Journal of Intelligence | An Open Access Journal from MDPI

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Intell.</a> </div> </div> </header> <div id="main-content" class=""> <div class="row full-width" data-equalizer="three-columns"> <div id="middle-column" class="content__column large-6 large-push-3 medium-6 medium-push-3 small-12 columns end middle-bordered"> <div id="js-small-main-top-container"> </div> <div class="content__container"> <div class="custom-accordion-for-small-screen-link show-for-small-only"> <h2 class="no-padding-left no-margin">Journal Description</h2> </div> <div class="custom-accordion-for-small-screen-content show-for-medium-up"> <div class="journal__description"> <h1> <em>Journal of Intelligence</em> </h1> <div class="journal__description__content"> <em>Journal of Intelligence</em> is an international, <a href="https://www.mdpi.com/editorial_process">peer-reviewed</a>, open access journal on the study of human intelligence, published monthly online by MDPI.                    <ul> <li><span class="label openaccess"><a title="Open Access" href="https://www.mdpi.com/openaccess">Open Access</a></span>— free for readers, with <a href="https://www.mdpi.com/journal/jintelligence/apc">article processing charges (APC)</a> paid by authors or their institutions.</li> <li><strong>High Visibility:</strong> indexed within <a href="https://www.scopus.com/sourceid/21100934557">Scopus</a>, <a href="https://mjl.clarivate.com/search-results?issn=2079-3200&hide_exact_match_fl=true&utm_source=mjl&utm_medium=share-by-link&utm_campaign=search-results-share-this-journal">SSCI (Web of Science)</a>, <a href="https://pubmed.ncbi.nlm.nih.gov/?term=%22journal+of+intelligence%22+%5Bjournal%5D&sort=pubdate">PubMed</a>, <a href="https://www.ncbi.nlm.nih.gov/labs/pmc/journals/3656/">PMC</a>, <a href="https://www.apa.org/pubs/databases/psycinfo/index?tab=2">PsycInfo</a>, <a href="https://pubpsych.zpid.de/pubpsych/?showForm=&lang=EN">PSYNDEX</a>, and <a href="https://www.mdpi.com/journal/jintelligence/indexing">other databases</a>.</li> <li><strong><strong>Journal Rank:</strong></strong> JCR - Q1 (Psychology, Multidisciplinary) / CiteScore - Q2 (Education)</li> <li><strong>Rapid Publication:</strong> manuscripts are peer-reviewed and a first decision is provided to authors approximately 25.8 days after submission; 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color: #1a1a1a;"> 18 pages, 2587 KiB   </span> <a href="/2079-3200/13/3/29/pdf?version=1740721772" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Investigating the Predictive Performance of Process Data and Result Data in Complex Problem Solving Using the Conditional Gradient Boosting Algorithm" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/3/29">Investigating the Predictive Performance of Process Data and Result Data in Complex Problem Solving Using the Conditional Gradient Boosting Algorithm</a> <div class="authors"> by <span class="inlineblock "><strong>Fatma Nur Aydin</strong>, </span><span class="inlineblock "><strong>Kubra Atalay Kabasakal</strong> and </span><span class="inlineblock "><strong>Ismail Dilek</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(3), 29; <a href="https://doi.org/10.3390/jintelligence13030029">https://doi.org/10.3390/jintelligence13030029</a> - 28 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> This study aims to examine the predictive performance of process data and result data in complex problem-solving skills using the conditional gradient boosting algorithm. For this purpose, data from 915 participants of the 2012 cycle of the Programme for International Student Assessment (PISA) <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/29/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> This study aims to examine the predictive performance of process data and result data in complex problem-solving skills using the conditional gradient boosting algorithm. For this purpose, data from 915 participants of the 2012 cycle of the Programme for International Student Assessment (PISA) were utilized. Process data were obtained from the log file of the first question in the climate control unit task included in the problem-solving assessment of PISA 2012. Various cognitive and affective attributes from the same assessment were used as the result data. According to the results, (1) process data demonstrated a moderate, result data demonstrated a moderate-to-good, and process + result data demonstrated a good prediction performance. (2) The most effective variables were the VOTAT (vary-one-thing-at-a-time) strategy score and total time in process data; the mathematical literacy and reading literacy scores in result data; and the mathematical literacy and VOTAT strategy score in process + result data. The dominance of the mathematical literacy has been noteworthy. <a href="/2079-3200/13/3/29">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Section <a href="/journal/jintelligence/sections/Contributions_to_the_Measurement_of_Intelligence">Contributions to the Measurement of Intelligence</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/29/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1602034"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1602034"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1602034" data-cycle-prev="#prev1602034" data-cycle-progressive="#images1602034" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1602034-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g001-550.jpg?1740721893" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1602034" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1602034-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g002-550.jpg?1740721894'><p>Figure 2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1602034-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g003a-550.jpg?1740721895'><p>Figure 3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1602034-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g003b-550.jpg?1740721896'><p>Figure 3 Cont.</p></div></script></div></div><div id="article-1602034-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g001-550.jpg?1740721893" title=" <strong>Figure 1</strong><br/> <p>The information screen of the climate control unit (<a href="#B45-jintelligence-13-00029" class="html-bibr">OECD 2014</a>).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/29'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g002-550.jpg?1740721894" title=" <strong>Figure 2</strong><br/> <p>The first question of the climate control unit (<a href="#B45-jintelligence-13-00029" class="html-bibr">OECD 2014</a>).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/29'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g003a-550.jpg?1740721895" title=" <strong>Figure 3</strong><br/> <p>Partial dependence plots. The first row of graphs corresponds to the process data; the second row corresponds to the result data, and the third row corresponds to the process + result data.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/29'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00029/article_deploy/html/images/jintelligence-13-00029-g003b-550.jpg?1740721896" title=" <strong>Figure 3 Cont.</strong><br/> <p>Partial dependence plots. The first row of graphs corresponds to the process data; the second row corresponds to the result data, and the third row corresponds to the process + result data.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/29'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="extending-content content-ready"> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <a data-dropdown="drop-supplementary-1600024" aria-controls="drop-supplementary-1600024" aria-expanded="false" title="Supplementary Material"> <i class="material-icons">attachment</i> </a> <div id="drop-supplementary-1600024" class="f-dropdown label__btn__dropdown label__btn__dropdown--wide" data-dropdown-content aria-hidden="true" tabindex="-1"> Supplementary material: <br/> <a href="/2079-3200/13/3/28/s1?version=1740562029"> Supplementary File 1 (ZIP, 119 KiB) </a><br/> </div> </div> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 18 pages, 2171 KiB   </span> <a href="/2079-3200/13/3/28/pdf?version=1740562029" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Information-Reduction Ability Assessment in the Context of Complex Problem-Solving" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/3/28">Information-Reduction Ability Assessment in the Context of Complex Problem-Solving</a> <div class="authors"> by <span class="inlineblock "><strong>Xiaoxuan Bu</strong>, </span><span class="inlineblock "><strong>Huijia Zheng</strong>, </span><span class="inlineblock "><strong>Xuetao Tian</strong> and </span><span class="inlineblock "><strong>Fang Luo</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(3), 28; <a href="https://doi.org/10.3390/jintelligence13030028">https://doi.org/10.3390/jintelligence13030028</a> - 26 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> In this era with an increasing overabundance of information, the ability to distill relevant information, i.e., “information reduction”, is becoming more crucial to daily functioning. However, the fact that information reduction is most prominent in complex situations poses challenges for measuring and quantifying <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/28/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> In this era with an increasing overabundance of information, the ability to distill relevant information, i.e., “information reduction”, is becoming more crucial to daily functioning. However, the fact that information reduction is most prominent in complex situations poses challenges for measuring and quantifying this ability. Existing assessments tend to suffer from either too little complexity, compromising ecological validity, or too much complexity, which makes distinguishing and measuring information-reduction behavior difficult. To address this gap in the literature, our study developed a novel assessment tool, the Little Monster Clinic (LMC), designed to capture the information-reduction process within complex problem-solving scenarios. Following the classic complex problem-solving (CPS) framework, LMC simulates real-world medical situations and provides a sufficiently complex task for assessing information-reduction ability. We recruited 303 students to validate our tool and identified six key indicators for information reduction, which demonstrated a high degree of internal consistency (<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mi>α</mi></semantics></math></inline-formula> = 0.83). Structural validity from the confirmatory factor analysis (CFA) supported a one-factor model of information reduction based on the extracted indicators (<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><msub><mi>χ</mi><mn>2</mn></msub></semantics></math></inline-formula> = 14.872, <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>d</mi><mi>f</mi></mrow></semantics></math></inline-formula> = 5, <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><msub><mi>χ</mi><mn>2</mn></msub></semantics></math></inline-formula>/<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>d</mi><mi>f</mi></mrow></semantics></math></inline-formula> = 2.774, CFI = 0.989, TLI = 0.967, RMSEA = 0.077, SRMR = 0.024). The significant correlation (<i>r</i> = 0.43, <i>p</i> < 0.01) between LMC and Genetics Lab demonstrated its criterion-related validity. Furthermore, exploratory analysis highlighted the importance of identifying key relevant information during the process of information reduction. These findings lend support to both the theoretical foundation and practical applications of information-reduction assessment. <a href="/2079-3200/13/3/28">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/14AGI8T467 ">Innovations in Assessment: Harnessing Technology for Testing Cognitive Ability, Thinking Skill, and Competency</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/28/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1600024"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1600024"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1600024" data-cycle-prev="#prev1600024" data-cycle-progressive="#images1600024" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1600024-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g001-550.jpg?1740562105" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1600024" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1600024-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g002-550.jpg?1740562107'><p>Figure 2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1600024-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g003-550.jpg?1740562108'><p>Figure 3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1600024-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g004-550.jpg?1740562109'><p>Figure 4</p></div> --- <div class='openpopupgallery' data-imgindex='4' data-target='article-1600024-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g005-550.jpg?1740562110'><p>Figure 5</p></div> --- <div class='openpopupgallery' data-imgindex='5' data-target='article-1600024-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g006-550.jpg?1740562112'><p>Figure 6</p></div> --- <div class='openpopupgallery' data-imgindex='6' data-target='article-1600024-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g007-550.jpg?1740562113'><p>Figure 7</p></div></script></div></div><div id="article-1600024-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g001-550.jpg?1740562105" title=" <strong>Figure 1</strong><br/> <p>Schematic diagram of the first phase in the information-reduction step. (<b>a</b>) The little monster starts in a healthy state. (<b>b</b>) The little monster has an illness with “Respiratory rate” being “Bradypnea”.