Intelligence最新文献

This study examined how brain structure influences creative performance during cooperation with others. This study employed graph theory to analyze the moderating effect of connectivity efficiency of a default mode network (DMN) on individuals' creative performance in interactive situations. The results showed that the global efficiencies of the DMN moderated the relationship between individuals' divergent thinking performance in the single- and paired-player modes. When the global efficiency in the DMN is high, an individual's originality performance in the single-player mode has high predictive power for performance in the paired-player mode. In addition, the global efficiency of the DMN can moderate the relationship between the flexibility scores in the single- and paired-player modes. In the case of high global efficiency, the flexibility performance in single-player mode has a higher predictive power in interactive situations. Furthermore, the nodal efficiency of the parahippocampal cortex can moderate the correlation between fluency (an index of divergent thinking) scores in the single- and paired-player modes, whereas the nodal efficiency of the anterior medial prefrontal cortex can moderate the relationship between the Chinese Radical Remote Associates Test performance in the single- and paired-player modes.

Previous studies have found that participants use two cognitive strategies—constructive matching and response elimination—in responding to items in the Raven's Advanced Progressive Matrices (APM). This study proposed a multi-strategy psychometric model that builds on item responses and also incorporates eye-tracking measures, including but not limited to the proportional time on matrix area (PTM), the rate of toggling (ROT), and the rate of latency to first toggle (RLT). By jointly analyzing item responses and eye-tracking measures, this model can measure each participant's intelligence and identify the cognitive strategy used by each participant for each item in the APM. Several main findings were revealed from an eye-tracking-based APM study using the proposed model: (1) The effects of PTM and RLT on the constructive matching strategy selection probability were positive and higher for the former than the latter, while the effect of ROT was negligible. (2) The average intelligence of participants who used the constructive matching strategy was higher than that of participants who used the response elimination strategy, and participants with higher intelligence were more likely to use the constructive matching strategy. (3) High-intelligence participants increased their use of the constructive matching strategy as item difficulty increased, whereas low-intelligence participants decreased their use as item difficulty increased. (4) Participants took significantly less time using the constructive matching strategy than the response elimination strategy. Overall, the proposed model follows the theory-driven modeling logic and provides a new way of studying cognitive strategy in the APM by presenting quantitative results.

Tilt refers to a pattern of specific abilities and is based on within subject differences in two abilities (e.g., technical and academic), producing relative strength in one ability (technical) and relative weakness in another ability (academic). This study examined sex differences in the development of tilt in adolescence (13- to 17-years) using the National Longitudinal Survey of Youth (N = 6969), a representative sample of adolescents in the United States. Tilt was based on within subject differences in technical (mechanical, electrical, automotive) and academic abilities (math or verbal) on the Armed Services Vocational Aptitude Battery. The differences produced tech tilt (technical > academic) and academic tilt (academic > technical). Consistent with investment theories and sex differences in technical preferences, males showed increases in tech tilt over time, whereas females showed increases in academic tilt over time, with sex differences in tilt increasing with age. In addition, processing speed and general intelligence (g) mediated most age-tilt relations, with age-tech tilt relations generally being stronger for males. The stronger age-tech tilt relations for males support investment theories and sex differences in vocational interests, which assume that stronger technical interests in males accelerate increases in tech tilt over time. The mediating effects of speed and g are consistent with cascade theories, which assume that age-related increases in speed boost g, which in turn boosts tilt. Future research should examine factors that influence sex differences in the development of tilt, including vocational interests (e.g., technical and academic), developmental period (e.g., later adulthood), and exceptional ability (e.g., intellectual giftedness).

