Journal of Intelligence

22 pages, 974 KiB

Open AccessArticle

Impacts of Cognitive Factors on Creativity Quality in Design: Identification from Performances in Recall, Association and Combination

by Yuan Yin, Haoyu Zuo and Peter Childs

J. Intell. 2023, 11(2), 39; https://doi.org/10.3390/jintelligence11020039 - 20 Feb 2023

Cited by 1 | Viewed by 2816

Abstract

The reason why people have different creativity quality levels may depend on their different performances relating to other cognitive factors that are important for creativity. This study was designed to identify the performance of three cognitive factors (recall, association, and combination) that a [...] Read more.

The reason why people have different creativity quality levels may depend on their different performances relating to other cognitive factors that are important for creativity. This study was designed to identify the performance of three cognitive factors (recall, association, and combination) that a designer may use in a creative process and then identify how the differing performance for these cognitive factors will affect creativity quality levels. Seventy-one participants were recruited to undertake a design task and complete a semi-structured interview. The results indicate that, in a creative design process, similar performances in recall, association, and combination can result in differences in creativity quality level. Full article

(This article belongs to the Special Issue Understanding Creativity and Stimulating Creativity)

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14 pages, 371 KiB

Open AccessArticle

High Cognitive Ability and Mental Health: Findings from a Large Community Sample of Adolescents

by Jeroen Lavrijsen and Karine Verschueren

J. Intell. 2023, 11(2), 38; https://doi.org/10.3390/jintelligence11020038 - 18 Feb 2023

Cited by 6 | Viewed by 7093

Abstract

Whereas it has sometimes been asserted that the intellectually gifted would be more prone to develop mental health problems, empirical studies generally do not seem to support such claims. However, much of the available research has relied on preselected samples, introducing risks for [...] Read more.

Whereas it has sometimes been asserted that the intellectually gifted would be more prone to develop mental health problems, empirical studies generally do not seem to support such claims. However, much of the available research has relied on preselected samples, introducing risks for sample selection bias. This study scrutinized the relationship between intellectual giftedness (defined as high cognitive ability) and mental health in a large, non-selective sample of early adolescents (n = 3409; 49.6% boys; M_age = 12.5 years). Using a standardized intelligence test (CoVaT-CHC) to identify participants with a high cognitive ability (IQ ≥ 120; n = 403), we compared self- and parent-reported levels of emotional problems, conduct problems, hyperactivity/inattention, and self-reported worry and global self-esteem between high and average ability adolescents. Findings indicated that adolescents with a high cognitive ability were not at increased risk of psychological maladjustment; if any, differences were in favor of the high ability group. However, adolescents who had been formally identified as gifted (i.e., who had received a gifted label) did report worse adjustment for a number of outcomes. Full article

(This article belongs to the Special Issue A Century beyond Terman, 50 Years after Marland: Knowns and Unknowns about Cognitive Excellence)

19 pages, 1452 KiB

Open AccessArticle

A Log File Analysis on the Validity of Partial Solutions in Figural Matrices Tests

by Dominik Weber, Florian Krieger, Frank M. Spinath, Samuel Greiff, Johanna Hissbach and Nicolas Becker

J. Intell. 2023, 11(2), 37; https://doi.org/10.3390/jintelligence11020037 - 16 Feb 2023

Cited by 1 | Viewed by 2025

Abstract

As a component of many intelligence test batteries, figural matrices tests are an effective way to assess reasoning, which is considered a core ability of intelligence. Traditionally, the sum of correct items is used as a performance indicator (total solution procedure). However, recent [...] Read more.

As a component of many intelligence test batteries, figural matrices tests are an effective way to assess reasoning, which is considered a core ability of intelligence. Traditionally, the sum of correct items is used as a performance indicator (total solution procedure). However, recent advances in the development of computer-based figural matrices tests allow additional indicators to be considered for scoring. In two studies, we focused on the added value of a partial solution procedure employing log file analyses from a computer-based figural matrices test. In the first study (n = 198), we explored the internal validity of this procedure by applying both an exploratory bottom-up approach (using sequence analyses) and a complementary top-down approach (using rule jumps, an indicator taken from relevant studies). Both approaches confirmed that higher scores in the partial solution procedure were associated with higher structuredness in participants’ response behavior. In the second study (n = 169), we examined the external validity by correlating the partial solution procedure in addition to the total solution procedure with a Grade Point Average (GPA) criterion. The partial solution procedure showed an advantage over the total solution procedure in predicting GPA, especially at lower ability levels. The implications of the results and their applicability to other tests are discussed. Full article

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20 pages, 26084 KiB

Open AccessArticle

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

by Xiaohong Liu, Xiao Wang, Kexue Xu and Xiaoyong Hu

J. Intell. 2023, 11(2), 36; https://doi.org/10.3390/jintelligence11020036 - 15 Feb 2023

Cited by 6 | Viewed by 4427

Abstract

Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study [...] Read more.

Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students’ CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in the control group (CG) with the demonstration method (DM). The computational thinking scale (CTS) was used to measure the CT skills of students in the pretest and posttest. The Wilcoxon signed-rank test and the Mann-Whitney U test were used to analyze the data. The results verified that REP had a fine effect on the improvement of students’ CT skills compared to the DM. The findings can provide some ideas for researchers to develop students’ CT skills in STEM learning activities. Teachers can use different teaching methods to reasonably arrange teaching activities to develop primary school students’ CT skills. Full article

(This article belongs to the Special Issue Creativity, Intelligence, and Collaboration in 21st Century Education: An Interdisciplinary Challenge)

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21 pages, 3444 KiB

Open AccessArticle

The Evolution of Intelligence: Analysis of the Journal of Intelligence and Intelligence

by Fabio Andres Parra-Martinez, Ophélie Allyssa Desmet and Jonathan Wai

J. Intell. 2023, 11(2), 35; https://doi.org/10.3390/jintelligence11020035 - 14 Feb 2023

Cited by 1 | Viewed by 5723

Abstract

What are the current trends in intelligence research? This parallel bibliometric analysis covers the two premier journals in the field: Intelligence and the Journal of Intelligence (JOI) between 2013 and 2022. Using Scopus data, this paper extends prior bibliometric articles reporting the evolution [...] Read more.

What are the current trends in intelligence research? This parallel bibliometric analysis covers the two premier journals in the field: Intelligence and the Journal of Intelligence (JOI) between 2013 and 2022. Using Scopus data, this paper extends prior bibliometric articles reporting the evolution of the journal Intelligence from 1977 up to 2018. It includes JOI from its inception, along with Intelligence to the present. Although the journal Intelligence’s growth has declined over time, it remains a stronghold for traditional influential research (average publications per year = 71.2, average citations per article = 17.07, average citations per year = 2.68). JOI shows a steady growth pattern in the number of publications and citations (average publications per year = 33.2, average citations per article = 6.48, total average citations per year = 1.48) since its inception in 2013. Common areas of study across both journals include cognitive ability, fluid intelligence, psychometrics–statistics, g-factor, and working memory. Intelligence includes core themes like the Flynn effect, individual differences, and geographic IQ variability. JOI addresses themes such as creativity, personality, and emotional intelligence. We discuss research trends, co-citation networks, thematic maps, and their implications for the future of the two journals and the evolution and future of the scientific study of intelligence. Full article

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17 pages, 707 KiB

Open AccessArticle

Adapt, Explore, or Keep Going? The Role of Adaptability, Curiosity, and Perseverance in a Network of Study-Related Factors and Scholastic Success

by Tommaso Feraco, Enrico Sella, Chiara Meneghetti and Giorgia Cona

J. Intell. 2023, 11(2), 34; https://doi.org/10.3390/jintelligence11020034 - 13 Feb 2023

Cited by 9 | Viewed by 4789

Abstract

Soft skills are the key characteristics for students’ success and wellbeing in the 21st century, but they were only rarely studied contemporarily or integrated into comprehensive models of self-regulated learning. This makes it difficult to understand the role that specific skills have above [...] Read more.

Soft skills are the key characteristics for students’ success and wellbeing in the 21st century, but they were only rarely studied contemporarily or integrated into comprehensive models of self-regulated learning. This makes it difficult to understand the role that specific skills have above and beyond the others and how they work together to favor students’ achievement and life satisfaction. For this reason, in a sample of 585 students (10–18 years old), we applied an exploratory network analysis and studied three crucial soft skills (i.e., adaptability, curiosity, and perseverance) and their contemporary network of inter-relationships with a host of functional study-related factors, including self-regulated learning strategies, motivation, emotions, cognitive abilities, academic achievement, and life and school satisfaction. Results show that the three soft skills play a positive role within the school context through their association with the majority of the study-related factors that mediate their relationships with academic achievement. Importantly, the results differentiated adaptability (which mainly relates with wellbeing and emotional variables), perseverance (which relates with the cognitive and behavioral aspect of learning), and curiosity (which bridges the connection between the other skills and relates with emotional and behavioral variables) in the school context. Overall, these findings contribute to the deepening of the theoretical framework on soft skills and their role as part of a successful learning profile, and inform us about the possible effectiveness of intervention on soft skills for students’ achievement and wellbeing. Full article

