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Intell. at https://www.mdpi.com/journal/jintelligence</description> <link>https://www.mdpi.com/journal/jintelligence</link> <admin:generatorAgent rdf:resource="https://www.mdpi.com/journal/jintelligence"/> <admin:errorReportsTo rdf:resource="mailto:support@mdpi.com"/> <dc:publisher>MDPI</dc:publisher> <dc:language>en</dc:language> <dc:rights>Creative Commons Attribution (CC-BY)</dc:rights> <prism:copyright>MDPI</prism:copyright> <prism:rightsAgent>support@mdpi.com</prism:rightsAgent> <image rdf:resource="https://pub.mdpi-res.com/img/design/mdpi-pub-logo.png?13cf3b5bd783e021?1732286508"/> <items> <rdf:Seq> <rdf:li rdf:resource="https://www.mdpi.com/2079-3200/12/11/120" /> <rdf:li rdf:resource="https://www.mdpi.com/2079-3200/12/11/119" /> <rdf:li rdf:resource="https://www.mdpi.com/2079-3200/12/11/118" /> <rdf:li rdf:resource="https://www.mdpi.com/2079-3200/12/11/117" /> <rdf:li rdf:resource="https://www.mdpi.com/2079-3200/12/11/116" /> <rdf:li 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Intell., Vol. 12, Pages 120: Beyond Individual Tests: Youths&amp;rsquo; Cognitive Abilities, Basic Reading, and Writing</title> <link>https://www.mdpi.com/2079-3200/12/11/120</link> <description>Broadly, individuals&amp;amp;rsquo; cognitive abilities influence their academic skills, but the significance and strength of specific cognitive abilities varies across academic domains and may vary across age. Simultaneous analyses of data from many tests and cross-battery analyses can address inconsistent findings from prior studies by creating comprehensively defined constructs, which allow for greater generalizability of findings. The purpose of this study was to examine the cross-battery direct effects and developmental differences in youths&amp;amp;rsquo; cognitive abilities on their basic reading abilities, as well as the relations between their reading and writing achievement. Our sample included 3927 youth aged 6 to 18. Six intelligence tests (66 subtests) and three achievement tests (10 subtests) were analyzed. Youths&amp;amp;rsquo; general intelligence (g, large direct and indirect effects), verbal comprehension&amp;amp;ndash;knowledge (large direct effect), working memory (large direct effect), and learning efficiency (moderate direct effect) explained their basic reading skills. The influence of g and fluid reasoning were difficult to separate statistically. Most of the cognitive&amp;amp;ndash;basic reading relations were stable across age, except the influence of verbal comprehension&amp;amp;ndash;knowledge (Gc), which appeared to slightly increase with age. Youths&amp;amp;rsquo; basic reading had large influences on their written expression and spelling skills, and their spelling skills had a large influence on their written expression skills. The directionality of the effects most strongly supported the direct effects from the youths&amp;amp;rsquo; basic reading to their spelling skills, and not vice versa.</description> <pubDate>2024-11-20</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 120: Beyond Individual Tests: Youths&amp;rsquo; Cognitive Abilities, Basic Reading, and Writing</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/120">doi: 10.3390/jintelligence12110120</a></p> <p>Authors: Jacqueline M. Caemmerer Audrey M. Scudder Timothy Z. Keith Matthew R. Reynolds </p> <p>Broadly, individuals&amp;amp;rsquo; cognitive abilities influence their academic skills, but the significance and strength of specific cognitive abilities varies across academic domains and may vary across age. Simultaneous analyses of data from many tests and cross-battery analyses can address inconsistent findings from prior studies by creating comprehensively defined constructs, which allow for greater generalizability of findings. The purpose of this study was to examine the cross-battery direct effects and developmental differences in youths&amp;amp;rsquo; cognitive abilities on their basic reading abilities, as well as the relations between their reading and writing achievement. Our sample included 3927 youth aged 6 to 18. Six intelligence tests (66 subtests) and three achievement tests (10 subtests) were analyzed. Youths&amp;amp;rsquo; general intelligence (g, large direct and indirect effects), verbal comprehension&amp;amp;ndash;knowledge (large direct effect), working memory (large direct effect), and learning efficiency (moderate direct effect) explained their basic reading skills. The influence of g and fluid reasoning were difficult to separate statistically. Most of the cognitive&amp;amp;ndash;basic reading relations were stable across age, except the influence of verbal comprehension&amp;amp;ndash;knowledge (Gc), which appeared to slightly increase with age. Youths&amp;amp;rsquo; basic reading had large influences on their written expression and spelling skills, and their spelling skills had a large influence on their written expression skills. The directionality of the effects most strongly supported the direct effects from the youths&amp;amp;rsquo; basic reading to their spelling skills, and not vice versa.</p> ]]></content:encoded> <dc:title>Beyond Individual Tests: Youths&amp;amp;rsquo; Cognitive Abilities, Basic Reading, and Writing</dc:title> <dc:creator>Jacqueline M. Caemmerer</dc:creator> <dc:creator>Audrey M. Scudder</dc:creator> <dc:creator>Timothy Z. Keith</dc:creator> <dc:creator>Matthew R. Reynolds</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110120</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-20</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-20</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>120</prism:startingPage> <prism:doi>10.3390/jintelligence12110120</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/120</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/119"> <title>J. Intell., Vol. 12, Pages 119: Understanding Consumption Reduction Through the TPB: Moderating Effects of the Need for Evaluation and Self-Referencing Individual Differences</title> <link>https://www.mdpi.com/2079-3200/12/11/119</link> <description>Limited research has focused on consumption reduction as one potential pathway to meet sustainable development goals. This paper investigates consumers&amp;amp;rsquo; intentions to undertake consumption reduction through the lens of an extended theory of planned behavior (TPB), where selected individual differences, namely the need for evaluation (NE) and self-referencing (SR), are given considerable attention. In total, 226 respondents participated in this web-based survey study. The results from structural equation modeling analysis confirm that the extended theory of planned behavior effectively explains consumers&amp;amp;rsquo; intentions to undertake consumption reduction. Notably, the individual differences of the NE and SR each uniquely moderate the relationships within the TPB model. This study provides a theoretical contribution by integrating the selected moderators (i.e., the NE and SR) into the TPB framework, increases the TPB&amp;amp;rsquo;s predictive power, and further provides a novel understanding of the underlying influences of individual differences on consumers&amp;amp;rsquo; intentions to undertake consumption reduction for the benefit of the environment. Moreover, the findings offer practical implications for policymakers and social marketers in designing tailor-made interventions and consumption reduction strategies by considering the important role of individual differences.</description> <pubDate>2024-11-18</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 119: Understanding Consumption Reduction Through the TPB: Moderating Effects of the Need for Evaluation and Self-Referencing Individual Differences</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/119">doi: 10.3390/jintelligence12110119</a></p> <p>Authors: Shiva Ghorban Nejad Heidi Victoria Skeiseid Lukasz Andrzej Derdowski </p> <p>Limited research has focused on consumption reduction as one potential pathway to meet sustainable development goals. This paper investigates consumers&amp;amp;rsquo; intentions to undertake consumption reduction through the lens of an extended theory of planned behavior (TPB), where selected individual differences, namely the need for evaluation (NE) and self-referencing (SR), are given considerable attention. In total, 226 respondents participated in this web-based survey study. The results from structural equation modeling analysis confirm that the extended theory of planned behavior effectively explains consumers&amp;amp;rsquo; intentions to undertake consumption reduction. Notably, the individual differences of the NE and SR each uniquely moderate the relationships within the TPB model. This study provides a theoretical contribution by integrating the selected moderators (i.e., the NE and SR) into the TPB framework, increases the TPB&amp;amp;rsquo;s predictive power, and further provides a novel understanding of the underlying influences of individual differences on consumers&amp;amp;rsquo; intentions to undertake consumption reduction for the benefit of the environment. Moreover, the findings offer practical implications for policymakers and social marketers in designing tailor-made interventions and consumption reduction strategies by considering the important role of individual differences.