Journal of Intelligence最新文献

While theoretical frameworks posit mindfulness as a catalyst for wisdom development, longitudinal evidence remains scarce. This study examines the developmental trajectory of wisdom during emerging adulthood and investigates the intra-person and within-person effects of mindfulness on wisdom through a three-wave longitudinal design. A sample of 719 Chinese first-year college students completed assessments of the Five Facet Mindfulness Questionnaire, the Situated Wise Reasoning Scale, and the Wise Thinking Scale across three timepoints. Longitudinal multilevel analysis (LMA) and random intercepts cross-lagged panel models (RI-CLPMs) were employed to distinguish between stable individual differences and temporary fluctuations. Three key findings emerged: (1) Both wise reasoning and wise thinking exhibited linear growth trajectories. (2) At the between-person level, dispositional mindfulness showed strong positive associations with wisdom. (3) Within-person analyses revealed that mindfulness fluctuations prospectively predicted changes in wise reasoning and thinking, establishing temporal precedence. This study provides new evidence that wisdom can be both a developing ability and a stable trait during emerging adulthood. The observed dynamic links between mindfulness and wisdom highlight the potential of mindfulness-based interventions to foster the growth of wisdom.

(1) Background: Creative self-efficacy is associated with better psychological well-being and academic performance in adolescent and youth samples. Positive youth development is a strength-based model of youth transition to adulthood, which states that this emerges from adaptive regulations between personal strengths and nurturing contexts. The present study aimed to examine the associations between creative self-efficacy, PYD and perceived academic performance in a sample of Spanish youth. (2) Methods: A cross-sectional study was carried out during the spring of 2024. A sample composed of 370 undergraduates (M = 21.29, SD = 3.61) from 10 universities in Andalusia (Spain) filled in an online self-report measure. (3) Results: The results showed positive associations between creative self-efficacy, PYD and academic performance. A mediational analysis indicated that creative self-efficacy presented a positive effect on perceived academic performance through its positive associations with both Confidence and Competence dimensions of PYD. (4) Conclusions: These results may suggest the need to integrate creativity and PYD programs to strengthen academic performance in higher education.

There remains little understanding of how short-term mindfulness interventions influence creative cognition. We report an experiment that examined the impact of a brief mindfulness intervention on sustained attention, attentional inhibition, and convergent thinking, relative to a control group. Participants (N = 117) were assigned to either a brief mindfulness practice (n = 60) or an active control task (n = 57), before completing the following: (i) a Sustained Attention to Response Task (SART), to assess sustained attention; (ii) a flanker task, to assess attentional inhibition; and (iii) a convergent thinking task (a series of rebus puzzles). The mindfulness group showed faster reaction times than the control group on the SART, along with fewer task-unrelated mind-wandering thoughts, suggestive of better sustained attention. The mindfulness group also demonstrated improved reaction times and accuracy relative to the control group during the flanker task, indicating enhanced inhibitory control. However, rebus puzzle scores did not differ between groups, indicating that although a brief mindfulness practice enhances sustained attention and attentional inhibition, this improved attentional control does not facilitate convergent thinking in solving rebus puzzles.

The early identification of cognitive decline is crucial for well-timed intervention and diagnosis, particularly in the context of preclinical Alzheimer's disease (AD). In this study, we investigated the complex interplay between trait affect, objective cognitive performance, and subjective memory estimations in a sample of 105 older adults. Using path analysis, we aimed to determine whether trait affect and objective cognitive control abilities predict individuals' subjective perceptions of their own memory abilities. The results revealed that both positive and negative trait affect significantly predicted subjective memory estimations, while objective cognitive control performance did not significantly predict these estimations. These findings highlight a crucial dissociation between objective and subjective cognitive measures. Therefore, the present results underscore the critical importance of complementing self-reported cognitive estimations, which can be biased by stable emotional dispositions, with objective cognitive tools like the R4Alz-pc (preclinical) index. This approach enables a more accurate evaluation of cognitive health in advancing age, especially for the early detection of subtle dysfunction in preclinical AD.

Metaphorical competence-the capacity to comprehend and produce metaphors in a second language (L2)-is essential for nuanced, accurate, and contextually appropriate English usage. Synthesizing 40 independent studies (N = 15,786), this meta-analysis quantified the relative contributions of cognitive, linguistic, and personal factors to L2 metaphorical competence. Effect sizes were derived from correlation coefficients and aggregated under random-effects models to account for between-study heterogeneity. Linguistic factors emerged as the dominant predictor (r = 0.421, 95% CI [0.34, 0.50]), primarily driven by vocabulary breadth/depth and reading proficiency. Cognitive factors exerted a moderate influence (r = 0.232, 95% CI [0.17, 0.30]), whereas personal variables such as gender yielded only a small effect (r = 0.216, 95% CI [0.15, 0.28]). Moderator analyses further revealed that L1 conceptual knowledge constitutes the strongest single predictor of L2 metaphor skills and highlighted distinct associations between receptive and productive metaphor abilities with linguistic versus cognitive aptitudes. The findings collectively point to lexico-semantic and literacy development as the main levers for boosting L2 metaphorical competence, with cognitive aptitudes and personal factors acting as secondary, yet important, modulators. Insight from this meta-analysis offers a robust foundation for evidence-based decisions in curriculum design, materials selection, and targeted pedagogical interventions.