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16 pages, 2448 KiB

Open AccessArticle

Single-Heuristic Reasoning: Is It Still Dual-Process?

by Pavle Valerjev and Marin Dujmović

J. Intell. 2023, 11(2), 33; https://doi.org/10.3390/jintelligence11020033 - 8 Feb 2023

Viewed by 2581

Abstract

Traditionally, paradigms used to study conflict in reasoning (and metacognition during reasoning) pit heuristic processes against analytical processes. Findings indicate that the presence of conflict between processes prolongs reasoning and decreases accuracy and confidence. In this study, we aimed to explore reasoning and [...] Read more.

Traditionally, paradigms used to study conflict in reasoning (and metacognition during reasoning) pit heuristic processes against analytical processes. Findings indicate that the presence of conflict between processes prolongs reasoning and decreases accuracy and confidence. In this study, we aimed to explore reasoning and metacognition when only one type of heuristic process is exploited to cue multiple responses. In two experiments, a novel modification of the Base Rate neglect task was used to create versions in which one belief-based heuristic competes, or works in concert, with another of the same type to provide a response. Experiment 1 results reveal that the presence of conflict between cued responses does not affect meta-reasoning, which indicates that reasoning defaulted to a single process. An alternative explanation was that the effect of conflict was masked due to an imbalance in the strength of the dominant response between conflicting and congruent versions. Experiment 2 was designed to test hypotheses based on these competing explanations. Findings show that when the strength of a response was no longer masking the effect, the conflict did result in longer reasoning times and lower confidence. The study provides more robust evidence in favor of the dual-process account of reasoning, introduces a new methodological approach, and discusses how conflict may be modulated during reasoning. Full article

(This article belongs to the Special Issue Metareasoning: Theoretical and Methodological Developments)

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30 pages, 1603 KiB

Open AccessEditor’s ChoiceArticle

Carroll’s Three-Stratum (3S) Cognitive Ability Theory at 30 Years: Impact, 3S-CHC Theory Clarification, Structural Replication, and Cognitive–Achievement Psychometric Network Analysis Extension

by Kevin S. McGrew

J. Intell. 2023, 11(2), 32; https://doi.org/10.3390/jintelligence11020032 - 6 Feb 2023

Cited by 10 | Viewed by 6827

Abstract

Carroll’s treatise on the structure of human cognitive abilities is a milestone in psychometric intelligence research. Thirty years later, Carroll’s work continues to influence research on intelligence theories and the development and interpretation of intelligence tests. A historical review of the relations between [...] Read more.

Carroll’s treatise on the structure of human cognitive abilities is a milestone in psychometric intelligence research. Thirty years later, Carroll’s work continues to influence research on intelligence theories and the development and interpretation of intelligence tests. A historical review of the relations between the 3S and CHC theories necessitates the recommendation that the theories of Cattell, Horn, and Carroll be reframed as a family of obliquely correlated CHC theories—not a single CHC theory. Next, a previously unpublished Carroll exploratory factor analysis of 46 cognitive and achievement tests is presented. A complimentary bifactor analysis is presented that reinforces Carroll’s conclusion that his 3S model more accurately represents the structure of human intelligence than two prominent alternative models. Finally, a Carroll-recommended higher-stratum psychometric network analysis (PNA) of CHC cognitive, reading, and math variables is presented. The PNA results demonstrate how PNA can complement factor analysis and serve as a framework for identifying and empirically evaluating cognitive–achievement causal relations and mechanisms (e.g., developmental cascade and investment theories), with an eye toward improved cognitive–achievement intervention research. It is believed that Carroll, given his long-standing interest in school learning, would welcome the integration of theory-driven factor and PNA research. Full article

(This article belongs to the Special Issue Three-Stratum Theory at 30: Theory, Measurement, and Application)

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15 pages, 1029 KiB

Open AccessArticle

The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers

by Julianna Vig, László Révész, Mónika Kaj, Katalin Kälbli, Bernadett Svraka, Kinga Révész-Kiszela and Tamás Csányi

J. Intell. 2023, 11(2), 31; https://doi.org/10.3390/jintelligence11020031 - 3 Feb 2023

Cited by 7 | Viewed by 2402

Abstract

Teachers with poor neuroliteracy fail to distinguish scientific evidence from neuromyths (NM), which might lead to the implementation of pseudoscientific educational methods. The prevalence of NM and general knowledge about the brain (GKAB) among in-service and pre-service teachers has been assessed in multiple [...] Read more.