</p> ]]></content:encoded> <dc:title>Understanding Consumption Reduction Through the TPB: Moderating Effects of the Need for Evaluation and Self-Referencing Individual Differences</dc:title> <dc:creator>Shiva Ghorban Nejad</dc:creator> <dc:creator>Heidi Victoria Skeiseid</dc:creator> <dc:creator>Lukasz Andrzej Derdowski</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110119</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-18</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-18</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>119</prism:startingPage> <prism:doi>10.3390/jintelligence12110119</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/119</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/118"> <title>J. Intell., Vol. 12, Pages 118: Wait, Where&amp;rsquo;s the Flynn Effect on the WAIS-5?</title> <link>https://www.mdpi.com/2079-3200/12/11/118</link> <description>The recent release of the WAIS-5, a decade and a half after its predecessor, the WAIS-IV, raises immediate questions about the Flynn effect (FE). Does the traditional FE of points per decade in the U.S. for children and adults, identified for the Full Scale IQs of all Wechsler scales and for other global IQ scores as well, persist into the 2020s? The WAIS-5 Technical and Interpretive Manual provides two counterbalanced validity studies that address the Flynn effect directly&amp;amp;mdash;N = 186 adolescents and adults (16&amp;amp;ndash;90 years, mean age = 47.8) tested on the WAIS-IV and WAIS-5; and N = 98 16-year-olds tested on the WISC-V and WAIS-5. The FE is incorporated into the diagnostic criteria for intellectual disabilities by the American Association on Intellectual and Developmental Disabilities (AAIDD), by DSM-5-TR, and in capital punishment cases. The unexpected result of the two counterbalanced studies was a reduction in the Flynn effect from the expected value of 3 IQ points to 1.2 points. These findings raise interesting questions regarding whether the three point adjustment to FSIQs should be continued for intellectual disability diagnosis and whether the federal courts should rethink its guidelines for capital punishment cases and other instances of high stakes decision-making. Limitations include a lack of generalization to children, the impact of the practice effects, and a small sample size.</description> <pubDate>2024-11-15</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 118: Wait, Where&amp;rsquo;s the Flynn Effect on the WAIS-5?</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/118">doi: 10.3390/jintelligence12110118</a></p> <p>Authors: Emily L. Winter Sierra M. Trudel Alan S. Kaufman </p> <p>The recent release of the WAIS-5, a decade and a half after its predecessor, the WAIS-IV, raises immediate questions about the Flynn effect (FE). Does the traditional FE of points per decade in the U.S. for children and adults, identified for the Full Scale IQs of all Wechsler scales and for other global IQ scores as well, persist into the 2020s? The WAIS-5 Technical and Interpretive Manual provides two counterbalanced validity studies that address the Flynn effect directly&amp;amp;mdash;N = 186 adolescents and adults (16&amp;amp;ndash;90 years, mean age = 47.8) tested on the WAIS-IV and WAIS-5; and N = 98 16-year-olds tested on the WISC-V and WAIS-5. The FE is incorporated into the diagnostic criteria for intellectual disabilities by the American Association on Intellectual and Developmental Disabilities (AAIDD), by DSM-5-TR, and in capital punishment cases. The unexpected result of the two counterbalanced studies was a reduction in the Flynn effect from the expected value of 3 IQ points to 1.2 points. These findings raise interesting questions regarding whether the three point adjustment to FSIQs should be continued for intellectual disability diagnosis and whether the federal courts should rethink its guidelines for capital punishment cases and other instances of high stakes decision-making. Limitations include a lack of generalization to children, the impact of the practice effects, and a small sample size.</p> ]]></content:encoded> <dc:title>Wait, Where&amp;amp;rsquo;s the Flynn Effect on the WAIS-5?</dc:title> <dc:creator>Emily L. Winter</dc:creator> <dc:creator>Sierra M. Trudel</dc:creator> <dc:creator>Alan S. Kaufman</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110118</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-15</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-15</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Opinion</prism:section> <prism:startingPage>118</prism:startingPage> <prism:doi>10.3390/jintelligence12110118</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/118</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/117"> <title>J. Intell., Vol. 12, Pages 117: Correction: Liu et al. (2023). Testing the Reciprocal Effect between Value of Education, Time Investment, and Academic Achievement in a Large Non-Western Sample. Journal of Intelligence 11: 1333</title> <link>https://www.mdpi.com/2079-3200/12/11/117</link> <description>In a recent paper, while our overall conclusion remains valid, one specific finding&amp;amp;mdash;that there are reciprocal relationships between how Korean students value education, the time they invest in their studies, and their academic achievements&amp;amp;mdash;requires correction (Liu et al [...]</description> <pubDate>2024-11-14</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 117: Correction: Liu et al. (2023). Testing the Reciprocal Effect between Value of Education, Time Investment, and Academic Achievement in a Large Non-Western Sample. Journal of Intelligence 11: 1333</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/117">doi: 10.3390/jintelligence12110117</a></p> <p>Authors: Meimei Liu TuongVan Vu Nienke van Atteveldt Martijn Meeter </p> <p>In a recent paper, while our overall conclusion remains valid, one specific finding&amp;amp;mdash;that there are reciprocal relationships between how Korean students value education, the time they invest in their studies, and their academic achievements&amp;amp;mdash;requires correction (Liu et al [...]</p> ]]></content:encoded> <dc:title>Correction: Liu et al. (2023). Testing the Reciprocal Effect between Value of Education, Time Investment, and Academic Achievement in a Large Non-Western Sample. Journal of Intelligence 11: 1333</dc:title> <dc:creator>Meimei Liu</dc:creator> <dc:creator>TuongVan Vu</dc:creator> <dc:creator>Nienke van Atteveldt</dc:creator> <dc:creator>Martijn Meeter</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110117</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-14</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-14</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Correction</prism:section> <prism:startingPage>117</prism:startingPage> <prism:doi>10.3390/jintelligence12110117</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/117</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/116"> <title>J. Intell., Vol. 12, Pages 116: Measuring Raven&amp;rsquo;s Progressive Matrices Combining Eye-Tracking Technology and Machine Learning (ML) Models</title> <link>https://www.mdpi.com/2079-3200/12/11/116</link> <description>Extended testing time in Raven&amp;amp;rsquo;s Progressive Matrices (RPM) can lead to increased fatigue and reduced motivation, which may impair cognitive task performance. This study explores the application of artificial intelligence (AI) in RPM by combining eye-tracking technology with machine learning (ML) models, aiming to explore new methods for improving the efficiency of RPM testing and to identify the key metrics involved. Using eye-tracking metrics as features, ten ML models were trained, with the XGBoost model demonstrating superior performance. Notably, we further refined the period of interest and reduced the number of metrics, achieving strong performance, with accuracy, precision, and recall all above 0.8, using only 60% of the response time and nine eye-tracking metrics. This study also examines the role of several key metrics in RPM and offers valuable insights for future research.