Journal of Intelligence最新文献

The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI-DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs. Titles Games) and examined whether or not the Interpersonal and Intrapersonal subscales of EI were more associated with DT than the Adaptability and Stress Management EI subscales. The youth version of the Bar-On Emotional Quotient Inventory (EQ-i: YV) was used to measure EI. The measure of EI and the two DT tests were administered to 244 male and female gifted (N = 125) and nongifted (N = 119) high school students in Saudi Arabia. The first objective was to examine whether the EI-DT relationship differs based on the nature of the task of the two DT tests used in the current study (Social Games vs. Titles Games). The second objective was to test whether the Interpersonal and Intrapersonal subscales of EI are more associated with DT than the Adaptability and Stress Management EI subscales. Canonical correlation analysis showed that the relationship between the Social Games test and EI was stronger than the relationship between the Titles Games test and EI. Two path analyses were run: one for the total sample and the second for the gifted sample. The likelihood ratio test showed that the Social Games test was more associated with EQ-i subscales than the Titles Games test for both samples. As expected, the Inter- and the Intrapersonal subscales of the EQ-i were more highly related to Social Games fluency and originality scores compared with the Stress Management and Adaptability subscales. Limitations and future directions are discussed.

Broadly, individuals' cognitive abilities influence their academic skills, but the significance and strength of specific cognitive abilities varies across academic domains and may vary across age. Simultaneous analyses of data from many tests and cross-battery analyses can address inconsistent findings from prior studies by creating comprehensively defined constructs, which allow for greater generalizability of findings. The purpose of this study was to examine the cross-battery direct effects and developmental differences in youths' cognitive abilities on their basic reading abilities, as well as the relations between their reading and writing achievement. Our sample included 3927 youth aged 6 to 18. Six intelligence tests (66 subtests) and three achievement tests (10 subtests) were analyzed. Youths' general intelligence (g, large direct and indirect effects), verbal comprehension-knowledge (large direct effect), working memory (large direct effect), and learning efficiency (moderate direct effect) explained their basic reading skills. The influence of g and fluid reasoning were difficult to separate statistically. Most of the cognitive-basic reading relations were stable across age, except the influence of verbal comprehension-knowledge (Gc), which appeared to slightly increase with age. Youths' basic reading had large influences on their written expression and spelling skills, and their spelling skills had a large influence on their written expression skills. The directionality of the effects most strongly supported the direct effects from the youths' basic reading to their spelling skills, and not vice versa.

Limited research has focused on consumption reduction as one potential pathway to meet sustainable development goals. This paper investigates consumers' intentions to undertake consumption reduction through the lens of an extended theory of planned behavior (TPB), where selected individual differences, namely the need for evaluation (NE) and self-referencing (SR), are given considerable attention. In total, 226 respondents participated in this web-based survey study. The results from structural equation modeling analysis confirm that the extended theory of planned behavior effectively explains consumers' intentions to undertake consumption reduction. Notably, the individual differences of the NE and SR each uniquely moderate the relationships within the TPB model. This study provides a theoretical contribution by integrating the selected moderators (i.e., the NE and SR) into the TPB framework, increases the TPB's predictive power, and further provides a novel understanding of the underlying influences of individual differences on consumers' intentions to undertake consumption reduction for the benefit of the environment. Moreover, the findings offer practical implications for policymakers and social marketers in designing tailor-made interventions and consumption reduction strategies by considering the important role of individual differences.

The recent release of the WAIS-5, a decade and a half after its predecessor, the WAIS-IV, raises immediate questions about the Flynn effect (FE). Does the traditional FE of points per decade in the U.S. for children and adults, identified for the Full Scale IQs of all Wechsler scales and for other global IQ scores as well, persist into the 2020s? The WAIS-5 Technical and Interpretive Manual provides two counterbalanced validity studies that address the Flynn effect directly-N = 186 adolescents and adults (16-90 years, mean age = 47.8) tested on the WAIS-IV and WAIS-5; and N = 98 16-year-olds tested on the WISC-V and WAIS-5. The FE is incorporated into the diagnostic criteria for intellectual disabilities by the American Association on Intellectual and Developmental Disabilities (AAIDD), by DSM-5-TR, and in capital punishment cases. The unexpected result of the two counterbalanced studies was a reduction in the Flynn effect from the expected value of 3 IQ points to 1.2 points. These findings raise interesting questions regarding whether the three point adjustment to FSIQs should be continued for intellectual disability diagnosis and whether the federal courts should rethink its guidelines for capital punishment cases and other instances of high stakes decision-making. Limitations include a lack of generalization to children, the impact of the practice effects, and a small sample size.

In a recent paper, while our overall conclusion remains valid, one specific finding-that there are reciprocal relationships between how Korean students value education, the time they invest in their studies, and their academic achievements-requires correction (Liu et al [...].

