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Enhancing Perceptual-Motor Skills in Sports: The Role of Ecological Sounds. 提高体育运动中的感知-运动技能:生态声音的作用
IF 3.5 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-30 DOI: 10.3390/jintelligence12020015
Tiziano Agostini, Fabrizio Sors, Mauro Murgia, Alessandra Galmonte

Starting approximately from the beginning of the new millennium, a series of studies highlighted that auditory information deriving from biological motion can significantly influence the behavioral, cognitive and neurophysiological processes involved in the perception and execution of complex movements. In particular, it was observed that an appropriate use of sounds deriving from one's own movement promotes improvements in the movement execution itself. Two main approaches can be used, namely the sonification one or the ecological sound one; the former is based on the conversion of physiological and/or physical movement data into sound, while the latter is based on the use of auditory recordings of movement sounds as models. In the present article, some of the main applications of both approaches-especially the latter-to the domains of sport and motor rehabilitation are reviewed, with the aim of addressing two questions: Is it possible to consider rhythm as a Gestalt of human movement? If so, is it possible to build up cognitive strategies to improve/standardize movement performance from this Gestalt? As with most topics in science, a definitive answer is not possible, yet the evidence leads us to lean toward a positive answer to both questions.

大约从新千年之初开始,一系列研究强调,来自生物运动的听觉信息能够显著影响复杂运动的感知和执行过程中的行为、认知和神经生理过程。特别是,研究发现,适当使用源自自身运动的声音可以促进运动执行本身的改善。可以使用两种主要方法,即声音化方法或生态声音方法;前者基于将生理和/或物理运动数据转换为声音,而后者基于使用运动声音的听觉记录作为模型。本文回顾了这两种方法--特别是后者--在体育和运动康复领域的一些主要应用,旨在探讨两个问题:是否有可能将节奏视为人类运动的格式塔?如果可以,是否有可能从这种格式塔中建立认知策略,以改善/规范运动表现?与大多数科学课题一样,我们不可能给出一个明确的答案,但有证据表明,我们倾向于对这两个问题做出肯定的回答。
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引用次数: 0
Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific. 青少年对数学和阅读的焦虑具有领域特异性。
IF 3.5 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-29 DOI: 10.3390/jintelligence12020014
Delphine Sasanguie, Charlotte Larmuseau, Fien Depaepe, Brenda R J Jansen

It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (Mage = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into two halves. Confirmatory factor analyses showed that a three-factor model (factors: TA, MA, RA) had superior model fit compared with a one-factor model (factor: "Academic anxiety"), in both halves. The resulting anxiety factors were related to math performance measures using structural equation models. A scarcity of data on reading performance prevented the analysis of links between anxiety and reading performance. Anxiety-math performance relations were stronger for MA than for TA and MA. We concluded that TA, MA, and RA are separable constructs.

研究调查了考试焦虑(TA)、数学焦虑(MA)和阅读焦虑(RA)是否可以追溯到某种类型的一般学习焦虑,或者这些焦虑是否可以分离。共有 776 名五年级学生(年龄 = 10.9 岁)完成了有关考试焦虑、数学焦虑和阅读焦虑的问卷调查以及数学测试。此外,还要求提供全国跟踪系统的数学和阅读成绩结果。样本被随机分成两半。确认性因素分析表明,与单因素模型(因素:"学业焦虑")相比,三因素模型(因素:TA、MA、RA)在两半样本中的模型拟合度更高。由此得出的焦虑因子通过结构方程模型与数学成绩相关联。由于阅读成绩数据匮乏,无法分析焦虑与阅读成绩之间的联系。与助教和马萨诸塞州长相比,马萨诸塞州长的焦虑与数学成绩的关系更为密切。我们的结论是,TA、MA 和 RA 是可分离的结构。
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引用次数: 0
Conscientiousness, Students' Goal Orientation, and Reasoning Ability: Significance for Educational Standards. 自觉性、学生的目标导向和推理能力:对教育标准的意义
IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-22 DOI: 10.3390/jintelligence12010011
Selina Weiss, Martin Böhnisch