</description> <pubDate>2024-11-13</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 116: Measuring Raven&amp;rsquo;s Progressive Matrices Combining Eye-Tracking Technology and Machine Learning (ML) Models</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/116">doi: 10.3390/jintelligence12110116</a></p> <p>Authors: Shumeng Ma Ning Jia </p> <p>Extended testing time in Raven&amp;amp;rsquo;s Progressive Matrices (RPM) can lead to increased fatigue and reduced motivation, which may impair cognitive task performance. This study explores the application of artificial intelligence (AI) in RPM by combining eye-tracking technology with machine learning (ML) models, aiming to explore new methods for improving the efficiency of RPM testing and to identify the key metrics involved. Using eye-tracking metrics as features, ten ML models were trained, with the XGBoost model demonstrating superior performance. Notably, we further refined the period of interest and reduced the number of metrics, achieving strong performance, with accuracy, precision, and recall all above 0.8, using only 60% of the response time and nine eye-tracking metrics. This study also examines the role of several key metrics in RPM and offers valuable insights for future research.</p> ]]></content:encoded> <dc:title>Measuring Raven&amp;amp;rsquo;s Progressive Matrices Combining Eye-Tracking Technology and Machine Learning (ML) Models</dc:title> <dc:creator>Shumeng Ma</dc:creator> <dc:creator>Ning Jia</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110116</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-13</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-13</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>116</prism:startingPage> <prism:doi>10.3390/jintelligence12110116</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/116</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/115"> <title>J. Intell., Vol. 12, Pages 115: Major Choices: Students&amp;rsquo; Personal Intelligence, Considerations When Choosing a Major, and Academic Success</title> <link>https://www.mdpi.com/2079-3200/12/11/115</link> <description>A student&amp;amp;rsquo;s choice of major is influenced by their parents and peers, as well as by the quality of the college department that offers the major and by broader cultural and economic issues. The student&amp;amp;rsquo;s own personality, including their ability to reason about themselves and their interests, also contributes to the choice and its outcomes. In a preliminary study, we developed a Choice of Major Scale that depicts key aspects of students&amp;amp;rsquo; consideration of their major. Then, across three studies (Ns = 304, 466, and 492), we examined the students&amp;amp;rsquo; personal intelligence, defined as their capacity to reason about their own and other people&amp;amp;rsquo;s personalities, as well as a Choice of Major Scale, and the relation of those variables to important academic outcomes. The results depicted a pattern that the students who better understood personality and were more engaged in choosing a major, compared to others, considered more majors initially, chose a major more quickly, and exhibited better academic outcomes subsequently.</description> <pubDate>2024-11-13</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 115: Major Choices: Students&amp;rsquo; Personal Intelligence, Considerations When Choosing a Major, and Academic Success</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/115">doi: 10.3390/jintelligence12110115</a></p> <p>Authors: Kateryna Sylaska John D. Mayer </p> <p>A student&amp;amp;rsquo;s choice of major is influenced by their parents and peers, as well as by the quality of the college department that offers the major and by broader cultural and economic issues. The student&amp;amp;rsquo;s own personality, including their ability to reason about themselves and their interests, also contributes to the choice and its outcomes. In a preliminary study, we developed a Choice of Major Scale that depicts key aspects of students&amp;amp;rsquo; consideration of their major. Then, across three studies (Ns = 304, 466, and 492), we examined the students&amp;amp;rsquo; personal intelligence, defined as their capacity to reason about their own and other people&amp;amp;rsquo;s personalities, as well as a Choice of Major Scale, and the relation of those variables to important academic outcomes. The results depicted a pattern that the students who better understood personality and were more engaged in choosing a major, compared to others, considered more majors initially, chose a major more quickly, and exhibited better academic outcomes subsequently.</p> ]]></content:encoded> <dc:title>Major Choices: Students&amp;amp;rsquo; Personal Intelligence, Considerations When Choosing a Major, and Academic Success</dc:title> <dc:creator>Kateryna Sylaska</dc:creator> <dc:creator>John D. Mayer</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110115</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-13</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-13</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>115</prism:startingPage> <prism:doi>10.3390/jintelligence12110115</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/115</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/114"> <title>J. Intell., Vol. 12, Pages 114: Examining Working Memory Training for Healthy Adults&amp;mdash;A Second-Order Meta-Analysis</title> <link>https://www.mdpi.com/2079-3200/12/11/114</link> <description>Background: Enhancing working memory performance in cognitively and physically healthy individuals is a popular area of research. The results from a large number of studies have now been summarized in multiple meta-analyses. In these reviews, various training methods have been examined, including mindfulness training, adaptive working memory training, physical activity training, and video game training, to examine whether working memory capacity can be improved. This report aggregated the results of these meta-analyses using second-order meta-analytic approaches to ascertain the extent to which working memory functioning can be enhanced in healthy adults. Methods: A total of six meta-analyses of randomized controlled trials that compared working memory interventions to a control group were included in the analyses. These studies were identified after systematically searching three electronic databases: APA PsycInfo, ERIC and Medline. Collectively, the meta-analyses investigated the effects of cognitive programs, mindfulness, video games and physical activity on working memory. Only meta-analyses undertaken with healthy adults aged between 18 and 55 years were included in the report. Results: The results revealed an average improvement in working memory across the included studies compared to the control groups. The findings indicated a small yet significant enhancement in working memory, with a standardized mean difference of 0.335 (95% CI [0.223; 0.447], p &amp;amp;lt; .001). Further analysis tests for superiority effects between the different working memory training programs revealed no significant differences between intervention effect sizes. Conclusion: Based on the findings, it can be concluded that the working memory capacity of healthy adults can be improved through training. However, the effect size is small, so the utility of this type of training in real-life improvements in cognition may be minimal. The evidence does not indicate that one type of working memory training is superior to another.