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/28'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g002-550.jpg?1740562107" title=" <strong>Figure 2</strong><br/> <p>Schematic diagram of the second phase in the information-reduction step.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/28'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g003-550.jpg?1740562108" title=" <strong>Figure 3</strong><br/> <p>Illustration of little monster’s symptoms.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/28'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g004-550.jpg?1740562109" title=" <strong>Figure 4</strong><br/> <p>Schematic diagram of possible relationships between variables.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/28'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g005-550.jpg?1740562110" title=" <strong>Figure 5</strong><br/> <p>The relationship between physiological indicators and symptoms in the “Little Monster Clinic”.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/28'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g006-550.jpg?1740562112" title=" <strong>Figure 6</strong><br/> <p>Confirmatory factor analysis (CFA) model on information-reduction ability assessment.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/28'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00028/article_deploy/html/images/jintelligence-13-00028-g007-550.jpg?1740562113" title=" <strong>Figure 7</strong><br/> <p>The distribution of participants in three groups during the three processes (orange represents the high-performance group, green represents the medium-performing group, and blue represents the low-performing group).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/28'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 20 pages, 1472 KiB   </span> <a href="/2079-3200/13/3/27/pdf?version=1740566683" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="The Role of Creative Mindsets in the Relationship Between Metacognitive Experience and Divergent Thinking: A Metacognitive Perspective" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/3/27">The Role of Creative Mindsets in the Relationship Between Metacognitive Experience and Divergent Thinking: A Metacognitive Perspective</a> <div class="authors"> by <span class="inlineblock "><strong>Xiaoyu Jia</strong>, </span><span class="inlineblock "><strong>Ping Li</strong> and </span><span class="inlineblock "><strong>Weijian Li</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(3), 27; <a href="https://doi.org/10.3390/jintelligence13030027">https://doi.org/10.3390/jintelligence13030027</a> - 24 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Metacognition is vital for creativity; however, the specific contributions of its components (i.e., metacognition knowledge, metacognition experience, and metacognition monitoring and control) have received varying levels of attention, particularly due to the limited research on metacognitive experience. Additionally, the interactions among these components <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/27/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Metacognition is vital for creativity; however, the specific contributions of its components (i.e., metacognition knowledge, metacognition experience, and metacognition monitoring and control) have received varying levels of attention, particularly due to the limited research on metacognitive experience. Additionally, the interactions among these components in influencing creative cognition remain unclear. We conducted two experiments to explore the influence of metacognitive experience on divergent thinking (e.g., alternative uses tasks, AUT) and the moderating role of creative mindsets—a core element of metacognitive knowledge—in this process. In Experiment 1, retrieval fluency, measured by the quantity of the ideas generated, was used to activate varying levels of metacognitive experience (fluency vs. disfluency) during the AUT. The findings showed that the originality of ideas generated under the disfluency condition was significantly higher than under the fluency condition, suggesting a positive effect of metacognitive disfluency experience on AUT. In Experiment 2, a multiple-choice task was used to prime individuals’ creative mindsets (entity vs. incremental). The results indicated that individuals with a creative growth mindset exhibited greater cognitive persistence under the disfluency condition, subsequently enhancing the originality of their ideas, indicating that creative mindsets moderate the effect of metacognitive disfluency experience on AUT performance via cognitive persistence. We integrated previous findings to describe the interactive impacts of creative mindsets, metacognitive experience, and metacognitive monitoring and control on divergent and convergent creative thinking processes within a metacognitive framework, providing a model to reveal the dynamic interplay of metacognitive processes in creative cognition. Practically, fostering individuals’ growth-oriented creative mindsets may represent a promising avenue for creativity development. <a href="/2079-3200/13/3/27">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Section <a href="/journal/jintelligence/sections/Studies_on_Cognitive_Processes">Studies on Cognitive Processes</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/27/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1598538"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1598538"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1598538" data-cycle-prev="#prev1598538" data-cycle-progressive="#images1598538" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1598538-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00027/article_deploy/html/images/jintelligence-13-00027-g001-550.jpg?1740566782" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1598538" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1598538-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00027/article_deploy/html/images/jintelligence-13-00027-g002-550.jpg?1740566785'><p>Figure 2</p></div></script></div></div><div id="article-1598538-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00027/article_deploy/html/images/jintelligence-13-00027-g001-550.jpg?1740566782" title=" <strong>Figure 1</strong><br/> <p>The moderated role of creative mindset in the metacognitive (dis)fluency experience–cognitive persistence relationship.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/27'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00027/article_deploy/html/images/jintelligence-13-00027-g002-550.jpg?1740566785" title=" <strong>Figure 2</strong><br/> <p>Impacts of creative mindset on divergent and convergent creative thinking processes within a metacognitive framework.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/27'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 34 pages, 2580 KiB   </span> <a href="/2079-3200/13/3/26/pdf?version=1740295014" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Bayesian Estimation of Generalized Log-Linear Poisson Item Response Models for Fluency Scores Using brms and Stan" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/3/26">Bayesian Estimation of Generalized Log-Linear Poisson Item Response Models for Fluency Scores Using <tt>brms</tt> and <tt>Stan</tt></a> <div class="authors"> by <span class="inlineblock "><strong>Nils Myszkowski</strong> and </span><span class="inlineblock "><strong>Martin Storme</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(3), 26; <a href="https://doi.org/10.3390/jintelligence13030026">https://doi.org/10.3390/jintelligence13030026</a> - 23 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Divergent thinking tests are popular instruments to measure a person’s creativity. They often involve scoring fluency, which refers to the count of ideas generated in response to a prompt. The two-parameter Poisson counts model (2PPCM), a generalization of the Rasch Poisson counts model <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/26/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Divergent thinking tests are popular instruments to measure a person’s creativity. They often involve scoring fluency, which refers to the count of ideas generated in response to a prompt. The two-parameter Poisson counts model (2PPCM), a generalization of the Rasch Poisson counts model (RPCM) that includes discrimination parameters, has been proposed as a useful approach to analyze fluency scores in creativity tasks, but its estimation was presented in the context of generalized structural equation modeling (GSEM) commercial software (e.g., Mplus). Here, we show how the 2PPCM (and RPCM) can be estimated in a Bayesian multilevel regression framework and interpreted using the R package brms, which provides an interface for the Stan programming language. We illustrate this using an example dataset, which contains fluency scores for three tasks and 202 participants. We discuss model specification, estimation, convergence, fit and comparisons. Furthermore, we provide instructions on plotting item response functions, comparing models, calculating overdispersion and reliability, as well as extracting factor scores. <a href="/2079-3200/13/3/26">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/J908U24N0Q ">Analysis of a Divergent Thinking Dataset</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/26/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1597593"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1597593"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1597593" data-cycle-prev="#prev1597593" data-cycle-progressive="#images1597593" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1597593-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g001-550.jpg?1740295094" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1597593" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g002-550.jpg?1740295097'><p>Figure 2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g003-550.jpg?1740295102'><p>Figure 3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g004-550.jpg?1740295105'><p>Figure 4</p></div> --- <div class='openpopupgallery' data-imgindex='4' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g005-550.jpg?1740295108'><p>Figure 5</p></div> --- <div class='openpopupgallery' data-imgindex='5' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g006-550.jpg?1740295111'><p>Figure 6</p></div> --- <div class='openpopupgallery' data-imgindex='6' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g007-550.jpg?1740295114'><p>Figure 7</p></div> --- <div class='openpopupgallery' data-imgindex='7' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g008-550.jpg?1740295117'><p>Figure 8</p></div> --- <div class='openpopupgallery' data-imgindex='8' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g009-550.jpg?1740295120'><p>Figure 9</p></div> --- <div class='openpopupgallery' data-imgindex='9' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g010-550.jpg?1740295125'><p>Figure 10</p></div> --- <div class='openpopupgallery' data-imgindex='10' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g011-550.jpg?1740295128'><p>Figure 11</p></div> --- <div class='openpopupgallery' data-imgindex='11' data-target='article-1597593-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g012-550.jpg?1740295131'><p>Figure 12</p></div></script></div></div><div id="article-1597593-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g001-550.jpg?1740295094" title=" <strong>Figure 1</strong><br/> <p>Trace plots for the 6 item parameters of the 2PPCM.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g002-550.jpg?1740295097" title=" <strong>Figure 2</strong><br/> <p>Posterior distributions for the 6 item parameters of the 2PPCM.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g003-550.jpg?1740295102" title=" <strong>Figure 3</strong><br/> <p>Comparison between item parameter estimates (on original response scale) obtained using Hamiltonian Monte Carlo (<tt>brms</tt>) and maximum likelihood (<tt>Mplus</tt>).