Previous studies show that students' goal orientation and conscientiousness are related to academic performance. Few studies, however, allow conclusions to be drawn about the factor structure of goal orientation and its distinctions from conscientiousness. In a study with N = 145 secondary school students (M = 13.9, SD = 0.85; 41% male), we investigated if the residuals of latent factors of goal orientation are still meaningfully correlated with academic performance and reasoning. Based on structural equation models, we have replicated the theoretically derived four-factor structure and showed that conscientiousness explains 29% of the variance in learning goals and 40% of the variance in work avoidance. Furthermore, we show that the residuals of goal orientation are mainly not significantly related to reasoning or educational standards (only work avoidance correlated with reasoning, and performance goals correlated with educational standards). Educational standards were highly correlated with reasoning. Implications for school practice and possible interventions are discussed.

以往的研究表明,学生的目标定向和自觉性与学习成绩有关。然而,很少有研究能就目标定向的因子结构及其与自觉性的区别得出结论。在一项有 N = 145 名中学生(M = 13.9,SD = 0.85;男性占 41%)参加的研究中,我们调查了目标定向的潜在因子残差是否仍与学习成绩和推理有意义地相关。基于结构方程模型,我们复制了理论上推导出的四因子结构,结果表明,自觉性解释了学习目标中 29% 的方差,解释了工作回避中 40% 的方差。此外,我们还表明,目标取向的残差主要与推理或教育标准无显著相关(只有工作回避与推理相关,绩效目标与教育标准相关)。教育标准与推理高度相关。本文讨论了对学校实践和可能的干预措施的影响。
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引用次数: 0
Biclustering of Log Data: Insights from a Computer-Based Complex Problem Solving Assessment. 日志数据的双聚类:基于计算机的复杂问题解决能力评估的启示。
IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-17 DOI: 10.3390/jintelligence12010010
Xin Xu, Susu Zhang, Jinxin Guo, Tao Xin

Computer-based assessments provide the opportunity to collect a new source of behavioral data related to the problem-solving process, known as log file data. To understand the behavioral patterns that can be uncovered from these process data, many studies have employed clustering methods. In contrast to one-mode clustering algorithms, this study utilized biclustering methods, enabling simultaneous classification of test takers and features extracted from log files. By applying the biclustering algorithms to the "Ticket" task in the PISA 2012 CPS assessment, we evaluated the potential of biclustering algorithms in identifying and interpreting homogeneous biclusters from the process data. Compared with one-mode clustering algorithms, the biclustering methods could uncover clusters of individuals who are homogeneous on a subset of feature variables, holding promise for gaining fine-grained insights into students' problem-solving behavior patterns. Empirical results revealed that specific subsets of features played a crucial role in identifying biclusters. Additionally, the study explored the utilization of biclustering on both the action sequence data and timing data, and the inclusion of time-based features enhanced the understanding of students' action sequences and scores in the context of the analysis.

基于计算机的评估为收集与问题解决过程相关的行为数据(即日志文件数据)提供了一个新的来源。为了了解从这些过程数据中可以发现的行为模式,许多研究都采用了聚类方法。与单模式聚类算法不同,本研究采用了双聚类方法,可同时对测试者和从日志文件中提取的特征进行分类。通过将双聚类算法应用于 PISA 2012 CPS 评估中的 "票务 "任务,我们评估了双聚类算法在从过程数据中识别和解释同质双聚类方面的潜力。与单模式聚类算法相比,双聚类方法可以发现在特征变量子集上具有同质性的个体聚类,从而有望深入了解学生解决问题的行为模式。实证结果表明,特定的特征子集在识别双聚类中发挥了关键作用。此外,该研究还探索了如何在动作序列数据和计时数据中使用双聚类,在分析中加入基于时间的特征增强了对学生动作序列和分数的理解。
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引用次数: 0
Measurement-Invariant Fluid Anti-Flynn Effects in Population-Representative German Student Samples (2012-2022). 具有人口代表性的德国学生样本中的测量不变流体反弗林效应(2012-2022 年)。
IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-17 DOI: 10.3390/jintelligence12010009
Sandra Oberleiter, Sabine Patzl, Jonathan Fries, Jennifer Diedrich, Martin Voracek, Jakob Pietschnig

