Journal of Intelligence

29 pages, 4214 KiB

Open AccessArticle

Metacognitive Management of Attention in Online Learning

by Matthew Jensen Hays, Scott Richard Kustes and Elizabeth Ligon Bjork

J. Intell. 2024, 12(4), 46; https://doi.org/10.3390/jintelligence12040046 - 22 Apr 2024

Viewed by 2237

Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences [...] Read more.

Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences that are suboptimal for producing actual learning. Computer-based educational training platforms can counter this unfortunate tendency by providing only productive conditions of instruction—even if they are unintuitive (e.g., spacing instead of massing). The use of such platforms, however, introduces a different liability: being easy to interrupt. An assessment of this possible liability is needed given the enormous disruption to modern education brought about by COVID-19 and the subsequent widespread emergency adoption of computer-based remote instruction. The present study was therefore designed to (a) explore approaches for detecting interruptions that can be reasonably implemented by an instructor, (b) determine the frequency at which students are interrupted during a cognitive-science-based digital learning experience, and (c) establish the extent to which the pandemic and ensuing lockdowns affected students’ metacognitive ability to maintain engagement with their digital learning experiences. Outliers in time data were analyzed with increasing complexity and decreasing subjectivity to identify when learners were interrupted. Results indicated that only between 1.565% and 3.206% of online interactions show evidence of learner interruption. And although classroom learning was inarguably disrupted by the pandemic, learning in the present, evidence-based platform appeared to be immune. Full article

(This article belongs to the Special Issue The Intersection of Metacognition and Intelligence)

► Show Figures

Figure 1

24 pages, 416 KiB

Open AccessArticle

Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene

by Lisa A. Suzuki, Taymy J. Caso, Aysegul Yucel, Ahad Asad and Haruka Kokaze

J. Intell. 2024, 12(4), 45; https://doi.org/10.3390/jintelligence12040045 - 17 Apr 2024

Viewed by 2385

Abstract

The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and [...] Read more.

The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and pave the way for a better future for generations to come, we must advance traditional theories and measures of higher-order abilities to reflect equity and inclusion. To this end, we must address global issues by integrating the complexities of intersectional identities as they impact our understanding of what constitutes intelligence in individuals, groups, and diverse communities. This re-envisioning of intelligence presents new complexities for understanding and challenges for our field beyond the boundaries of what has been previously touted by many disciplines, including psychology. It is an opportunity to re-envision what it means to be intelligent in a diverse global context while also honoring and recognizing the value of difference, positionality, and other ways of knowing. Full article

(This article belongs to the Special Issue Understanding Higher-Order Cognitive Abilities and Their Development in the Anthropocene)

18 pages, 2530 KiB

Open AccessArticle

Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study

by Baike Li, Bernhard Pastötter, Yongen Zhong, Ningxin Su, Ting Huang, Wenbo Zhao, Xiao Hu, Liang Luo and Chunliang Yang

J. Intell. 2024, 12(4), 44; https://doi.org/10.3390/jintelligence12040044 - 9 Apr 2024

Cited by 2 | Viewed by 1775

Abstract

Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The [...] Read more.

Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect. Full article

► Show Figures

Figure 1

10 pages, 485 KiB

Open AccessArticle

Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children

by George K. Georgiou, Sergios C. Sergiou and Charalambos Y. Charalambous

J. Intell. 2024, 12(4), 43; https://doi.org/10.3390/jintelligence12040043 - 5 Apr 2024

Cited by 1 | Viewed by 1421

Abstract

This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, M_age = 135.75 months, SD = 4.05 months) from Cyprus were [...] Read more.

This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, M_age = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available. Full article

(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)

► Show Figures

Figure 1

28 pages, 3441 KiB

Open AccessArticle

Stimulus Complexity Can Enhance Art Appreciation: Phenomenological and Psychophysiological Evidence for the Pleasure-Interest Model of Aesthetic Liking

by Tammy-Ann Husselman, Edson Filho, Luca W. Zugic, Emma Threadgold and Linden J. Ball

J. Intell. 2024, 12(4), 42; https://doi.org/10.3390/jintelligence12040042 - 3 Apr 2024

Cited by 1 | Viewed by 2192

Abstract

We tested predictions deriving from the “Pleasure-Interest Model of Aesthetic Liking” (PIA Model), whereby aesthetic preferences arise from two fluency-based processes: an initial automatic, percept-driven default process and a subsequent perceiver-driven reflective process. One key trigger for reflective processing is stimulus complexity. Moreover, [...] Read more.

