Intelligence最新文献

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.

The present study aimed to integrate evidence on the relationship among broad retrieval ability (Gr), processing speed (Gs), and divergent thinking (DT) with a three-level meta-analytic approach. The analysis was conducted on 560 effect sizes obtained from 47 studies with an overall sample of 10,391 participants. Results indicated moderate mean correlations for both the Gr–DT (r = 0.47, 95% CI: [0.38, 0.54]) and the Gs–DT relationship (r = 0.31, 95% CI: [0.20, 0.41]). Notably, the correlation between DT and Gr was significantly higher than between DT and Gs, and the former remained significant even after controlling for the Gr–Gs correlation (r = 0.35, 95% CI: [0.26, 0.44]). Moderation analyses revealed that the Gr–DT link was moderated by the modality of DT tests and type of DT indicator, whereas the Gs–DT link was moderated by the modality of DT tests and type of DT instruction. Overall, these findings support the claim on the essential role of broad retrieval ability and processing speed in creative idea production.

Data from the Early Head Start Research and Evaluation Project (N = 1075) were used to test the hypothesis that maternal supportiveness (measured at three waves from 14 to 36 months) is positively and prospectively associated with a child's general intelligence (measured at five waves from 14 months to 10 years). Bivariate correlations showed that maternal supportiveness was consistently and positively associated with a child's general intelligence. For example, maternal supportiveness as measured at 14 months was correlated with a child's general intelligence at age 10; r = 0.35. Results of autoregressive cross-lagged panel models showed maternal supportiveness directly predicted future general intelligence through age four and indirectly, via age four general intelligence, up to age 10. Additional analyses verified that the effect of maternal supportiveness was on general intelligence and not specific abilities. The results point to the importance of maternal supportiveness on general intelligence in the first decade of life.

Here we reply to Giangrande and Turkheimer's (2022; G&T) recent critique of a meta-analysis we published in Intelligence regarding the Scarr-Rowe Hypothesis and the apparent lack of putative race/ethnic group differences in the heritability of intelligence (Pesta et al., 2020). Our rebuttal is divided into three sections that address ubiquitous misstatements in their critique: Section 1 focuses on conceptual and theoretical points. Section 2 addresses methodological, statistical, and interpretative points. Section 3 provides new analyses suggested by G&T that support our original interpretations. We note that G&T published their critique in Perspectives on Psychological Science (PoPS), which did not invite us to respond before their paper was published and our subsequent submission of a rebuttal was not accepted. Our unsuccessful appeal of these events based on possible ethics violations is detailed here (Appendix E). We recognize that this is a controversial area of research with legitimate disagreements and hope our responses maintain a degree of rigor and professionalism that others can emulate.

In an aging society, it is crucial to understand why some people live long and others do not. There has been a proliferation of studies in recent years that highlight the importance of psycho-behavioural factors in the ways of aging, one of those psychological components is intelligence. In this meta-analysis, the association between intelligence and life expectancy in late adulthood is analysed through the Hazard Ratio (HR). Our objectives are: (i) to update Calvin's meta-analysis, especially the estimate of the association between survival and intelligence; and (ii) to evaluate the role of some moderators, especially the age of the participants, to explore intelligence–mortality throughout adulthood and old age. The results show a positive relationship between intelligence and survival (HR_•: 0.79; 95% CI: 0.81–0.76). This association is significantly moderated by the years of follow-up, the effect size being smaller the more years elapse between the intelligence assessment and the recording of the outcome. Intelligence is a protective factor to reach middle-high age, but from then on survival depends less and less on intelligence and more on other factors.

Ability tilt refers to a within-individual difference between two abilities, e.g. a difference between math and verbal ability. Coyle and colleagues have demonstrated correlations between ability tilts and measures of the constituent abilities. We have previously pointed out that such measures may be spurious as the tilt variable is dependent on the constituent abilities. We have further shown that reported tilt associations are inconsistent with simulations including non-spurious tilt-effects, and concluded that tilt-correlations demonstrated by Coyle and colleagues are spurious. In a recent paper, Coyle responded with a series of arguments, including that the validity of tilt correlations is supported by their agreement with theoretical predictions, and that the analyses we used in our previous critique (regression effects) differ from tilt-correlations. Here, we advance the discussion by responding to the arguments put forward by Coyle. We show that the difference between regression effects and correlations is not material to the validity of our argument. Furthermore, we discuss the relation of tilt correlations to theory, and show that many empirical tilt-correlations, e.g. between the birth rate – death rate difference and fertility in US states, can be observed although such correlations can hardly be explained by differential investment theories. Therefore, we maintain that tilt correlations are spurious and that they offer little support for theories concerning the development of intelligence.

This study is aimed at investigating the contribution of the general intelligence factor if six PISA domains (reading, mathematical, scientific, financial literacies, global competence, and creative thinking) are combined in one measurement instrument. For achieving our goal, items based on the PISA frameworks are developed, students in grades 5–8 from three different Russian regions are assessed, and three IRT models (unidimensional, multidimensional, and bifactor) are applied to process the data. In addition, the correlations from the multidimensional model are estimated to examine the degree of cognitive specificity and mixture modeling is implemented to investigate ability differentiation across grades. Statistical analysis reveals that the bifactor model comprising one general and six specific factors, has a better fit in each grade. Based on this model, we compute the variance explained by the general factor, with the estimates varying between 60% and 70%. In general, the pure variance explained by specific factors does not exceed 10%. The correlations are above 0.40 in each grade and the averaged associations tend to increase from 6th to 8th grade, although they are smaller in years 6 and 7 compared to year 5. The general ability differentiation effect is observed in grades 6 to 8 and is not present in grade 5. Specific ability differentiation is more pronounced in reading literacy, especially in grade 5 to 7. The results obtained are discussed from the perspective of the ability and developmental differentiation/dedifferentiation problem.