Generational IQ test scores in the general population were observed to increase over time (i.e., the Flynn effect) across most of the 1900s. However, according to more recent reports, Flynn effect patterns have seemingly become less consistent. So far, most available evidence on this phenomenon has been categorized by drawing on the classic fluid vs. crystallized intelligence taxonomy. However, recent evidence suggests that subdomain-specific trajectories of IQ change may well be more complex. Here, we present evidence for cross-temporal changes in measurement-invariant figural reasoning tasks in three large-scale, population-representative samples of German secondary school students (total N = 19,474). Analyses revealed a consistent pattern of significant and meaningful declines in performance from 2012 to 2022. Results indicate a decrease in figural reasoning of 4.68 to 5.17 IQ points per decade (corresponding to small-to-medium effects, Cohen ds from 0.34 to 0.38). These findings may be interpreted as tentative evidence for a decreasing strength of the positive manifold of intelligence as a potential cause of the increasing number of recent reports about inconsistent IQ change trajectories.

据观察,在 1900 年代的大部分时间里,普通人群的代际智商测试分数会随着时间的推移而增加(即弗林效应)。然而,根据最近的报道,弗林效应的模式似乎变得不那么一致了。迄今为止,有关这一现象的大多数现有证据都是根据经典的流体智力与结晶智力分类法进行分类的。然而,最近的证据表明,特定子域的智商变化轨迹可能更为复杂。在这里,我们展示了三个大规模、具有人口代表性的德国中学生样本(总人数= 19,474)在测量变量形象推理任务中的跨时空变化证据。分析表明,从 2012 年到 2022 年,学生的成绩出现了显著而有意义的下降。结果表明,图形推理能力每十年下降 4.68 到 5.17 个智商点(相当于中小型效应,Cohen ds 从 0.34 到 0.38)。这些发现可以被解释为智力正向流形强度下降的初步证据,这也是最近越来越多关于智商变化轨迹不一致的报告的潜在原因。
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引用次数: 0
How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges. 我们如何才能最好地评估空间技能?实践和概念上的挑战。
IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-16 DOI: 10.3390/jintelligence12010008
David H Uttal, Kiley McKee, Nina Simms, Mary Hegarty, Nora S Newcombe

Spatial thinking skills are associated with performance, persistence, and achievement in science, technology, engineering, and mathematics (STEM) school subjects. Because STEM knowledge and skills are integral to developing a well-trained workforce within and beyond STEM, spatial skills have become a major focus of cognitive, developmental, and educational research. However, these efforts are greatly hampered by the current lack of access to reliable, valid, and well-normed spatial tests. Although there are hundreds of spatial tests, they are often hard to access and use, and information about their psychometric properties is frequently lacking. Additional problems include (1) substantial disagreement about what different spatial tests measure-even two tests with similar names may measure very different constructs; (2) the inability to measure some STEM-relevant spatial skills by any existing tests; and (3) many tests only being available for specific age groups. The first part of this report delineates these problems, as documented in a series of structured and open-ended interviews and surveys with colleagues. The second part outlines a roadmap for addressing the problems. We present possibilities for developing shared testing systems that would allow researchers to test many participants through the internet. We discuss technological innovations, such as virtual reality, which could facilitate the testing of navigation and other spatial skills. Developing a bank of testing resources will empower researchers and educators to explore and support spatial thinking in their disciplines, as well as drive the development of a comprehensive and coherent theoretical understanding of spatial thinking.