We tested predictions deriving from the “Pleasure-Interest Model of Aesthetic Liking” (PIA Model), whereby aesthetic preferences arise from two fluency-based processes: an initial automatic, percept-driven default process and a subsequent perceiver-driven reflective process. One key trigger for reflective processing is stimulus complexity. Moreover, if meaning can be derived from such complexity, then this can engender increased interest and elevated liking. Experiment 1 involved graffiti street-art images, pre-normed to elicit low, moderate and high levels of interest. Subjective reports indicated a predicted enhancement in liking across increasing interest levels. Electroencephalography (EEG) recordings during image viewing revealed different patterns of alpha power in temporal brain regions across interest levels. Experiment 2 enforced a brief initial image-viewing stage and a subsequent reflective image-viewing stage. Differences in alpha power arose in most EEG channels between the initial and deliberative viewing stages. A linear increase in aesthetic liking was again seen across interest levels, with different patterns of alpha activity in temporal and occipital regions across these levels. Overall, the phenomenological data support the PIA Model, while the physiological data suggest that enhanced aesthetic liking might be associated with “flow-feelings” indexed by alpha activity in brain regions linked to visual attention and reducing distraction. Full article

(This article belongs to the Special Issue Grounding Cognition in Perceptual Experience)

► Show Figures

Figure 1

15 pages, 930 KiB

Open AccessEditor’s ChoiceArticle

The Development of Cognitive Control in Preschoolers and Kindergarteners: The Case of Post-Error Slowing and Delayed Disinhibition

by Maor Yeshua and Andrea Berger

J. Intell. 2024, 12(4), 41; https://doi.org/10.3390/jintelligence12040041 - 1 Apr 2024

Cited by 1 | Viewed by 1622

Abstract

This study aimed to investigate two specific behavioral manifestations of the executive attention systems in preschoolers and kindergarteners, beyond the unique contribution of intelligence. We tested post-error slowing [ [...] Read more.

This study aimed to investigate two specific behavioral manifestations of the executive attention systems in preschoolers and kindergarteners, beyond the unique contribution of intelligence. We tested post-error slowing [

{\bar{R T}}_{P o s t - e r r o r t r i a l} - {\bar{R T}}_{N o t p o s t - e r r o r t r i a l}

] as a marker of reactive control and delayed disinhibition as a novel marker for proactive control. One hundred and eighty preschool- and kindergarten-aged children, as well as their mothers (final sample: 155 children and 174 mothers), performed an adapted task based on Go/NoGo and Stroop-like paradigms—the emotional day-night task. The children showed reliable post-error slowing and delayed disinhibition (mean size effects of 238.18 ms and 58.31 ms, respectively), while the adult size effects were 40–50% smaller. The post-error slowing effect was present for both sexes in all the tested ages, while the delayed disinhibition effect was present only for girls. Both effects showed large individual differences that became smaller in adulthood. Our findings emphasize the earlier maturation of reactive control compared to proactive control, and the earlier maturation of proactive cognitive control in girls compared to boys. Full article

(This article belongs to the Special Issue On the Origins and Development of Attention Networks)

► Show Figures

Figure 1

19 pages, 1958 KiB

Open AccessEditor’s ChoiceArticle

Psychometric Modeling to Identify Examinees’ Strategy Differences during Testing

by Clifford E. Hauenstein, Susan E. Embretson and Eunbee Kim

J. Intell. 2024, 12(4), 40; https://doi.org/10.3390/jintelligence12040040 - 29 Mar 2024

Viewed by 1568

Abstract

Aptitude test scores are typically interpreted similarly for examinees with the same overall score. However, research has found evidence of examinee differences in strategies, as well as in the continued application of appropriate procedures during testing. Such differences can impact the correlates of [...] Read more.

Aptitude test scores are typically interpreted similarly for examinees with the same overall score. However, research has found evidence of examinee differences in strategies, as well as in the continued application of appropriate procedures during testing. Such differences can impact the correlates of test scores, making similar interpretations for equivalent scores questionable. This study presents some item response theory (IRT) models that are relevant to identifying examinee differences in strategies and understanding of test-taking procedures. First, mixture IRT models that identify latent classes of examinees with different patterns of item responses are considered; these models have long been available but unfortunately are not routinely applied. Strategy differences between the classes can then be studied separately by modeling the response patterns with cognitive complexity variables within each class. Secondly, novel psychometric approaches that leverage response time information (in particular, response time residuals) in order to identify both inter and intraindividual variability in response processes are considered. In doing so, a general method for evaluating threats to validity is proposed. The utility of the approach, in terms of providing more interpretable performance estimates and improving the administration of psychological measurement instruments, is then demonstrated with an empirical example. Full article