Teachers with poor neuroliteracy fail to distinguish scientific evidence from neuromyths (NM), which might lead to the implementation of pseudoscientific educational methods. The prevalence of NM and general knowledge about the brain (GKAB) among in-service and pre-service teachers has been assessed in multiple countries, but no such study has been performed in Hungary. The aims of this study were to (1) assess the neuroliteracy of pre-service teachers, (2) compare the results with those of previous studies and (3) analyze the factors influencing neuroliteracy. Our sample included 822 pre-service teachers from 12 Hungarian universities. We developed a survey including 10 NM and 13 GKAB statements, adapted from a widely used questionnaire. The average rate of incorrect answers to NM was 56.9%, whereas the average rate of correct answers to GKAB was 70.9%. Male gender and frequency of using Facebook as the primary information source about neuroscience were the only predictors of NM acceptance. In comparison with other studies, the Hungarian pre-service teachers had the second highest endorsement of NM. The most prevalent NM were linked to motor functions, which might be related to the widespread use and promotion of motor therapies in Hungary. Full article

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22 pages, 839 KiB

Open AccessEditor’s ChoiceArticle

The Construct Validity of Intellect and Openness as Distinct Aspects of Personality through Differential Associations with Reaction Time

by Emily A. Willoughby, Yuri Kim, James J. Lee and Colin G. DeYoung

J. Intell. 2023, 11(2), 30; https://doi.org/10.3390/jintelligence11020030 - 1 Feb 2023

Cited by 3 | Viewed by 3403

Abstract

The construct validity of group factor models of personality, which are typically derived from factor analysis of questionnaire items, relies on the ability of each factor to predict meaningful and differentiated real-world outcomes. In a sample of 481 participants, we used the Big [...] Read more.

The construct validity of group factor models of personality, which are typically derived from factor analysis of questionnaire items, relies on the ability of each factor to predict meaningful and differentiated real-world outcomes. In a sample of 481 participants, we used the Big Five Aspect Scales (BFAS) personality questionnaire, two laboratory-measured reaction time (RT) tasks, and a short-form test of cognitive ability (ICAR-16) to test the hypothesis that the Intellect and Openness aspects of Big Five Openness to Experience differentially correlate with reaction time moments. We found that higher scores on the Intellect aspect significantly correlate with faster and less variable response times, while no such association is observed for the Openness aspect. Further, we found that this advantage lies solely in the decisional, but not perceptual, stage of information processing; no other Big Five aspect showed a similar pattern of results. In sum, these findings represent the largest and most comprehensive study to date on personality factors and reaction time, and the first to demonstrate a mechanistic validation of BFAS Intellect through a differential pattern of associations with RT and Big Five personality aspects. Full article

(This article belongs to the Special Issue Personality and Individual Differences)

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13 pages, 999 KiB

Open AccessArticle

Can Intelligence Affect Alcohol-, Smoking-, and Physical Activity-Related Behaviors? A Mendelian Randomization Study

by Hansen Li, Xing Zhang, Xinyue Zhang, Zhenhuan Wang, Siyuan Feng and Guodong Zhang

J. Intell. 2023, 11(2), 29; https://doi.org/10.3390/jintelligence11020029 - 31 Jan 2023

Cited by 7 | Viewed by 2911

Abstract

People with high levels of intelligence are more aware of risk factors, therefore choosing a healthier lifestyle. This assumption seems reasonable, but is it true? Previous studies appear to agree and disagree. To cope with the uncertainty, we designed a mendelian randomization (MR) [...] Read more.