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g004-550.jpg?1740295105" title=" <strong>Figure 4</strong><br/> <p>Posterior predictive check for all scores.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g005-550.jpg?1740295108" title=" <strong>Figure 5</strong><br/> <p>Posterior predictive check (density plot by item).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g006-550.jpg?1740295111" title=" <strong>Figure 6</strong><br/> <p>Posterior predictive check (density plot by person).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g007-550.jpg?1740295114" title=" <strong>Figure 7</strong><br/> <p>Covariate-adjusted frequency plots by item.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g008-550.jpg?1740295117" title=" <strong>Figure 8</strong><br/> <p>Item response functions of the RPCM and 2PPCM.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g009-550.jpg?1740295120" title=" <strong>Figure 9</strong><br/> <p>Item information curves.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g010-550.jpg?1740295125" title=" <strong>Figure 10</strong><br/> <p>Pearson residuals as a function of the predicted values.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g011-550.jpg?1740295128" title=" <strong>Figure 11</strong><br/> <p>Comparison of <math display="inline"><semantics> <mi>θ</mi> </semantics></math> estimates and estimate errors (with identity function for reference).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00026/article_deploy/html/images/jintelligence-13-00026-g012-550.jpg?1740295131" title=" <strong>Figure 12</strong><br/> <p>Reliability as a function of <math display="inline"><semantics> <mi>θ</mi> </semantics></math>.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/26'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 13 pages, 1131 KiB   </span> <a href="/2079-3200/13/3/25/pdf?version=1740125913" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="How Self-Belief in Creativity and Well-Being Is Associated with Life Satisfaction, Meaning in Life, and Psychological Richness: The Mediating Effect of Creative Self-Efficacy" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/3/25">How Self-Belief in Creativity and Well-Being Is Associated with Life Satisfaction, Meaning in Life, and Psychological Richness: The Mediating Effect of Creative Self-Efficacy</a> <div class="authors"> by <span class="inlineblock "><strong>Dongdong Liu</strong>, </span><span class="inlineblock "><strong>Chenggang Wu</strong>, </span><span class="inlineblock "><strong>Yaxuan Meng</strong> and </span><span class="inlineblock "><strong>Jing Dang</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(3), 25; <a href="https://doi.org/10.3390/jintelligence13030025">https://doi.org/10.3390/jintelligence13030025</a> - 20 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> This study aimed to validate the Chinese version of the self-beliefs in creativity and well-being (SBCWs) and probe its associations with life satisfaction, meaning in life, and psychological richness. Additionally, it explored the mediating role of creative self-efficacy between SBCWs and well-being. Evidence <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/25/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> This study aimed to validate the Chinese version of the self-beliefs in creativity and well-being (SBCWs) and probe its associations with life satisfaction, meaning in life, and psychological richness. Additionally, it explored the mediating role of creative self-efficacy between SBCWs and well-being. Evidence of the reliability and validity of the Chinese SBCWs were provided, with their correlation to well-being measures offering further validity support. Mediation analyses showed that creative self-efficacy mediated the links between SBCW and life satisfaction, psychological richness, and presence of meaning, but not between SBCW and the search for meaning. Differential SBCW predictions for short- and long-term well-being were confirmed, suggesting SBCW’s split of short-term and long-term focus. The study highlights creativity and creative self-efficacy’s importance in well-being. <a href="/2079-3200/13/3/25">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/1Z1ZZ26XNG ">The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/3/25/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="absgraph cycle-slideshow"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1596037-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00025/article_deploy/html/images/jintelligence-13-00025-g001-550.jpg?1740126029" alt="" style="border: 0;"><p>Figure 1</p></div></div></div><div id="article-1596037-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00025/article_deploy/html/images/jintelligence-13-00025-g001-550.jpg?1740126029" title=" <strong>Figure 1</strong><br/> <p>The model results. Note. All <span class="html-italic">p</span> values are less than 0.01. The dashed lines represent relationships that are non-significant. SBCW_S: self-belief in creativity and well-being in the short term; SBCW_L: self-belief in creativity and well-being in the long term; CS: creative self-efficacy.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/3/25'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 1 pages, 622 KiB   </span> <a href="/2079-3200/13/3/24/pdf?version=1740552973" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Correction: Kang et al. (2024). The Development and Application of an Intelligent Assessment and Strategy Implementation System for Non-Intellectual Factors in Mathematics Learning Among Senior High School Students. Journal of Intelligence 12: 126" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Correction</span></div> <a class="title-link" href="/2079-3200/13/3/24">Correction: Kang et al. (2024). The Development and Application of an Intelligent Assessment and Strategy Implementation System for Non-Intellectual Factors in Mathematics Learning Among Senior High School Students. <i>Journal of Intelligence</i> 12: 126</a> <div class="authors"> by <span class="inlineblock "><strong>Yueyuan Kang</strong>, </span><span class="inlineblock "><strong>Guangming Wang</strong>, </span><span class="inlineblock "><strong>Luxuan Liu</strong>, </span><span class="inlineblock "><strong>Jing Liu</strong> and </span><span class="inlineblock "><strong>Qianqian Gao</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(3), 24; <a href="https://doi.org/10.3390/jintelligence13030024">https://doi.org/10.3390/jintelligence13030024</a> - 20 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-full inline"> In the published publication [...] <a href="/2079-3200/13/3/24">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/WV1UV47741 ">Emerging Digital Technologies for Intelligence and Emotional intelligence</a>)<br/> </div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 18 pages, 1097 KiB   </span> <a href="/2079-3200/13/2/23/pdf?version=1739874852" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="An Evaluation of the Relationship Between Critical Thinking and Creative Thinking: Complementary Metacognitive Processes or Strange Bedfellows?" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Review</span></div> <a class="title-link" href="/2079-3200/13/2/23">An Evaluation of the Relationship Between Critical Thinking and Creative Thinking: Complementary Metacognitive Processes or Strange Bedfellows?</a> <div class="authors"> by <span class="inlineblock "><strong>Christopher P. Dwyer</strong>, </span><span class="inlineblock "><strong>Deaglán Campbell</strong> and </span><span class="inlineblock "><strong>Niall Seery</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 23; <a href="https://doi.org/10.3390/jintelligence13020023">https://doi.org/10.3390/jintelligence13020023</a> - 18 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Though both critical thinking and creative thinking are often cited and promoted as important cognitive processes in personal, academic and professional settings, common misconceptualisation of both often leads to confusion for non-experts; for example, with respect to lumping them together erroneously as much <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/23/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Though both critical thinking and creative thinking are often cited and promoted as important cognitive processes in personal, academic and professional settings, common misconceptualisation of both often leads to confusion for non-experts; for example, with respect to lumping them together erroneously as much the same thing, completely confusing them for one another or, on the other hand, distinguishing them to such an extent that all genuine overlap is ignored. Given the importance of these processes in real-world scenarios, quality education and ‘metaeducation’ is necessary to ensure their appropriate translation to students and educators, alike. Thus, the aim of the current review is to discuss various perspectives on both critical and creative thinking with particular focus paid to addressing such common misconceptualisation. Detailed discussion is provided with respect to important ways in which they are distinct and overlap. Recommendations for what contexts application of each are appropriate are also provided. Furthermore, implications for such enhanced understanding are discussed, in light of both theory and research. <a href="/2079-3200/13/2/23">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/1Z1ZZ26XNG ">The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/23/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1593776"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1593776"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1593776" data-cycle-prev="#prev1593776" data-cycle-progressive="#images1593776" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1593776-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00023/article_deploy/html/images/jintelligence-13-00023-g001-550.jpg?1739874922" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1593776" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1593776-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00023/article_deploy/html/images/jintelligence-13-00023-g002-550.jpg?1739874924'><p>Figure 2</p></div></script></div></div><div id="article-1593776-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00023/article_deploy/html/images/jintelligence-13-00023-g001-550.jpg?1739874922" title=" <strong>Figure 1</strong><br/> <p>Nine-dot problem with solution.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/23'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00023/article_deploy/html/images/jintelligence-13-00023-g002-550.jpg?1739874924" title=" <strong>Figure 2</strong><br/> <p>A comparative schematic of critical thinking and creative thinking in problem-solving scenarios.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/23'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 30 pages, 2277 KiB   </span> <a href="/2079-3200/13/2/22/pdf?version=1739614225" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Using Cognitive Diagnostic Models to Evaluate the Two-Process Theory of Matrix Reasoning" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/22">Using Cognitive Diagnostic Models to Evaluate the Two-Process Theory of Matrix Reasoning</a> <div class="authors"> by <span class="inlineblock "><strong>Julian Preuß</strong> and </span><span class="inlineblock "><strong>Franzis Preckel</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 22; <a href="https://doi.org/10.3390/jintelligence13020022">https://doi.org/10.3390/jintelligence13020022</a> - 15 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Figural matrices are widely used to measure reasoning ability. According to the two-process model of figural matrix reasoning, task performance relies on correspondence finding (linked to induction ability) and goal management (linked to working memory). Cognitive theory suggests that item characteristics (i.e., change <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/22/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Figural matrices are widely used to measure reasoning ability. According to the two-process model of figural matrix reasoning, task performance relies on correspondence finding (linked to induction ability) and goal management (linked to working memory). Cognitive theory suggests that item characteristics (i.e., change rules and design principles of figural elements) are related to the two solution processes and impact item difficulties in a multiplicative, interactive manner. This study tested the multiplicative effect hypothesis by comparing two cognitive diagnostic models using additive and multiplicative effect estimations. A 26-item figural matrix test was administered to 633 high-ability individuals