Journal of Intelligence

26 pages, 4489 KiB

Open AccessArticle

The Effect of a Working Memory Intervention Package on the Working Memory Performance of Primary School Students with Specific Learning Disabilities

by Mehmet Okur and Veysel Aksoy

J. Intell. 2025, 13(2), 16; https://doi.org/10.3390/jintelligence13020016 - 27 Jan 2025

Abstract

This study examines the effects of a working memory (WM) intervention package on the WM performance of students with Specific Learning Disabilities (SLDs). A pre-test post-test experimental design was applied with 40 students, divided equally into experimental (20 students) and control groups (20 [...] Read more.

This study examines the effects of a working memory (WM) intervention package on the WM performance of students with Specific Learning Disabilities (SLDs). A pre-test post-test experimental design was applied with 40 students, divided equally into experimental (20 students) and control groups (20 students). Data were collected using the Working Memory Scale (WMS), Raven’s Standard Progressive Matrices (RSPM), and the Working Memory Performance Tasks Form (WM-PTF). The experimental group demonstrated statistically significant improvements in WMS and WM-PTF scores relative to the control group (p < 0.006, d = 1.96 for WMS; d = 1.42 for WM-PTF). Additionally, a positive correlation was observed between the increase in WM performance and intelligence scores, suggesting that intelligence may influence WM gains. In conclusion, the WM intervention package was significant in improving the WM performance of students with SLDs, indicating that such interventions have significant potential for enhancing cognitive functions and memory. These findings highlight the critical role of WM interventions in contributing to the cognitive development of students with learning difficulties. Full article

(This article belongs to the Section Approaches to Improving Intelligence)

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12 pages, 969 KiB

Open AccessArticle

The Verbal Irony Questionnaire: An Initial Approach to the Conceptualization and Measurement of Verbal Irony in High Intellectual Ability

by Sylvia Sastre-Riba, Francisco J. Ruiz de Mendoza Ibáñez, Ignasi Navarro i Ferrando, María Luz Urraca-Martínez and Ramon Cladellas-Pros

J. Intell. 2025, 13(2), 15; https://doi.org/10.3390/jintelligence13020015 - 27 Jan 2025

Abstract

Figurative language is a complex construct related to intelligence. Psychology and psycholinguistics are trying to understand it from an interdisciplinary perspective, but studies are still scarce, methodologies are heterogeneous, and results are difficult to integrate. Some studies suggest that understanding the cognitive processes [...] Read more.

Figurative language is a complex construct related to intelligence. Psychology and psycholinguistics are trying to understand it from an interdisciplinary perspective, but studies are still scarce, methodologies are heterogeneous, and results are difficult to integrate. Some studies suggest that understanding the cognitive processes underlying figurative language and its forms could provide a new approach to understanding intellectual differences, such as high intellectual ability (HIA), and new instruments to assess it. The language of HIA children develops earlier and includes the use of irony, which involves metalinguistic skills. In this context, the present study aims to offer an instrument, called the verbal irony questionnaire (or VIrQ), to test the comprehension of verbal irony in students with HIA. A convenience sample of n = 169 students with HIA, aged between 7 and 15 years, responded to the VIrQ. An exploratory factor analysis was conducted. The results revealed that 33 items were retained and categorized into four factors. F1, ironic irony (14 items); F2, ironic attitude (8 items); F3, ironic constructions (7 items); and F4, reinforced irony echo (4 items). All factors have adequate reliability indices above 0.70 and below 0.95. Finally, new perspectives are also discussed. Full article

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20 pages, 4232 KiB

Open AccessArticle

Exploring Critical Eye-Tracking Metrics for Identifying Cognitive Strategies in Raven’s Advanced Progressive Matrices: A Data-Driven Perspective

by Yaohui Liu, Keren He, Kaiwen Man and Peida Zhan

J. Intell. 2025, 13(2), 14; https://doi.org/10.3390/jintelligence13020014 - 26 Jan 2025

Abstract

The present study utilized a recursive feature elimination approach in conjunction with a random forest algorithm to assess the efficacy of various features in predicting cognitive strategy usage in Raven’s Advanced Progressive Matrices. In addition to item response accuracy (RA) and response time [...] Read more.