</description> <pubDate>2024-11-12</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 114: Examining Working Memory Training for Healthy Adults&amp;mdash;A Second-Order Meta-Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/114">doi: 10.3390/jintelligence12110114</a></p> <p>Authors: Maria Syed Jarrad A. G. Lum Linda K. Byrne David Skvarc </p> <p>Background: Enhancing working memory performance in cognitively and physically healthy individuals is a popular area of research. The results from a large number of studies have now been summarized in multiple meta-analyses. In these reviews, various training methods have been examined, including mindfulness training, adaptive working memory training, physical activity training, and video game training, to examine whether working memory capacity can be improved. This report aggregated the results of these meta-analyses using second-order meta-analytic approaches to ascertain the extent to which working memory functioning can be enhanced in healthy adults. Methods: A total of six meta-analyses of randomized controlled trials that compared working memory interventions to a control group were included in the analyses. These studies were identified after systematically searching three electronic databases: APA PsycInfo, ERIC and Medline. Collectively, the meta-analyses investigated the effects of cognitive programs, mindfulness, video games and physical activity on working memory. Only meta-analyses undertaken with healthy adults aged between 18 and 55 years were included in the report. Results: The results revealed an average improvement in working memory across the included studies compared to the control groups. The findings indicated a small yet significant enhancement in working memory, with a standardized mean difference of 0.335 (95% CI [0.223; 0.447], p &amp;amp;lt; .001). Further analysis tests for superiority effects between the different working memory training programs revealed no significant differences between intervention effect sizes. Conclusion: Based on the findings, it can be concluded that the working memory capacity of healthy adults can be improved through training. However, the effect size is small, so the utility of this type of training in real-life improvements in cognition may be minimal. The evidence does not indicate that one type of working memory training is superior to another.</p> ]]></content:encoded> <dc:title>Examining Working Memory Training for Healthy Adults&amp;amp;mdash;A Second-Order Meta-Analysis</dc:title> <dc:creator>Maria Syed</dc:creator> <dc:creator>Jarrad A. G. Lum</dc:creator> <dc:creator>Linda K. Byrne</dc:creator> <dc:creator>David Skvarc</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110114</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-12</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-12</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Review</prism:section> <prism:startingPage>114</prism:startingPage> <prism:doi>10.3390/jintelligence12110114</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/114</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/113"> <title>J. Intell., Vol. 12, Pages 113: The Development of Intellect in Emerging Adults: Predictors of Longitudinal Trajectories</title> <link>https://www.mdpi.com/2079-3200/12/11/113</link> <description>Intellect is an important personality trait, especially with regard to the prediction and explanation of intellectual performance, such as occupational or academic success. However, much less is known about the development of Intellect. I present results from a longitudinal study spanning eight years to investigate changes in Intellect during a critical period: the transition from school to vocation. The study is based on a large and heterogeneous sample with up to 1964 participants. Using a facet approach, I investigate predictors of longitudinal trajectories theoretically derived from construct definition, including subjective and objective attributes of education and profession; attitudes regarding the malleability of personality traits; as well as personality traits beyond Intellect, especially intelligence. Results reveal some support for the social investment principle according to neo-socioanalytic theory, as epistemic job demands and epistemic leisure activities predicted the increase in Intellect over time. The study contributes to our understanding of the development of personality traits related to intellectual achievement, including important internal and external predictors of longitudinal trajectories.</description> <pubDate>2024-11-08</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 113: The Development of Intellect in Emerging Adults: Predictors of Longitudinal Trajectories</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/113">doi: 10.3390/jintelligence12110113</a></p> <p>Authors: Patrick Mussel </p> <p>Intellect is an important personality trait, especially with regard to the prediction and explanation of intellectual performance, such as occupational or academic success. However, much less is known about the development of Intellect. I present results from a longitudinal study spanning eight years to investigate changes in Intellect during a critical period: the transition from school to vocation. The study is based on a large and heterogeneous sample with up to 1964 participants. Using a facet approach, I investigate predictors of longitudinal trajectories theoretically derived from construct definition, including subjective and objective attributes of education and profession; attitudes regarding the malleability of personality traits; as well as personality traits beyond Intellect, especially intelligence. Results reveal some support for the social investment principle according to neo-socioanalytic theory, as epistemic job demands and epistemic leisure activities predicted the increase in Intellect over time. The study contributes to our understanding of the development of personality traits related to intellectual achievement, including important internal and external predictors of longitudinal trajectories.</p> ]]></content:encoded> <dc:title>The Development of Intellect in Emerging Adults: Predictors of Longitudinal Trajectories</dc:title> <dc:creator>Patrick Mussel</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110113</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-08</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-08</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>113</prism:startingPage> <prism:doi>10.3390/jintelligence12110113</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/113</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/112"> <title>J. Intell., Vol. 12, Pages 112: Eye Movement Patterns in Russian-Speaking Adolescents with Differing Reading Comprehension Proficiency: Exploratory Scanpath Analysis</title> <link>https://www.mdpi.com/2079-3200/12/11/112</link> <description>Previous research has indicated that individuals with varying levels of reading comprehension (often used as a proxy for general cognitive ability) employ distinct reading eye movement patterns. This exploratory eye-tracking study aimed to investigate the text-reading process in adolescents with differing reading comprehension, specifically examining how these differences manifest at the global eye movement level through scanpath analysis. Our findings revealed two distinct groups of scanpaths characterized by statistically significant differences in eye movement parameters. These groups were identified as &amp;amp;ldquo;fast readers&amp;amp;rdquo; and &amp;amp;ldquo;slow readers&amp;amp;rdquo;. Both groups exhibited similar oculomotor performance during the initial reading. However, significant differences emerged when they reread and revisited the text. Notably, these findings align with prior research conducted with different samples and languages, although discrepancies emerged in saccade amplitude and first-pass reading behavior. This study contributes to the understanding of how reading comprehension levels are reflected in global eye movement strategies among adolescents. However, limitations inherent in the experimental design, particularly the potential influence of the task on reading patterns, warrant further investigation. Future research should aim to explore these phenomena in more naturalistic reading settings, employing a design specifically tailored to capture the nuances of spontaneous reading behavior.