across paper-and-pencil and computer formats. The linear logistic test model (LLTM) and least square distance method (LSDM) were applied to Rasch and 2PL item parameters. Contrary to the multiplicative effect hypothesis, the additive LLTM model showed better item parameter reconstruction than the LSDM that includes multiplicative effects. These results suggest that change rules and design principles may independently contribute to the difficulty of figural matrices. Correspondence-finding demands may primarily arise from design principles, while change rules may primarily contribute to difficulty through goal management demands based on their number and complexity. The findings highlight the need to consider item components related to the phenomenological representation of figural elements when explaining solution processes of figural matrices. Implications for cognitive theory and item construction are discussed. <a href="/2079-3200/13/2/22">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Section <a href="/journal/jintelligence/sections/Contributions_to_the_Measurement_of_Intelligence">Contributions to the Measurement of Intelligence</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/22/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1592117"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1592117"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1592117" data-cycle-prev="#prev1592117" data-cycle-progressive="#images1592117" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1592117-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g001-550.jpg?1739614322" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1592117" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1592117-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g002-550.jpg?1739614325'><p>Figure 2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1592117-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g003-550.jpg?1739614328'><p>Figure 3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1592117-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g004-550.jpg?1739614330'><p>Figure 4</p></div> --- <div class='openpopupgallery' data-imgindex='4' data-target='article-1592117-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g005-550.jpg?1739614332'><p>Figure 5</p></div> --- <div class='openpopupgallery' data-imgindex='5' data-target='article-1592117-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g006-550.jpg?1739614334'><p>Figure 6</p></div></script></div></div><div id="article-1592117-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g001-550.jpg?1739614322" title=" <strong>Figure 1</strong><br/> <p>Illustrative example of a figural matrix item.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/22'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g002-550.jpg?1739614325" title=" <strong>Figure 2</strong><br/> <p>Examples of change rules for figural matrices (direction of rule application by row).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/22'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g003-550.jpg?1739614328" title=" <strong>Figure 3</strong><br/> <p>Examples of design principles for figural matrices.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/22'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g004-550.jpg?1739614330" title=" <strong>Figure 4</strong><br/> <p>Example of a figural matrix item (taken from <a href="#B38-jintelligence-13-00022" class="html-bibr">Preckel 2003</a>). Note: In this example item, addition with null element is applied column-wise and successive sequences are applied row-wise to closed shapes using the drawing principle “overlapping”.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/22'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g005-550.jpg?1739614332" title=" <strong>Figure 5</strong><br/> <p>Logistic attribute characteristics curves for the nine item components from the LSDM applied to Rasch ICCs. Note: Logit solution probabilities of parameters fit to item ICCs were transformed to logistic functions to illustrate components’ impact on item characteristics. ADD refers to addition, ANE to addition with null element, COM to completeness, CQ to cutting quantities, SS to successive sequences, DP to drawing principles, VOS to variation of open shapes, MR to multiple relations, and DRA to direction of rule application.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/22'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00022/article_deploy/html/images/jintelligence-13-00022-g006-550.jpg?1739614334" title=" <strong>Figure 6</strong><br/> <p>Logistic attribute characteristics curves for item components from the LSDM applied to 2PL ICCs. Note: Logit solution probabilities of components fit to item ICCs were transformed to logistic functions to illustrate components impact on item characteristics. A small jitter was introduced to MR and VOS to increase visibility, as these lines overlapped. ADD refers to addition, ANE to addition with null element, COM to completeness, CQ to cutting quantities, SS to successive sequences, DP to drawing principles, VOS to variation of open shapes, MR to multiple relations, and DRA to direction of rule application.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/22'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 25 pages, 1372 KiB   </span> <a href="/2079-3200/13/2/21/pdf?version=1740033340" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Cognitive Abilities and School Achievement: Addressing Challenges Across Adolescence" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label feature" data-dropdown="drop-article-label-feature" aria-expanded="false">Feature Paper</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/21">Cognitive Abilities and School Achievement: Addressing Challenges Across Adolescence</a> <div class="authors"> by <span class="inlineblock "><strong>Gina C. Lemos</strong>, </span><span class="inlineblock "><strong>M. Adelina Guisande</strong> and </span><span class="inlineblock "><strong>Leandro S. Almeida</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 21; <a href="https://doi.org/10.3390/jintelligence13020021">https://doi.org/10.3390/jintelligence13020021</a> - 14 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Background: The school curriculum is increasingly aligned with real-world contexts and transversal skills. Simultaneously, conceptions of intelligence now emphasize contextual, motivational, and emotional dimensions. These shifts raise questions about the relevance of classical intelligence tests in predicting academic achievement, particularly during adolescence, a <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/21/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Background: The school curriculum is increasingly aligned with real-world contexts and transversal skills. Simultaneously, conceptions of intelligence now emphasize contextual, motivational, and emotional dimensions. These shifts raise questions about the relevance of classical intelligence tests in predicting academic achievement, particularly during adolescence, a time of major curricular and developmental changes. Methods: Two independent samples of students, sixth–ninth grades (<i>n</i> = 1708) and tenth–twelfth grades (<i>n</i> = 3007), were randomly selected from public schools across Portugal. Cognitive abilities were measured by “Bateria de Aptidões Cognitivas” (BAC-AB), with nine subtests combining three contents (spatial, verbal, numerical) and three cognitive processes (comprehension, reasoning, problem solving). School achievement considers students’ grades in Portuguese and Mathematics. Results: Subtest scores were higher in advanced grades, particularly in early adolescence. The correlations between cognitive subtests and academic achievement suggested that alignment between test item content and curriculum subjects is more influential than cognitive processes. Subtest scores explained a larger proportion of variance in academic achievement in basic education than in secondary education. Conclusions: Curricular changes may reduce reliance on classical cognitive abilities for academic achievement, though correlations remain significant. More integrated cognitive skills are emphasized as the curriculum aims to prepare students for understanding complexity, adapting to societal changes, and applying knowledge to respond effectively to challenges in and outside of school. <a href="/2079-3200/13/2/21">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/1Z1ZZ26XNG ">The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/21/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1591549"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1591549"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1591549" data-cycle-prev="#prev1591549" data-cycle-progressive="#images1591549" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1591549-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00021/article_deploy/html/images/jintelligence-13-00021-g001a-550.jpg?1740033471" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1591549" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1591549-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00021/article_deploy/html/images/jintelligence-13-00021-g001b-550.jpg?1740033472'><p>Figure 1 Cont.</p></div></script></div></div><div id="article-1591549-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00021/article_deploy/html/images/jintelligence-13-00021-g001a-550.jpg?1740033471" title=" <strong>Figure 1</strong><br/> <p>Example items from the administered intelligence battery. Figure Rotation’s example item (<b>a</b>). Cubes Sequences’ example item (<b>b</b>). Movements and Shapes’ example item (<b>c</b>). Calculus’ example item (<b>d</b>).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/21'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00021/article_deploy/html/images/jintelligence-13-00021-g001b-550.jpg?1740033472" title=" <strong>Figure 1 Cont.</strong><br/> <p>Example items from the administered intelligence battery. Figure Rotation’s example item (<b>a</b>). Cubes Sequences’ example item (<b>b</b>). Movements and Shapes’ example item (<b>c</b>). Calculus’ example item (<b>d</b>).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/21'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 13 pages, 1196 KiB   </span> <a href="/2079-3200/13/2/20/pdf?version=1740465442" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Indirect Effects of Executive Planning Functions and Affectivity on the Work Ethic of University Students" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/20">Indirect Effects of Executive Planning Functions and Affectivity on the Work Ethic of University Students</a> <div class="authors"> by <span class="inlineblock "><strong>Jorge Vergara-Morales</strong>, </span><span class="inlineblock "><strong>Milenko Del Valle</strong> and </span><span class="inlineblock "><strong>Nancy Lepe</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 20; <a href="https://doi.org/10.3390/jintelligence13020020">https://doi.org/10.3390/jintelligence13020020</a> - 11 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Work ethic represents a key factor for professional performance, as it guides behaviors relevant to the transparency and quality of work practices. Although a wide field of study has been developed, less research has analyzed the indirect influence of affective and cognitive factors <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/20/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Work ethic represents a key factor for professional performance, as it guides behaviors relevant to the transparency and quality of work practices. Although a wide field of study has been developed, less research has analyzed the indirect influence of affective and cognitive factors involved in work ethic. Therefore, this study aims to assess the indirect effects of executive planning functions and affectivity on the work ethic of Chilean university students. The purpose is to test the following hypotheses: (1) executive planning functions have an indirect effect on work ethic through moral reasoning; (2) affectivity has an indirect effect on work ethic through moral intuition. The participants were a total of 582 Chilean university students from a university in the north (38.5%), one in the center (35.9%), and one in the southern area (25.6%). The data were analyzed using descriptive statistics, structural equation models (SEMs), and SEM mediation analysis. The results show the direct effect of moral reasoning (β = 0.47, <i>p</i> < .01) and moral intuition (β = 0.85, <i>p</i> < .01) on work ethic. Furthermore, they support the indirect effect of executive planning functions (β = 0.06, <i>p</i> < .01) and affectivity (β = 0.46, <i>p</i> < .01) on work ethic. The model explains 98% of the variance of work ethic, highlighting the critical roles of moral reasoning and moral intuition as psychological mechanisms that intervene and drive the effect of cognitive and affective factors. Theoretical and practical implications for teaching–learning processes in higher education are discussed. <a href="/2079-3200/13/2/20">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/JAZ0HML3V3 ">Cognitive, Emotional, and Social Skills in Students</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/20/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1588374"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1588374"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1588374" data-cycle-prev="#prev1588374" data-cycle-progressive="#images1588374" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1588374-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00020/article_deploy/html/images/jintelligence-13-00020-g001-550.jpg?1740465521" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1588374" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1588374-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00020/article_deploy/html/images/jintelligence-13-00020-g002-550.jpg?1740465523'><p>Figure 2</p></div></script></div></div><div id="article-1588374-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00020/article_deploy/html/images/jintelligence-13-00020-g001-550.jpg?1740465521" title=" <strong>Figure 1</strong><br/> <p>Hypothetical SEM model. AF = affectivity; EF = executive planning functions; MI = moral intuition; MR = moral reasoning; WE = work ethic.