Journal of Intelligence最新文献

As psychological research progresses, the issue of concept overlap becomes increasing evident, adding to participant burden and complicating data interpretation. This study introduces an Embedding-based Semantic Analysis Approach (ESAA) for detecting redundancy in psychological concepts, which are operationalized through their respective scales, using natural language processing techniques. The ESAA utilizes OpenAI's text-embedding-3-large model to generate high-dimensional semantic vectors (i.e., embeddings) of scale items and applies hierarchical clustering to group semantically similar items, revealing potential redundancy. Three preliminary experiments evaluated the ESAA's ability to (1) identify semantically similar items, (2) differentiate semantically distinct items, and (3) uncover overlap between scales of concepts known for redundancy issues. Additionally, comparative analyses assessed the ESAA's robustness and incremental validity against the advanced chatbots based on GPT-4. The results demonstrated that the ESAA consistently produced stable outcomes and outperformed all evaluated chatbots. As an objective approach for analyzing relationships between concepts operationalized as scales, the ESAA holds promise for advancing research on theory refinement and scale optimization.

Complex problem solving (CPS) refers to a set of higher-order capacities that allow an individual to interact with a dynamic environment and solve complex problems. The purpose of this study was to develop and validate Sokoban, a game-based assessment of the planning-execution stage of the CPS framework proposed by PISA 2012. The psychometric properties of this instrument were examined in a large sample of Chinese students (n = 1145) ranging from elementary to tertiary education. The results supported the two-faceted nature of Sokoban, as well as providing preliminary evidence about criterion-related and predictive validity for the planning-execution stages of complex problem solving. These empirical results lend support to the validity of this game-based assessment, as well as its practical implications in educational settings.

The present study investigated whether parents' and teachers' evaluations of children's intellectual investment would predict a change in children's need for cognition (NFC) over one year. An exploratory look at how teachers' evaluations are predicted by a range of factors was also taken. N = 565 third-graders (298 girls; M_age = 8.40, SD = 0.59) and teachers (N = 39) were surveyed in 2021 and 2022. The parents (N = 452) provided the data in 2021. Longitudinal data were analyzed by means of latent change score models (LCSMs). Changes in the teachers' evaluations and in the children's cognitive engagement differed between the children. However, there was no effect of the parents' or teachers' assessments on the development of the children's NFC. The change in the teachers' assessment was negatively related to their initial judgment and the children's age; it was positively related to the pupils' fluid intelligence. The results and implications are discussed.

This study investigates the moderating effects of several contextual factors (i.e., teachers' growth mindset, perceived school climate, and perceived parental autonomy support) on the relationship between students' growth mindset and academic achievement. Drawing on Dweck's growth mindset theory and recent research findings that highlight the context sensitivity of the growth mindset, we hypothesize that supportive environments strengthen the positive impact of students' growth mindset on academic outcomes. A sample of 358 middle school students (53.8% female; Mage = 13.38 years, SD = 2.20) from public schools in Shanghai City, mainland China, was assessed via three validated instruments: (1) the Growth Mindset Inventory, which is used to measure students' and teachers' beliefs about intelligence; (2) the Delaware School Climate Survey for Students, which is used to assess students' perceptions of the school climate; and (3) the Perceived Parental Autonomy Support Scale, which is used to evaluate students' perceived parental autonomy support. Academic achievement was measured by district-level final exam scores. The results of hierarchical regression analyses revealed that teachers' growth mindset, perceived school climate support (e.g., teacher-student and student-student relations, fairness of rules, school safety, liking of school), and the perception of positive parental autonomy support (e.g., choice, rationale, acknowledgment) positively moderated the relationship between students' growth mindset and academic achievement. In contrast, the perception of negative parental autonomy factors (e.g., punishment threats, performance pressure, guilt-inducing criticism) negatively moderated this relationship. These results indicate that the relationship between students' growth mindset and academic achievement may vary depending on contextual factors, highlighting the importance of considering both positive and negative influences when designing educational strategies.

Despite the growing body of research examining the personality traits of individuals with high abilities, little clarity exists about how they differ from the general population, especially within the university context. This study aimed to identify distinct personality traits by examining 268 high-ability university students alongside a matched average-ability group through a retrospective ex post facto design. Results revealed significant differences only in the trait of responsibility (p = 0.037), with lower scores observed among high-ability students. This outcome may be related to specific academic environmental factors, such as insufficient challenges. It can be concluded that, although stereotypes often associate high-ability students with certain personality traits, such as openness to experience, the present results do not reflect such differences. Therefore, it is important to conduct well-designed studies to determine the characteristics of high-ability individuals and how they differ from average-ability students.

