these results suggest the presence of complex patterns of item interdependence in the CPMs, thereby establishing the foundation for the development of advanced scoring methodologies and prompting additional investigation into the cognitive processes underlying these dependencies.

本研究利用不同的贝叶斯网络（BN）模型，探讨了儿童发育阶段Raven’s Colored Progressive Matrices （cpm）的项目间依赖关系。从255名4 - 11岁的参与者中收集数据，并使用理论驱动（包括传递独立和各种顺序依赖结构）和数据驱动的方法进行分析。结合自举稳定性分析和参数优化，开发了数据驱动的BN结构学习，并通过贝叶斯因子进行假设比较。此外，通过实施留一交叉验证（LOOCV）方法来检验模型的有效性和泛化性。结果表明，序列数据驱动模型比传统的理论驱动假设模型具有一致性的优越性。这表明存在复杂的相互关系，可能会挑战心理测量评估中局部独立性的假设。此外，我们的交叉验证分析和模型拟合结果表明，稳健的序列依赖和直接的项目对项目的影响在幼儿园样本中更为稳定。相反，随着学生在小学阶段的进步，他们的反应模式变得更加异质和多变，可能反映了向更灵活和个性化的认知方法的转变。总之，这些结果表明cpm中存在复杂的项目相互依赖模式，从而为开发先进的评分方法奠定了基础，并促进了对这些依赖背后的认知过程的进一步研究。

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引用次数: 0

Writing hand preference and cognitive function across the childhood years: Findings from the Millennium Cohort Study 童年时期的写字手偏好和认知功能：来自千年队列研究的发现

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-09-02 DOI: 10.1016/j.intell.2025.101952

Maria Sifaki , Eirini Flouri

Some evidence suggests that non-right-handed children have somewhat lower cognitive abilities than their right-handed counterparts, but differences are weak and inconsistent. Further research is needed to understand whether cognitive skill differences between right-handed and non-right-handed children in the general population exist, and if so when they emerge, how they develop across time, and how they may vary for different skills. This study, using longitudinal data from 11,371 children (50.07 % girls) of the UK's Millennium Cohort Study (MCS), explored the associations between writing hand preference and a range of verbal and non-verbal cognitive skills (10 cognitive skill scores overall) at ages 3, 5, 7, and 11 years. Writing hand preference (right-hand/non-right-hand) was reported by children at age 14 (a retrospective measure). We imputed missing data and ran regression modelling, while adjusting for covariates. Writing hand preference was associated with pattern construction at ages 5 and 7 and with verbal reasoning and spatial working memory at age 11, with right-handers performing better. Effect sizes were very small. Sensitivity analyses excluding the small number of children reporting using either hand replicated these results. Our findings suggest that non-right-handed children show some disadvantage, especially in spatial skills, across the primary school years. Supporting their spatial skills could be of benefit.

一些证据表明，非右撇子儿童的认知能力略低于右撇子儿童，但差异微弱且不一致。需要进一步的研究来了解一般人群中右撇子和非右撇子之间的认知技能差异是否存在，如果存在，当它们出现时，它们如何随着时间的推移而发展，以及它们如何因不同的技能而变化。这项研究使用了来自英国千禧年队列研究（MCS）的11371名儿童（50.07%是女孩）的纵向数据，探索了3岁、5岁、7岁和11岁时的书写偏好与一系列语言和非语言认知技能（总共10项认知技能得分）之间的关系。14岁的儿童报告了书写偏好（右手/非右手）（回顾性测量）。我们输入缺失数据并运行回归模型，同时调整协变量。写字手偏好与5岁和7岁时的模式构建有关，与11岁时的口头推理和空间工作记忆有关，右撇子表现更好。效应量非常小。敏感性分析排除了使用任何一种方法报告的少数儿童，重复了这些结果。我们的研究结果表明，非右撇子儿童在小学阶段表现出一些劣势，尤其是在空间技能方面。支持他们的空间技能可能是有益的。

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引用次数: 0

How socioeconomic status affects a child's education – Investigating objective and subjective factors involved in shaping educational success in Germany 社会经济地位如何影响孩子的教育——调查影响德国教育成功的客观和主观因素

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-11-12 DOI: 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.

社会背景之间教育轨迹的差异只能部分地用认知能力的差异来解释，因此被认为是教育不平等。在本研究中，我们以一种联合的方式调查了与教育成功预测相关的多个构念，以明确它们的独特贡献，并确定与社会经济地位（SES）如何影响教育相关的机制。对N = 2273名10 ~ 12岁儿童进行多元回归分析。研究发现，社会经济地位对学业成功的影响通过两种机制发挥作用：第一，学校成绩和家庭环境对中学任务的影响被社会经济地位所调节，社会经济地位越高，其影响越强。相反，责任心对低社会经济地位儿童的影响更大。第二，高社会经济地位儿童更有可能表现出对学业成绩有积极影响的特征（如更高的自我感知能力、教育抱负、认知能力）。总体而言，低社会经济地位儿童的劣势可以用中心研究结果来解释：(1)低社会经济地位儿童在小学毕业后继续教育路径的推荐中，学校成绩的作用较小；(2)高社会经济地位儿童表现出与认知能力无关的更高的自我感知能力和更高的教育愿望，而认知能力与更高的教育成功相关。这些机制发生的原因和起源应考虑到其他因素进一步调查。