We present a new measure of emotion perception called PAGE (Perceiving AI Generated Emotions). The test includes 20 emotions, expressed by ethnically diverse faces, spanning a wide range of ages. We created stimuli with generative AI, illustrating a method to build customizable assessments of emotional intelligence at relatively low cost. Study 1 describes the validation of the image set and test construction. Study 2 reports the psychometric properties of the test, including convergent validity and relatively strong reliability. Study 3 explores predictive validity using a lab experiment in which we causally identify the contributions managers make to teams. PAGE scores predict managers' causal contributions to group success, a finding which is robust to controlling for personality and demographic characteristics. We discuss the potential of generative AI to automate development of non-cognitive skill assessments.

Implicit learning describes learning from experience that is not available to conscious awareness. The question of whether some individuals are better implicit learners than others has suggested and may contribute to difference in performance among experts. Across four experiments, adult participants completed the Serial Interception Sequence Learning (SISL) task across multiple parallel learning assessment forms. Previously, SISL sequence-specific performance has been shown to resist explicit knowledge influence, allowing for repeated reassessments of implicit learning with novel statistical structure. Our findings indicate that group-level sequence-specific performance occurred robustly in each reassessment; however, participants who exhibited more sequence-specific performance on one assessment did not exhibit better performance on parallel assessments, indicating no rank-order stability in learning. In all four experiments, with two to twelve reassessments of learning, no participants exhibited consistently better sequence learning rates than the other participants, indicating no evidence for a better ability in implicit learning. Measurements of other cognitive constructs, such as processing speed collected in parallel, exhibited robust individual differences. In Experiment 4, a general battery of cognitive measurements showed typical individual differences in measures of working memory, processing speed, and personality, but none correlated with implicit learning ability. We hypothesize that implicit learning arises from a general process of neuroplasticity reorganizing functions during practice and that our findings suggest that this process occurs at a basically similar rate across all people. Everybody learns from practice implicitly, but results suggest that the learning rate does not vary substantially across this sample.

With the rapid evolution of technology and the continuous deepening of digital transformation in education, personalized and adaptive learning have emerged as inevitable trends in the educational landscape. This study focuses on a Computerized Adaptive Learning System Based on Cognitive Diagnosis (CAL-CDS)-an integrated platform that incorporates multiple technologies for assessment and learning. The study is organized around two dimensions: (1) constructing a foundational cognitive diagnostic assessment framework, and (2) investigating the operational mechanisms of the cognitive diagnosis-based computerized adaptive system. It comprehensively incorporates core components including cognitive modeling, Q-matrix generation, and diagnostic test development. On this basis, this study dissects the system's operational logic from four aspects: the adaptive testing system, diagnostic system, recommendation system, and empirical case studies. This study effectively addresses two core questions: how to construct a cognitive diagnostic assessment framework that alignes with China's mathematics knowledge structure, and how to facilitate personalized student learning via cognitive diagnosis. Overall, this study offers a systematic solution for developing mathematics-specific cognitive diagnosis-driven adaptive learning systems.

A strong sense of school belonging is essential for students' academic achievement, emotional well-being, and overall development. This study explores the role of emotional intelligence and the social environment in shaping students' sense of belonging. Adopting a basic qualitative approach, this study analyzes teachers' perspectives on the contributions of students, teachers, parents, counselors, school principals, and the wider society. Qualitative data which were collected through interviews with 49 teachers (37 female, 12 male; years of experience mean is 12) were analyzed through content analysis to identify the main themes. The findings suggest that students' sense of belonging improves when they actively participate in school life and are aware of the importance of school. Furthermore, students' sense of belonging improves when teachers offer academic and emotional support, parents engage actively, counselors foster well-being, and school principals provide strong leadership and relationship management. In addition, increased social involvement enhances student belonging. This study offers valuable insights for educators and policymakers in fostering supportive school environments. It highlights the emotional and social processes underlying school belonging and discusses their implications for future research.

Based on the PACIER model of critical thinking, involving six facets for critical thinking (Problem solving, Analysis, Creative thinking, Interpretation, Evaluation, Reasoning), the empirical results of a new computer-based assessment (PACIER Critical Thinking Assessment) are presented. The data is based on a study of 700 middle school 11-year-old students in the United Arab Emirates, who were tested five times during a school year. In the assessment framework, test items are described, and psychometric results indicate that the PACIER Critical Thinking Assessment exhibits acceptable reliability and validity. Its use for measuring progress in educational programs to foster critical thinking is discussed.