Pub Date : 2025-08-13DOI: 10.1016/j.intell.2025.101949
Charles Chiu Hung Yip , Xiangzi Ouyang , Xiao Zhang
Raven's Standard Progressive Matrices (SPM) is widely used to assess fluid intelligence in developmental and educational research. Several short forms of the 60-item SPM have been proposed to address its lengthy design. However, an SPM short form for early elementary children is lacking, which is important given their distinct developmental milestones. To bridge this gap, the current study developed a 15-item SPM short form for children aged 6–8 years. The short form displayed a strong correlation with the 60-item SPM (r = 0.85). Monte Carlo simulation, Item Response Theory, and other validation methods collectively supported the short form as a reliable alternative to the full form SPM. Significant positive correlations between the short form with working memory and academic achievement dimensions further supported the validity of the short form. The current study complemented Langener, Kramer, van den Bos, and Huizenga (2022) to offer a complete collection of SPM short forms for developmental populations, enabling researchers to efficiently measure intelligence in these samples. The current short form minimizes participant fatigue intelligence assessments and facilitates more informative research designs, contributing to enhanced progress across developmental and educational research.
雷文标准递进矩阵（Raven’s Standard Progressive Matrices， SPM）在发展和教育研究中被广泛用于评估流体智力。60项SPM的几个简短形式已被提出，以解决其冗长的设计。然而，缺乏针对小学早期儿童的SPM简写形式，考虑到他们独特的发展里程碑，这一点很重要。为了弥补这一差距，目前的研究为6-8岁的儿童开发了一个15项的SPM简短形式。简短形式与60项SPM表现出很强的相关性（r = 0.85）。蒙特卡罗模拟、项目反应理论和其他验证方法共同支持将短格式作为完整格式SPM的可靠替代方案。短形式与工作记忆和学业成就维度显著正相关，进一步支持了短形式的效度。目前的研究补充了Langener、Kramer、van den Bos和Huizenga（2022）的研究，为发育中的人群提供了一个完整的SPM简短形式的集合，使研究人员能够有效地测量这些样本的智力。目前的简短形式最大限度地减少了参与者的疲劳智力评估，促进了更多信息的研究设计，促进了发展和教育研究的进步。
{"title":"Measuring general cognitive ability in early elementary students: A shortened version of the Raven's Standard Progressive Matrices","authors":"Charles Chiu Hung Yip , Xiangzi Ouyang , Xiao Zhang","doi":"10.1016/j.intell.2025.101949","DOIUrl":"10.1016/j.intell.2025.101949","url":null,"abstract":"<div><div>Raven's Standard Progressive Matrices (SPM) is widely used to assess fluid intelligence in developmental and educational research. Several short forms of the 60-item SPM have been proposed to address its lengthy design. However, an SPM short form for early elementary children is lacking, which is important given their distinct developmental milestones. To bridge this gap, the current study developed a 15-item SPM short form for children aged 6–8 years. The short form displayed a strong correlation with the 60-item SPM (<em>r</em> = 0.85). Monte Carlo simulation, Item Response Theory, and other validation methods collectively supported the short form as a reliable alternative to the full form SPM. Significant positive correlations between the short form with working memory and academic achievement dimensions further supported the validity of the short form. The current study complemented <span><span>Langener, Kramer, van den Bos, and Huizenga (2022)</span></span> to offer a complete collection of SPM short forms for developmental populations, enabling researchers to efficiently measure intelligence in these samples. The current short form minimizes participant fatigue intelligence assessments and facilitates more informative research designs, contributing to enhanced progress across developmental and educational research.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101949"},"PeriodicalIF":2.8,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830709","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 : 2025-08-06DOI: 10.1016/j.intell.2025.101950
Alaattin Arıkan
This study investigated the complex interplay of gender, academic achievement, and teaching subject on pre-service middle school teachers' spatial anxiety, also exploring their perceptions of its underlying causes and potential effects on future teaching practices. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 93 pre-service teachers using the Spatial Anxiety Scale, followed by qualitative data from semi-structured interviews with 12 participants. Two-way ANCOVA results, with GPA as a covariate, revealed significant main effects of gender and teaching subject on various facets of spatial anxiety. Specifically, female pre-service teachers reported higher overall and navigation anxiety than males. Science pre-service teachers exhibited lower overall, mental manipulation, and imagery anxiety compared to their peers in social studies and mathematics. Notably, no significant interaction effects between gender and teaching subject were found for any type of spatial anxiety. Correlation analyses indicated a striking positive relationship between GPA and navigation anxiety, while no significant correlations were found between GPA and other facets of spatial anxiety. This challenges the assumption that spatial anxiety uniformly decreases with higher academic achievement. Qualitative findings provided rich contextual explanations for these quantitative results, highlighting perceived cultural, environmental, and personal factors (including academic prioritization and perfectionism) associated with spatial anxiety experiences. The study underscores the importance of addressing these multifaceted anxieties in teacher education, offering insights for developing targeted interventions.