空间思维能力与科学、技术、工程和数学(STEM)学科的表现、坚持性和成就有关。由于科学、技术、工程和数学知识与技能是培养科学、技术、工程和数学领域内外训练有素的劳动力所不可或缺的,因此空间技能已成为认知、发展和教育研究的重点。然而,由于目前缺乏可靠、有效和规范的空间测试,这些研究工作受到了极大的阻碍。尽管有数以百计的空间测验,但这些测验往往难以获取和使用,而且经常缺乏有关其心理测量特性的信息。其他问题还包括:(1) 对不同空间测试所测量的内容存在很大分歧--即使是两个名称相似的测试,所测量的内容也可能大相径庭;(2) 现有测试无法测量某些与 STEM 相关的空间技能;(3) 许多测试只针对特定年龄组。本报告的第一部分描述了这些问题,并通过一系列结构化和开放式访谈以及对同行的调查进行了记录。第二部分概述了解决这些问题的路线图。我们介绍了开发共享测试系统的可能性,该系统可让研究人员通过互联网对众多参与者进行测试。我们讨论了虚拟现实等技术创新,它们可以促进导航和其他空间技能的测试。开发测试资源库将使研究人员和教育工作者有能力在各自的学科中探索和支持空间思维,并推动对空间思维形成全面、一致的理论认识。
{"title":"How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges.","authors":"David H Uttal, Kiley McKee, Nina Simms, Mary Hegarty, Nora S Newcombe","doi":"10.3390/jintelligence12010008","DOIUrl":"10.3390/jintelligence12010008","url":null,"abstract":"<p><p>Spatial thinking skills are associated with performance, persistence, and achievement in science, technology, engineering, and mathematics (STEM) school subjects. Because STEM knowledge and skills are integral to developing a well-trained workforce within and beyond STEM, spatial skills have become a major focus of cognitive, developmental, and educational research. However, these efforts are greatly hampered by the current lack of access to reliable, valid, and well-normed spatial tests. Although there are hundreds of spatial tests, they are often hard to access and use, and information about their psychometric properties is frequently lacking. Additional problems include (1) substantial disagreement about what different spatial tests measure-even two tests with similar names may measure very different constructs; (2) the inability to measure some STEM-relevant spatial skills by any existing tests; and (3) many tests only being available for specific age groups. The first part of this report delineates these problems, as documented in a series of structured and open-ended interviews and surveys with colleagues. The second part outlines a roadmap for addressing the problems. We present possibilities for developing shared testing systems that would allow researchers to test many participants through the internet. We discuss technological innovations, such as virtual reality, which could facilitate the testing of navigation and other spatial skills. Developing a bank of testing resources will empower researchers and educators to explore and support spatial thinking in their disciplines, as well as drive the development of a comprehensive and coherent theoretical understanding of spatial thinking.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10816932/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Modeling Sequential Dependencies in Progressive Matrices: An Auto-Regressive Item Response Theory (AR-IRT) Approach. 渐进矩阵中的序列依赖建模:自回归项目反应理论(AR-IRT)方法。
IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-15 DOI: 10.3390/jintelligence12010007
Nils Myszkowski, Martin Storme

Measurement models traditionally make the assumption that item responses are independent from one another, conditional upon the common factor. They typically explore for violations of this assumption using various methods, but rarely do they account for the possibility that an item predicts the next. Extending the development of auto-regressive models in the context of personality and judgment tests, we propose to extend binary item response models-using, as an example, the 2-parameter logistic (2PL) model-to include auto-regressive sequential dependencies. We motivate such models and illustrate them in the context of a publicly available progressive matrices dataset. We find an auto-regressive lag-1 2PL model to outperform a traditional 2PL model in fit as well as to provide more conservative discrimination parameters and standard errors. We conclude that sequential effects are likely overlooked in the context of cognitive ability testing in general and progressive matrices tests in particular. We discuss extensions, notably models with multiple lag effects and variable lag effects.