People with high levels of intelligence are more aware of risk factors, therefore choosing a healthier lifestyle. This assumption seems reasonable, but is it true? Previous studies appear to agree and disagree. To cope with the uncertainty, we designed a mendelian randomization (MR) study to examine the causal effects of genetically proxied intelligence on alcohol-, smoking-, and physical activity (PA)-related behaviors. We obtained genome-wide association study (GWAS) datasets concerning these variables from separate studies or biobanks and used inverse-variance weighted (IVW) or MR-Egger estimator to evaluate the causal effects according to an MR protocol. The MR-Egger intercept test, MR-PRESSO, and funnel plots were employed for horizontal pleiotropy diagnosis. The Steiger test (with reliability test), Cochran’s Q test, MR-PRESSO, and leave-one-out method were employed for sensitivity analysis. We found significant or potential effects of intelligence on alcohol dependence (OR = 0.749, p = 0.003), mental and behavioral disorders due to alcohol (OR = 0.814, p = 0.009), smoking (OR = 0.585, p = 0.005), and smoking cessation (OR = 1.334, p = 0.001). Meanwhile, we found significant or potential effects on walking duration (B = −0.066, p < 0.001), walking frequency (B = −0.055, p = 0.031), moderate PA frequency (B = −0.131, p < 0.001), and vigorous PA frequency (B = −0.070, p = 0.001), but all in a negative direction. In conclusion, our findings reinforce some existing knowledge, indicate the complexity of the health impacts of human intelligence, and underline the value of smoking and alcohol prevention in less intelligent populations. Given the existing limitations in this study, particularly the potential reverse causality in some estimations, re-examinations are warranted in future research. Full article

(This article belongs to the Topic Personality, Intelligence, Cognitive Skills, and Life Outcomes)

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14 pages, 1138 KiB

Open AccessArticle

Environmental Factors for the Advancement of Teachers’ Self-Efficacy in Professional Development

by Mehmet Hilmi Saglam, Talha Goktenturk, Ibrahim Demir and Emre Yazıcı

J. Intell. 2023, 11(2), 28; https://doi.org/10.3390/jintelligence11020028 - 31 Jan 2023

Cited by 5 | Viewed by 4306

Abstract

There is a shifting paradigm in gifted education from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). This new framework is centered on enriching educational opportunities that will make the process meaningful (i.e., gifted) to everyone in a setting. However, [...] Read more.

There is a shifting paradigm in gifted education from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). This new framework is centered on enriching educational opportunities that will make the process meaningful (i.e., gifted) to everyone in a setting. However, little is known about how this renewed perspective can be applied in teacher professional development. In line with the socio-ecological models, our study aims to identify the best appropriate model to describe teacher self-efficacy (i.e., the dependent variable in the study) as professional development from an ecological perspective and to propose an ecologically intelligent school (EIS) for the advancement of self-efficacy. Structural equation modeling (SEM) was performed to create a model using TALIS 2018 dataset. Afterward, indices of goodness-of-fit criteria were examined for each model. The results indicate that there is a complex ecological background, in that various factors affect the dependent variable. Model 3 was determined as the most suitable model that can be proposed as an ecologically intelligent school (EIS) for the advancement of self-efficacy. The factors within the three layers of the socio-ecological model—communication with teachers, communication with students, school climate, and feeling valued by the national level—altogether created an appropriate model explaining teacher professional development, regarding self-efficacy. Full article

(This article belongs to the Special Issue Intelligent Professional Development)

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22 pages, 482 KiB

Open AccessEditor’s ChoiceArticle

Actively Open-Minded Thinking and Its Measurement

by Keith E. Stanovich and Maggie E. Toplak

J. Intell. 2023, 11(2), 27; https://doi.org/10.3390/jintelligence11020027 - 28 Jan 2023

Cited by 18 | Viewed by 12035

Abstract

Actively open-minded thinking (AOT) is measured by items that tap the willingness to consider alternative opinions, sensitivity to evidence contradictory to current beliefs, the willingness to postpone closure, and reflective thought. AOT scales are strong predictors of performance on heuristics and biases tasks [...] Read more.