The present study utilized a recursive feature elimination approach in conjunction with a random forest algorithm to assess the efficacy of various features in predicting cognitive strategy usage in Raven’s Advanced Progressive Matrices. In addition to item response accuracy (RA) and response time (RT), five key eye-tracking metrics were examined: proportional time on matrix (PTM), latency to first toggle (LFT), rate of latency to first toggle (RLT), number of toggles (NOT), and rate of toggling (ROT). The results indicated that PTM, RLT, and LFT were the three most critical features, with PTM emerging as the most significant predictor of cognitive strategy usage, followed by RLT and LFT. Clustering analysis of these optimal features validated their utility in effectively distinguishing cognitive strategies. The study’s findings underscore the potential of specific eye-tracking metrics as objective indicators of cognitive processing while providing a data-driven method to identify strategies used in complex reasoning tasks. Full article

(This article belongs to the Special Issue Innovations in Assessment: Harnessing Technology for Testing Cognitive Ability, Thinking Skill, and Competency)

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17 pages, 1013 KiB

Open AccessArticle

The Mind Under Pressure: What Roles Does Education Play in the Relationship Between Chronic Stress and Cognitive Ability?

by Maximilian Seitz and Diana Steger

J. Intell. 2025, 13(2), 13; https://doi.org/10.3390/jintelligence13020013 - 23 Jan 2025

Abstract

Chronic stress is an important predictor of mental and physical health, but little is known about its association with cognitive abilities and education during the lifespan. We hypothesized that chronic stress would be negatively correlated with cognitive abilities, particularly crystallized intelligence, and that [...] Read more.

Chronic stress is an important predictor of mental and physical health, but little is known about its association with cognitive abilities and education during the lifespan. We hypothesized that chronic stress would be negatively correlated with cognitive abilities, particularly crystallized intelligence, and that this association would be stronger among individuals with lower educational attainment due to limited stress-coping resources. We used cross-sectional data from the German National Educational Panel Study (NEPS SC6), comprising 10,416 adults aged 29 to 71 years (50.80% female; 49.20% male). Fluid and crystallized intelligence were assessed with a reasoning test and a vocabulary test, respectively; chronic stress was assessed with a questionnaire on social stress and anxiety. The tests and the questionnaire were conceptualized for a heterogeneous and large-scale sample. Our results show small negative associations between chronic stress and both fluid and crystallized cognitive abilities, which persist after controlling for demographic variables. However, there were no significant differences between educational groups. Although the study does not address longitudinal patterns, it highlights the complex interaction between stress and cognition, and it underscores the need for further research to explore how educational resources may mitigate the impact of chronic stress on cognitive health. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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26 pages, 1105 KiB

Open AccessArticle

The Role of Parental Education, Intelligence, and Personality on the Cognitive Abilities of Gifted Children

by Lina Pezzuti, Morena Farese, James Dawe and Marco Lauriola

J. Intell. 2025, 13(2), 12; https://doi.org/10.3390/jintelligence13020012 - 21 Jan 2025

Abstract

Several studies have indicated that parental education predicts children’s intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children’s giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC [...] Read more.

