Intelligence最新文献

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.

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.

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.

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.

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.

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.