</description> <pubDate>2024-11-05</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 112: Eye Movement Patterns in Russian-Speaking Adolescents with Differing Reading Comprehension Proficiency: Exploratory Scanpath Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/112">doi: 10.3390/jintelligence12110112</a></p> <p>Authors: Alexandra Berlin Khenis Maksim Markevich Anastasiia Streltsova Elena L. Grigorenko </p> <p>Previous research has indicated that individuals with varying levels of reading comprehension (often used as a proxy for general cognitive ability) employ distinct reading eye movement patterns. This exploratory eye-tracking study aimed to investigate the text-reading process in adolescents with differing reading comprehension, specifically examining how these differences manifest at the global eye movement level through scanpath analysis. Our findings revealed two distinct groups of scanpaths characterized by statistically significant differences in eye movement parameters. These groups were identified as &amp;amp;ldquo;fast readers&amp;amp;rdquo; and &amp;amp;ldquo;slow readers&amp;amp;rdquo;. Both groups exhibited similar oculomotor performance during the initial reading. However, significant differences emerged when they reread and revisited the text. Notably, these findings align with prior research conducted with different samples and languages, although discrepancies emerged in saccade amplitude and first-pass reading behavior. This study contributes to the understanding of how reading comprehension levels are reflected in global eye movement strategies among adolescents. However, limitations inherent in the experimental design, particularly the potential influence of the task on reading patterns, warrant further investigation. Future research should aim to explore these phenomena in more naturalistic reading settings, employing a design specifically tailored to capture the nuances of spontaneous reading behavior.</p> ]]></content:encoded> <dc:title>Eye Movement Patterns in Russian-Speaking Adolescents with Differing Reading Comprehension Proficiency: Exploratory Scanpath Analysis</dc:title> <dc:creator>Alexandra Berlin Khenis</dc:creator> <dc:creator>Maksim Markevich</dc:creator> <dc:creator>Anastasiia Streltsova</dc:creator> <dc:creator>Elena L. Grigorenko</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110112</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-05</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-05</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>112</prism:startingPage> <prism:doi>10.3390/jintelligence12110112</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/112</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/111"> <title>J. Intell., Vol. 12, Pages 111: Applying a Support Vector Machine (SVM-RFE) Learning Approach to Investigate Students&amp;rsquo; Scientific Literacy Development: Evidence from Asia, Europe, and South America</title> <link>https://www.mdpi.com/2079-3200/12/11/111</link> <description>Cultivating scientific literacy is a goal widely shared by educators and students around the world. Many studies have sought to enhance students&amp;amp;rsquo; proficiency in scientific literacy through various approaches. However, there is a need to explore the attributes associated with advanced levels of scientific literacy, especially the influence of contextual factors. In this context, our study employs a machine learning technique&amp;amp;mdash;the SVM-RFE algorithm&amp;amp;mdash;to identify the critical characteristics of students with strong scientific literacy in Asia, Europe, and South America. Our research has pinpointed 30 key factors from a broader set of 162 contextual factors that are indicative of outstanding scientific literacy among 15-year-old secondary school students. By utilizing student samples from the three continents, our study provides a comprehensive analysis of these factors across the entire dataset, along with a comparative examination of the optimal set of key factors between continents. The findings highlight the importance of these key factors, which should be considered by educational policymakers and school leaders when developing educational policies and instructional strategies to foster the most effective development of scientific literacy.</description> <pubDate>2024-11-05</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 111: Applying a Support Vector Machine (SVM-RFE) Learning Approach to Investigate Students&amp;rsquo; Scientific Literacy Development: Evidence from Asia, Europe, and South America</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/111">doi: 10.3390/jintelligence12110111</a></p> <p>Authors: Jian Li Jianing Wang Eryong Xue </p> <p>Cultivating scientific literacy is a goal widely shared by educators and students around the world. Many studies have sought to enhance students&amp;amp;rsquo; proficiency in scientific literacy through various approaches. However, there is a need to explore the attributes associated with advanced levels of scientific literacy, especially the influence of contextual factors. In this context, our study employs a machine learning technique&amp;amp;mdash;the SVM-RFE algorithm&amp;amp;mdash;to identify the critical characteristics of students with strong scientific literacy in Asia, Europe, and South America. Our research has pinpointed 30 key factors from a broader set of 162 contextual factors that are indicative of outstanding scientific literacy among 15-year-old secondary school students. By utilizing student samples from the three continents, our study provides a comprehensive analysis of these factors across the entire dataset, along with a comparative examination of the optimal set of key factors between continents. The findings highlight the importance of these key factors, which should be considered by educational policymakers and school leaders when developing educational policies and instructional strategies to foster the most effective development of scientific literacy.</p> ]]></content:encoded> <dc:title>Applying a Support Vector Machine (SVM-RFE) Learning Approach to Investigate Students&amp;amp;rsquo; Scientific Literacy Development: Evidence from Asia, Europe, and South America</dc:title> <dc:creator>Jian Li</dc:creator> <dc:creator>Jianing Wang</dc:creator> <dc:creator>Eryong Xue</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110111</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-05</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-05</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>111</prism:startingPage> <prism:doi>10.3390/jintelligence12110111</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/111</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/110"> <title>J. Intell., Vol. 12, Pages 110: Cognitive Engagement and Subjective Well-Being in Adults: Exploring the Role of Domain-Specific Need for Cognition</title> <link>https://www.mdpi.com/2079-3200/12/11/110</link> <description>Need for Cognition (NFC) is an investment trait reflecting interindividual differences in intrinsically motivated engagement in cognitive endeavors. While other motivational constructs like the ability self-concept are typically conceptualized domain-specific, NFC was initially conceived to describe domain-general behavior. Building on a previous study reporting the relevance of domain-specific aspects of NFC in the school context, we investigated the domain-specificity of NFC in predicting various aspects of subjective well-being across three samples with N = 1074 participants and subsamples of students and professionals ranging from n = 140 to n = 346. Our findings reveal positive associations of both domain-general and domain-specific NFC with positive affect, life satisfaction, and job- and study-related satisfaction. In part, domain-specific NFC was more strongly related to domain-specific life satisfaction compared to domain-general NFC. Additionally, we found evidence for small incremental values of domain-specific NFC over and above domain-general NFC in predicting subjective well-being. Confirming previous research, self-control and the emotion regulation strategy reappraisal partially mediated the prediction of well-being by NFC. Our results indicate that additionally considering NFC as domain-specific can meaningfully complement the domain-general conceptualization.