Several studies have indicated that parental education predicts children’s intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children’s giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC theory), and personality traits (based on the Five-Factor Model) on the expression of gifted children’s cognitive abilities. Sixty-five gifted children (IQ ≥ 120) aged 6 to 14 years (M = 9.91 years; SD = 2.24 years) were assessed using the WISC-IV, while parents (65 mothers, M = 44.00 years; SD = 4.20 years, and 61 fathers, M = 45.70 years; SD = 5.40 years) completed the WAIS-IV and the Big-Five Inventory. The results indicated that maternal education was a key predictor of children’s Verbal Comprehension Index (VCI) in bivariate analyses, though its effect was not robust in multivariate models. Children’s Perceptual Reasoning Index (PRI) was associated with maternal conscientiousness, and fathers’ short-term memory (Gsm) emerged as the primary predictor of children’s Working Memory Index (WMI). Maternal processing speed (Gs) was the strongest predictor of children’s Processing Speed Index (PSI) across both bivariate and multivariate analyses. While personality traits, such as maternal conscientiousness, played a role in facilitating visual-spatial reasoning, their effects were weaker compared to cognitive and educational factors. The findings obtained, which are only partly consistent with data in the literature, highlight the domain-specific influence of parental characteristics on children’s giftedness and underscore the need for further research into the interplay of genetic, cognitive, and environmental factors. Full article

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24 pages, 3819 KiB

Open AccessArticle

An Embedding-Based Semantic Analysis Approach: A Preliminary Study on Redundancy Detection in Psychological Concepts Operationalized by Scales

by Zhen Huang, Yitian Long, Kaiping Peng and Song Tong

J. Intell. 2025, 13(1), 11; https://doi.org/10.3390/jintelligence13010011 - 16 Jan 2025

Abstract

As psychological research progresses, the issue of concept overlap becomes increasing evident, adding to participant burden and complicating data interpretation. This study introduces an Embedding-based Semantic Analysis Approach (ESAA) for detecting redundancy in psychological concepts, which are operationalized through their respective scales, using [...] Read more.

As psychological research progresses, the issue of concept overlap becomes increasing evident, adding to participant burden and complicating data interpretation. This study introduces an Embedding-based Semantic Analysis Approach (ESAA) for detecting redundancy in psychological concepts, which are operationalized through their respective scales, using natural language processing techniques. The ESAA utilizes OpenAI’s text-embedding-3-large model to generate high-dimensional semantic vectors (i.e., embeddings) of scale items and applies hierarchical clustering to group semantically similar items, revealing potential redundancy. Three preliminary experiments evaluated the ESAA’s ability to (1) identify semantically similar items, (2) differentiate semantically distinct items, and (3) uncover overlap between scales of concepts known for redundancy issues. Additionally, comparative analyses assessed the ESAA’s robustness and incremental validity against the advanced chatbots based on GPT-4. The results demonstrated that the ESAA consistently produced stable outcomes and outperformed all evaluated chatbots. As an objective approach for analyzing relationships between concepts operationalized as scales, the ESAA holds promise for advancing research on theory refinement and scale optimization. Full article

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17 pages, 1239 KiB

Open AccessArticle

Teachers’ and Parents’ Assessments of Primary School Children’s Intellectual Investment as Predictors of Change in Need for Cognition

by Anke Hufer-Thamm, Rolf Jürgens, Sebastian Bergold and Ricarda Steinmayr

J. Intell. 2025, 13(1), 10; https://doi.org/10.3390/jintelligence13010010 - 14 Jan 2025

Abstract

The present study investigated whether parents’ and teachers’ evaluations of children’s intellectual investment would predict a change in children’s need for cognition (NFC) over one year. An exploratory look at how teachers’ evaluations are predicted by a range of factors was also taken. [...] Read more.

The present study investigated whether parents’ and teachers’ evaluations of children’s intellectual investment would predict a change in children’s need for cognition (NFC) over one year. An exploratory look at how teachers’ evaluations are predicted by a range of factors was also taken. N = 565 third-graders (298 girls; M_age = 8.40, SD = 0.59) and teachers (N = 39) were surveyed in 2021 and 2022. The parents (N = 452) provided the data in 2021. Longitudinal data were analyzed by means of latent change score models (LCSMs). Changes in the teachers’ evaluations and in the children’s cognitive engagement differed between the children. However, there was no effect of the parents’ or teachers’ assessments on the development of the children’s NFC. The change in the teachers’ assessment was negatively related to their initial judgment and the children’s age; it was positively related to the pupils’ fluid intelligence. The results and implications are discussed. Full article