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/20'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00020/article_deploy/html/images/jintelligence-13-00020-g002-550.jpg?1740465523" title=" <strong>Figure 2</strong><br/> <p>Hypothesized SEM model (standardized coefficients). AF = affectivity; EF = executive planning functions; MI = moral intuition; MR = moral reasoning; WE = work ethic.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/20'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 21 pages, 2877 KiB   </span> <a href="/2079-3200/13/2/19/pdf?version=1739261632" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="The Relationship Between Learning Environment Perception, Achievement Goals, and the Undergraduate Deep Learning Approach: A Longitudinal Mediation Model" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/19">The Relationship Between Learning Environment Perception, Achievement Goals, and the Undergraduate Deep Learning Approach: A Longitudinal Mediation Model</a> <div class="authors"> by <span class="inlineblock "><strong>Tingzhi Han</strong> and </span><span class="inlineblock "><strong>Guoxing Xu</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 19; <a href="https://doi.org/10.3390/jintelligence13020019">https://doi.org/10.3390/jintelligence13020019</a> - 11 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> This study examines the relationship between undergraduates’ learning environment perception, achievement goals, and the deep learning approach in a research-oriented Chinese university with a longitudinal mediation model. A total of 260 undergraduates, including 135 top-notch undergraduates and 125 ordinary undergraduates, participated in all <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/19/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> This study examines the relationship between undergraduates’ learning environment perception, achievement goals, and the deep learning approach in a research-oriented Chinese university with a longitudinal mediation model. A total of 260 undergraduates, including 135 top-notch undergraduates and 125 ordinary undergraduates, participated in all three rounds of investigation across 18 months. The results revealed that (a) mastery-approach goals and mastery-avoidance goals can partially mediate the longitudinal impact of undergraduate students’ perception of the learning environment on their deep learning approaches, while performance-approach goals and performance-avoidance goals do not serve as longitudinal mediators in the influence of undergraduate students’ perception of the learning environment on their deep learning approaches. (b) There are two longitudinal mediating pathways, namely the mastery-approach goals and mastery-avoidance goals, in the influence process of perceived learning environment on deep learning approaches among undergraduates. (c) The mediating effect of mastery-approach goals on the influence of learning environment perception on undergraduates’ deep learning approaches is more significant than mastery-avoidance goals. The findings of this study will contribute new empirical evidence that can inform teaching reform initiatives aimed at enhancing the learning quality of undergraduates. <a href="/2079-3200/13/2/19">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Section <a href="/journal/jintelligence/sections/Approaches_to_Improving_Intelligence">Approaches to Improving Intelligence</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/19/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1588272"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1588272"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1588272" data-cycle-prev="#prev1588272" data-cycle-progressive="#images1588272" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1588272-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g001-550.jpg?1739261772" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1588272" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1588272-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g002-550.jpg?1739261774'><p>Figure 2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1588272-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g003-550.jpg?1739261776'><p>Figure 3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1588272-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g004-550.jpg?1739261778'><p>Figure 4</p></div> --- <div class='openpopupgallery' data-imgindex='4' data-target='article-1588272-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g005-550.jpg?1739261780'><p>Figure 5</p></div></script></div></div><div id="article-1588272-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g001-550.jpg?1739261772" title=" <strong>Figure 1</strong><br/> <p>Second-order lagged CLPM.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/19'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g002-550.jpg?1739261774" title=" <strong>Figure 2</strong><br/> <p>The cross-lagged regression analysis of learning environment perception, mastery-approach goals, and deep learning approach.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/19'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g003-550.jpg?1739261776" title=" <strong>Figure 3</strong><br/> <p>The cross-lagged regression analysis of learning environment perception, mastery-avoidance goals, and deep learning approach.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/19'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g004-550.jpg?1739261778" title=" <strong>Figure 4</strong><br/> <p>The cross-lagged regression analysis of learning environment perception, performance-approach goals, and deep learning approach.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/19'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00019/article_deploy/html/images/jintelligence-13-00019-g005-550.jpg?1739261780" title=" <strong>Figure 5</strong><br/> <p>The cross-lagged regression analysis of learning environment perception, performance-avoidance goals, and deep learning approach.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/19'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <a data-dropdown="drop-supplementary-1584747" aria-controls="drop-supplementary-1584747" aria-expanded="false" title="Supplementary Material"> <i class="material-icons">attachment</i> </a> <div id="drop-supplementary-1584747" class="f-dropdown label__btn__dropdown label__btn__dropdown--wide" data-dropdown-content aria-hidden="true" tabindex="-1"> Supplementary material: <br/> <a href="/2079-3200/13/2/18/s1?version=1738833240"> Supplementary File 1 (ZIP, 2913 KiB) </a><br/> </div> </div> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 17 pages, 1009 KiB   </span> <a href="/2079-3200/13/2/18/pdf?version=1738833239" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Sex Differences in Intelligence on the WISC: A Meta-Analysis on Children with Specific Learning Disabilities" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/18">Sex Differences in Intelligence on the WISC: A Meta-Analysis on Children with Specific Learning Disabilities</a> <div class="authors"> by <span class="inlineblock "><strong>Lorenzo Esposito</strong> and </span><span class="inlineblock "><strong>David Giofrè</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 18; <a href="https://doi.org/10.3390/jintelligence13020018">https://doi.org/10.3390/jintelligence13020018</a> - 6 Feb 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Several studies have examined performance on the Wechsler batteries in typically developing children and adolescents. In particular, some studies suggest that cognitive functioning may differ between males and females. In this framework, the present study aims to investigate, through a meta-analytical approach, whether <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/18/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Several studies have examined performance on the Wechsler batteries in typically developing children and adolescents. In particular, some studies suggest that cognitive functioning may differ between males and females. In this framework, the present study aims to investigate, through a meta-analytical approach, whether there are sex differences in the profiles emerging from the WISC battery in children with a Specific Learning Disability. For this purpose, a systematic search was conducted, resulting in a final selection of 12 published studies which utilized the WISC and included at least one group of SLD children of similar ages. Scores obtained in each scale and subtest of the battery were then examined according to the CHC/WISC-V classification. A series of mixed-effects models were fitted to meta-analyze the data. The results highlight some differences favoring males, and others advantaging females. On the one hand, males exhibited higher performances in crystallized intelligence, visual processing, and quantitative knowledge. On the other hand, females showed better performance in short-term memory and processing speed. Nevertheless, no differences in fluid reasoning emerged, which probably did not prompt differences in overall intellectual functioning. From a practical and implications point of view, understanding sex-specific differences seems to be of pivotal importance, since it might trigger the development of ad hoc intervention programs in the clinical and educational context. <a href="/2079-3200/13/2/18">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Section <a href="/journal/jintelligence/sections/Changes_in_Intelligence_across_the_Lifespan">Changes in Intelligence Across the Lifespan</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/18/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="absgraph cycle-slideshow"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1584747-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00018/article_deploy/html/images/jintelligence-13-00018-g001-550.jpg?1738833342" alt="" style="border: 0;"><p>Figure 1</p></div></div></div><div id="article-1584747-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00018/article_deploy/html/images/jintelligence-13-00018-g001-550.jpg?1738833342" title=" <strong>Figure 1</strong><br/> <p>Flowchart of the systematic search and screening.