测量模型的传统假设是,在共同因素的条件下,项目反应是相互独立的。这些模型通常会使用各种方法来探索是否存在违反这一假设的情况,但很少会考虑到一个项目预测下一个项目的可能性。为了扩展人格和判断测验中的自回归模型,我们建议扩展二元项目反应模型--以二参数逻辑(2PL)模型为例--以包括自回归序列依赖关系。我们以公开的渐进矩阵数据集为背景,对此类模型进行了激励和说明。我们发现,自回归滞后-1 2PL 模型的拟合优于传统的 2PL 模型,而且提供的判别参数和标准误差更为保守。我们的结论是,在一般认知能力测试,特别是渐进矩阵测试中,顺序效应很可能被忽视。我们讨论了扩展模型,特别是具有多重滞后效应和可变滞后效应的模型。
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引用次数: 0
Measurement Invariance of the WISC-V across a Clinical Sample of Children and Adolescents with ADHD and a Matched Control Group. WISC-V 在患有多动症的儿童和青少年临床样本以及匹配对照组中的测量不变性。
IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2024-01-12 DOI: 10.3390/jintelligence12010006
Angelika Beate Christiane Becker, Jenny Maurer, Monika Daseking, Franz Pauls

Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10-primary subtest battery was analyzed across a group of children and adolescents with ADHD (n = 91) and a control group (n = 91) matched by sex, age, migration background, and parental education or type of school. First, confirmatory factor analyses (CFAs) were performed to establish the model fit for the WISC-V second-order five-factor model in each group. A sufficiently good fit of the model was found for the data in both groups. Subsequently, multigroup confirmatory factor analyses (MGCFAs) were conducted to test for measurement invariance across the ADHD and control group. Results of these analyses indicated configural and metric invariance but did not support full scalar invariance. However, after relaxing equality constraints on the Vocabulary (VC), Digit Span (DS), Coding (CD), Symbol Search (SS), and Picture Span (PS) subtest intercepts as well as on the intercepts of the first-order factors Working Memory (WM) and Processing Speed (PS), partial scalar invariance could be obtained. Furthermore, model-based reliability coefficients indicated that the WISC-V provides a more precise measurement of general intelligence (e.g., represented by the Full-Scale IQ, FSIQ) than it does for cognitive subdomains (e.g., represented by the WISC-V indexes). Group comparisons revealed that the ADHD group scored significantly lower than the control group on four primary subtests, thus achieving significantly lower scores on the corresponding primary indexes and the FSIQ. Given that measurement invariance across the ADHD and the control group could not be fully confirmed for the German WISC-V, clinical interpretations based on the WISC-V primary indexes are limited and should only be made with great caution regarding the cognitive profiles of children and adolescents with ADHD.