</description> <pubDate>2024-11-03</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 110: Cognitive Engagement and Subjective Well-Being in Adults: Exploring the Role of Domain-Specific Need for Cognition</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/110">doi: 10.3390/jintelligence12110110</a></p> <p>Authors: Julia Grass Anja Strobel </p> <p>Need for Cognition (NFC) is an investment trait reflecting interindividual differences in intrinsically motivated engagement in cognitive endeavors. While other motivational constructs like the ability self-concept are typically conceptualized domain-specific, NFC was initially conceived to describe domain-general behavior. Building on a previous study reporting the relevance of domain-specific aspects of NFC in the school context, we investigated the domain-specificity of NFC in predicting various aspects of subjective well-being across three samples with N = 1074 participants and subsamples of students and professionals ranging from n = 140 to n = 346. Our findings reveal positive associations of both domain-general and domain-specific NFC with positive affect, life satisfaction, and job- and study-related satisfaction. In part, domain-specific NFC was more strongly related to domain-specific life satisfaction compared to domain-general NFC. Additionally, we found evidence for small incremental values of domain-specific NFC over and above domain-general NFC in predicting subjective well-being. Confirming previous research, self-control and the emotion regulation strategy reappraisal partially mediated the prediction of well-being by NFC. Our results indicate that additionally considering NFC as domain-specific can meaningfully complement the domain-general conceptualization.</p> ]]></content:encoded> <dc:title>Cognitive Engagement and Subjective Well-Being in Adults: Exploring the Role of Domain-Specific Need for Cognition</dc:title> <dc:creator>Julia Grass</dc:creator> <dc:creator>Anja Strobel</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110110</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-03</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-03</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>110</prism:startingPage> <prism:doi>10.3390/jintelligence12110110</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/110</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/109"> <title>J. Intell., Vol. 12, Pages 109: Breaking Down the Concept of Students&amp;rsquo; Thinking and Reasoning Skills for Implementation in the Classroom</title> <link>https://www.mdpi.com/2079-3200/12/11/109</link> <description>Various skills related to critical thinking, reasoning, and scientific reasoning are defined as essential for students in policy documents and curricula around the world as essential both in school and in everyday life. However, these concepts are often too vaguely defined and explained for a clear implementation in the classroom. In this conceptual article, the authors propose the following questions: (1) How are the concepts of thinking and reasoning as defined in policy documents reflected in curriculum descriptions across different disciplines? (2) To what extent do reasoning activities and processes overlap across different disciplines? (3) How can reasoning skills (particularly: analysis, evaluation, and creation) be described based on reasoning activities or processes and the outputs or products? Based on the literature review, it is concluded that researchers in various science disciplines have defined the aspects of reasoning that are typical for their respective disciplines, considering content, procedural knowledge, and epistemic knowledge. Meanwhile, looking from the perspective of cognitive psychology, it is concluded that reasoning processes (deductive, inductive, and analogical reasoning) are activated in the mind while students engage in reasoning activities (such as analysis, evaluation, and synthesis). Thus, similar cognitive processes occur in the mind, despite a student working in different disciplines. A conceptual framework is offered in this article showing (1) how reasoning processes and activities manifest themselves in different study domains both from a theoretical perspective and in everyday classroom work; and (2) what kind of outputs could be expected from students based on various reasoning activities. The importance of interdisciplinary collaboration is justified so that students develop their reasoning skills holistically, not fragmentarily.</description> <pubDate>2024-11-01</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 109: Breaking Down the Concept of Students&amp;rsquo; Thinking and Reasoning Skills for Implementation in the Classroom</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/109">doi: 10.3390/jintelligence12110109</a></p> <p>Authors: Liena Hačatrjana Dace Namsone </p> <p>Various skills related to critical thinking, reasoning, and scientific reasoning are defined as essential for students in policy documents and curricula around the world as essential both in school and in everyday life. However, these concepts are often too vaguely defined and explained for a clear implementation in the classroom. In this conceptual article, the authors propose the following questions: (1) How are the concepts of thinking and reasoning as defined in policy documents reflected in curriculum descriptions across different disciplines? (2) To what extent do reasoning activities and processes overlap across different disciplines? (3) How can reasoning skills (particularly: analysis, evaluation, and creation) be described based on reasoning activities or processes and the outputs or products? Based on the literature review, it is concluded that researchers in various science disciplines have defined the aspects of reasoning that are typical for their respective disciplines, considering content, procedural knowledge, and epistemic knowledge. Meanwhile, looking from the perspective of cognitive psychology, it is concluded that reasoning processes (deductive, inductive, and analogical reasoning) are activated in the mind while students engage in reasoning activities (such as analysis, evaluation, and synthesis). Thus, similar cognitive processes occur in the mind, despite a student working in different disciplines. A conceptual framework is offered in this article showing (1) how reasoning processes and activities manifest themselves in different study domains both from a theoretical perspective and in everyday classroom work; and (2) what kind of outputs could be expected from students based on various reasoning activities. The importance of interdisciplinary collaboration is justified so that students develop their reasoning skills holistically, not fragmentarily.</p> ]]></content:encoded> <dc:title>Breaking Down the Concept of Students&amp;amp;rsquo; Thinking and Reasoning Skills for Implementation in the Classroom</dc:title> <dc:creator>Liena Hačatrjana</dc:creator> <dc:creator>Dace Namsone</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110109</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-11-01</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-11-01</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>109</prism:startingPage> <prism:doi>10.3390/jintelligence12110109</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/109</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/108"> <title>J. Intell., Vol. 12, Pages 108: Concurrent Validity of Virtual Reality-Based Assessment of Executive Function: A Systematic Review and Meta-Analysis</title> <link>https://www.mdpi.com/2079-3200/12/11/108</link> <description>This meta-analysis investigated the concurrent validity between virtual reality (VR)-based assessments and traditional neuropsychological assessments of executive function, with a focus on subcomponents such as cognitive flexibility, attention, and inhibition. A total of 1605 articles were identified through searches of PubMed, Web of Science, and ScienceDirect from 2013 to 2023. After removing duplicates, 1313 articles were screened based on their titles and abstracts, with 77 articles selected for full-text eligibility review. Of these, nine articles fully met the inclusion and exclusion criteria for this study. The effect size for overall executive function was assessed, with subcomponents categorized based on the specific assessment tools used in the studies. The effect size for each subcomponent&amp;amp;mdash;cognitive flexibility, attention, and inhibition&amp;amp;mdash;was then analyzed to provide a more detailed understanding of their relationships with traditional measures. The results revealed statistically significant correlations between VR-based assessments and traditional measures across all subcomponents. Additionally, sensitivity analyses confirmed the robustness of the findings, even when low-quality studies were excluded. These results support the use of VR-based assessments as a valid alternative to traditional methods for evaluating executive function. Moreover, the study highlights the potential of VR-based assessments as a valid alternative to traditional methods, emphasizing the need to address variability in executive function subcomponents and integrate diverse cognitive and motor metrics for greater ecological validity.