(This article belongs to the Special Issue Cognitive Motivation)

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16 pages, 1357 KiB

Open AccessArticle

Development and Validation of a Game-Based Assessment for Complex Problem Solving

by Jian Li, Yi Ming Li, Yun-Xuan Xing, Bo Zhang, Yun Tang and Fritz Drasgow

J. Intell. 2025, 13(1), 9; https://doi.org/10.3390/jintelligence13010009 - 14 Jan 2025

Abstract

Complex problem solving (CPS) refers to a set of higher-order capacities that allow an individual to interact with a dynamic environment and solve complex problems. The purpose of this study was to develop and validate Sokoban, a game-based assessment of the planning–execution stage [...] Read more.

Complex problem solving (CPS) refers to a set of higher-order capacities that allow an individual to interact with a dynamic environment and solve complex problems. The purpose of this study was to develop and validate Sokoban, a game-based assessment of the planning–execution stage of the CPS framework proposed by PISA 2012. The psychometric properties of this instrument were examined in a large sample of Chinese students (n = 1145) ranging from elementary to tertiary education. The results supported the two-faceted nature of Sokoban, as well as providing preliminary evidence about criterion-related and predictive validity for the planning–execution stages of complex problem solving. These empirical results lend support to the validity of this game-based assessment, as well as its practical implications in educational settings. Full article

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

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23 pages, 1760 KiB

Open AccessArticle

Teachers’ Growth Mindset, Perceived School Climate, and Perceived Parental Autonomy Support Moderate the Relationship Between Students’ Growth Mindset and Academic Achievement

by Kai Zhang and Wu-Jing He

J. Intell. 2025, 13(1), 8; https://doi.org/10.3390/jintelligence13010008 - 10 Jan 2025

Abstract

This study investigates the moderating effects of several contextual factors (i.e., teachers’ growth mindset, perceived school climate, and perceived parental autonomy support) on the relationship between students’ growth mindset and academic achievement. Drawing on Dweck’s growth mindset theory and recent research findings that [...] Read more.

This study investigates the moderating effects of several contextual factors (i.e., teachers’ growth mindset, perceived school climate, and perceived parental autonomy support) on the relationship between students’ growth mindset and academic achievement. Drawing on Dweck’s growth mindset theory and recent research findings that highlight the context sensitivity of the growth mindset, we hypothesize that supportive environments strengthen the positive impact of students’ growth mindset on academic outcomes. A sample of 358 middle school students (53.8% female; Mage = 13.38 years, SD = 2.20) from public schools in Shanghai City, mainland China, was assessed via three validated instruments: (1) the Growth Mindset Inventory, which is used to measure students’ and teachers’ beliefs about intelligence; (2) the Delaware School Climate Survey for Students, which is used to assess students’ perceptions of the school climate; and (3) the Perceived Parental Autonomy Support Scale, which is used to evaluate students’ perceived parental autonomy support. Academic achievement was measured by district-level final exam scores. The results of hierarchical regression analyses revealed that teachers’ growth mindset, perceived school climate support (e.g., teacher–student and student–student relations, fairness of rules, school safety, liking of school), and the perception of positive parental autonomy support (e.g., choice, rationale, acknowledgment) positively moderated the relationship between students’ growth mindset and academic achievement. In contrast, the perception of negative parental autonomy factors (e.g., punishment threats, performance pressure, guilt-inducing criticism) negatively moderated this relationship. These results indicate that the relationship between students’ growth mindset and academic achievement may vary depending on contextual factors, highlighting the importance of considering both positive and negative influences when designing educational strategies. Full article

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13 pages, 794 KiB

Open AccessArticle

Differences in Personality Between High-Ability and Average-Ability University Students

by Juan Francisco Flores-Bravo, Elena Rodríguez-Naveiras, María de los Dolores Valadez Sierra, Dylan Costantini and África Borges

J. Intell. 2025, 13(1), 7; https://doi.org/10.3390/jintelligence13010007 - 7 Jan 2025

Abstract

Despite the growing body of research examining the personality traits of individuals with high abilities, little clarity exists about how they differ from the general population, especially within the university context. This study aimed to identify distinct personality traits by examining 268 high-ability [...] Read more.