我们对一组患有多动症的儿童和青少年(n = 91)和一组对照组(n = 91)进行了韦氏儿童智力量表第五版(WISC-V)10个主要分测验的测量不变性分析,这两组儿童和青少年的性别、年龄、移民背景、父母的教育程度或学校类型均与韦氏儿童智力量表第五版相匹配。首先,对每组进行确证因子分析(CFA),以建立 WISC-V 二阶五因子模型的拟合模型。结果发现,两组数据的模型拟合度都很高。随后,进行了多组确认性因子分析(MGCFA),以检验多动症组和对照组的测量不变量。这些分析的结果表明了构型和度量不变性,但不支持完全的标度不变性。然而,在放宽词汇量(VC)、数字跨度(DS)、编码(CD)、符号搜索(SS)和图像跨度(PS)子测验截距以及一阶因子工作记忆(WM)和处理速度(PS)截距的相等限制后,可以获得部分标度不变性。此外,基于模型的信度系数表明,WISC-V 对一般智力(如以全量表智商(FSIQ)为代表)的测量比对认知子域(如以 WISC-V 指数为代表)的测量更为精确。分组比较显示,多动症组在四项主要分测验中的得分明显低于对照组,因此在相应的主要指数和 FSIQ 中的得分也明显低于对照组。鉴于德国 WISC-V 无法完全确认多动症组和对照组之间的测量不变性,因此基于 WISC-V 主要指标的临床解释是有限的,只有在对多动症儿童和青少年的认知概况进行解释时才应非常谨慎。
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引用次数: 0
The Bilingual Is Not Two Monolinguals of Same Age: Normative Testing Implications for Multilinguals. 双语不是两个年龄相同的单语者:规范测试对多语者的影响。
IF 3.5 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-12-31 DOI: 10.3390/jintelligence12010003
Samuel O Ortiz, Sarah K Cehelyk
<p><p>A fundamental concept in psychological and intelligence testing involves the assumption of comparability in which performance on a test is compared to a normative standard derived from prior testing on individuals who are comparable to the examinee. When evaluating cognitive abilities, the primary variable used for establishing comparability and, in turn, validity is age, given that intellectual abilities develop largely as a function of general physical growth and neuromaturation. When an individual has been raised only in the language of the test, language development is effectively controlled by age. For example, when measuring vocabulary, a 12-year-old will be compared only to other 12-year-olds, all of whom have been learning the language of the test for approximately 12 years-hence, they remain comparable. The same cannot be said when measuring the same or other abilities in a 12-year-old who has been raised only in a different language or raised partly with a different language and partly with the language of the test. In such cases, a 12-year-old may have been learning the language of the test at some point shortly after birth, or they might have just begun learning the language a week ago. Their respective development in the language of the test thus varies considerably, and it can no longer be assumed that they are comparable in this respect to others simply because they are of the same age. Psychologists noted early on that language differences could affect test performance, but it was viewed mostly as an issue regarding basic comprehension. Early efforts were made to address this issue, which typically involved simplification of the instructions or reliance on mostly nonverbal methods of administration and measurement. Other procedures that followed included working around language via test modifications or alterations (e.g., use of an interpreter), testing in the dominant language, or use of tests translated into other languages. None of these approaches, however, have succeeded in establishing validity and fairness in the testing of multilinguals, primarily because they fail to recognize that language difference is not the same as language development, much like cultural difference is not the same as acquisition of acculturative knowledge. Current research demonstrates that the test performance of multilinguals is moderated primarily by the amount of exposure to and development in the language of the test. Moreover, language development, specifically receptive vocabulary, accounts for more variance in test performance than age or any other variable. There is further evidence that when the influence of differential language development is examined and controlled, historical attributions to race-based performance disappear. Advances in fairness in the testing of multilinguals rest on true peer comparisons that control for differences in language development within and among multilinguals. The BESA and the Ortiz PVAT are the only
心理和智力测验的一个基本概念涉及可比性假设,即把测验成绩与先前对与受测者相 似的人进行测验后得出的常模标准进行比较。在评估认知能力时,用于确定可比性和有效性的主要变量是年龄,因为智力的发展 在很大程度上是身体发育和神经成熟的函数。当一个人只用测试语言长大时,语言的发展就会受到年龄的有效控制。例如,在测量词汇量时,一个 12 岁的孩子只能与其他 12 岁的孩子进行比较,因为他们都已经学习了大约 12 年的测试语言--因此,他们仍然具有可比性。如果一个 12 岁的孩子从小只用另一种语言,或部分用另一种语言,部分用测试语言,那么在测量他的相同能力或其他能力时,情况就不一样了。在这种情况下,一个 12 岁的孩子可能在出生后不久就开始学习测试语言,也可能在一周前才开始学习。因此,他们各自在测试语言方面的发展差异很大,不能再简单地认为他们在这方面与其他人具有可比性,因为他们的年龄相同。心理学家很早就注意到,语言差异可能会影响考试成绩,但这主要被视为基本理解能力方面的问题。为解决这一问题,早期的努力通常包括简化测验说明,或主要依靠非语言方法进行施测和测量。随后采取的其他程序包括通过修改或改变测试内容(如使用翻译人员)、使用主要语言进行测试或使用翻译成其他语言的测试来解决语言问题。然而,这些方法都没有成功地建立起对多语言者测试的有效性和公平性,主要是因为它们没有认识到语言差异不等同于语言发展,就像文化差异不等同于文化知识的习得一样。目前的研究表明,多语言者的考试成绩主要受考试语言的接触量和发展程度的影响。此外,语言发展,特别是接受词汇量,比年龄或任何其他变量更能影响考试成绩的差异。还有进一步的证据表明,当对不同语言发展的影响进行研究和控制时,基于种族的成绩的历史归因就会消失。多语言测试公平性的进步有赖于真正的同侪比较,这种比较可以控制多语言学生内部和之间的语言发展差异。BESA 和 Ortiz PVAT 是仅有的两个能同时控制年龄和测试语言发展程度的标准。它们共同为未来的测试和测试构建提供了一个蓝图,在这个蓝图中,创建真正的同伴标准是可能的,而且,如果创建得当,会对不同群体的测试成绩均等化产生重大影响,而不论其种族/民族背景或语言发展情况如何。目前的研究令人信服地表明,只要有意识地、认真地关注存在于同龄单语者和多语者之间的差异,以及多语者之间的差异,就可以开发出支持有效性和公平性要求的测试,供那些事实上并非完全在测试语言或文化环境中长大的人使用。
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引用次数: 0
Social Understanding beyond the Familiar: Disparity in Visual Abilities Does Not Impede Empathy and Theory of Mind. 超越熟悉的社会理解:视觉能力的差异并不妨碍移情和心智理论。
IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-12-25 DOI: 10.3390/jintelligence12010002
Eva Landmann, Alina Krahmer, Anne Böckler