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引用次数: 0

Family-level intelligence and maternal health: A cross-cohort, cross-generational longitudinal study using the NLSY 家庭水平智力和孕产妇健康：使用NLSY的跨队列、跨代纵向研究

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-10-24 DOI: 10.1016/j.intell.2025.101966

Wänström Linda , O'’Keefe Patrick , Muniz-Terrera Graciela , Voll Stacey , D. Mann Frank , Clouston Sean , Hofer Scott , L. Rodgers Joseph

This study examines the association between family-level intelligence metrics, and maternal health outcomes in middle age, as captured in the National Longitudinal Survey of Youth. Building on past research documenting links between maternal intelligence and health, our study expands the inquiry by exploring how both variations and trends in family-level intelligence are associated with maternal middle-age health. We use multilevel modeling analysis to extract family intelligence levels and growth scores from children's Peabody Individual Achievement Test of math, reading recognition and reading comprehension. We use two time-points, ten years apart, to extract levels and growth scores from maternal middle-aged health data. We then use canonical correlation analysis to examine the associations between family intelligence and maternal health. Our results show a positive association between family cognition and maternal health. Families with greater math and reading recognition levels experience better levels of maternal health outcomes. Patterns also suggest that low levels in math and reading comprehension are related to larger declines in physical health. We discuss implications of intellectual development in the family, noting that higher family intelligence not only holds intrinsic value but also is associated with improved maternal health outcomes. We discuss a possible “Flynn effect transfer” within the family context, where intellectual advancement correlates with positive health trajectories in midlife mothers. Future research could extend these insights to explore further downstream effects on both maternal and child well-being.

本研究考察了家庭水平智力指标与中年产妇健康结果之间的关系，如国家青年纵向调查所捕获的。在过去记录母亲智力与健康之间联系的研究的基础上，我们的研究通过探索家庭水平智力的变化和趋势如何与母亲中年健康相关来扩展调查。本研究采用多水平模型分析方法提取儿童皮博迪个人成就测验的数学、阅读识别和阅读理解的家庭智力水平和成长分数。我们使用两个时间点，间隔十年，从产妇中年健康数据中提取水平和生长分数。然后，我们使用典型相关分析来检查家庭智力和孕产妇健康之间的关系。我们的研究结果表明，家庭认知与孕产妇健康呈正相关。数学和阅读认知水平越高的家庭，其孕产妇健康状况就越好。模式还表明，数学和阅读理解水平低与身体健康状况的大幅下降有关。我们讨论了家庭中智力发展的影响，注意到较高的家庭智力不仅具有内在价值，而且与改善的孕产妇健康结果有关。我们在家庭背景下讨论了一种可能的“弗林效应转移”，即智力进步与中年母亲的积极健康轨迹相关。未来的研究可以扩展这些见解，以探索对孕产妇和儿童福祉的进一步下游影响。

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引用次数: 0

Humans peak in midlife: A combined cognitive and personality trait perspective 人类在中年达到顶峰：一个认知和人格特质的综合视角

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-09-22 DOI: 10.1016/j.intell.2025.101961

Gilles E. Gignac , Marcin Zajenkowski

Fluid intelligence, which peaks near age 20 and declines materially across adulthood, is often regarded as the most critical cognitive ability for predicting important life outcomes. Yet, human achievement in domains such as career success tends to peak much later, typically between the ages of 55 and 60. This discrepancy may reflect the fact that, while fluid intelligence may decline with age, other dimensions improve (e.g., crystallized intelligence, emotional intelligence). To examine this possibility, we analyzed age-related trends across nine constructs associated with life success: cognitive abilities, personality traits, emotional intelligence, financial literacy, moral reasoning, resistance to sunk cost bias, cognitive flexibility, cognitive empathy, and need for cognition. We extracted age-related findings from published studies for each dimension and standardized all scores to T-scores for comparability. We then constructed a Cognitive-Personality Functioning Index (CPFI) and compared two weighting approaches: a Conventional model, emphasizing intelligence and core personality traits, and a Comprehensive model, integrating a broader array of dimensions. Both models revealed a peak in overall functioning during late midlife (ages 55 to 60) but diverged at the younger and older ends of adulthood: under Conventional weighting, older adults scored well below young adults, whereas under Comprehensive weighting, the two groups were roughly equivalent. These findings suggest that functional capacity, defined in terms of key differential psychological traits, may peak in late midlife, closely aligning with the typical peak in career achievement. Also, individuals best suited for high-stakes decision-making roles are unlikely to be younger than 40 or older than 65.