Despite the growing body of research examining the personality traits of individuals with high abilities, little clarity exists about how they differ from the general population, especially within the university context. This study aimed to identify distinct personality traits by examining 268 high-ability university students alongside a matched average-ability group through a retrospective ex post facto design. Results revealed significant differences only in the trait of responsibility (p = 0.037), with lower scores observed among high-ability students. This outcome may be related to specific academic environmental factors, such as insufficient challenges. It can be concluded that, although stereotypes often associate high-ability students with certain personality traits, such as openness to experience, the present results do not reflect such differences. Therefore, it is important to conduct well-designed studies to determine the characteristics of high-ability individuals and how they differ from average-ability students. Full article

(This article belongs to the Section Theoretical Contributions to Intelligence)

17 pages, 861 KiB

Open AccessArticle

Cognitive and Emotional Resilience in Parents with Children with Autism Spectrum Disorder During COVID-19: The Role of Promoting Variables

by Aziz Sarhani-Robles, María Guillot-Valdés, María Auxiliadora Robles-Bello and David Sánchez-Teruel

J. Intell. 2025, 13(1), 6; https://doi.org/10.3390/jintelligence13010006 - 6 Jan 2025

Abstract

The pandemic resulting from the coronavirus disease (COVID-19) has entailed social and psychological consequences for the Spanish population, with children with autism spectrum disorder (ASD) being particularly vulnerable due to their genetic characteristics. The present study focuses on the efforts of parents of [...] Read more.

The pandemic resulting from the coronavirus disease (COVID-19) has entailed social and psychological consequences for the Spanish population, with children with autism spectrum disorder (ASD) being particularly vulnerable due to their genetic characteristics. The present study focuses on the efforts of parents of children with autism spectrum disorder to improve their situation during the pandemic. In particular, the objective is to identify promoting variables (subjective well-being, positive mental health, social support, humour, cognitive reappraisal, and self-esteem) and sociodemographic variables that predict resilience, marking positive coping with this adverse situation. Furthermore, the study conceptually explores the potential role of emotional intelligence in resilience-building processes. We hypothesised that higher scores in these promoting variables would predict greater resilience, with emotional intelligence potentially serving as an underlying framework. The methodology employed in this study is as follows: A cross-sectional predictive study was conducted on a sample of 799 parents using an online questionnaire administered during the social confinement resulting from the SARS-CoV-2 pandemic. The information analysed is based on data provided by the parents. Statistical methods included Student’s t-tests, Pearson’s correlations, and stepwise multivariate regression analysis to identify predictors of resilience. The results of the study are presented below. Significant resilience scores and resilience prediction were identified in participants based on positive mental health, emotion regulation, sense of humour, social support, age, and employment status (self-employed). Relations with emotional intelligence were identified, particularly in the domains of emotion regulation, cognitive reappraisal, and positive mental health. Discussion: The necessity of an intervention that prioritises the empowerment of resilience in the target population is substantiated. Practical implications suggest leveraging emotional intelligence strategies to enhance resilience in this population. This study highlights the importance the aforementioned variables, in addition to potential strategies for enhancing the sociodemographic circumstances of the families. Full article

15 pages, 784 KiB

Open AccessEditorial

Metareasoning: Theoretical and Methodological Developments

by Linden J. Ball and Beth H. Richardson

J. Intell. 2025, 13(1), 5; https://doi.org/10.3390/jintelligence13010005 - 3 Jan 2025

Abstract

This Special Issue aims to capture current theoretical and methodological developments in the field of metareasoning, which is concerned with the metacognitive processes that monitor and control our ongoing thinking and reasoning [...] Full article

