Pub Date : 2025-01-01Epub Date: 2024-12-03DOI: 10.1016/j.intell.2024.101880
Gilles E. Gignac
The integration of Artificial Intelligence (AI), including large language models (LLMs) like ChatGPT, Claude, Gemini, and Mistral, along with specialized tools such as Google DeepMind's AlphaFold 3, is transforming the scientific discovery process. These advancements raise questions about attribution in scientific research, challenging traditional notions about the origins of discovery and the roles of human and machine collaboration. Anonymous surveys indicate that 50 to 70% of academics involved in research use AI tools. Yet, an analysis of 568 articles from three psychology Elsevier journals revealed that approximately 3.5% of these articles published since mid-2023 included an AI declaration. The reluctance of researchers to use or acknowledge AI tools can hinder scientific progress by promoting a culture wary of AI, slowing tool adoption, and limiting shared learning about their uses and limitations. Researchers are encouraged to use AI tools responsibly and detail such use in their acknowledgements to help foster a culture of transparency and innovation in scientific research.
{"title":"The AI attribution gap: Encouraging transparent acknowledgment in the age of AI","authors":"Gilles E. Gignac","doi":"10.1016/j.intell.2024.101880","DOIUrl":"10.1016/j.intell.2024.101880","url":null,"abstract":"<div><div>The integration of Artificial Intelligence (AI), including large language models (LLMs) like ChatGPT, Claude, Gemini, and Mistral, along with specialized tools such as Google DeepMind's AlphaFold 3, is transforming the scientific discovery process. These advancements raise questions about attribution in scientific research, challenging traditional notions about the origins of discovery and the roles of human and machine collaboration. Anonymous surveys indicate that 50 to 70% of academics involved in research use AI tools. Yet, an analysis of 568 articles from three psychology Elsevier journals revealed that approximately 3.5% of these articles published since mid-2023 included an AI declaration. The reluctance of researchers to use or acknowledge AI tools can hinder scientific progress by promoting a culture wary of AI, slowing tool adoption, and limiting shared learning about their uses and limitations. Researchers are encouraged to use AI tools responsibly and detail such use in their acknowledgements to help foster a culture of transparency and innovation in scientific research.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101880"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180143","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 : 2025-01-01Epub Date: 2024-12-29DOI: 10.1016/j.intell.2024.101894
April Bleske-Rechek
The Advanced Placement (AP) program was originally designed to provide advanced coursework to intellectually able students while still in high school. Given the attention paid to AP participation and performance in college admission decisions, it is important to consider sex and race/ethnicity differences in those measures. Here, I report on participation and performance for 19 different AP exams for even-numbered years from 1996 to 2022. Females are consistently overrepresented among examinees in many and in the most common AP exams. At the same time, for many exams, females are overrepresented among those scoring at the lower tail and underrepresented at the upper tail. Since 1996, Whites have been consistently overrepresented in some exams (e.g., Psychology) and underrepresented in others (e.g., Spanish Language) relative to their representation among U.S. high school students; Asians have become increasingly overrepresented in most, but especially STEM, exams; Hispanics have been consistently underrepresented except in Spanish Language and Spanish Literature; and Blacks have continued to be substantially underrepresented in all exams. For most courses and most years, the majority of White and Asian students earned a qualifying score while the majority of Hispanic and Black students did not. In the context of previous research showing that group disparities in AP participation and performance are greatly diminished after accounting for group disparities in intelligence, I discuss the future of AP.