Feeling with our conspecifics and understanding their sentiments and intentions is a crucial part of our lives. What is the basis for these forms of social understanding? If individuals ground their understanding of others' thoughts and feelings in their own perceptual and factual experiences, it could present a challenge to empathize and mentalize with those whose reality of life is significantly different. This preregistered study compared two groups of participants who differed in a central perceptual feature, their visual abilities (visually impaired vs. unimpaired; total N = 56), concerning their social understanding of others who were themselves either visually impaired or unimpaired. Employing an adjusted version of the EmpaToM task, participants heard short, autobiographic narrations by visually impaired or unimpaired individuals, and we assessed their empathic responding and mentalizing performance. Our findings did not reveal heightened empathy and mentalizing proclivities when the narrator's visual abilities aligned with those of the participant. However, in some circumstances, cognitive understanding of others' narrations benefitted from familiarity with the situation. Overall, our findings suggest that social understanding does not mainly rely on perceptual familiarity with concrete situations but is likely grounded in sharing emotions and experiences on a more fundamental level.

与同类感受并理解他们的情感和意图是我们生活的重要组成部分。这些形式的社会理解的基础是什么?如果个人是基于自己的感知和事实经验来理解他人的想法和感受,那么与那些生活现实大相径庭的人进行共情和心理沟通就会面临挑战。这项预先登记的研究比较了两组在中心知觉特征--视觉能力上存在差异的参与者(视障者与非视障者;总人数=56),他们对视障或非视障者的社会理解。我们采用经过调整的 EmpaToM 任务,让参与者聆听视障或非视障人士的简短自述,并评估他们的移情反应和心智化表现。我们的研究结果表明,当叙述者的视觉能力与参与者的视觉能力一致时,参与者的移情反应和心智化倾向并没有增强。然而,在某些情况下,对他人叙述的认知理解会因熟悉情况而受益。总之,我们的研究结果表明,社会理解并不主要依赖于对具体情境的感知熟悉程度,而很可能是建立在更基本的情感和经验分享基础之上的。
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引用次数: 0
期刊
Journal of Intelligence
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