{"title":"Challenging assumptions: The complex interplay of gender, academic achievement, and teaching subject in pre-service teachers' anxiety","authors":"Alaattin Arıkan","doi":"10.1016/j.intell.2025.101950","DOIUrl":"10.1016/j.intell.2025.101950","url":null,"abstract":"<div><div>This study investigated the complex interplay of gender, academic achievement, and teaching subject on pre-service middle school teachers' spatial anxiety, also exploring their perceptions of its underlying causes and potential effects on future teaching practices. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 93 pre-service teachers using the Spatial Anxiety Scale, followed by qualitative data from semi-structured interviews with 12 participants. Two-way ANCOVA results, with GPA as a covariate, revealed significant main effects of gender and teaching subject on various facets of spatial anxiety. Specifically, female pre-service teachers reported higher overall and navigation anxiety than males. Science pre-service teachers exhibited lower overall, mental manipulation, and imagery anxiety compared to their peers in social studies and mathematics. Notably, no significant interaction effects between gender and teaching subject were found for any type of spatial anxiety. Correlation analyses indicated a striking positive relationship between GPA and navigation anxiety, while no significant correlations were found between GPA and other facets of spatial anxiety. This challenges the assumption that spatial anxiety uniformly decreases with higher academic achievement. Qualitative findings provided rich contextual explanations for these quantitative results, highlighting perceived cultural, environmental, and personal factors (including academic prioritization and perfectionism) associated with spatial anxiety experiences. The study underscores the importance of addressing these multifaceted anxieties in teacher education, offering insights for developing targeted interventions.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101950"},"PeriodicalIF":2.8,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780016","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 : 2025-07-30DOI: 10.1016/j.intell.2025.101946
Ahmet Bildiren , Derya Akbaş
Testing measurement invariance is crucial when working with diverse samples and making critical decisions about individuals, as accurate and meaningful cross-group comparisons are essential. This study investigates the measurement invariance of the Bildiren Non-Verbal Cognitive Ability (BNV) Test across gender, grade level, age, and ethnicity. The analyses utilized data from two samples comprising students aged 4 to 13: Sample 1 (N = 7745), consisting solely of Turkish students, was used for gender (boys and girls), grade level (primary and elementary), and age (4–5, 6–7, 8–9, 10–11, and 12–13 years old) comparisons, while Sample 2 (N = 1719), comprising both Turkish and Syrian students, was used for ethnicity comparisons. Measurement invariance was assessed separately for each group using a multigroup confirmatory factor analysis (MG-CFA) approach. The results indicated scalar invariance, demonstrating that factor loadings and thresholds were equivalent across gender, grade level, age, and ethnic subgroups. These findings support the comparability of factor means across these groups. The results provide validity evidence for the BNV Test scores, supporting valid comparisons across subgroups and enabling their use for diagnostic, evaluative, and selection purposes. This study underscores the importance of assessing measurement invariance to ensure test scores are interpreted fairly and accurately across diverse test-taker groups.