{"title":"The pursuit of equity and excellence: Advanced placement exam participation and performance by sex and by race/ethnicity, 1996–2022","authors":"April Bleske-Rechek","doi":"10.1016/j.intell.2024.101894","DOIUrl":"10.1016/j.intell.2024.101894","url":null,"abstract":"<div><div>The Advanced Placement (AP) program was originally designed to provide advanced coursework to intellectually able students while still in high school. Given the attention paid to AP participation and performance in college admission decisions, it is important to consider sex and race/ethnicity differences in those measures. Here, I report on participation and performance for 19 different AP exams for even-numbered years from 1996 to 2022. Females are consistently overrepresented among examinees in many and in the most common AP exams. At the same time, for many exams, females are overrepresented among those scoring at the lower tail and underrepresented at the upper tail. Since 1996, Whites have been consistently overrepresented in some exams (e.g., Psychology) and underrepresented in others (e.g., Spanish Language) relative to their representation among U.S. high school students; Asians have become increasingly overrepresented in most, but especially STEM, exams; Hispanics have been consistently underrepresented except in Spanish Language and Spanish Literature; and Blacks have continued to be substantially underrepresented in all exams. For most courses and most years, the majority of White and Asian students earned a qualifying score while the majority of Hispanic and Black students did not. In the context of previous research showing that group disparities in AP participation and performance are greatly diminished after accounting for group disparities in intelligence, I discuss the future of AP.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101894"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180675","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 : 2025-01-01Epub Date: 2025-01-02DOI: 10.1016/j.intell.2024.101893
Markus Sommer , Martin E. Arendasy , Joachim Fritz Punter , Martina Feldhammer-Kahr , Anita Rieder
The finding that admission test performance correlates with parents' level of educational attainment raised concerns regarding their fair and valid use. Critics argued that this relationship may partly reflect socio-economic differences in test preparation. Using data from three cohorts of medical school applicants we directly tested the postulated mediation hypothesis. Latent class analysis was used to identify four classes of test-takers differing in their use of various test preparation methods. Mediation analyses revealed that although latent test preparation classes differed in admission test performance, test preparation was virtually unrelated to parents' level of educational attainment. This disconfirms the mediation hypothesis. The results were further corroborated by measurement invariance analyses indicating that although test preparation-based score gains were confined to the specific narrower traits, SES-related differences in subtest performance were fully explained by SES-related differences in higher-order traits. This pattern of finding is inconsistent with the hypothesis that SES-related differences in admission test performance largely reflect SES-related differences in the access to test preparation. However, it is consistent with theoretical accounts that attribute SES-related differences in admission test performance to processes that operate from infancy to adulthood, which eventually lead to actual knowledge and intelligence differences at the time-point of admission testing.
{"title":"Does test preparation mediate the effect of parents' level of educational attainment on medical school admission test performance?","authors":"Markus Sommer , Martin E. Arendasy , Joachim Fritz Punter , Martina Feldhammer-Kahr , Anita Rieder","doi":"10.1016/j.intell.2024.101893","DOIUrl":"10.1016/j.intell.2024.101893","url":null,"abstract":"<div><div>The finding that admission test performance correlates with parents' level of educational attainment raised concerns regarding their fair and valid use. Critics argued that this relationship may partly reflect socio-economic differences in test preparation. Using data from three cohorts of medical school applicants we directly tested the postulated mediation hypothesis. Latent class analysis was used to identify four classes of test-takers differing in their use of various test preparation methods. Mediation analyses revealed that although latent test preparation classes differed in admission test performance, test preparation was virtually unrelated to parents' level of educational attainment. This disconfirms the mediation hypothesis. The results were further corroborated by measurement invariance analyses indicating that although test preparation-based score gains were confined to the specific narrower traits, SES-related differences in subtest performance were fully explained by SES-related differences in higher-order traits. This pattern of finding is inconsistent with the hypothesis that SES-related differences in admission test performance largely reflect SES-related differences in the access to test preparation. However, it is consistent with theoretical accounts that attribute SES-related differences in admission test performance to processes that operate from infancy to adulthood, which eventually lead to actual knowledge and intelligence differences at the time-point of admission testing.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101893"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Storytelling played a crucial role in human evolution. To this day, through stories humans gain declarative and procedural knowledge, and learn the skills that support learning itself. Research shows that reading stories to children enhances their reading and language skills. Does it also enhance their intelligence? To answer this question, we conducted three (N = 626, 254, 195) longitudinal, cluster-randomized control trials in Italian elementary and middle schools. Over a 4-month period, for half of the participants 1 h/day of standard, active language instructional activities were substituted with reading-aloud of stories by a teacher. Compared to those who kept doing language instructional activities, read-aloud condition children showed a stronger increase on two measures of intelligence focusing on knowing things and thinking skills. This result, which emerged in three independent trials conducted in different regions of Italy, suggests avenues for easily scalable interventions to improve children's intelligence.