(This article belongs to the Topic Psychometric Methods: Theory and Practice)

► Show Figures

Figure 1

15 pages, 808 KiB

Open AccessReview

Sex Differences in Cognitive Reflection: A Meta-Analysis

by Inmaculada Otero, Alexandra Martínez, Dámaris Cuadrado, Mario Lado, Silvia Moscoso and Jesús F. Salgado

J. Intell. 2024, 12(4), 39; https://doi.org/10.3390/jintelligence12040039 - 29 Mar 2024

Viewed by 2298

Abstract

The current study presents a meta-analytic review of the differences between men and women in cognitive reflection (CR). The study also explores whether the type of CR test (i.e., numerical tests and verbal tests) moderates the relationship between CR and sex. The results [...] Read more.

The current study presents a meta-analytic review of the differences between men and women in cognitive reflection (CR). The study also explores whether the type of CR test (i.e., numerical tests and verbal tests) moderates the relationship between CR and sex. The results showed that men score higher than women on CR, although the magnitude of these differences was small. We also found out that the type of CR test moderates the sex differences in CR, especially in the numerical tests. In addition, the results showed that the length of numerical tests (i.e., number of items) does not affect the differences between men and women in CR. Finally, the implications of these results are discussed, and future research is suggested. Full article

► Show Figures

Figure 1

17 pages, 4543 KiB

Open AccessArticle

A Recent Development of a Network Approach to Assessment Data: Latent Space Item Response Modeling for Intelligence Studies

by Inhan Kang and Minjeong Jeon

J. Intell. 2024, 12(4), 38; https://doi.org/10.3390/jintelligence12040038 - 28 Mar 2024

Viewed by 1754

Abstract

This article aims to provide an overview of the potential advantages and utilities of the recently proposed Latent Space Item Response Model (LSIRM) in the context of intelligence studies. The LSIRM integrates the traditional Rasch IRT model for psychometric data with the latent [...] Read more.

This article aims to provide an overview of the potential advantages and utilities of the recently proposed Latent Space Item Response Model (LSIRM) in the context of intelligence studies. The LSIRM integrates the traditional Rasch IRT model for psychometric data with the latent space model for network data. The model has person-wise latent abilities and item difficulty parameters, capturing the main person and item effects, akin to the Rasch model. However, it additionally assumes that persons and items can be mapped onto the same metric space called a latent space and distances between persons and items represent further decreases in response accuracy uncaptured by the main model parameters. In this way, the model can account for conditional dependence or interactions between persons and items unexplained by the Rasch model. With two empirical datasets, we illustrate that (1) the latent space can provide information on respondents and items that cannot be captured by the Rasch model, (2) the LSIRM can quantify and visualize potential between-person variations in item difficulty, (3) latent dimensions/clusters of persons and items can be detected or extracted based on their latent positions on the map, and (4) personalized feedback can be generated from person-item distances. We conclude with discussions related to the latent space modeling integrated with other psychometric models and potential future directions. Full article

► Show Figures

Figure 1

14 pages, 3206 KiB

Open AccessArticle

Examining the Existence of Cognitive Thresholds in Highly Quantitative College Courses

by You Zhou, Nathan R. Kuncel and Paul R. Sackett

J. Intell. 2024, 12(4), 37; https://doi.org/10.3390/jintelligence12040037 - 26 Mar 2024

Cited by 1 | Viewed by 2151

Abstract

While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic [...] Read more.

While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic achievement. Given the significance of finding a threshold for understanding the relationship between cognitive ability and academic performance, and the limited studies on the topic, it is worth further investigating the possibility of cognitive thresholds. Using a multi-institutional dataset and the necessary condition analysis (NCA), we attempted to replicate previous findings of cognitive thresholds on the major GPA of mathematics and physics-majored students, as well as the course grade of organic chemistry, to examine whether high SAT math scores constitute a necessary condition for obtaining satisfactory grades in these courses. The results from the two studies do not indicate an absolute cognitive threshold point below which students are doomed to fail regardless of the amount of effort they devote into learning. However, we did find that the chance of students with a low level of quantitative ability to succeed in highly quantitative courses is very small, which qualifies for the virtually necessary condition. Full article

► Show Figures

Figure 1

Journal Menu

Journal Browser

J. Intell., Volume 12, Issue 4 (April 2024) – 10 articles

Further Information

Guidelines

MDPI Initiatives

Follow MDPI