It is well documented that memory is heritable and that older adults tend to have poorer memory performance than younger adults. However, whether the magnitudes of genetic and environmental contributions to late-life verbal episodic memory ability differ from those at earlier ages remains unresolved. Twins from 12 studies participating in the Interplay of Genes and Environment in Multiple Studies (IGEMS) consortium constituted the analytic sample. Verbal episodic memory was assessed with immediate word list recall (N = 35,204 individuals; 21,792 twin pairs) and prose recall (N = 3805 individuals; 2028 twin pairs), with scores harmonized across studies. Average test performance was lower in successively older age groups for both measures. Twin models found significant age moderation for both measures, with total inter-individual variance increasing significantly with age, although it was not possible definitively to attribute the increase specifically to either genetic or environmental sources. Pooled results across all 12 studies were compared to results where we successively dropped each study (leave-one-out) to assure results were not due to an outlier. We conclude the models indicated an overall increase in variance for verbal episodic memory that was driven by a combination of increases in the genetic and nonshared environmental parameters that were not independently statistically significant. In contrast to reported results for other cognitive domains, differences in environmental exposures are comparatively important for verbal episodic memory, especially word list learning.

This study addressed a gap in the research literature by evaluating the validity of general mental ability (g) and personality test scores for prediction of firearms proficiency via shooting range performance, an entirely objective task-based criterion. It was hypothesized that mental ability test scores would be positively related to firearms proficiency based on past research in related areas (e.g., g predicts skill acquisition and training performance) and conceptual similarities between firearms proficiency and cognitive tasks. Using 4 datasets with a combined sample size of 22,525 individuals, this hypothesis was confirmed: g had operational validities ranging from .162 to .188 and logical reasoning had operational validities ranging from .179 to .268 after correcting for range restriction and criterion unreliability. Mental ability test scores predicted an entirely psychomotor criterion task: use of firearms to hit targets at a pre-determined level of accuracy. Most of the validity appears to be attributable to g, but a post hoc analysis indicated that writing ability acted as a suppressor (i.e., the validity of g increased when writing ability was included in a regression model). Conscientiousness was hypothesized to have a positive relationship with firearms performance and emotional stability was hypothesized to have positive linear and quadratic relationships. In contrast, it was observed that conscientiousness had a negative operational validity (−.079) and emotional stability lacked validity relative to the firearms proficiency criterion. The implications for individual differences research and practice are discussed.

Dual process theories often contrast a hot, reactive affective system with a cool, reflective cognitive system. The cognitive system permits rationality and reasoning, but may inhibit spontaneous affect. Such frameworks would seem to suggest that individual differences in general cognitive ability, which is linked to abstract forms of reasoning, may impact dynamic components of emotional reactivity. In two studies involving five samples (total N = 631), participants were asked to continuously rate their emotional experiences in response to presented affective images. General cognitive ability, assessed, by proxy, with self-reported ACT scores, was linked to less intense peak reactions, peak reactions that were delayed, and/or to velocities of affect change that were less pronounced. Such relationships tended to be observed regardless of whether images were positive or negative. The findings provide support for dual process theorizing and suggest that general cognitive ability modulates dynamic components of emotional responding.

Generational intelligence test score gains have been documented worldwide in the twentieth century. However, recent evidence suggests these increased scores are coming to an end in some world regions. Here we compare two cohorts of university freshmen. The first cohort (n = 311) was assessed in 1991, whereas the second cohort (n = 349) was assessed thirty years later (2022). These cohorts completed the same intelligence battery including eight standardized speeded and power tests tapping reasoning (abstract and quantitative), language (vocabulary, verbal comprehension, and verbal meanings), rote calculation, and visuospatial relations. The results revealed a global gain of 3.5 IQ points but also upward and downward changes at the test level. The 2022 cohort outperformed the 1991 cohort on reasoning (abstract and quantitative), verbal comprehension, and vocabulary, whereas the 1991 cohort outscored the 2022 cohort on rote calculation, visuospatial relations (mental rotation and identical figures), and verbal meanings. These findings are thought to support one key claim made by James Flynn: generational changes on the specific cognitive abilities and skills tapped by standardized tests should be expected without appreciable or substantive changes in the structure of the intelligence construct identified within generations. This main conclusion is discussed with respect to theoretical causal implications putatively derived from current intelligence psychometric models.