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

16 pages, 2853 KiB

Open AccessArticle

Reading Comprehension in Older Adults—Effects of Age, Educational Level, and Reading Habits

by Bernardo Riffo, Carlos Rojas, Andrea Helo, Mónica Véliz, Paula Urzúa, Gloria Gutierrez and Ernesto Guerra

J. Intell. 2025, 13(1), 4; https://doi.org/10.3390/jintelligence13010004 - 31 Dec 2024

Abstract

Older adults in the third-age group (60–79 years) maintain reading comprehension skills similar to those of younger adults, but little is known about individuals in the fourth age (80+ years). This study investigates differences in reading comprehension in a between-group design. We evaluated [...] Read more.

Older adults in the third-age group (60–79 years) maintain reading comprehension skills similar to those of younger adults, but little is known about individuals in the fourth age (80+ years). This study investigates differences in reading comprehension in a between-group design. We evaluated a sample of 150 older adults, comprising 86 third-age and 64 fourth-age participants. We examined the influence of sex, cognitive functioning, formal education, self-perceived reading difficulties, and reading habits on their text comprehension abilities. The results show that fourth-age adults have a significant decline in reading comprehension compared to third-age adults. Strong reading habits were positively associated with better comprehension across both groups, suggesting that regular reading may buffer against age-related cognitive decline. Poor readers read less frequently and perceived greater difficulty with the tasks. Cognitive functioning and education did not significantly influence comprehension—possibly due to the generally low education levels in the sample. However, strong reading habits appeared to compensate for these limitations. These findings suggest a potential protective role of lifelong reading habits and highlight the need for interventions to support reading skills in older adults, especially those with lower educational backgrounds. Future research should explore these dynamics further to enhance cognitive resilience in the oldest populations. Full article

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17 pages, 1093 KiB

Open AccessArticle

Development of a Video-Test of Emotional Intelligence for Teachers (ViTIED)

by María-Pilar Berrios-Martos and Raquel Palomera

J. Intell. 2025, 13(1), 3; https://doi.org/10.3390/jintelligence13010003 - 30 Dec 2024

Abstract

Emotional Intelligence (EI) in teaching is associated with various educational outcomes and processes. However, it has typically been measured through self-reports and general EI assessments, lacking a specific performance test with greater ecological validity in relation to the demands of the professional educational [...] Read more.

Emotional Intelligence (EI) in teaching is associated with various educational outcomes and processes. However, it has typically been measured through self-reports and general EI assessments, lacking a specific performance test with greater ecological validity in relation to the demands of the professional educational context. This study describes the development and validation results of the Video-Test of Emotional Intelligence for Teachers (ViTIED), a new performance-based measure to assess the EI of secondary education teachers based on ability EI model and the situational judgment test paradigm. The test comprises 12 video scenes designed to elicit intra- and interpersonal processes, as well as both positive and negative emotions. A total of 163 Spanish teachers (36% male, 64% female; mean age = 40.32 years) completed the ViTIED, along with personality, perceived EI, and burnout assessments. Test scores provide initial evidence of adequate reliability, as well as content, convergent, and divergent validity. Continued validation of this measure will benefit evaluation and intervention processes with teachers, as well as research on the impact of teachers’ EI on the teaching–learning processes and the well-being of the educational community. Full article

(This article belongs to the Special Issue Emerging Digital Technologies for Intelligence and Emotional intelligence)

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21 pages, 1649 KiB

Open AccessArticle

Mental Rotation Performance: Contribution of Item Features to Difficulties and Functional Adaptation

by Mehdi Rajeb, Andrew T. Krist, Qingzhou Shi, Daniel O. Oyeniran, Stefanie A. Wind and Joni M. Lakin

J. Intell. 2025, 13(1), 2; https://doi.org/10.3390/jintelligence13010002 - 30 Dec 2024

Abstract

Mental rotation is an important aspect of spatial ability. While the importance of measuring mental rotation has been explored, disputes still exist within the literature surrounding sources of item difficulty in mental rotation tests (MRTs). Furthermore, gender differences in MRT performance are often [...] Read more.

