Intelligence最新文献

Children's differences in early life cognitive development are driven by the interplay of genetic and environmental factors, but identifying replicable gene-environment interactions (GxE) has proven difficult. We systematically tested GxE effects in the prediction of cognitive development from 2 to 4 years, using polygenic scores (PGS) for years spent in education and 39 measures of the home and neighborhood environment. Data came from up to 6973 unrelated individuals from the Twins Early Development Study (TEDS), a UK population-representative cohort. The environmental measures accounted together for 20.6% of the variance in cognitive development, while the PGS accounted for 0.5% (p < .001). We observed substantial gene-environment correlations but found no conclusive evidence for GxE effects. While associations between PGS and cognitive development were weak, genetic and environmental factors had direct and additive (i.e., main effects) rather than interactive influences on early life cognitive development.

Examining factorial invariance provides the strongest test of the generalizability of psychological constructs across populations and should be investigated prior to cross-cultural interpretation of cognitive assessments. The aim of this systematic review was to critically evaluate the current evidence regarding the factorial invariance and the generalizability of cognition models across cultures. The review was structured using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search identified 57 original studies examining the factorial invariance of cognitive ability assessments across cultures. The results were strongly supportive of the cross-cultural generalizability of the underlying cognitive model. Ten studies found configural invariance, 20 studies found weak or partial weak factorial invariance, 12 found strong or partial strong factorial invariance, and 13 found strict factorial invariance. However, the quality of the factorial invariance analyses varied between studies, with some analyses not adopting the hierarchical approach to factorial invariance analysis, leading to ambiguous results. No study that provided interpretable results in terms of the hierarchical approach to factorial invariance found a lack of factorial invariance. Overall, the results of this review suggest that i) the factor analytic models of cognitive abilities generalize across cultures, ii) the use of the hierarchical approach to factorial invariance is likely to find strong or strict factorial invariance, iii) the results are compatible with well-established Cattell-Horn-Carroll constructs being invariant across cultures. Future research into factorial invariance should follow the hierarchical analytic approach so as not to misestimate factorial invariance. Studies should also use the Cattell-Horn-Carroll taxonomy to systematize intelligence research.

The main objective of this study is to compare the quantitative (correct answers) and qualitative (error types) performance of children belonging to different linguistic groups on a non-verbal reasoning test, Raven's Colored Progressive Matrices Test, after being matched based on level of exposure to poverty, certain individual characteristics and test performance. The sample is representative for Mexico at a population level and consists of children aged 5 to 12 (n = 4644), of which 671 are bilingual in Spanish and an indigenous language, 3970 are monolingual in Spanish and 78 are monolingual in an indigenous language. The results show significant quantitative differences with a lower overall performance in the Raven's test by bilingual children as compared to their monolingual (Spanish only) peers, but no qualitative differences when analyzing their error types. When considering each linguistic group individually, the relative frequency of three error types (Repetition, Wrong Principle, and Incomplete Correlate) is similar in children aged 5 to 8 and in those aged 9 to 12. However, considering the two age cohorts, the results reveal how the intragroup differences in each linguistic group, are only statistically significant in the case of Difference errors, in the group of monolingual children in Spanish.

In addition to practical use that may be potentially derived from this empirical evidence, these results may also be encouraging from a methodological point of view. They demonstrate how the method used, in addition to permitting greater comparison between the experimental groups of a representative sample at a population level, does not present high sensitivity, either for the model used to estimate the Generalized Propensity Score method, or for the specific estimator used.

Drawing on data from three waves of the China Family Panel Studies (CFPS), we find a substantial intercohort upsurge of both vocabulary and mathematical abilities among the Chinese general population born between 1935 and 1984. Consistent with the well-established Flynn effect, Chinese adults boost their average vocabulary score by 3.21 points and mathematical score by 3.83 points per decade. Further examinations suggest that the observed intercohort gains in cognition are largely associated with educational expansion, nutritional improvement and reduced family size. These factors together account for about 76% of vocabulary gains and 79% of mathematical gains. Moreover, subgroup analyses reveal that females gain at a much faster pace than do males in terms of both vocabulary and mathematical scores among the studied cohorts, with young females catching up and even surpassing males in the recent cohorts; while rural residents still fall behind their urban counterparts for both vocabulary and mathematical abilities. Taken together, these findings are consistent with the life history theory and strongly support the fundamental role of socioenvironmental changes in producing the Flynn effect.