{"title":"Shared reading aloud fosters intelligence: Three cluster-randomized control trials in elementary and middle school","authors":"Federico Batini , Marco Bartolucci , Giulia Toti , Emanuele Castano","doi":"10.1016/j.intell.2024.101896","DOIUrl":"10.1016/j.intell.2024.101896","url":null,"abstract":"<div><div>Storytelling played a crucial role in human evolution. To this day, through stories humans gain declarative and procedural knowledge, and learn the skills that support learning itself. Research shows that reading stories to children enhances their reading and language skills. Does it also enhance their intelligence? To answer this question, we conducted three (<em>N</em> = 626, 254, 195) longitudinal, cluster-randomized control trials in Italian elementary and middle schools. Over a 4-month period, for half of the participants 1 h/day of standard, active language instructional activities were substituted with reading-aloud of stories by a teacher. Compared to those who kept doing language instructional activities, read-aloud condition children showed a stronger increase on two measures of intelligence focusing on knowing things and thinking skills. This result, which emerged in three independent trials conducted in different regions of Italy, suggests avenues for easily scalable interventions to improve children's intelligence.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101896"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180673","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 : 2025-01-01Epub Date: 2024-12-30DOI: 10.1016/j.intell.2024.101891
Thomas R. Coyle
Tilt refers to an ability pattern and is based on differences in two distinct abilities (e.g., math and verbal), yielding relative strength in one ability (e.g., math) and relative weakness in another (e.g., verbal). The current study is the first to examine linear and quadradic effects of ability level on diverse measures of tilt (e.g., math tilt, verbal tilt, tech tilt). Data were obtained from the National Longitudinal Survey of Youth (N = 1950), a representative sample of US students. Ability level was based on g (general intelligence) factor scores from the Armed Services Vocational Aptitude Battery (ASVAB). Tilt was based on math and verbal scores (math minus verbal) on college tests (SAT, ACT, PSAT), yielding math tilt (math>verbal) and verbal tilt (verbal>math). Tilt was also based on technical and academic (math or verbal) scores (tech minus academic) on the ASVAB, yielding tech tilt (tech>academic) and academic tilt (academic>tech). Linear effects of g on tilt were found for math tilt and verbal tilt but not tech tilt. Quadratic effects were not consistently observed for any specific type of tilt (i.e., math tilt, verbal tilt, tech tilt). The linear effects of g on math and verbal tilt suggest that exposure to academic subjects in school facilitates the acquisition of academic tilt at higher ability levels. The results support differentiation theories, which assume that tilt levels increase at higher ability levels due to ability specialization. The results do not support magnification theories, which assume that increases in tilt accelerate at higher ability levels, producing quadratic effects. Future research should examine the moderators and mediators of g-tilt relations (e.g., vocational interests and personality traits).
倾斜指的是一种能力模式，基于两种不同能力（如数学和语言）的差异，产生一种能力（如数学）的相对优势和另一种能力（如语言）的相对弱势。本研究首次考察了能力水平对各种倾斜测量（如数学倾斜、言语倾斜、技术倾斜）的线性和四分效应。数据来源于美国全国青少年纵向调查（N = 1950），这是一个具有代表性的美国学生样本。能力水平基于武装部队职业能力测验（ASVAB）的 g（一般智力）因子得分。倾斜度基于大学测试（SAT、ACT、PSAT）的数学和言语分数（数学减去言语），得出数学倾斜度（数学>言语）和言语倾斜度（言语>数学）。倾斜度还基于 ASVAB 考试的技术和学术（数学或口语）分数（技术分数减去学术分数），得出技术倾斜度（技术>学术）和学术倾斜度（学术>技术）。g 对数学倾斜和言语倾斜有线性影响，但对技术倾斜没有影响。对于任何特定类型的倾斜（即数学倾斜、言语倾斜、技术倾斜），都没有持续观察到四次方效应。g 对数学和言语倾斜的线性影响表明，在学校接触学术科目有助于在较高能力水平上获得学术倾斜。这些结果支持分化理论，即由于能力的专业化，倾斜水平在能力水平越高时越高。结果并不支持放大理论，该理论认为在能力水平较高时，倾斜度会加速增加，从而产生二次效应。未来的研究应考察 g 倾角关系的调节因素和中介因素（如职业兴趣和个性特征）。