</description> <pubDate>2024-10-31</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 108: Concurrent Validity of Virtual Reality-Based Assessment of Executive Function: A Systematic Review and Meta-Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/108">doi: 10.3390/jintelligence12110108</a></p> <p>Authors: Si-An Lee Ji-Yea Kim Jin-Hyuck Park </p> <p>This meta-analysis investigated the concurrent validity between virtual reality (VR)-based assessments and traditional neuropsychological assessments of executive function, with a focus on subcomponents such as cognitive flexibility, attention, and inhibition. A total of 1605 articles were identified through searches of PubMed, Web of Science, and ScienceDirect from 2013 to 2023. After removing duplicates, 1313 articles were screened based on their titles and abstracts, with 77 articles selected for full-text eligibility review. Of these, nine articles fully met the inclusion and exclusion criteria for this study. The effect size for overall executive function was assessed, with subcomponents categorized based on the specific assessment tools used in the studies. The effect size for each subcomponent&amp;amp;mdash;cognitive flexibility, attention, and inhibition&amp;amp;mdash;was then analyzed to provide a more detailed understanding of their relationships with traditional measures. The results revealed statistically significant correlations between VR-based assessments and traditional measures across all subcomponents. Additionally, sensitivity analyses confirmed the robustness of the findings, even when low-quality studies were excluded. These results support the use of VR-based assessments as a valid alternative to traditional methods for evaluating executive function. Moreover, the study highlights the potential of VR-based assessments as a valid alternative to traditional methods, emphasizing the need to address variability in executive function subcomponents and integrate diverse cognitive and motor metrics for greater ecological validity.</p> ]]></content:encoded> <dc:title>Concurrent Validity of Virtual Reality-Based Assessment of Executive Function: A Systematic Review and Meta-Analysis</dc:title> <dc:creator>Si-An Lee</dc:creator> <dc:creator>Ji-Yea Kim</dc:creator> <dc:creator>Jin-Hyuck Park</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110108</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-31</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-31</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Systematic Review</prism:section> <prism:startingPage>108</prism:startingPage> <prism:doi>10.3390/jintelligence12110108</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/108</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/107"> <title>J. Intell., Vol. 12, Pages 107: Intellectual Differences Between Boys and Girls, 35 Years of Evolution in France from WISC-R to WISC-V</title> <link>https://www.mdpi.com/2079-3200/12/11/107</link> <description>The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing.</description> <pubDate>2024-10-30</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 107: Intellectual Differences Between Boys and Girls, 35 Years of Evolution in France from WISC-R to WISC-V</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/107">doi: 10.3390/jintelligence12110107</a></p> <p>Authors: Jacques Grégoire </p> <p>The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing.</p> ]]></content:encoded> <dc:title>Intellectual Differences Between Boys and Girls, 35 Years of Evolution in France from WISC-R to WISC-V</dc:title> <dc:creator>Jacques Grégoire</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110107</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-30</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-30</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>107</prism:startingPage> <prism:doi>10.3390/jintelligence12110107</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/107</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/106"> <title>J. Intell., Vol. 12, Pages 106: Assessing Students&amp;rsquo; Critical Thinking in Dialogue</title> <link>https://www.mdpi.com/2079-3200/12/11/106</link> <description>Critical thinking has been widely considered an important skill in the 21st century. In view of the value attached to critical thinking, various quantitative instruments have been developed to assess critical thinking, which only provide a product of critical thinking and cannot reveal the critical thinking process of test takers. Hence, this paper proposes a coding scheme facilitating a qualitative analysis of critical thinking exhibited in interaction. The coding scheme consists of five categories of critical thinking skills, i.e., analysis, comparison, evaluation, inference, and synthesis, each of which is coded at low, medium, and high levels. The use of this coding scheme is then illustrated by applying it to authentic classroom dialogue. This coding scheme is hopefully conducive to the assessment of critical thinking in educational settings.</description> <pubDate>2024-10-26</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 106: Assessing Students&amp;rsquo; Critical Thinking in Dialogue</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/106">doi: 10.3390/jintelligence12110106</a></p> <p>Authors: Ruiguo Cui Lili Zhao </p> <p>Critical thinking has been widely considered an important skill in the 21st century. In view of the value attached to critical thinking, various quantitative instruments have been developed to assess critical thinking, which only provide a product of critical thinking and cannot reveal the critical thinking process of test takers. Hence, this paper proposes a coding scheme facilitating a qualitative analysis of critical thinking exhibited in interaction. The coding scheme consists of five categories of critical thinking skills, i.e., analysis, comparison, evaluation, inference, and synthesis, each of which is coded at low, medium, and high levels. The use of this coding scheme is then illustrated by applying it to authentic classroom dialogue. This coding scheme is hopefully conducive to the assessment of critical thinking in educational settings.</p> ]]></content:encoded> <dc:title>Assessing Students&amp;amp;rsquo; Critical Thinking in Dialogue</dc:title> <dc:creator>Ruiguo Cui</dc:creator> <dc:creator>Lili Zhao</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110106</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-26</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-26</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>106</prism:startingPage> <prism:doi>10.3390/jintelligence12110106</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/106</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/105"> <title>J. Intell., Vol. 12, Pages 105: The Internal Structure of the WISC-V in Chile: Exploratory and Confirmatory Factor Analyses of the 15 Subtests</title> <link>https://www.mdpi.com/2079-3200/12/11/105</link> <description>The WISC-V is a widely used scale in clinical and educational settings in Chile. Given that its use guides critical decision-making for children and adolescents, it is essential to have evidence of its psychometric properties, including validity based on internal structure. This study analyzed the factor structure of the WISC-V through an exploratory (EFA) and confirmatory (CFA) approach considering the age range of 853 children and adolescents between 6 and 16 years. We obtained evidence favoring the four-factor structure in the EFA, which is a clearer organization in the 15&amp;amp;ndash;16 age group. In the confirmatory stage, the best four- and five-factor models showed factor loadings greater than 0.4, except for one subtest in the processing speed domain in the 6&amp;amp;ndash;8 age group. The internal consistency ranged from acceptable to good estimates for the best two models. The results support the use of hierarchical factor structures of four and five factors, which offer specific advantages and disadvantages discussed in the article. The implications of these findings in both the professional area of psychology and future research are discussed.