Actively open-minded thinking (AOT) is measured by items that tap the willingness to consider alternative opinions, sensitivity to evidence contradictory to current beliefs, the willingness to postpone closure, and reflective thought. AOT scales are strong predictors of performance on heuristics and biases tasks and of the avoidance of reasoning traps such as superstitious thinking and belief in conspiracy theories. Nevertheless, AOT is most commonly measured with questionnaires rather than performance indicators. Questionnaire contamination becomes even more of a danger as the AOT concept is expanded into new areas such as the study of fake news, misinformation, ideology, and civic attitudes. We review our 25-year history of studying the AOT concept and developing our own AOT scale. We present a 13-item scale that both is brief and accommodates many previous criticisms and refinements. We include a discussion of why AOT scales are such good predictors of performance on heuristics and biases tasks. We conclude that it is because such scales tap important processes of cognitive decoupling and decontextualization that modernity increasingly requires. We conclude by discussing the paradox that although AOT scales are potent predictors of performance on most rational thinking tasks, they do not predict the avoidance of myside thinking, even though it is virtually the quintessence of the AOT concept. Full article

(This article belongs to the Special Issue Metareasoning: Theoretical and Methodological Developments)

14 pages, 362 KiB

Open AccessPerspective

Clinical Reasoning: A Missing Piece for Improving Evidence-Based Assessment in Psychology

by Gabrielle Wilcox, Meadow Schroeder and Michelle A. Drefs

J. Intell. 2023, 11(2), 26; https://doi.org/10.3390/jintelligence11020026 - 26 Jan 2023

Cited by 3 | Viewed by 3240

Abstract

Clinical reasoning is a foundational component of conducting evidence-based psychological assessments. In spite of its importance, limited attention has been paid to the teaching or measurement of clinical reasoning skills relative to psychological assessment, as well as how clinical reasoning develops or how [...] Read more.

Clinical reasoning is a foundational component of conducting evidence-based psychological assessments. In spite of its importance, limited attention has been paid to the teaching or measurement of clinical reasoning skills relative to psychological assessment, as well as how clinical reasoning develops or how its efficacy can be measured. Improving clinical reasoning throughout the assessment process, from initial case conceptualization to hypotheses testing, to recommendation writing, has the potential to address commonly noted concerns regarding diagnostic accuracy, as well as the accessibility and utility of psychological reports and recommendations, and will, ultimately, lead to improved outcomes for clients. Consequently, we provide a definition of clinical reasoning in relation to psychological assessment, followed by a critique of graduate training assessment and the current challenges of measuring clinical reasoning in psychology. Lastly, this paper provides suggestions for how to incorporate clinical reasoning throughout the assessment process as a way to answer client questions more effectively and provide meaningful recommendations to improve outcomes. Full article

(This article belongs to the Special Issue Psycho-Educational Assessments: Theory and Practice)

12 pages, 348 KiB

Open AccessArticle

Dangerously Intelligent: A Call for Re-Evaluating Psychopathy Using Perceptions of Intelligence

by Sergio A. Silverio, Minna T. Lyons and Sam P. Burton

J. Intell. 2023, 11(2), 25; https://doi.org/10.3390/jintelligence11020025 - 23 Jan 2023

Cited by 1 | Viewed by 4626

Abstract

Background: Primary psychopathy (i.e., unemotional and callous predisposition) is associated with career, educational, and general life success, whereas secondary psychopathy (i.e., impulsivity and risk-taking) relates to criminality, hedonistic lifestyles, and detrimental behaviours. Although psychopathy sub-types have differential relationships to career and life success, [...] Read more.

Background: Primary psychopathy (i.e., unemotional and callous predisposition) is associated with career, educational, and general life success, whereas secondary psychopathy (i.e., impulsivity and risk-taking) relates to criminality, hedonistic lifestyles, and detrimental behaviours. Although psychopathy sub-types have differential relationships to career and life success, how these traits are perceived by others relating to intelligence has not previously been researched. It is also unclear what role an individual’s own psychopathy score plays in perceptions of intelligence. Methods: In an online experiment (n = 458), we investigated perceptions of intelligence (via a combined proxy of whether the rater thought the character in the vignettes had a high IQ and had attended university), using 12 vignettes of high and low primary and secondary psychopathic individuals. Results: High-secondary-psychopathy vignettes were perceived as least intelligent (in agreement with the literature which states people high in secondary psychopathy traits are usually involved in petty crimes, risk taking, and substance abuse, and therefore perceived as socially undesirable). Low-secondary-psychopathy vignettes were perceived significantly more intelligent than high-primary-psychopathy vignettes (in-line with the literature suggesting the placidity and kindness which comes with being low in psychopathic traits is an amenable quality in our society). There was evidence for assortative intelligence perceptions: those high-primary psychopathy self-scorers perceived primary psychopathy vignettes as intelligent (which could be evidence of a ‘likes attract’ phenomenon, whereby those high in primary psychopathy admire others who are similarly high in primary psychopathy). Conclusions: The results suggest individuals demonstrating risk-taking behaviours are perceived as least intelligent, supporting previous research associating secondary psychopathy with poor academic or career success. Full article