Our meta-analysis provides a comprehensive examination of the correlation between cognitive ability and creativity. Introducing an integrative typology of creativity, we assess how, at the individual level, cognitive ability at Stratum III, as well as different cognitive ability dimensions at Stratum II from Carroll's (1993) Three-Stratum Theory, correlate with three creativity perspectives (person, process, and product), and different dimensions within them. Using 135 independent samples containing 65,829 subjects, we found an observed meta-analytic correlation between cognitive ability at Stratum III and overall creativity of 0.27 (the corrected mean correlation was 0.33). The mean correlation was strongest for variables in the process perspective of creativity. We also observed that the Stratum II dimensions of cognitive ability most strongly related to creativity are broad retrieval ability and broad visual perception. In addition, we found that several conceptual and methodological moderators (e.g., cognitive ability measure, creativity measure, creativity domain, type of ratings) had a noticeable impact on the strength of the meta-analytic correlation. Dominance and sensitivity analyses tended to support our meta-analytic results. We discuss our study's contributions and practical implications and suggest future research avenues.

Several studies have investigated and found the gradual rise in IQ over time or the Flynn effect (FE) but inconsistent results on the FEs across types of countries and age groups were reported. The current cross-temporal meta-analysis aimed to examine the temporal correlations between mean IQ scores from Standard Progressive Matrices and year of publication, moderated by types of countries and age groups covering seven decades (1948–2020). The given relationships were weighted by sample sizes. The dataset included 1038 independent samples (N = 299,155) from 72 countries. The results generally supported the FE with the IQ gain of 0.22 points per year, but the magnitudes of the IQ gains depended on types of countries and age groups. Stronger FEs were evident in middle-income countries and younger generations. A multicausal explanatory framework should be utilized to explain the underlying mechanism of the secular IQ gains across factors.

Occupational sorting, the process of individuals actively selecting into and being selected for different occupations, has significant implications for social stratification and inequality. The psychometric view of occupational differentials in ability emphasizes the importance of intelligence for occupational sorting, as it acts as a necessary condition to enter and remain in certain professions due to their high cognitive demand. The resulting cognitive stratification of the occupational hierarchy leads to strong associations between occupational mean IQ and sociological measures of occupational status and pay. Past research has been criticized for lack of representativeness and small sample sizes. In this study, we both confirm the psychometric view in a large representative sample and extend it to a set of nine non-cognitive traits. We show that the psychometric view holds (on a weaker level) for multiple non-cognitive traits, and using small-area estimation, we provide precise mean estimates and rankings of intelligence and non-cognitive traits for 360 occupations, including rare professions. Keywords: Social Stratification, Occupation, Non-Cognitive Traits.

Compared to European countries, research is limited regarding if the Flynn effect, or its reversal, is a current phenomenon in the United States. Though recent research on the United States suggests that a Flynn effect could still be present, or partially present, among child and adolescent samples, few studies have explored differences of cognitive ability scores among US adults. Thirteen years of cross-sectional data from a subsample of adults (n = 394,378) were obtained from the Synthetic Aperture Personality Assessment Project (SAPA Project) to examine if cognitive ability scores changed within the United States from 2006 to 2018. Responses to an overlapping set of 35 (collected 2006–2018) and 60 (collected 2011–2018) items from the open-source multiple choice intelligence assessment International Cognitive Ability Resource (ICAR) were used to examine the trends in standardized average composite cognitive ability scores and domain scores of matrix reasoning, letter and number series, verbal reasoning, and three-dimensional rotation. Composite ability scores from 35 items and domain scores (matrix reasoning; letter and number series) showed a pattern consistent with a reversed Flynn effect from 2006 to 2018 when stratified across age, education, or gender. Slopes for verbal reasoning scores, however, failed to meet or exceed an annual threshold of |0.02| SD. A reversed Flynn effect was also present from 2011 to 2018 for composite ability scores from 60 items across age, education, and gender. Despite declining scores across age and demographics in other domains of cognitive ability, three-dimensional rotation scores showed evidence of a Flynn effect with the largest slopes occurring across age stratified regressions.

The Flynn effect is one of the most interesting puzzles in psychology. Measured intelligence increased worldwide for a century, primarily in the fluid domain. Some increases may be flattening and/or reversing. Around 20 theories have been developed to explain the Flynn effect; most have empirical or conceptual weaknesses, though they also have strengths and face validity. The role of parents has been given only slight attention in past theorizing. We propose a new synthetic theory, the Parental Executive Model (the PEM) that integrates, organizes, and takes advantage of most previous theories. To structure our paper, we begin with a description of synthetic theories, and how to evaluate them (which has unique and difficult challenges). Following, we review the Flynn effect, and briefly summarize the new theory. Next, recent research is reviewed suggesting the value of re-conceptualizing the location of the Flynn effect to focus on families, and parents. Following, we describe the PEM, which states that parents – and teachers, authors, friends, etc. – use their agency to manage children's intellectual growth. The PEM posits that many (not all) parents subjectively optimize their children's intellectual outcomes, taking advantage of some subset of available resources – nutrition, education, technology, health care, etc. Cross-generational momentum occurs as parenting improves across generations. Prior research motivating the PEM is reviewed, and methods to evaluate the PEM are discussed. Finally, one recent empirical evaluation of the PEM is reviewed, that the cognitive home environment has been improving over time.