Mental rotation is an important aspect of spatial ability. While the importance of measuring mental rotation has been explored, disputes still exist within the literature surrounding sources of item difficulty in mental rotation tests (MRTs). Furthermore, gender differences in MRT performance are often seen but not fully understood. In the current study, we analyzed sources of item difficulty in a set of spatial ability test items using the Linear Logistic Test Model (LLTM). We found that items with more cubes, color differences, and higher rotational complexity tend to be more difficult, whereas items that contain occlusion, a mirrored structure, and a homogenous configuration type tend to be easier. Next, using Differential Component Functioning (DCF) analysis, we analyzed gender differences across these different item characteristics, finding that the number of cubes and color characteristics made questions more difficult for males when compared to females. The results and implications of this study are discussed in further detail. Full article

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20 pages, 780 KiB

Open AccessViewpoint

Are “Extracurricular” Activities Really Extracurricular? The Activities That Matter Least in School Are the Ones That Best Teach Real-World Critical and Creative Thinking

by Robert J. Sternberg, Sherry Lin and Eric C. K. Nguyen

J. Intell. 2025, 13(1), 1; https://doi.org/10.3390/jintelligence13010001 - 27 Dec 2024

Abstract

Curricula in school often do not prepare students adequately for the kinds of critical and creative thinking that they will need in their careers and lives. Part of the problem is that the characteristics of real-world problems differ greatly from the characteristics of [...] Read more.

Curricula in school often do not prepare students adequately for the kinds of critical and creative thinking that they will need in their careers and lives. Part of the problem is that the characteristics of real-world problems differ greatly from the characteristics of many curricular activities, and so what the students learn in school about critical and creative thinking may fail when generalized to everyday problems. We suggest that extracurricular activities, such as in aspects of musical and athletic training, often prepare students better for real-world challenges. We describe the kinds of methods that can be used in curricular instruction to better prepare students for the challenges of the everyday world. Full article

(This article belongs to the Special Issue The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times)

15 pages, 1013 KiB

Open AccessArticle

Increasing IQ Test Scores and Decreasing g: The Flynn Effect and Decreasing Positive Manifold Strengths in Austria (2005–2018)

by Denise Andrzejewski, Sandra Oberleiter, Marco Vetter and Jakob Pietschnig

J. Intell. 2024, 12(12), 130; https://doi.org/10.3390/jintelligence12120130 - 23 Dec 2024

Abstract

After almost a century of global generational IQ test score gains, the Flynn effect has, in the past decades, been observed to show stagnation and reversals in several countries. Tentative evidence from academic achievement data has suggested that these trajectory changes may be [...] Read more.

After almost a century of global generational IQ test score gains, the Flynn effect has, in the past decades, been observed to show stagnation and reversals in several countries. Tentative evidence from academic achievement data has suggested that these trajectory changes may be rooted in a decreasing strength of the positive manifold of intelligence due to increasing ability differentiation and specialization in the general population. Here, we provide direct evidence for generational IQ test score and positive manifold strength changes based on IQ test standardization data from 1392 Austrian residents between 2005 and 2018. Our analyses revealed positive Flynn effects across all domains of the IQ test (Cohen’s d from 0.21 to 0.91) but a trend toward decreasing strength in the positive manifold of intelligence (R² from .908 to .892), though these changes were not statistically significant. Our results are consistent with the idea that increasingly inconsistent Flynn effect trajectories may be attributed to increasing ability differentiation and specialization in the general population over time. Full article