液态智力在20岁左右达到顶峰，成年后急剧下降，通常被认为是预测重要人生结局的最关键的认知能力。然而，人类在事业成功等领域的成就往往要晚得多，通常在55岁到60岁之间达到顶峰。这种差异可能反映了这样一个事实，即虽然流体智力可能随着年龄的增长而下降，但其他方面（例如，结晶智力、情商）却会提高。为了检验这种可能性，我们分析了与生活成功相关的九个构念的年龄相关趋势：认知能力、人格特质、情商、财务素养、道德推理、对沉没成本偏见的抵抗力、认知灵活性、认知同理心和认知需求。我们从每个维度的已发表研究中提取了与年龄相关的发现，并将所有分数标准化为t分数以进行可比性。然后，我们构建了一个认知-人格功能指数（CPFI），并比较了两种加权方法：传统模型，强调智力和核心人格特征，综合模型，整合了更广泛的维度。两种模型都显示，在中年晚期（55岁至60岁）整体功能达到峰值，但在成年的年轻和老年阶段出现分歧：在常规加权下，老年人的得分远低于年轻人，而在综合加权下，两组人的得分大致相当。这些发现表明，以关键的不同心理特征来定义的功能能力可能在中年后期达到顶峰，与职业成就的典型顶峰密切相关。此外，最适合高风险决策角色的人不太可能在40岁以下或65岁以上。

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引用次数: 0

Racial hereditarian research remains unjustified and harmful: A reply to Woodley et al. (2025a, b) 种族遗传主义研究仍然是不合理和有害的：对Woodley等人（2025a, b）的答复。

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-11-12 DOI: 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。

引用次数: 0

Critical thinking disposition as a mediator in creativity and problem-solving: A MASEM study 批判性思维倾向在创造力和问题解决中的中介作用：一项MASEM研究

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-08-23 DOI: 10.1016/j.intell.2025.101951

Ayhan Koçoğlu , Sedat Kanadlı

Critical thinking disposition (CTD) is a higher-order thinking skill that plays a crucial role due to its direct and indirect effects on problem-solving (PS) and creative thinking (CT) skills. Studies in the field of education frequently emphasize critical thinking as an important component of 21st-century skills. Accordingly, this study examined the mediating role of critical thinking disposition between problem-solving and creative thinking skills. Utilizing the meta-analytic structural equation modeling (MASEM) method, this study synthesized 74 correlation values from 64 studies. These correlations examined the relationships between critical thinking disposition (CTD) and problem-solving skills (PSS) (k = 53), CTD and creative thinking skills (CTS) (k = 15), and PSS and CTS (k = 6). Correlation coefficients were considered to test the mediating role of CTD in the relationship between creative thinking and problem-solving. Data collected from a total population of 17,273 individuals were included in the analysis. The research results show that CTD is related to both PSS and CTS. Furthermore, it was determined that CTD acts as a partial mediator in the relationship between PSS and CTS. According to this result, creative thinking affects problem-solving both directly and indirectly through critical thinking disposition, with these pathways collectively explaining 22 % of the variance in problem-solving. The study findings also indicated that the scales used to measure CTD might yield different results concerning the relationships with PSS and CTS. Conversely, it was determined that the country where the studies were conducted, participant age, and gender were not significant moderators. These findings highlight the interconnectedness of these higher-order thinking skills and suggest that interventions targeting CTD could enhance both creative and problem-solving abilities, while also underscoring the need for careful consideration of measurement instruments.

批判性思维倾向（Critical thinking disposition， CTD）是一种高阶思维技能，它对解决问题（problem-solving， PS）和创造性思维（creative thinking， CT）具有直接和间接的影响。教育领域的研究经常强调批判性思维是21世纪技能的重要组成部分。因此，本研究考察了批判性思维倾向在解决问题能力和创造性思维能力之间的中介作用。本研究利用meta分析结构方程模型（MASEM）方法，综合64项研究的74个相关值。这些相关性检验了批判性思维倾向（CTD）与解决问题能力（PSS）（k = 53）、批判性思维倾向（CTD）与创造性思维能力（CTS）（k = 15）、创造性思维倾向和CTS （k = 6）之间的关系。通过相关系数检验CTD在创造性思维与问题解决之间的中介作用。从17,273个个体中收集的数据被纳入分析。研究结果表明，CTD与PSS和CTS都有关系。此外，我们确定CTD在PSS和CTS之间的关系中起部分中介作用。根据这一结果，创造性思维通过批判性思维倾向直接或间接地影响解决问题，这些途径共同解释了解决问题的22%的差异。研究结果还表明，用于测量CTD的量表可能会对PSS和CTS的关系产生不同的结果。相反，研究进行的国家、参与者的年龄和性别并不是显著的调节因素。这些发现强调了这些高阶思维技能的相互联系，并表明针对CTD的干预措施可以提高创造性和解决问题的能力，同时也强调了仔细考虑测量工具的必要性。

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引用次数: 0