{"title":"Measurement invariance of Bildiren non-verbal cognitive ability (BNV) test across gender, grade level, age, and ethnicity","authors":"Ahmet Bildiren , Derya Akbaş","doi":"10.1016/j.intell.2025.101946","DOIUrl":"10.1016/j.intell.2025.101946","url":null,"abstract":"<div><div>Testing measurement invariance is crucial when working with diverse samples and making critical decisions about individuals, as accurate and meaningful cross-group comparisons are essential. This study investigates the measurement invariance of the Bildiren Non-Verbal Cognitive Ability (BNV) Test across gender, grade level, age, and ethnicity. The analyses utilized data from two samples comprising students aged 4 to 13: Sample 1 (<em>N</em> = 7745), consisting solely of Turkish students, was used for gender (boys and girls), grade level (primary and elementary), and age (4–5, 6–7, 8–9, 10–11, and 12–13 years old) comparisons, while Sample 2 (<em>N</em> = 1719), comprising both Turkish and Syrian students, was used for ethnicity comparisons. Measurement invariance was assessed separately for each group using a multigroup confirmatory factor analysis (MG-CFA) approach. The results indicated scalar invariance, demonstrating that factor loadings and thresholds were equivalent across gender, grade level, age, and ethnic subgroups. These findings support the comparability of factor means across these groups. The results provide validity evidence for the BNV Test scores, supporting valid comparisons across subgroups and enabling their use for diagnostic, evaluative, and selection purposes. This study underscores the importance of assessing measurement invariance to ensure test scores are interpreted fairly and accurately across diverse test-taker groups.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101946"},"PeriodicalIF":2.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739128","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}
Empathy is often portrayed as a defining trait of individuals with High Intellectual Potential (HIP), frequently associated with heightened sensitivity, emotional depth, or altruistic tendencies. However, such generalizations oversimplify a multidimensional construct and overlook intra-group variability in empathic functioning.
Objective and methods
This review adopts a multidimensional and developmental perspective to examine empathy in HIP individuals. Drawing on cognitive neuroscience, developmental psychology, and psychopathology, it analyzes how emotional, motivational, cognitive, regulatory, and embodied components of empathy interact with high-level intellectual functioning. Specific focus is placed on developmental asynchrony, contextual modulation, and the cognitive–emotional balance of empathy.
Results and discussion
Current evidence suggests that empathy in HIP individuals may not conform to a uniform pattern. Rather, diverse and dynamic configurations appear to emerge, potentially involving a relative dominance of cognitive empathy (CE) over emotional empathy (EE), modulated by regulatory capacities, sensory traits, motivational states, and contextual demands. While such profiles could support analytical detachment in emotionally charged situations, they might also limit affective attunement. These possible configurations—some of which may intersect with neurodevelopmental or psychopathological traits—underscore the need for cautious interpretation, subgroup differentiation, and further empirical investigation.
Conclusion
Understanding empathy in HIP individuals requires a flexible, integrative framework that accounts for developmental plasticity, regulatory diversity, and contextual influences. Such an approach refines empathy models and supports individualized interventions in educational and clinical settings. Future research should prioritize ecologically valid, embodied, and neurophysiological methods to better capture empathic variability across developmental stages.
{"title":"Empathy in subjects with high intellectual potential (HIP): Rethinking stereotypes through a multidimensional and developmental review","authors":"Nathalie Lavenne-Collot , Pascale Planche , Laurence Vaivre-Douret","doi":"10.1016/j.intell.2025.101935","DOIUrl":"10.1016/j.intell.2025.101935","url":null,"abstract":"<div><h3>Background</h3><div>Empathy is often portrayed as a defining trait of individuals with High Intellectual Potential (HIP), frequently associated with heightened sensitivity, emotional depth, or altruistic tendencies. However, such generalizations oversimplify a multidimensional construct and overlook intra-group variability in empathic functioning.</div></div><div><h3>Objective and methods</h3><div>This review adopts a multidimensional and developmental perspective to examine empathy in HIP individuals. Drawing on cognitive neuroscience, developmental psychology, and psychopathology, it analyzes how emotional, motivational, cognitive, regulatory, and embodied components of empathy interact with high-level intellectual functioning. Specific focus is placed on developmental asynchrony, contextual modulation, and the cognitive–emotional balance of empathy.</div></div><div><h3>Results and discussion</h3><div>Current evidence suggests that empathy in HIP individuals may not conform to a uniform pattern. Rather, diverse and dynamic configurations appear to emerge, potentially involving a relative dominance of cognitive empathy (CE) over emotional empathy (EE), modulated by regulatory capacities, sensory traits, motivational states, and contextual demands. While such profiles could support analytical detachment in emotionally charged situations, they might also limit affective attunement. These possible configurations—some of which may intersect with neurodevelopmental or psychopathological traits—underscore the need for cautious interpretation, subgroup differentiation, and further empirical investigation.</div></div><div><h3>Conclusion</h3><div>Understanding empathy in HIP individuals requires a flexible, integrative framework that accounts for developmental plasticity, regulatory diversity, and contextual influences. Such an approach refines empathy models and supports individualized interventions in educational and clinical settings. Future research should prioritize ecologically valid, embodied, and neurophysiological methods to better capture empathic variability across developmental stages.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101935"},"PeriodicalIF":3.3,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703562","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 : 2025-07-01DOI: 10.1016/j.intell.2025.101936