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/18'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 16 pages, 1386 KiB   </span> <a href="/2079-3200/13/2/17/pdf?version=1738310531" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Emotional Intelligence and Critical Thinking: Relevant Factors for Training Future Teachers in a Chilean Pedagogy Program" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/17">Emotional Intelligence and Critical Thinking: Relevant Factors for Training Future Teachers in a Chilean Pedagogy Program</a> <div class="authors"> by <span class="inlineblock "><strong>Maritza Palma-Luengo</strong>, </span><span class="inlineblock "><strong>Nelly Lagos-San Martin</strong> and </span><span class="inlineblock "><strong>Carlos Ossa-Cornejo</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 17; <a href="https://doi.org/10.3390/jintelligence13020017">https://doi.org/10.3390/jintelligence13020017</a> - 31 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> Critical thinking has become one of the most notable cognitive skills in education in recent decades since it offers skills for improving knowledge, making decisions, and creativity, among others. While it is considered a mainly cognitive process, recent years have seen strong proposals <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/17/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> Critical thinking has become one of the most notable cognitive skills in education in recent decades since it offers skills for improving knowledge, making decisions, and creativity, among others. While it is considered a mainly cognitive process, recent years have seen strong proposals regarding its relationship with motivational and emotional processes. A study is presented that analyzes the relationship between critical thinking and emotional intelligence, analyzing the relations and influences between these variables. Two instruments were applied to 658 Chilean pedagogy students with ages ranging from 19 to 47 years old. The results indicate a moderate level of critical thinking and a high level of emotional intelligence, along with a positive and significant but moderately low relationship between emotional intelligence and critical thinking. There are no gender differences, meaning that men and women developed these skills in a similar way, but differences were found between age groups. The study highlights the relevance of promoting both critical thinking and emotional intelligence in training future teachers and the need to generate new studies about how these skills are developed in teacher training. <a href="/2079-3200/13/2/17">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/1Z1ZZ26XNG ">The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/17/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1580900"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1580900"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1580900" data-cycle-prev="#prev1580900" data-cycle-progressive="#images1580900" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1580900-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00017/article_deploy/html/images/jintelligence-13-00017-g001-550.jpg?1738310702" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1580900" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1580900-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00017/article_deploy/html/images/jintelligence-13-00017-g002-550.jpg?1738310703'><p>Figure 2</p></div></script></div></div><div id="article-1580900-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00017/article_deploy/html/images/jintelligence-13-00017-g001-550.jpg?1738310702" title=" <strong>Figure 1</strong><br/> <p>Type of question included in adapted critical thinking task questionnaire.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/17'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00017/article_deploy/html/images/jintelligence-13-00017-g002-550.jpg?1738310703" title=" <strong>Figure 2</strong><br/> <p>Graph representing the variables for age groups and Critical Thinking.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/17'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 26 pages, 4489 KiB   </span> <a href="/2079-3200/13/2/16/pdf?version=1738749658" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="The Effect of a Working Memory Intervention Package on the Working Memory Performance of Primary School Students with Specific Learning Disabilities" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/16">The Effect of a Working Memory Intervention Package on the Working Memory Performance of Primary School Students with Specific Learning Disabilities</a> <div class="authors"> by <span class="inlineblock "><strong>Mehmet Okur</strong> and </span><span class="inlineblock "><strong>Veysel Aksoy</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 16; <a href="https://doi.org/10.3390/jintelligence13020016">https://doi.org/10.3390/jintelligence13020016</a> - 27 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> 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 <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/16/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> 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 (<i>p</i> < 0.006, <i>d</i> = 1.96 for WMS; <i>d</i> = 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. <a href="/2079-3200/13/2/16">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Section <a href="/journal/jintelligence/sections/Approaches_to_Improving_Intelligence">Approaches to Improving Intelligence</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/16/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1578304"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1578304"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1578304" data-cycle-prev="#prev1578304" data-cycle-progressive="#images1578304" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1578304-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A1-550.jpg?1738749766" alt="" style="border: 0;"><p>Figure A1</p></div><script id="images1578304" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1578304-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A2-550.jpg?1738749767'><p>Figure A2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1578304-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A3-550.jpg?1738749768'><p>Figure A3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1578304-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A4-550.jpg?1738749769'><p>Figure A4</p></div> --- <div class='openpopupgallery' data-imgindex='4' data-target='article-1578304-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A5-550.jpg?1738749771'><p>Figure A5</p></div></script></div></div><div id="article-1578304-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A1-550.jpg?1738749766" title=" <strong>Figure A1</strong><br/> <p>Visual Memory Scores Pre-Test and Post-Test Data for the Experimental and Control Groups.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/16'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A2-550.jpg?1738749767" title=" <strong>Figure A2</strong><br/> <p>Verbal Memory Scores Pre-Test and Post-Test Data for the Experimental and Control Groups.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/16'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A3-550.jpg?1738749768" title=" <strong>Figure A3</strong><br/> <p>WMS Scores Pre-Test and Post-Test Data for the Experimental and Control Groups.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/16'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A4-550.jpg?1738749769" title=" <strong>Figure A4</strong><br/> <p>WMS-PTF Scores Pre-Test and Post-Test Data for the Experimental and Control Groups.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/16'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00016/article_deploy/html/images/jintelligence-13-00016-g0A5-550.jpg?1738749771" title=" <strong>Figure A5</strong><br/> <p>Raven Scores and Score Change in the WMS Score (X markers). Note: The X symbol represents the change in the WMS score.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/16'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <a data-dropdown="drop-supplementary-1578131" aria-controls="drop-supplementary-1578131" aria-expanded="false" title="Supplementary Material"> <i class="material-icons">attachment</i> </a> <div id="drop-supplementary-1578131" class="f-dropdown label__btn__dropdown label__btn__dropdown--wide" data-dropdown-content aria-hidden="true" tabindex="-1"> Supplementary material: <br/> <a href="/2079-3200/13/2/15/s1?version=1737965558"> Supplementary File 1 (ZIP, 620 KiB) </a><br/> </div> </div> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 12 pages, 969 KiB   </span> <a href="/2079-3200/13/2/15/pdf?version=1738734619" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="The Verbal Irony Questionnaire: An Initial Approach to the Conceptualization and Measurement of Verbal Irony in High Intellectual Ability" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/15">The Verbal Irony Questionnaire: An Initial Approach to the Conceptualization and Measurement of Verbal Irony in High Intellectual Ability</a> <div class="authors"> by <span class="inlineblock "><strong>Sylvia Sastre-Riba</strong>, </span><span class="inlineblock "><strong>Francisco J. Ruiz de Mendoza Ibáñez</strong>, </span><span class="inlineblock "><strong>Ignasi Navarro i Ferrando</strong>, </span><span class="inlineblock "><strong>María Luz Urraca-Martínez</strong> and </span><span class="inlineblock "><strong>Ramon Cladellas-Pros</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 15; <a href="https://doi.org/10.3390/jintelligence13020015">https://doi.org/10.3390/jintelligence13020015</a> - 27 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> 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 <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/15/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> 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 <i>n</i> = 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 dissociation (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. <a href="/2079-3200/13/2/15">Full article</a> </div> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/15/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="absgraph cycle-slideshow"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1578131-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00015/article_deploy/html/images/jintelligence-13-00015-g001-550.jpg?1738734788" alt="" style="border: 0;"><p>Figure 1</p></div></div></div><div id="article-1578131-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00015/article_deploy/html/images/jintelligence-13-00015-g001-550.jpg?1738734788" title=" <strong>Figure 1</strong><br/> <p>Scree plot showing the initial solution.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/15'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 20 pages, 4232 KiB   </span> <a href="/2079-3200/13/2/14/pdf?version=1737884871" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Exploring Critical Eye-Tracking Metrics for Identifying Cognitive Strategies in Raven’s Advanced Progressive Matrices: A Data-Driven Perspective" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/14">Exploring Critical Eye-Tracking Metrics for Identifying Cognitive Strategies in Raven’s Advanced Progressive Matrices: A Data-Driven Perspective</a> <div class="authors"> by <span class="inlineblock "><strong>Yaohui Liu</strong>, </span><span class="inlineblock "><strong>Keren He</strong>, </span><span class="inlineblock "><strong>Kaiwen Man</strong> and </span><span class="inlineblock "><strong>Peida Zhan</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 14; <a href="https://doi.org/10.3390/jintelligence13020014">https://doi.org/10.3390/jintelligence13020014</a> - 26 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> 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 <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/14/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> 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. <a href="/2079-3200/13/2/14">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/14AGI8T467 ">Innovations in Assessment: Harnessing Technology for Testing Cognitive Ability, Thinking Skill, and Competency</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/14/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1577658"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1577658"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1577658" data-cycle-prev="#prev1577658" data-cycle-progressive="#images1577658" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1577658-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g001-550.jpg?1737884957" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1577658" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g002-550.jpg?1737884958'><p>Figure 2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g003-550.jpg?1737884960'><p>Figure 3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g004-550.jpg?1737884961'><p>Figure 4</p></div> --- <div class='openpopupgallery' data-imgindex='4' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g005-550.jpg?1737884967'><p>Figure 5</p></div> --- <div class='openpopupgallery' data-imgindex='5' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g006-550.jpg?1737884970'><p>Figure 6</p></div> --- <div class='openpopupgallery' data-imgindex='6' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g007-550.jpg?1737884974'><p>Figure 7</p></div> --- <div class='openpopupgallery' data-imgindex='7' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g008-550.jpg?1737884975'><p>Figure 8</p></div> --- <div class='openpopupgallery' data-imgindex='8' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g009-550.jpg?1737884977'><p>Figure 9</p></div> --- <div class='openpopupgallery' data-imgindex='9' data-target='article-1577658-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g010-550.jpg?1737884978'><p>Figure 10</p></div></script></div></div><div id="article-1577658-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g001-550.jpg?1737884957" title=" <strong>Figure 1</strong><br/> <p>Example of an item in Raven’s advanced progressive matrices. This item involves a three-by-three matrix, with graphical elements in the matrix interest area and eight options in the response options area. One cell in the matrix is missing, and it needs to be selected from the response options area using analogy and inductive reasoning.