{"title":"Tilt increases at higher ability levels: Support for differentiation theories","authors":"Thomas R. Coyle","doi":"10.1016/j.intell.2024.101891","DOIUrl":"10.1016/j.intell.2024.101891","url":null,"abstract":"<div><div>Tilt refers to an ability pattern and is based on differences in two distinct abilities (e.g., math and verbal), yielding relative strength in one ability (e.g., math) and relative weakness in another (e.g., verbal). The current study is the first to examine linear and quadradic effects of ability level on diverse measures of tilt (e.g., math tilt, verbal tilt, tech tilt). Data were obtained from the National Longitudinal Survey of Youth (<em>N</em> = 1950), a representative sample of US students. Ability level was based on <em>g</em> (general intelligence) factor scores from the Armed Services Vocational Aptitude Battery (ASVAB). Tilt was based on math and verbal scores (math minus verbal) on college tests (SAT, ACT, PSAT), yielding math tilt (math>verbal) and verbal tilt (verbal>math). Tilt was also based on technical and academic (math or verbal) scores (tech minus academic) on the ASVAB, yielding tech tilt (tech>academic) and academic tilt (academic>tech). Linear effects of <em>g</em> on tilt were found for math tilt and verbal tilt but not tech tilt. Quadratic effects were not consistently observed for any specific type of tilt (i.e., math tilt, verbal tilt, tech tilt). The linear effects of <em>g</em> on math and verbal tilt suggest that exposure to academic subjects in school facilitates the acquisition of academic tilt at higher ability levels. The results support differentiation theories, which assume that tilt levels increase at higher ability levels due to ability specialization. The results do not support magnification theories, which assume that increases in tilt accelerate at higher ability levels, producing quadratic effects. Future research should examine the moderators and mediators of <em>g</em>-tilt relations (e.g., vocational interests and personality traits).</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101891"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180680","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 : 2025-01-01Epub Date: 2024-12-16DOI: 10.1016/j.intell.2024.101881
David Lubinski
Author's Note. This piece was initially prepared as a Foreword to Testing and the Paradoxes of Fairness by Howard Wainer and Daniel Robinson. However, in explicating the importance of that volume, and how further considerations only amplify its powerful argument, the amount of text required to do so became prohibitive. I am grateful to Wainer and Robinson for inspiring me to write this piece and especially to Richard Haier, Editor-in-Chief of Intelligence, who encouraged me to publish this piece in full in Intelligence.
{"title":"Education, intelligence, placement, and selection: A discussion of paradoxes and fairness","authors":"David Lubinski","doi":"10.1016/j.intell.2024.101881","DOIUrl":"10.1016/j.intell.2024.101881","url":null,"abstract":"<div><div>Author's Note. This piece was initially prepared as a Foreword to <em>Testing and the Paradoxes of Fairness</em> by Howard Wainer and Daniel Robinson. However, in explicating the importance of that volume, and how further considerations only amplify its powerful argument, the amount of text required to do so became prohibitive. I am grateful to Wainer and Robinson for inspiring me to write this piece and especially to Richard Haier, Editor-in-Chief of <em>Intelligence,</em> who encouraged me to publish this piece in full in <em>Intelligence.</em></div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101881"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180723","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 : 2025-01-01Epub Date: 2024-12-28DOI: 10.1016/j.intell.2024.101895
Timothy C. Bates
Intelligence and rationality both predict optimal decision making. However, whether cognitive rationality (CR) and general cognitive ability (CA) are identical or reflect fundamentally distinct processes is hotly debated. Here, we report a twin study aimed at distinguishing the cognitive mechanisms involved in CR and CA. CR and CA tests were administered to a large twin sample. Univariate analyses indicated that both CA and CR were strongly heritable. Multivariate modelling of CA scales and CR indicated that CR was accounted for by a latent g-factor, which itself was strongly heritable. We conclude that CR is not a distinct disposition from CA, but instead that the reflexive and reflective aspects of cognitive ability make making CR a robust and efficient test of general cognitive ability.