It is well known that genetic factors account for up to 70% of variability in cognition from childhood to adulthood. However, less is known about the first year of life. This study investigated the etiological factors influencing individual variability in different domains of emerging cognitive and motor abilities in early infancy, and to what extent genetic and environmental influences are unique or shared across different domains. We compared multivariate twin models built on scores from the five scales of the Mullen Scales of Early Learning (MSEL) in a community sample of monozygotic and dizygotic twins at 5 months of age (n=567). The results indicated a hierarchical etiological structure whereby a general genetic latent factor accounted for 54% of variance underlying the different domains of emerging cognitive and motor abilities (A=0.54, confidence interval CI=[0; 0.82]). We also found additional genetic influences that were specific to early motor and language development. Unlike previous findings on older children, we did not find significant influences of shared environment on the shared factor (C=0, CI=[0, 0.57]), or any specific scale. Furthermore, influences of unique environment, which include measurement error, were moderate and statistically significant (E=0.46, CI=0.18; 0.81]). This study provides strong evidence for a unitary hierarchical structure across different domains of emerging cognition. Evidence that a single common etiological factor, which we term infant g, contributes to a range of different abilities supports the view that in young infants, intrinsic and general neurodevelopmental processes are key drivers of observable behavioural differences in specific domains.

Tilt refers to a pattern of specific abilities and is based on within subject differences in two abilities (e.g., math and verbal), yielding an ability profile with strengths and weaknesses. A common type of tilt is ability tilt based on math and verbal scores, yielding math tilt (math>verbal) and verbal tilt (verbal>math). This article responds to Sorjonen, Ingre, Nilsonne, and Melin's (2023, this issue) critique of tilt and investment theories. In their critique, Sorjonen et al. claim that tilt results are spurious and that investment theories cannot explain tilt. Contra Sorjonen et al.'s claims, the current article argues that the nomological network of tilt relations is not spurious but is parsimonious, falsifiable, and supports the predictions of investment theories. The nomological network indicates that (a) tilt levels increase with age in adolescence and are mediated by processing speed; (b) males show math tilt, whereas females show verbal tilt; and (c) math tilt correlates positively with analogous criteria (e.g., science and math) and negatively with competing criteria (e.g., verbal), whereas verbal tilt shows the opposite pattern. It is argued that these (and other) findings are not spurious but can be parsimoniously explained by investment theories, which assume that investment in a particular domain (e.g., STEM; science, technology, engineering, math) boosts the development of analogous abilities (e.g., math) and inhibits the development of competing abilities (e.g., verbal). The article concludes with a discussion of future research on tilt, focusing on factors that may affect the development of tilt and its predictive power (e.g., trait complexes and developmental dedifferentiation).

The aim of this study was to provide a comprehensive understanding of the potential linkages between intelligence and psychopathology across the full IQ range, while considering both absolute IQ scores and discrepancies between them. We drew data from the EDEN mother-child birth cohort, gathered at two time points: 5.5 and 11.5 years of age. We examined three instruments assessing psychopathology: the Strength and Difficulties Questionnaire, the Child Behavior Checklist, and the Mental Health and Social Inadaptation Assessment for Adolescents. We focused on four distinct scales: internalizing disorder, conduct disorder, social problems, and ADHD symptoms.

Our analyses first examined correlations between Full-scale IQ, Verbal IQ, Performance IQ, and psychopathology scores. Subsequently, we explored correlations between absolute and relative verbal-performance IQ discrepancies and psychopathology scores. In general, we found that relations between intelligence index scores and psychopathology scales were generally null or negative (high IQ associated with fewer psychopathology symptoms). Our results do not lend support to the hypothesis that high intelligence or index score discrepancies are risk factors for psychopathology in children and adolescents.