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g002-550.jpg?1737884958" title=" <strong>Figure 2</strong><br/> <p>A brief schematic of the random forest algorithm. Each circle represents a node. Green means the path node with the highest probability value.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g003-550.jpg?1737884960" title=" <strong>Figure 3</strong><br/> <p>Importance of seven features for two cognitive strategies. (<b>a</b>) Mean decrease in impurity (MDI) of seven feature; (<b>b</b>) Classification Accuracy with Different Number of Features. PTM: proportional time on matrix; RLT: rate of latency to first toggle; LFT: latency to first toggle; ROT: rate of toggling; NOT: number of Toggles; RA: response accuracy; RT: response time.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g004-550.jpg?1737884961" title=" <strong>Figure 4</strong><br/> <p>Importance of seven features for three cognitive strategies. (<b>a</b>) Mean decrease in impurity (MDI) of seven feature; (<b>b</b>) Classification Accuracy with Different Number of Features. PTM: proportional time on matrix; RLT: rate of latency to first toggle; LFT: latency to first toggle; ROT: rate of toggling; NOT: number of Toggles; RA: response accuracy; RT: response time.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g005-550.jpg?1737884967" title=" <strong>Figure 5</strong><br/> <p>Silhouette coefficients on each item for K-means with 2~10 clusters for the three eye-tracking features. The highest value represents the optimal number of clusters.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g006-550.jpg?1737884970" title=" <strong>Figure 6</strong><br/> <p>Number of participants in two clusters on each item.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g007-550.jpg?1737884974" title=" <strong>Figure 7</strong><br/> <p>Histogram of three eye-tracking features on two clusters for each item. PTM: Proportional time on matrix; RLT: Rate of latency to first toggle; LFT: Latency to first toggle; Error bar is the 95% confidence interval of the overall mean.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g008-550.jpg?1737884975" title=" <strong>Figure 8</strong><br/> <p>Paired-sample t-test of PTM, RLT, LFT, RA, and RT. PTM: Proportional time on matrix; RLT: Rate of latency to first toggle; LFT: Latency to first toggle; RA: response accuracy; RT: response time. Error bar is the 95% confidence interval of the overall mean. ** represents <span class="html-italic">p</span> &lt; 0.01, sample N = 36.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g009-550.jpg?1737884977" title=" <strong>Figure 9</strong><br/> <p>Number of participants of cluster 2 and item difficulty of each item.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00014/article_deploy/html/images/jintelligence-13-00014-g010-550.jpg?1737884978" title=" <strong>Figure 10</strong><br/> <p>The results of strategy identification for each participant on every item. Blue indicates that the participant used the constructive matching strategy for this item. Conversely, a blank space means the response elimination strategy was used.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/14'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <a data-dropdown="drop-supplementary-1573892" aria-controls="drop-supplementary-1573892" aria-expanded="false" title="Supplementary Material"> <i class="material-icons">attachment</i> </a> <div id="drop-supplementary-1573892" class="f-dropdown label__btn__dropdown label__btn__dropdown--wide" data-dropdown-content aria-hidden="true" tabindex="-1"> Supplementary material: <br/> <a href="/2079-3200/13/2/13/s1?version=1737594772"> Supplementary File 1 (ZIP, 402 KiB) </a><br/> </div> </div> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 17 pages, 1013 KiB   </span> <a href="/2079-3200/13/2/13/pdf?version=1738748250" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="The Mind Under Pressure: What Roles Does Education Play in the Relationship Between Chronic Stress and Cognitive Ability?" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class='label choice' data-dropdown='drop-article-label-choice' aria-expanded='false' data-editorschoiceaddition='<a href="/journal/jintelligence/editors_choice">More Editor’s choice articles in journal <em>Journal of Intelligence</em>.</a>'>Editor’s Choice</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/13">The Mind Under Pressure: What Roles Does Education Play in the Relationship Between Chronic Stress and Cognitive Ability?</a> <div class="authors"> by <span class="inlineblock "><strong>Maximilian Seitz</strong> and </span><span class="inlineblock "><strong>Diana Steger</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 13; <a href="https://doi.org/10.3390/jintelligence13020013">https://doi.org/10.3390/jintelligence13020013</a> - 23 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> 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 <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/13/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> 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. <a href="/2079-3200/13/2/13">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Topic <a href="/topics/590481OVLB">Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/13/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="absgraph cycle-slideshow"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1573892-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00013/article_deploy/html/images/jintelligence-13-00013-g001-550.jpg?1738748344" alt="" style="border: 0;"><p>Figure 1</p></div></div></div><div id="article-1573892-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00013/article_deploy/html/images/jintelligence-13-00013-g001-550.jpg?1738748344" title=" <strong>Figure 1</strong><br/> <p>Relation between chronic stress and cognitive abilities; * <span class="html-italic">p</span> &lt; 0.05.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/13'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <a data-dropdown="drop-supplementary-1572767" aria-controls="drop-supplementary-1572767" aria-expanded="false" title="Supplementary Material"> <i class="material-icons">attachment</i> </a> <div id="drop-supplementary-1572767" class="f-dropdown label__btn__dropdown label__btn__dropdown--wide" data-dropdown-content aria-hidden="true" tabindex="-1"> Supplementary material: <br/> <a href="/2079-3200/13/2/12/s1?version=1737469839"> Supplementary File 1 (ZIP, 597 KiB) </a><br/> </div> </div> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 26 pages, 1105 KiB   </span> <a href="/2079-3200/13/2/12/pdf?version=1737535710" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="The Role of Parental Education, Intelligence, and Personality on the Cognitive Abilities of Gifted Children" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class='label choice' data-dropdown='drop-article-label-choice' aria-expanded='false' data-editorschoiceaddition='<a href="/journal/jintelligence/editors_choice">More Editor’s choice articles in journal <em>Journal of Intelligence</em>.</a>'>Editor’s Choice</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/2/12">The Role of Parental Education, Intelligence, and Personality on the Cognitive Abilities of Gifted Children</a> <div class="authors"> by <span class="inlineblock "><strong>Lina Pezzuti</strong>, </span><span class="inlineblock "><strong>Morena Farese</strong>, </span><span class="inlineblock "><strong>James Dawe</strong> and </span><span class="inlineblock "><strong>Marco Lauriola</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(2), 12; <a href="https://doi.org/10.3390/jintelligence13020012">https://doi.org/10.3390/jintelligence13020012</a> - 21 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> 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 <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/12/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> 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. <a href="/2079-3200/13/2/12">Full article</a> </div> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/2/12/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="absgraph cycle-slideshow"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1572767-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00012/article_deploy/html/images/jintelligence-13-00012-g001-550.jpg?1737535790" alt="" style="border: 0;"><p>Figure 1</p></div></div></div><div id="article-1572767-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00012/article_deploy/html/images/jintelligence-13-00012-g001-550.jpg?1737535790" title=" <strong>Figure 1</strong><br/> <p>Results of path analysis Model 4. Mothers’ and fathers’ CHC abilities, personality, and education were used to predict children’s WISC-IV scores simultaneously. Path coefficients are standardized regression coefficients. Bootstrap significance levels are indicated with asterisks: * <span class="html-italic">p</span> &lt; 0.05; ** <span class="html-italic">p</span> &lt; 0.01; (one-tailed).</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/2/12'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 24 pages, 3819 KiB   </span> <a href="/2079-3200/13/1/11/pdf?version=1737095416" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="An Embedding-Based Semantic Analysis Approach: A Preliminary Study on Redundancy Detection in Psychological Concepts Operationalized by Scales" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/1/11">An Embedding-Based Semantic Analysis Approach: A Preliminary Study on Redundancy Detection in Psychological Concepts Operationalized by Scales</a> <div class="authors"> by <span class="inlineblock "><strong>Zhen Huang</strong>, </span><span class="inlineblock "><strong>Yitian Long</strong>, </span><span class="inlineblock "><strong>Kaiping Peng</strong> and </span><span class="inlineblock "><strong>Song Tong</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(1), 11; <a href="https://doi.org/10.3390/jintelligence13010011">https://doi.org/10.3390/jintelligence13010011</a> - 16 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> 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 <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/1/11/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> 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. <a href="/2079-3200/13/1/11">Full article</a> </div> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/1/11/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1568697"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1568697"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1568697" data-cycle-prev="#prev1568697" data-cycle-progressive="#images1568697" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1568697-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g001-550.jpg?1737095496" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1568697" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1568697-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g002-550.jpg?1737095498'><p>Figure 2</p></div> --- <div class='openpopupgallery' data-imgindex='2' data-target='article-1568697-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g003-550.jpg?1737095500'><p>Figure 3</p></div> --- <div class='openpopupgallery' data-imgindex='3' data-target='article-1568697-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g004-550.jpg?1737095501'><p>Figure 4</p></div> --- <div class='openpopupgallery' data-imgindex='4' data-target='article-1568697-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g005-550.jpg?1737095503'><p>Figure 5</p></div> --- <div class='openpopupgallery' data-imgindex='5' data-target='article-1568697-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g006-550.jpg?1737095505'><p>Figure 6</p></div> --- <div class='openpopupgallery' data-imgindex='6' data-target='article-1568697-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g007-550.jpg?1737095507'><p>Figure 7</p></div></script></div></div><div id="article-1568697-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g001-550.jpg?1737095496" title=" <strong>Figure 1</strong><br/> <p>Workflow of the Embedding-based Semantic Analysis Approach (ESAA) for Redundancy Detection in Psychological Scales.