The pandemic resulting from the coronavirus disease (COVID-19) has entailed social and psychological consequences for the Spanish population, with children with autism spectrum disorder (ASD) being particularly vulnerable due to their genetic characteristics. The present study focuses on the efforts of parents of children with autism spectrum disorder to improve their situation during the pandemic. In particular, the objective is to identify promoting variables (subjective well-being, positive mental health, social support, humour, cognitive reappraisal, and self-esteem) and sociodemographic variables that predict resilience, marking positive coping with this adverse situation. Furthermore, the study conceptually explores the potential role of emotional intelligence in resilience-building processes. We hypothesised that higher scores in these promoting variables would predict greater resilience, with emotional intelligence potentially serving as an underlying framework. The methodology employed in this study is as follows: A cross-sectional predictive study was conducted on a sample of 799 parents using an online questionnaire administered during the social confinement resulting from the SARS-CoV-2 pandemic. The information analysed is based on data provided by the parents. Statistical methods included Student's t-tests, Pearson's correlations, and stepwise multivariate regression analysis to identify predictors of resilience. The results of the study are presented below. Significant resilience scores and resilience prediction were identified in participants based on positive mental health, emotion regulation, sense of humour, social support, age, and employment status (self-employed). Relations with emotional intelligence were identified, particularly in the domains of emotion regulation, cognitive reappraisal, and positive mental health. Discussion: The necessity of an intervention that prioritises the empowerment of resilience in the target population is substantiated. Practical implications suggest leveraging emotional intelligence strategies to enhance resilience in this population. This study highlights the importance the aforementioned variables, in addition to potential strategies for enhancing the sociodemographic circumstances of the families.

This Special Issue aims to capture current theoretical and methodological developments in the field of metareasoning, which is concerned with the metacognitive processes that monitor and control our ongoing thinking and reasoning [...].

Older adults in the third-age group (60-79 years) maintain reading comprehension skills similar to those of younger adults, but little is known about individuals in the fourth age (80+ years). This study investigates differences in reading comprehension in a between-group design. We evaluated a sample of 150 older adults, comprising 86 third-age and 64 fourth-age participants. We examined the influence of sex, cognitive functioning, formal education, self-perceived reading difficulties, and reading habits on their text comprehension abilities. The results show that fourth-age adults have a significant decline in reading comprehension compared to third-age adults. Strong reading habits were positively associated with better comprehension across both groups, suggesting that regular reading may buffer against age-related cognitive decline. Poor readers read less frequently and perceived greater difficulty with the tasks. Cognitive functioning and education did not significantly influence comprehension-possibly due to the generally low education levels in the sample. However, strong reading habits appeared to compensate for these limitations. These findings suggest a potential protective role of lifelong reading habits and highlight the need for interventions to support reading skills in older adults, especially those with lower educational backgrounds. Future research should explore these dynamics further to enhance cognitive resilience in the oldest populations.

Emotional Intelligence (EI) in teaching is associated with various educational outcomes and processes. However, it has typically been measured through self-reports and general EI assessments, lacking a specific performance test with greater ecological validity in relation to the demands of the professional educational context. This study describes the development and validation results of the Video-Test of Emotional Intelligence for Teachers (ViTIED), a new performance-based measure to assess the EI of secondary education teachers based on ability EI model and the situational judgment test paradigm. The test comprises 12 video scenes designed to elicit intra- and interpersonal processes, as well as both positive and negative emotions. A total of 163 Spanish teachers (36% male, 64% female; mean age = 40.32 years) completed the ViTIED, along with personality, perceived EI, and burnout assessments. Test scores provide initial evidence of adequate reliability, as well as content, convergent, and divergent validity. Continued validation of this measure will benefit evaluation and intervention processes with teachers, as well as research on the impact of teachers' EI on the teaching-learning processes and the well-being of the educational community.

Mental rotation is an important aspect of spatial ability. While the importance of measuring mental rotation has been explored, disputes still exist within the literature surrounding sources of item difficulty in mental rotation tests (MRTs). Furthermore, gender differences in MRT performance are often seen but not fully understood. In the current study, we analyzed sources of item difficulty in a set of spatial ability test items using the Linear Logistic Test Model (LLTM). We found that items with more cubes, color differences, and higher rotational complexity tend to be more difficult, whereas items that contain occlusion, a mirrored structure, and a homogenous configuration type tend to be easier. Next, using Differential Component Functioning (DCF) analysis, we analyzed gender differences across these different item characteristics, finding that the number of cubes and color characteristics made questions more difficult for males when compared to females. The results and implications of this study are discussed in further detail.