{"title":"Cognitive rationality is heritable and lies under general cognitive ability","authors":"Timothy C. Bates","doi":"10.1016/j.intell.2024.101895","DOIUrl":"10.1016/j.intell.2024.101895","url":null,"abstract":"<div><div>Intelligence and rationality both predict optimal decision making. However, whether cognitive rationality (CR) and general cognitive ability (CA) are identical or reflect fundamentally distinct processes is hotly debated. Here, we report a twin study aimed at distinguishing the cognitive mechanisms involved in CR and CA. CR and CA tests were administered to a large twin sample. Univariate analyses indicated that both CA and CR were strongly heritable. Multivariate modelling of CA scales and CR indicated that CR was accounted for by a latent <em>g</em>-factor, which itself was strongly heritable. We conclude that CR is not a distinct disposition from CA, but instead that the reflexive and reflective aspects of cognitive ability make making CR a robust and efficient test of general cognitive ability.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101895"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2024-11-30DOI: 10.1016/j.intell.2024.101874
Ratko Đokić , Maida Koso-Drljević , Merim Bilalić
According to the capacity account, working memory capacity (WMC) is a causal factor of fluid intelligence (Gf) in that it enables simultaneous activation of multiple relevant information in the aim of reasoning. Consequently, correlation between WMC and Gf should increase as a function of capacity demands of reasoning tasks. Here we systematically review the existing literature on the connection between WMC and Gf. The review reveals conceptual incongruities, a diverse range of analytical approaches, and mixed evidence. While some studies have found a link (e.g., Little et al., 2014), the majority of others did not observe a significant increase in correlation (e.g., Burgoyne et al., 2019; Salthouse, 1993; Unsworth, 2014; Unsworth & Engle, 2005; Wiley et al., 2011). We then test the capacity hypothesis on a much larger, non-Anglo-Saxon culture sample (N = 543). Our WMC measures encompassed Operation, Reading, and Symmetry Span task, whereas Gf was based on items from Raven's Advanced Progressive Matrices (Raven). We could not confirm the capacity hypothesis either when we employed the analytical approach based on the Raven's item difficulty or when the number of rule tokens required to solve a Raven's item was used. Finally, even the use of structural equation modeling (SEM) and its variant, latent growth curve modeling (LGCM), which provide more “process-pure” latent measures of constructs, as well as an opportunity to control for all relevant interrelations among variables, could not produce support for the capacity account. Consequently, we discuss the limitations of the capacity hypothesis in explaining the WMC-Gf relationship, highlighting both theoretical and methodological challenges, particularly the shortcomings of information processing models in accounting for human cognitive abilities.
{"title":"Past reflections, present insights: A systematic review and new empirical research into the working memory capacity (WMC)-fluid intelligence (Gf) relationship","authors":"Ratko Đokić , Maida Koso-Drljević , Merim Bilalić","doi":"10.1016/j.intell.2024.101874","DOIUrl":"10.1016/j.intell.2024.101874","url":null,"abstract":"<div><div>According to the capacity account, working memory capacity (WMC) is a causal factor of fluid intelligence (Gf) in that it enables simultaneous activation of multiple relevant information in the aim of reasoning. Consequently, correlation between WMC and Gf should increase as a function of capacity demands of reasoning tasks. Here we systematically review the existing literature on the connection between WMC and Gf. The review reveals conceptual incongruities, a diverse range of analytical approaches, and mixed evidence. While some studies have found a link (e.g., Little et al., 2014), the majority of others did not observe a significant increase in correlation (e.g., Burgoyne et al., 2019; Salthouse, 1993; Unsworth, 2014; Unsworth & Engle, 2005; Wiley et al., 2011). We then test the capacity hypothesis on a much larger, non-Anglo-Saxon culture sample (<em>N</em> = 543). Our WMC measures encompassed Operation, Reading, and Symmetry Span task, whereas Gf was based on items from Raven's Advanced Progressive Matrices (Raven). We could not confirm the capacity hypothesis either when we employed the analytical approach based on the Raven's item difficulty or when the number of rule tokens required to solve a Raven's item was used. Finally, even the use of structural equation modeling (SEM) and its variant, latent growth curve modeling (LGCM), which provide more “process-pure” latent measures of constructs, as well as an opportunity to control for all relevant interrelations among variables, could not produce support for the capacity account. Consequently, we discuss the limitations of the capacity hypothesis in explaining the WMC-Gf relationship, highlighting both theoretical and methodological challenges, particularly the shortcomings of information processing models in accounting for human cognitive abilities.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101874"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142756631","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 : 2024-11-01Epub Date: 2024-10-19DOI: 10.1016/j.intell.2024.101872
Thomas R. Carretta , Malcolm James Ree
Cattell's (1987) investment theory states that individuals make choices to “invest” their cognitive ability in some areas but not in others. The theory suggests that individuals should gravitate to training and occupations that align with their investments. To test this theory, scores reflecting academic ability (ACAD) and technical knowledge (TECH) were derived from the Armed Services Vocational Aptitude Battery for a large sample of United States Air Force enlistees. The ACAD and TECH scores were used to create an index of ACAD-TECH tilt. Analyses were performed separately for 19 training courses with a technical knowledge requirement (mechanical or electronic) and 34 courses with no technical knowledge requirement. Consistent with investment theory, most of the technical training courses (63 %) had a technical tilt (TECH > ACAD), whereas most of the non-technical training courses (88 %) had an academic tilt (ACAD > TECH). ACAD had the strongest correlation with training grades for both the technical (r = 0.386) and non-technical (r = 0.318) courses. Tilt demonstrated weaker correlations with training grades than either ACAD or TECH for both the technical and non-technical courses. Final School Grade (FSG) was regressed on ACAD, TECH, and Sex. Similar results were observed for all courses, technical courses only, and non-technical courses only. ACAD was significantly correlated with FSG, with little incremental validity for either TECH (Δ r from 0.000 to 0.010) or the contribution of TECH and Sex (Δ r from 0.001 to 0.012).
