Journal of Intelligence最新文献

The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the top six among all participating countries or economies, with Taipei, Singapore, Japan, and Korea also demonstrating improved performance. Given the widespread concern about the factors influencing secondary-school students' mathematical literacy, this paper adopts machine learning and the SHapley Additive exPlanations (SHAP) method to analyze 34,968 samples and 151 features from six East Asian education systems within the PISA 2022 dataset, aiming to pinpoint the crucial factors that affect middle-school students' mathematical literacy. First, the XGBoost model has the highest prediction accuracy for math literacy performance. Second, 15 variables were identified as significant predictors of mathematical literacy across the student population, particularly variables such as mathematics self-efficacy (MATHEFF) and expected occupational status (BSMJ). Third, mathematics self-efficacy was determined to be the most influential factor. Fourth, the factors influencing mathematical literacy vary among individual students, including the key influencing factors, the direction (positive or negative) of their impact, and the extent of this influence. Finally, based on our findings, four recommendations are proffered to enhance the mathematical literacy performance of secondary-school students.

There were errors in the original publication Grinschgl et al [...].

The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high self-confidence. It remains unknown whether CRs can improve students' academic assessment performance in real educational settings. The current study recruited 795 fourth-grade elementary school children to explore if making CRs reactively affects students' academic assessment performance in two main subjects (i.e., Chinese Language and Mathematics). The data were collected across six waves with half-year intervals. From Wave 2, children either provided (CR group) or did not provide CRs (no-CR group) when completing standardized academic assessments. The results showed Bayesian evidence supporting the claim that making CRs does not influence children's academic assessment performance (both the average performance across waves 2-6 and the performance in each wave) in both subjects. Furthermore, children's self-confidence did not moderate the reactive influence of CRs. The results from multilevel regression analyses re-confirmed the above conclusions. Possible explanations for the absence of the reactivity effect of CRs on children's academic assessment performance are discussed.

Studies involving the Cognitive Assessment System (CAS) planning scale typically use only the subtest and scale scores without assessing the strategies employed by the participants. This study addressed this gap and examined the planning strategies used by children in the CAS2: Spanish version and their relationship with planning performance. We conducted an exploratory cross-sectional study with 26 Puerto Rican children aged 8 to 11. Results showed that no strategies were consistently used by participants according to examinees' reports (f = 0-46%), but examiners observed consistent use of some strategies such as "coded left to right, top to bottom", f = 92%; "scanned the page for the next number or letter", f = 100%. Welch's t-tests did not show relationships between participants' performance and the strategies observed by examiners, | mean differences | = 0.05-0.81, ps ≥ 0.05, nor with the strategies reported by participants, | mean differences | = 0.05-1.69, ps ≥ 0.05. These findings suggest that although the examiners may observe the use of strategies, the examinees are unaware of the strategies they use, and the strategies used are not associated with their performance. Future studies are needed to confirm these findings.

For mathematically identical risky decisions, different choices can be made depending on whether information about outcomes and their probabilities is learned by description or by experience, known as the description-experience gap. However, it is unclear whether different ways of obtaining information lead to different representation forms of probability, resulting in a description-experience gap. The current study investigates the representation formats of the alternative options' probability for decisions from description and decisions from experience. The experiments measured the relative error of probability estimation in percentage and frequency forms for the two types of decisions in low and medium-to-large probability situations. The results demonstrate that for decisions from description in medium-to-large probability scenarios, the estimation error was lower in percentage form than in frequency form, with equally near-perfect estimates in small-probability scenarios. Nevertheless, in decisions from experience, the accuracy of estimation in percentage form was lower than in frequency form in both low and medium-to-large probability situations. This suggests that decision makers in decisions from description tend to represent the probability information in percentage form. However, in decisions from experience, they tend to represent probability in frequency form. The utilization of different formats for probability representation is one of the factors that contribute to the description-experience gap.

Rewards act as external motivators and can improve performance in various cognitive tasks. However, previous research demonstrated mixed findings regarding the effect of reward on working memory (WM) performance, and the question of whether reward enhances WM performance is arguable. It remains unclear how the effect of reward on WM can be influenced by various factors, such as types of reward and experimental paradigms. In this meta-analytic study, we systematically investigated the effect of reward on WM by analyzing data from 51 eligible studies involving a total of 1767 participants. Our results showed that reward robustly enhanced WM performance, with non-monetary rewards inducing more benefits than monetary rewards. This may be because, while both types of reward could induce extrinsic motivation, non-monetary rewards enhanced intrinsic motivation while monetary rewards reduced it. Notably, all three reward methods-reward binding, reward expectation, and subliminal reward-effectively improved WM performance, with the reward binding paradigm exhibiting the greatest effects. This finding suggests that the reward effect can be attributed to both increasing the total amount of WM resources and improving the flexibility of resource reallocation. Moreover, the type of WM, the experimental paradigms, and the outcome measures are three moderators that should be jointly considered when assessing the reward effects on WM. Overall, this meta-analytic study provides solid evidence that reward improves WM performance and reveals possible mechanisms underlying these improvements.

The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease as a function of practice. Here, we test this prediction using music as a model domain. Musical expertise (measured with a musical auditory discrimination test) and lifetime practice hours were determined in 6471 twins including 1302 complete twin pairs. We fitted a bivariate Cholesky decomposition with practice hours as a moderator to determine to what extent genetic and environmental influences on musical expertise are influenced by practice hours. On average, 50% of individual differences in musical expertise were due to genetic influences, whereas shared environmental and residual influences each explained about 25%. Importantly, music practice significantly moderated these estimates. Variation in musical expertise decreased with more practice hours due to decreased shared environmental and residual variance. In contrast, the overall genetic component was unaffected by the number of practice hours. Consequently, the relative genetic contribution (heritability) increased with more practice hours. These findings are in contrast with predictions from the DP theory and suggest that genetic predisposition remains important for musical expertise even after prolonged practice.

The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted.

The Flexible Regulation of Emotional Expression (FREE) Scale assesses individuals' ability to enhance and suppress their emotional expressions across different situations. This study investigates the optimal factor structure of the FREE and emphasizes the importance of distinguishing between the regulation abilities for positive and negative expressions. A sample of 607 undergraduates (Mage = 19.02, SD = 1.02, 72.2% female) from Mainland China completed the questionnaire survey. Confirmatory factor analyses tested eight competing models of the FREE structure. Results indicated that the second-order model, featuring two higher-order factors (expressive enhancement and suppression abilities), fit the data well. An alternative second-order model, with two different higher-order factors (positive and negative emotion expressive abilities) and the same four first-order factors, demonstrated an even better fit. Various types of expressive ability scores showed predictive validity regarding emotion regulation self-efficacy, mental health outcomes, and relationship stress. Regulation of emotional expression can be represented by either regulation type or emotion valence, with the latter providing more informative insights. Flexible regulation of positive and negative emotion expression predicted fewer symptoms of depression, anxiety, stress, and relationship stress beyond emotion regulation self-efficacy. These findings highlight the importance of considering emotional valence in understanding flexibility in expression regulation.

What makes someone intelligent [...].