Timo Gnambs
Information and communication technology (ICT) literacy encompasses a range of cognitive abilities that facilitate the effective use of digital technologies. Two studies on German students investigated the role of reading comprehension and mathematical competence in the development of ICT literacy in adolescence. A variance decomposition analysis (N = 13,335) revealed that both competence domains together accounted for nearly half of the explained item variances in two ICT literacy assessments. Additionally, a cross-lagged panel analysis (N = 4,872) demonstrated that reading and mathematical competencies predicted ICT literacy growth over three years, while ICT literacy also had reciprocal effects on domain-specific competencies. These findings emphasize that ICT literacy is not merely a technical skill set but is also closely related to other cognitive abilities.
{"title":"Reciprocal effects between information and communication technology literacy and conventional literacies","authors":"Timo Gnambs","doi":"10.1016/j.intell.2025.101936","DOIUrl":"10.1016/j.intell.2025.101936","url":null,"abstract":"<div><div>Information and communication technology (ICT) literacy encompasses a range of cognitive abilities that facilitate the effective use of digital technologies. Two studies on German students investigated the role of reading comprehension and mathematical competence in the development of ICT literacy in adolescence. A variance decomposition analysis (<em>N</em> = 13,335) revealed that both competence domains together accounted for nearly half of the explained item variances in two ICT literacy assessments. Additionally, a cross-lagged panel analysis (<em>N</em> = 4,872) demonstrated that reading and mathematical competencies predicted ICT literacy growth over three years, while ICT literacy also had reciprocal effects on domain-specific competencies. These findings emphasize that ICT literacy is not merely a technical skill set but is also closely related to other cognitive abilities.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101936"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604507","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 : 2025-07-01DOI: 10.1016/j.intell.2025.101934
Gilles E. Gignac , Katja Schlegel
One criterion for considering emotional intelligence (EI) a true intelligence is the observation of an increase in EI across age. However, findings in this area have been mixed and predominantly based on a single measure, the MSCEIT. This study examined the relationship between age and ability-based emotional intelligence (EI) using the Geneva Emotional Competence Test (GECo) in a sample of 456 adults. Results indicated that total EI increases from early adulthood to approximately age 40 (≈ 9 EQ points), after which it plateaus and shows a modest decline in later adulthood. Notably, the emotion regulation subdimension showed no evidence of decline. Overall, these findings support the view that EI may be considered an intelligence, one that may be shaped by gains in crystallized abilities, but also potentially susceptible to later declines in fluid cognitive functioning.
{"title":"Age and ability-based emotional intelligence: Evidence from the Geneva Emotional Competence Test","authors":"Gilles E. Gignac , Katja Schlegel","doi":"10.1016/j.intell.2025.101934","DOIUrl":"10.1016/j.intell.2025.101934","url":null,"abstract":"<div><div>One criterion for considering emotional intelligence (EI) a true intelligence is the observation of an increase in EI across age. However, findings in this area have been mixed and predominantly based on a single measure, the MSCEIT. This study examined the relationship between age and ability-based emotional intelligence (EI) using the Geneva Emotional Competence Test (GECo) in a sample of 456 adults. Results indicated that total EI increases from early adulthood to approximately age 40 (≈ 9 EQ points), after which it plateaus and shows a modest decline in later adulthood. Notably, the emotion regulation subdimension showed no evidence of decline. Overall, these findings support the view that EI may be considered an intelligence, one that may be shaped by gains in crystallized abilities, but also potentially susceptible to later declines in fluid cognitive functioning.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101934"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144524339","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}
Declines in cognitive performance have been observed in many Western countries in the 21st century, but it is still unclear whether similar declines are occurring in East Asian countries. We examined trends in cognitive performance over a 20-year period in Japan and analyzed how these trends varied from infancy to adulthood and between males and females. Data were collected between 1998 and 2001 (n = 2677; 49 % females) and 2014 and 2019 (n = 3243; 51 % females) using the Kyoto Scale of Psychological Development and analyzed using linear regression models. We found that cognitive performance had improved over the years for boys and girls aged 3 to 10 years old, with only minor changes observed at younger and older ages. Girls showed an advantage in cognitive development over boys from 1 to 3 years of age, while boys outperformed girls from 10 years of age into adulthood. We found suggestive evidence of slightly faster improvement in cognitive development over the years in boys compared to girls. These results were roughly similar for general cognitive development, cognitive-adaptive development, and language-social development. These findings suggest that the cognitive performance of Japanese children has continued to improve over the past two decades. Japan provides an example that the decline in cognitive performance observed in many industrialized countries in the 21st century is not inevitable.