{"title":"Investment theory and tilt: Evidence from jobs and job families","authors":"Thomas R. Carretta , Malcolm James Ree","doi":"10.1016/j.intell.2024.101872","DOIUrl":"10.1016/j.intell.2024.101872","url":null,"abstract":"<div><div>Cattell's (1987) investment theory states that individuals make choices to “invest” their cognitive ability in some areas but not in others. The theory suggests that individuals should gravitate to training and occupations that align with their investments. To test this theory, scores reflecting academic ability (ACAD) and technical knowledge (TECH) were derived from the Armed Services Vocational Aptitude Battery for a large sample of United States Air Force enlistees. The ACAD and TECH scores were used to create an index of ACAD-TECH tilt. Analyses were performed separately for 19 training courses with a technical knowledge requirement (mechanical or electronic) and 34 courses with no technical knowledge requirement. Consistent with investment theory, most of the technical training courses (63 %) had a technical tilt (TECH > ACAD), whereas most of the non-technical training courses (88 %) had an academic tilt (ACAD > TECH). ACAD had the strongest correlation with training grades for both the technical (<em>r</em> = 0.386) and non-technical (<em>r</em> = 0.318) courses. Tilt demonstrated weaker correlations with training grades than either ACAD or TECH for both the technical and non-technical courses. Final School Grade (FSG) was regressed on ACAD, TECH, and Sex. Similar results were observed for all courses, technical courses only, and non-technical courses only. ACAD was significantly correlated with FSG, with little incremental validity for either TECH (Δ <em>r</em> from 0.000 to 0.010) or the contribution of TECH and Sex (Δ <em>r</em> from 0.001 to 0.012).</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101872"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528446","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 : 2024-11-01Epub Date: 2024-10-25DOI: 10.1016/j.intell.2024.101873
Lily Gantscheva, Martin Steppan, Alexander Grob
Intelligence plays a crucial role in various aspects of human life, impacting health, academic achievement, and socio-economic success. However, cultural and linguistic disparities in intelligence testing pose challenges, particularly for individuals from migrant backgrounds. This study replicates and extends the landmark study by Wicherts and Dolan (2010) exploring measurement invariance of the German language intelligence test, the Intelligence and Development Scales – 2 (IDS-2), between children and adolescents from migrant (N = 132) and non-migrant (N = 1898) groups. The results revealed partial strict measurement invariance in the IDS-2 intelligence scale subtests across the examined groups. The breach of full strict measurement invariance is primarily due to intercept differences on the verbally loaded subtests—Naming Categories, Naming Opposites, and Story Recall—highlighting the confounding impact of language complexity on test outcomes. These discrepancies resulted in a cumulative intercept difference disadvantaging migrant participants of approximately 4 IQ points on the Full-Scale IQ Score. The findings indicate that while the IDS-2 scales generally assess intelligence consistently across diverse groups, the influence of language complexity on the verbal subtests may result in a disadvantage for children and adolescents with migration backgrounds. To address these biases, we propose the development of non-verbal and culturally fair intelligence tests.
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