15 pages, 2460 KiB

Open AccessArticle

Expectations of Personal Life Development and Decision-Making in People with Moderate Intellectual Disabilities

by José Antonio García-Candel, María Luisa Belmonte and Abraham Bernárdez-Gómez

J. Intell. 2023, 11(2), 24; https://doi.org/10.3390/jintelligence11020024 - 23 Jan 2023

Cited by 2 | Viewed by 2010

Abstract

People with intellectual disabilities have a need for personal and social development that is often unknown or poorly understood. The main motivation is the fact that students belong to a group usually excluded from the ordinary educational process. That process is replaced with [...] Read more.

People with intellectual disabilities have a need for personal and social development that is often unknown or poorly understood. The main motivation is the fact that students belong to a group usually excluded from the ordinary educational process. That process is replaced with measures that focus on caring for students rather than promoting their development. The objective of this research is to understand the expectations for personal development and decision-making of students with intellectual disabilities. To achieve the stated objective, a qualitative research based on two complementary approaches, grounded theory and case study, has been employed. The sample (n = 28) was drawn from a specific study program for the training and development of people with intellectual disabilities at the University of Murcia, called “We are all Campus”. We aim to identify the different perceptions of their reality and potential for personal development, to understand their decision-making and what motivates them. Likewise, we investigate the self-perceptions of students with intellectual disabilities have and their understanding of their future life expectations. The main conclusions show that the training program represents an opportunity for students’ progression and personal development. Thus far, the expectations of the students have remained the same, focusing on their work and social inclusion. Full article

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14 pages, 985 KiB

Open AccessArticle

Influence of Analytic Processing on Divergent and Convergent Thinking Tasks: The Role of Rational and Experiential Thinking Styles

by Jianati Hongdizi, Yu-Xin Cui, Xiang Zhou and Hong-Kun Zhai

J. Intell. 2023, 11(2), 23; https://doi.org/10.3390/jintelligence11020023 - 21 Jan 2023

Cited by 4 | Viewed by 4437

Abstract

Scientific interest in the relationship between analytic processing and creativity has increased in recent years. However, there is conflicting evidence on whether analytic processing reduces or enhances creativity. We hypothesize that differences in creativity measurement paradigms (divergent or convergent thinking tasks) and the [...] Read more.

Scientific interest in the relationship between analytic processing and creativity has increased in recent years. However, there is conflicting evidence on whether analytic processing reduces or enhances creativity. We hypothesize that differences in creativity measurement paradigms (divergent or convergent thinking tasks) and the research orientation of analytic processing (dispositional or situational) may explain the conflicting findings. The present study aims to investigate how priming analytic processing affects individuals’ performance on divergent and convergent thinking tasks and the moderating role of thinking styles. In Study 1 (N = 155), participants were assigned to either an analytic processing group or a control group and performed convergent thinking (Remote Associates Task) and divergent thinking (Alternative Uses Test) tasks after priming. In Study 2 (N = 119), we conducted a priming paradigm of analytic processing that differed from Study 1, and a personal experiential-rational thinking style was introduced as a moderator. Results showed that priming analytic processing promoted convergent thinking performance but decreased fluency and flexibility scores on the divergent thinking task (Study 1). Notably, the effect of priming analytic processing on divergent thinking performance was significant only for participants with higher levels of rational thinking style (Study 2). These results suggest that thinking styles and dimensions of creativity should be considered in the relationship between analytic processing and creativity. Full article

(This article belongs to the Special Issue Understanding Creativity and Stimulating Creativity)

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13 pages, 400 KiB

Open AccessArticle

Fear of Missing Out, Emotional Intelligence and Attachment in Older Adults in Argentina

by Marian Durao, Edgardo Etchezahar, Miguel Ángel Albalá Genol and Mariela Muller

J. Intell. 2023, 11(2), 22; https://doi.org/10.3390/jintelligence11020022 - 21 Jan 2023

Cited by 9 | Viewed by 6489

Abstract

In recent years, the rise of social networks has changed relationships and lifestyles around the world. This has led to the emergence of the Fear of Missing Out (FoMO), which consists of the need to constantly check social media and the anguish that [...] Read more.