{"title":"Cognitive performance from infancy to adulthood in Japan from 1998–2001 to 2014–2019: A study using the Kyoto Scale of Psychological Development","authors":"Hideyo Goma , Shun Tanaka , Toshiki Matsuoka , Hiroyuki Shimizu , Satomi Shimizu , Yui Zen , Emi Adachi , Motoko Ishikawa , Karri Silventoinen","doi":"10.1016/j.intell.2025.101937","DOIUrl":"10.1016/j.intell.2025.101937","url":null,"abstract":"<div><div>Declines in cognitive performance have been observed in many Western countries in the 21st century, but it is still unclear whether similar declines are occurring in East Asian countries. We examined trends in cognitive performance over a 20-year period in Japan and analyzed how these trends varied from infancy to adulthood and between males and females. Data were collected between 1998 and 2001 (<em>n</em> = 2677; 49 % females) and 2014 and 2019 (<em>n</em> = 3243; 51 % females) using the Kyoto Scale of Psychological Development and analyzed using linear regression models. We found that cognitive performance had improved over the years for boys and girls aged 3 to 10 years old, with only minor changes observed at younger and older ages. Girls showed an advantage in cognitive development over boys from 1 to 3 years of age, while boys outperformed girls from 10 years of age into adulthood. We found suggestive evidence of slightly faster improvement in cognitive development over the years in boys compared to girls. These results were roughly similar for general cognitive development, cognitive-adaptive development, and language-social development. These findings suggest that the cognitive performance of Japanese children has continued to improve over the past two decades. Japan provides an example that the decline in cognitive performance observed in many industrialized countries in the 21st century is not inevitable.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101937"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611600","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 : 2025-06-21DOI: 10.1016/j.intell.2025.101933
Jüri Allik, Helle Pullmann
Studies have demonstrated that people's self-reported intelligence (SRI) is only weakly correlated with their psychometrically measured IQ, which challenges the idea that asking someone how intelligent they are can serve as a reliable proxy for formal ability testing. Data collected from a large sample of Estonian schoolchildren aged 7 to 18 years (N = 4544) showed that only by around age of 10 do children's cognitive abilities develop to a level that allows them to make reasonably accurate self-assessments, as measured by the Raven Standard Progressive Matrices (RSPM). We conclude that meaningful comparisons of one's intellectual abilities with those of peers are only possible once general cognitive development has reached a stage of reflective intelligence, capable of using formal operations and aligning mental concepts with reality. One way to improve the agreement between the SRI and IQ test scores is to increase the reliability of subjective ratings, either by using more items or by enhancing inter-item correlations. However, this agreement has an upper limit, as discrepancies remain between psychologists' definitions of intelligence and lay conceptions, which often conflate intelligence with self-esteem and other unrelated constructs.