Extended testing time in Raven's Progressive Matrices (RPM) can lead to increased fatigue and reduced motivation, which may impair cognitive task performance. This study explores the application of artificial intelligence (AI) in RPM by combining eye-tracking technology with machine learning (ML) models, aiming to explore new methods for improving the efficiency of RPM testing and to identify the key metrics involved. Using eye-tracking metrics as features, ten ML models were trained, with the XGBoost model demonstrating superior performance. Notably, we further refined the period of interest and reduced the number of metrics, achieving strong performance, with accuracy, precision, and recall all above 0.8, using only 60% of the response time and nine eye-tracking metrics. This study also examines the role of several key metrics in RPM and offers valuable insights for future research.

A student's choice of major is influenced by their parents and peers, as well as by the quality of the college department that offers the major and by broader cultural and economic issues. The student's own personality, including their ability to reason about themselves and their interests, also contributes to the choice and its outcomes. In a preliminary study, we developed a Choice of Major Scale that depicts key aspects of students' consideration of their major. Then, across three studies (Ns = 304, 466, and 492), we examined the students' personal intelligence, defined as their capacity to reason about their own and other people's personalities, as well as a Choice of Major Scale, and the relation of those variables to important academic outcomes. The results depicted a pattern that the students who better understood personality and were more engaged in choosing a major, compared to others, considered more majors initially, chose a major more quickly, and exhibited better academic outcomes subsequently.

Background: Enhancing working memory performance in cognitively and physically healthy individuals is a popular area of research. The results from a large number of studies have now been summarized in multiple meta-analyses. In these reviews, various training methods have been examined, including mindfulness training, adaptive working memory training, physical activity training, and video game training, to examine whether working memory capacity can be improved. This report aggregated the results of these meta-analyses using second-order meta-analytic approaches to ascertain the extent to which working memory functioning can be enhanced in healthy adults.

Methods: A total of six meta-analyses of randomized controlled trials that compared working memory interventions to a control group were included in the analyses. These studies were identified after systematically searching three electronic databases: APA PsycInfo, ERIC and Medline. Collectively, the meta-analyses investigated the effects of cognitive programs, mindfulness, video games and physical activity on working memory. Only meta-analyses undertaken with healthy adults aged between 18 and 55 years were included in the report.

Results: The results revealed an average improvement in working memory across the included studies compared to the control groups. The findings indicated a small yet significant enhancement in working memory, with a standardized mean difference of 0.335 (95% CI [0.223; 0.447], p < .001). Further analysis tests for superiority effects between the different working memory training programs revealed no significant differences between intervention effect sizes.

Conclusion: Based on the findings, it can be concluded that the working memory capacity of healthy adults can be improved through training. However, the effect size is small, so the utility of this type of training in real-life improvements in cognition may be minimal. The evidence does not indicate that one type of working memory training is superior to another.

Intellect is an important personality trait, especially with regard to the prediction and explanation of intellectual performance, such as occupational or academic success. However, much less is known about the development of Intellect. I present results from a longitudinal study spanning eight years to investigate changes in Intellect during a critical period: the transition from school to vocation. The study is based on a large and heterogeneous sample with up to 1964 participants. Using a facet approach, I investigate predictors of longitudinal trajectories theoretically derived from construct definition, including subjective and objective attributes of education and profession; attitudes regarding the malleability of personality traits; as well as personality traits beyond Intellect, especially intelligence. Results reveal some support for the social investment principle according to neo-socioanalytic theory, as epistemic job demands and epistemic leisure activities predicted the increase in Intellect over time. The study contributes to our understanding of the development of personality traits related to intellectual achievement, including important internal and external predictors of longitudinal trajectories.

Previous research has indicated that individuals with varying levels of reading comprehension (often used as a proxy for general cognitive ability) employ distinct reading eye movement patterns. This exploratory eye-tracking study aimed to investigate the text-reading process in adolescents with differing reading comprehension, specifically examining how these differences manifest at the global eye movement level through scanpath analysis. Our findings revealed two distinct groups of scanpaths characterized by statistically significant differences in eye movement parameters. These groups were identified as "fast readers" and "slow readers". Both groups exhibited similar oculomotor performance during the initial reading. However, significant differences emerged when they reread and revisited the text. Notably, these findings align with prior research conducted with different samples and languages, although discrepancies emerged in saccade amplitude and first-pass reading behavior. This study contributes to the understanding of how reading comprehension levels are reflected in global eye movement strategies among adolescents. However, limitations inherent in the experimental design, particularly the potential influence of the task on reading patterns, warrant further investigation. Future research should aim to explore these phenomena in more naturalistic reading settings, employing a design specifically tailored to capture the nuances of spontaneous reading behavior.