In recent years, the rise of social networks has changed relationships and lifestyles around the world. This has led to the emergence of the Fear of Missing Out (FoMO), which consists of the need to constantly check social media and the anguish that comes from feeling a lack of rewarding experiences. The impact derived from the use of technologies in a digital environment has been widely studied in young people but not so much in older adults. The main aim of this study was to analyze FoMO levels in older adults and their relationships with sociodemographic and formative factors. Another aim of this study was to analyze whether the dimensions of emotional intelligence, the different forms of attachment and psychological symptomatology affect the FoMO levels of older adults. A total of 690 older adults from Argentina aged between 60 and 90 years (M = 69.01; SD = 5.48) participated, 54.5% of whom were women, responding using a geolocated online questionnaire. The main results confirmed that older people show FoMO levels similar to other general samples. In addition, results show several predictor variables with respect to FoMO: emotional attention, insecure attachment, depression and difficulties in interpersonal relationships. The implications of the results observed in older adults are discussed. Full article

(This article belongs to the Special Issue Emotion and Aging)

17 pages, 706 KiB

Open AccessArticle

Navigating the Spectrum of Conventionality: Toward a New Model of Creative Thinking

by Kristin Lansing-Stoeffler and Nola Daley

J. Intell. 2023, 11(2), 21; https://doi.org/10.3390/jintelligence11020021 - 18 Jan 2023

Cited by 4 | Viewed by 3154

Abstract

Current conceptualizations of creative thinking focus primarily on the measurement of creative thinking for the purpose of identifying creative thinking proficiency. We propose a conceptualization that includes a framework and assessments that focus on the measurement and learning of creative thinking and innovation [...] Read more.

Current conceptualizations of creative thinking focus primarily on the measurement of creative thinking for the purpose of identifying creative thinking proficiency. We propose a conceptualization that includes a framework and assessments that focus on the measurement and learning of creative thinking and innovation skills. Our conceptualization involves an understanding that innovation is a critical application of creative thinking and that the process of creative thinking that leads to innovation can be performed intentionally and explicitly. In this paper, we put forth a process model for creative thinking and innovation that focuses on an expanded set of cognitive and social skills and processes that facilitate the navigation of the spectrum of conventionality. The process model includes the conventional thinking skill, which serves as not only a foundational skill for understanding and navigating the spectrum of conventionality, but also facilitates the reliable measurement of creative thinking and innovation by supporting the generation of a response pool that represents the full spectrum of conventionality for use in scoring. We explore the advantages of this model and how it addresses some of the challenges presented by current creative thinking conceptualizations and assessments. Finally, we explore the implications of implementing this process model for education. Full article

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18 pages, 1021 KiB

Open AccessArticle

Emotional Intelligence and Emotional Hypersensitivity in Gifted Individuals

by Christelle Gillioz, Maroussia Nicolet-dit-Félix and Marina Fiori

J. Intell. 2023, 11(2), 20; https://doi.org/10.3390/jintelligence11020020 - 17 Jan 2023

Cited by 7 | Viewed by 4325

Abstract

The goal of the present study was to investigate the associations between high intelligence, emotional intelligence (EI), and emotional hypersensitivity in a sample of 304 Mensa members. In addition, we aimed to shed light on how highly intelligent individuals process emotional information. In [...] Read more.

The goal of the present study was to investigate the associations between high intelligence, emotional intelligence (EI), and emotional hypersensitivity in a sample of 304 Mensa members. In addition, we aimed to shed light on how highly intelligent individuals process emotional information. In a previous study, we found that individuals with high EI in the general population are characterized by an attentional bias toward emotional information. We tested whether this effect holds for highly intelligent individuals by drawing on the same procedure: participants (N = 124 Mensa members) had to report a letter appearing behind a picture of a face with emotional or a neutral facial expression, and their reaction time to provide an answer was recorded. Comparing the results from the general population to those of Mensa members, we found that Mensa members did not show the attentional bias toward emotional information found in the general population. Mensa members were equally fast to evaluate letters replacing emotional and neutral expressions, and this result was not influenced by EI level. Possible explanations include the role of inhibitory processes (a factor related to intelligence), which might have contributed to treating emotional information as purely cognitive. Full article

(This article belongs to the Special Issue A Century beyond Terman, 50 Years after Marland: Knowns and Unknowns about Cognitive Excellence)

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J. Intell., Volume 11, Issue 2 (February 2023) – 20 articles

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