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26 pages, 1724 KiB

Open AccessArticle

The Relationship Between Game-Related Assessment and Traditional Measures of Cognitive Ability—A Meta-Analysis

by Tanja Bipp, Serena Wee, Marvin Walczok and Laura Hansal

J. Intell. 2024, 12(12), 129; https://doi.org/10.3390/jintelligence12120129 - 16 Dec 2024

Abstract

Technological advances have introduced new methods for assessing psychological constructs, moving beyond traditional paper-pencil tests. Game-related assessments (GRAs) offer several advantages for research and practice, though questions about their construct validity persist. This meta-analysis investigated the relationship between indicators derived from computer-based games [...] Read more.

Technological advances have introduced new methods for assessing psychological constructs, moving beyond traditional paper-pencil tests. Game-related assessments (GRAs) offer several advantages for research and practice, though questions about their construct validity persist. This meta-analysis investigated the relationship between indicators derived from computer-based games and traditional cognitive ability measures, examining whether measurement scope (single vs. multiple indicators) or measurement medium of cognitive ability (computer-based vs. paper-pencil) influences this relationship. We identified 52 eligible samples stemming from 44 papers, including data from over 6100 adult participants. The results from three-stage mixed-effects meta-analyses showed an overall observed correlation of r = 0.30 (p < 0.001; corrected r = 0.45) between GRA indicators and traditional cognitive ability measures with substantial heterogeneity in effect sizes. Stronger relationships were found when cognitive ability was measured by multiple indicators, but no differences emerged based on the measurement medium of cognitive ability. Furthermore, GRAs intended to assess cognitive ability did not show stronger relationships with traditional measures of cognitive ability than GRAs not specifically used to measure cognitive ability. Overall, our findings suggest that GRAs are related to traditional cognitive ability measures. However, the overall effect size raises questions about whether GRAs and traditional measures capture the same aspects of cognitive ability or if GRAs also measure other constructs beyond cognitive ability. Full article

(This article belongs to the Special Issue Cognitive Ability Testing in the Workplace: Modern Approaches and Methods)

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14 pages, 1281 KiB

Open AccessArticle

Yes, I Can: The Interplay of Need for Cognition and Task Confidence in Cognitive Task Performance

by Monika Fleischhauer, Felix M. Schweitzer and Sören Enge

J. Intell. 2024, 12(12), 128; https://doi.org/10.3390/jintelligence12120128 - 15 Dec 2024

Abstract

Need for Cognition (NFC) refers to the enjoyment of and the search for intellectual challenges. Although numerous studies suggest associations between NFC and cognitive performance, the processes and factors that may mediate the relationship are not yet well understood. Based on the literature [...] Read more.

Need for Cognition (NFC) refers to the enjoyment of and the search for intellectual challenges. Although numerous studies suggest associations between NFC and cognitive performance, the processes and factors that may mediate the relationship are not yet well understood. Based on the literature suggesting that self-efficacy (SE) expectancies mediate the relationship between NFC and cognitive performance, we sought to investigate this relationship systematically under controlled laboratory conditions. Additionally, we were interested in whether the visibility of the test subject’s performance to others (i.e., the experimenter) would influence these correlations. After an online questionnaire assessing NFC, 204 participants completed a set of highly demanding intelligence tasks in the laboratory. Following the sample tasks and prior to working through the task battery, task-specific SE about solving the tasks was assessed. To examine the role of visibility, participants either worked alone or were observed by the investigator while completing the tasks. We found a moderate positive association between NFC and task-specific SE, as well as a significant small positive association between NFC and task performance. Further analyses indicated that the relationship between NFC and task performance is fully mediated by task-specific SE, without any moderation effects related to the visibility of one’s own task performance to others. Our study suggests that the relationship between NFC and cognitive performance is also due to the positive influence of NFC on task-specific SE, which in turn influences cognitive performance. Full article

(This article belongs to the Special Issue Cognitive Motivation)

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