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/11'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g002-550.jpg?1737095498" title=" <strong>Figure 2</strong><br/> <p>Conceptual Diagram for the ESAA Using Material of Experiment 1 as an Example. Panel (<b>A</b>) (Step 1): (a) Input text (12 items) is transformed into embeddings; (b) embeddings are represented as high-dimensional vectors. The green plot provides a general visualization, while the purple plot adds internal details (embeddings generated by GPT-3-large). Both plots depict the same 12 embeddings but highlight different aspects. Panel (<b>B</b>) (Step 2): (a) Semantic distances (Euclidean distance and cosine similarity) are visualized conceptually; Colored points represent individual embeddings (high-dimensional vectors) projected into a three-dimensional space for illustration purposes. (b) Pairwise synthetic correlation matrix is generated. Panel (<b>C</b>) (Step 3): Process and method for the hierarchical clustering. The points (e.g., a, b, c) represent individual embeddings. (a) Agglomerative hierarchical clustering is demonstrated step-by-step; (b) clustering process visualized as hierarchical merging.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/11'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g003-550.jpg?1737095500" title=" <strong>Figure 3</strong><br/> <p>(<b>a</b>) The ESAA-Generated Framework in Experiment 1. This figure shows the dendrogram resulting from the hierarchical clustering of the item embeddings from the Conscientiousness and Gratitude scales, using Ward’s method. The horizontal axis represents the items, labeled with a “C” prefix for items from the Conscientiousness scale and a “G” prefix for items from the Gratitude scale. Details of the labels and their corresponding item contents can be found in <a href="#app1-jintelligence-13-00011" class="html-app">Supplementary Materials</a>. The vertical axis represents the semantic distance between the item embeddings at merge. The clusters are color coded for clarity. (<b>b</b>) KDE plot of PCA Components in Experiment 1. This figure displays kernel density estimation (KDE) contours of item embeddings projected onto the first two principal components. Data points representing the item embeddings are colored according to their assigned clusters from EGF. Varying shades of blue represent the density of item embeddings in the area, with deeper blues indicating regions with more nearby items, while lighter blues signifying areas of lower data density.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/11'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g004-550.jpg?1737095501" title=" <strong>Figure 4</strong><br/> <p>The Scale Origin Framework for Experiment 2. This figure illustrates the structural pattern if there is no overlap between Consciousness and Grit.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/11'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g005-550.jpg?1737095503" title=" <strong>Figure 5</strong><br/> <p>(<b>a</b>) The ESAA-Generated Framework in Experiment 2. This figure shows the dendrogram resulting from the hierarchical clustering of the item embeddings from the Conscientiousness and Grit scales, using Ward’s method. The horizontal axis represents the items, labeled with a “C” prefix for items from the Conscientiousness scale and a “G” prefix for items from the Grit scale. Details of the labels and their corresponding item contents can be found in <a href="#app1-jintelligence-13-00011" class="html-app">Supplementary Materials</a>. The vertical axis represents the semantic distance between the item embeddings at merge. The clusters are color coded for clarity. (<b>b</b>) KDE plot of PCA Components in Experiment 2. This figure displays kernel density estimation (KDE) contours of item embeddings projected onto the first two principal components. Data points representing the item embeddings are colored according to their assigned clusters from hierarchical clustering. Varying shades of blue represent the density of item embeddings in the area, with deeper blues indicating regions with more nearby items, while lighter blues signifying areas of lower data density.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/11'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g006-550.jpg?1737095505" title=" <strong>Figure 6</strong><br/> <p>(<b>a</b>) The ESAA-Generated Framework in Experiment 3. This figure shows the dendrogram resulting from the hierarchical clustering of the item embeddings from the Gratitude, Conscientiousness and Grit scales, using Ward’s method. The horizontal axis represents the items, labeled with a “C” prefix for items from the Conscientiousness scale, a “G” prefix for items from the Gratitude scale, and “I” and “E” prefix representatively for items from the two facets of Grit scale: persistency of interest and engagement. Details of the labels and their corresponding item contents can be found in <a href="#app1-jintelligence-13-00011" class="html-app">Supplementary Materials</a>. The vertical axis represents the semantic distance between the item embeddings at merge. The clusters are color coded for clarity. (<b>b</b>) KDE plot of PCA Components in Experiment 3. This figure displays kernel density estimation (KDE) contours of item embeddings projected onto the first two principal components. Data points representing the item embeddings are colored according to their assigned clusters from hierarchical clustering. Varying shades of blue represent the density of item embeddings in the area, with deeper blues indicating regions with more nearby items, while lighter blues signifying areas of lower data density.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/11'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00011/article_deploy/html/images/jintelligence-13-00011-g007-550.jpg?1737095507" title=" <strong>Figure 7</strong><br/> <p>Stepwise Clustering and Dimensional Reduction in Item Embeddings in Experiment 3. (<b>a</b>) Clustering into four classes corresponding to the original subscales; (<b>b</b>) clustering into three classes, showing the merging of Conscientiousness with the Perseverance of Effort facet from Grit; and (<b>c</b>) final clustering into two major categories, highlighting the integration of Grit and Conscientiousness with Gratitude.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/11'>Full article</a></strong> "></a></div> </div> </div> </div> <div class="expanding-div collapsed"> <div class="generic-item article-item"> <div class="article-content"> <div class="label right label__btn"> <span style="font-size: 12px; color: #1a1a1a;"> 17 pages, 1239 KiB   </span> <a href="/2079-3200/13/1/10/pdf?version=1737021900" class="UD_Listings_ArticlePDF" title="Article PDF" data-name="Teachers’ and Parents’ Assessments of Primary School Children’s Intellectual Investment as Predictors of Change in Need for Cognition" data-journal="jintelligence"> <i class="material-icons custom-download"></i> </a> </div> <div class="article-icons"><span class="label openaccess" data-dropdown="drop-article-label-openaccess" aria-expanded="false">Open Access</span><span class='label choice' data-dropdown='drop-article-label-choice' aria-expanded='false' data-editorschoiceaddition='<a href="/journal/jintelligence/editors_choice">More Editor’s choice articles in journal <em>Journal of Intelligence</em>.</a>'>Editor’s Choice</span><span class="label articletype">Article</span></div> <a class="title-link" href="/2079-3200/13/1/10">Teachers’ and Parents’ Assessments of Primary School Children’s Intellectual Investment as Predictors of Change in Need for Cognition</a> <div class="authors"> by <span class="inlineblock "><strong>Anke Hufer-Thamm</strong>, </span><span class="inlineblock "><strong>Rolf Jürgens</strong>, </span><span class="inlineblock "><strong>Sebastian Bergold</strong> and </span><span class="inlineblock "><strong>Ricarda Steinmayr</strong></span> </div> <div class="color-grey-dark"> <em>J. Intell.</em> <b>2025</b>, <em>13</em>(1), 10; <a href="https://doi.org/10.3390/jintelligence13010010">https://doi.org/10.3390/jintelligence13010010</a> - 14 Jan 2025 </div> <div class="abstract-div"> <a href="#" onclick="$(this).next('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> <strong>Abstract </strong> </a> <div class="abstract-cropped inline"> 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. <a href="#" data-counterslink = "https://www.mdpi.com/2079-3200/13/1/10/more" onclick="$(this).parents('.abstract-cropped').toggleClass('inline').next('.abstract-full').toggleClass('inline'); return false;"> [...] Read more.</a> </div> <div class="abstract-full "> 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. <i>N</i> = 565 third-graders (298 girls; <i>M<sub>age</sub></i> = 8.40, <i>SD</i> = 0.59) and teachers (<i>N</i> = 39) were surveyed in 2021 and 2022. The parents (<i>N</i> = 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. <a href="/2079-3200/13/1/10">Full article</a> </div> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/jintelligence/special_issues/24UW48EPJ9 ">Cognitive Motivation</a>)<br/> </div> <a href="#" class="abstract-figures-show" data-counterslink = "https://www.mdpi.com/2079-3200/13/1/10/show" ><span >►</span><span style=" display: none;">▼</span> Show Figures </a><div class="abstract-image-preview "><div class="arrow left-arrow" id="prev1566955"><i class="fa fa-caret-left"></i></div><div class="arrow right-arrow" id="next1566955"><i class="fa fa-caret-right"></i></div><div class="absgraph cycle-slideshow manual" data-cycle-fx="scrollHorz" data-cycle-timeout="0" data-cycle-next="#next1566955" data-cycle-prev="#prev1566955" data-cycle-progressive="#images1566955" data-cycle-slides=">div" data-cycle-log="false"><div class='openpopupgallery cycle-slide' data-imgindex='0' data-target='article-1566955-popup'><span class="helper"></span><img src="data:image/gif;base64,R0lGODlhAQABAAD/ACwAAAAAAQABAAACADs=" data-src="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00010/article_deploy/html/images/jintelligence-13-00010-g001a-550.jpg?1737021968" alt="" style="border: 0;"><p>Figure 1</p></div><script id="images1566955" type="text/cycle" data-cycle-split="---"><div class='openpopupgallery' data-imgindex='1' data-target='article-1566955-popup'><span class="helper"></span><img src='https://pub.mdpi-res.com/jintelligence/jintelligence-13-00010/article_deploy/html/images/jintelligence-13-00010-g001b-550.jpg?1737021970'><p>Figure 1 Cont.</p></div></script></div></div><div id="article-1566955-popup" class="popupgallery" style="display: inline; line-height: 200%"><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00010/article_deploy/html/images/jintelligence-13-00010-g001a-550.jpg?1737021968" title=" <strong>Figure 1</strong><br/> <p>(<b>a</b>) Bivariate latent change model. Indicators of latent variables and correlations among corresponding indicators and among control variables are omitted for clarity. (<b>b</b>) Conditional latent change model. Indicators of latent variables and correlations among corresponding indicators as well as control variables are omitted for clarity.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/10'>Full article</a></strong> "></a><a href="https://pub.mdpi-res.com/jintelligence/jintelligence-13-00010/article_deploy/html/images/jintelligence-13-00010-g001b-550.jpg?1737021970" title=" <strong>Figure 1 Cont.</strong><br/> <p>(<b>a</b>) Bivariate latent change model. Indicators of latent variables and correlations among corresponding indicators and among control variables are omitted for clarity. (<b>b</b>) Conditional latent change model. Indicators of latent variables and correlations among corresponding indicators as well as control variables are omitted for clarity.</p> <strong style='display: block; margin-top: 10px; font-size: 18px;'><a style='color: #fff' href='/2079-3200/13/1/10'>Full article</a></strong> "></a></div> </div> </div> </div> </div> <div class="generic-item last-item"> <a class="bold" href="/search?q=&journal=jintelligence&sort=pubdate&page_count=50">More Articles...</a> </div> </div> </div> </div> <div id="left-column" class="content__column large-3 large-pull-6 medium-3 medium-pull-6 small-12 columns"> <div id="js-large-main-top-container"> <div id="js-main-top-container" class="content__container"> <a href="/journal/jintelligence"> <img src="https://pub.mdpi-res.com/img/journals/jintelligence-logo.png?8600e93ff98dbf14" alt="jintelligence-logo" title="Journal of Intelligence" style="max-height: 60px; margin: 0 0 0 0;"> </a> <div class="generic-item no-border" style="position: relative;"> <div class=""> <a class="button button--color button--color-journal button--full-width js-journal-active-only-link js-journal-active-only-submit-link UC_JournalSubmitButton" href="https://susy.mdpi.com/user/manuscripts/upload?form[journal_id]=106" data-disabledmessage="creating new submissions is not possible."> Submit to <i>J. 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