{"title":"How accurately does self-reported intelligence reflect psychometrically measured IQ?","authors":"Jüri Allik, Helle Pullmann","doi":"10.1016/j.intell.2025.101933","DOIUrl":"10.1016/j.intell.2025.101933","url":null,"abstract":"<div><div>Studies have demonstrated that people's self-reported intelligence (SRI) is only weakly correlated with their psychometrically measured IQ, which challenges the idea that asking someone how intelligent they are can serve as a reliable proxy for formal ability testing. Data collected from a large sample of Estonian schoolchildren aged 7 to 18 years (<em>N</em> = 4544) showed that only by around age of 10 do children's cognitive abilities develop to a level that allows them to make reasonably accurate self-assessments, as measured by the Raven Standard Progressive Matrices (RSPM). We conclude that meaningful comparisons of one's intellectual abilities with those of peers are only possible once general cognitive development has reached a stage of reflective intelligence, capable of using formal operations and aligning mental concepts with reality. One way to improve the agreement between the SRI and IQ test scores is to increase the reliability of subjective ratings, either by using more items or by enhancing inter-item correlations. However, this agreement has an upper limit, as discrepancies remain between psychologists' definitions of intelligence and lay conceptions, which often conflate intelligence with self-esteem and other unrelated constructs.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101933"},"PeriodicalIF":3.3,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144329659","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 : 2025-06-18DOI: 10.1016/j.intell.2025.101932
Alexa K. Bushinski, Thomas S. Redick
Spatial navigation is a complex skill that relies on many aspects of cognition. Our study aims to clarify the role of working memory in spatial navigation, and particularly, the potentially separate contributions of verbal and visuospatial working memory. We leverage individual differences to understand how working memory differs among types of navigators and the predictive utility of verbal and visuospatial working memory. Data were analyzed from N = 253 healthy, young adults. Participants completed multiple measures of verbal and visuospatial working memory and a spatial navigation task called Virtual Silcton. We found that better navigators may rely more on visuospatial working memory. Additionally, using a relative weights analysis, we found that visuospatial working memory accounts for a large majority of variance in spatial navigation when compared to verbal working memory. Our results suggest individual differences in working memory are domain-specific in this context of spatial navigation, with visuospatial working memory being the primary contributor.
{"title":"Individual differences in spatial navigation and working memory","authors":"Alexa K. Bushinski, Thomas S. Redick","doi":"10.1016/j.intell.2025.101932","DOIUrl":"10.1016/j.intell.2025.101932","url":null,"abstract":"<div><div>Spatial navigation is a complex skill that relies on many aspects of cognition. Our study aims to clarify the role of working memory in spatial navigation, and particularly, the potentially separate contributions of verbal and visuospatial working memory. We leverage individual differences to understand how working memory differs among types of navigators and the predictive utility of verbal and visuospatial working memory. Data were analyzed from <em>N</em> = 253 healthy, young adults. Participants completed multiple measures of verbal and visuospatial working memory and a spatial navigation task called Virtual Silcton. We found that better navigators may rely more on visuospatial working memory. Additionally, using a relative weights analysis, we found that visuospatial working memory accounts for a large majority of variance in spatial navigation when compared to verbal working memory. Our results suggest individual differences in working memory are domain-specific in this context of spatial navigation, with visuospatial working memory being the primary contributor.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101932"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306984","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 : 2025-06-04DOI: 10.1016/j.intell.2025.101931
Joseph L. Nedelec , Curtis S. Dunkel , Dimitri van der Linden
Metacognition is a process that relates to thinking about thinking. Observed variation in metacognitive processes related to intelligence have often been referred to as the Dunning-Kruger effect (DKE). The DKE describes how individuals often overestimate their competence in a field where they lack expertise, while experts tend to slightly underestimate their competence. Applied to general intelligence, the DKE suggests discrepancies between self-assessed intelligence (SAI) and objective measures of intelligence. Recently, however, the methods used to assess the DKE have been subject to critique. The current study innovatively assessed the DKE by using a mechanistic and genetically informed approach. ACE decomposition models were estimated on a large sample of twins (n = 920; [nMZ = 388; nDZ = 532]) drawn from the restricted version of the National Longitudinal Study of Adolescent to Adult Health. Findings illustrated that about 44 % of the variance in a traditional measure of the DKE (difference scores: SAI – objective IQ) was accounted for by genetic factors in the full sample. However, the pattern differed over quartiles of objective IQ where genetic factors accounted for less of the variance in the lower quartiles (about 30 %) and increased to over 75 % of the variance in the highest quartile (remaining variance was due to nonshared environmental factors). Limitations notwithstanding (including a weak and relatively isolated DKE), the current study adds potential support for the validity of the DKE.
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