</description> <pubDate>2024-10-25</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 105: The Internal Structure of the WISC-V in Chile: Exploratory and Confirmatory Factor Analyses of the 15 Subtests</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/105">doi: 10.3390/jintelligence12110105</a></p> <p>Authors: Marcela Rodríguez-Cancino Andrés Concha-Salgado </p> <p>The WISC-V is a widely used scale in clinical and educational settings in Chile. Given that its use guides critical decision-making for children and adolescents, it is essential to have evidence of its psychometric properties, including validity based on internal structure. This study analyzed the factor structure of the WISC-V through an exploratory (EFA) and confirmatory (CFA) approach considering the age range of 853 children and adolescents between 6 and 16 years. We obtained evidence favoring the four-factor structure in the EFA, which is a clearer organization in the 15&amp;amp;ndash;16 age group. In the confirmatory stage, the best four- and five-factor models showed factor loadings greater than 0.4, except for one subtest in the processing speed domain in the 6&amp;amp;ndash;8 age group. The internal consistency ranged from acceptable to good estimates for the best two models. The results support the use of hierarchical factor structures of four and five factors, which offer specific advantages and disadvantages discussed in the article. The implications of these findings in both the professional area of psychology and future research are discussed.</p> ]]></content:encoded> <dc:title>The Internal Structure of the WISC-V in Chile: Exploratory and Confirmatory Factor Analyses of the 15 Subtests</dc:title> <dc:creator>Marcela Rodríguez-Cancino</dc:creator> <dc:creator>Andrés Concha-Salgado</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110105</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-25</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-25</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>105</prism:startingPage> <prism:doi>10.3390/jintelligence12110105</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/105</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/11/104"> <title>J. Intell., Vol. 12, Pages 104: Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence</title> <link>https://www.mdpi.com/2079-3200/12/11/104</link> <description>Investment theory and related theoretical approaches suggest a dynamic interplay between crystallized intelligence, fluid intelligence, and investment traits like need for cognition. Although cross-sectional studies have found positive correlations between these constructs, longitudinal research testing all of their relations over time is scarce. In our pre-registered longitudinal study, we examined whether initial levels of crystallized intelligence, fluid intelligence, and need for cognition predicted changes in each other. We analyzed data from 341 German students in grades 7&amp;amp;ndash;9 who were assessed twice, one year apart. Using multi-process latent change score models, we found that changes in fluid intelligence were positively predicted by prior need for cognition, and changes in need for cognition were positively predicted by prior fluid intelligence. Changes in crystallized intelligence were not significantly predicted by prior Gf, prior NFC, or their interaction, contrary to theoretical assumptions. This pattern of results was largely replicated in a model including all constructs simultaneously. Our findings support the notion that intelligence and investment traits, particularly need for cognition, positively interact during cognitive development, but this interplay was unexpectedly limited to Gf.</description> <pubDate>2024-10-24</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 104: Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/11/104">doi: 10.3390/jintelligence12110104</a></p> <p>Authors: Vsevolod Scherrer Moritz Breit Franzis Preckel </p> <p>Investment theory and related theoretical approaches suggest a dynamic interplay between crystallized intelligence, fluid intelligence, and investment traits like need for cognition. Although cross-sectional studies have found positive correlations between these constructs, longitudinal research testing all of their relations over time is scarce. In our pre-registered longitudinal study, we examined whether initial levels of crystallized intelligence, fluid intelligence, and need for cognition predicted changes in each other. We analyzed data from 341 German students in grades 7&amp;amp;ndash;9 who were assessed twice, one year apart. Using multi-process latent change score models, we found that changes in fluid intelligence were positively predicted by prior need for cognition, and changes in need for cognition were positively predicted by prior fluid intelligence. Changes in crystallized intelligence were not significantly predicted by prior Gf, prior NFC, or their interaction, contrary to theoretical assumptions. This pattern of results was largely replicated in a model including all constructs simultaneously. Our findings support the notion that intelligence and investment traits, particularly need for cognition, positively interact during cognitive development, but this interplay was unexpectedly limited to Gf.</p> ]]></content:encoded> <dc:title>Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence</dc:title> <dc:creator>Vsevolod Scherrer</dc:creator> <dc:creator>Moritz Breit</dc:creator> <dc:creator>Franzis Preckel</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12110104</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-24</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-24</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>11</prism:number> <prism:section>Article</prism:section> <prism:startingPage>104</prism:startingPage> <prism:doi>10.3390/jintelligence12110104</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/11/104</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/103"> <title>J. Intell., Vol. 12, Pages 103: Becoming a &amp;ldquo;Hungry Mind&amp;rdquo;: Stability and Change in Need for Cognition across Adolescence</title> <link>https://www.mdpi.com/2079-3200/12/10/103</link> <description>Need for Cognition has been established as a key intellectual investment trait shaping students&amp;amp;rsquo; academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory.</description> <pubDate>2024-10-15</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 103: Becoming a &amp;ldquo;Hungry Mind&amp;rdquo;: Stability and Change in Need for Cognition across Adolescence</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/103">doi: 10.3390/jintelligence12100103</a></p> <p>Authors: Jeroen Lavrijsen Evelien Aerts Franzis Preckel Alicia Ramos Karine Verschueren </p> <p>Need for Cognition has been established as a key intellectual investment trait shaping students&amp;amp;rsquo; academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory.</p> ]]></content:encoded> <dc:title>Becoming a &amp;amp;ldquo;Hungry Mind&amp;amp;rdquo;: Stability and Change in Need for Cognition across Adolescence</dc:title> <dc:creator>Jeroen Lavrijsen</dc:creator> <dc:creator>Evelien Aerts</dc:creator> <dc:creator>Franzis Preckel</dc:creator> <dc:creator>Alicia Ramos</dc:creator> <dc:creator>Karine Verschueren</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100103</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-15</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-15</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>103</prism:startingPage> <prism:doi>10.3390/jintelligence12100103</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/103</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/102"> <title>J. Intell., Vol. 12, Pages 102: A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children&amp;rsquo;s Cognitive and Fine Motor Development</title> <link>https://www.mdpi.com/2079-3200/12/10/102</link> <description>Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.</description> <pubDate>2024-10-14</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 102: A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children&amp;rsquo;s Cognitive and Fine Motor Development</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/102">doi: 10.3390/jintelligence12100102</a></p> <p>Authors: Hua-Chen Lo Tzu-Hua Wang </p> <p>Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.</p> ]]></content:encoded> <dc:title>A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children&amp;amp;rsquo;s Cognitive and Fine Motor Development</dc:title> <dc:creator>Hua-Chen Lo</dc:creator> <dc:creator>Tzu-Hua Wang</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100102</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-14</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-14</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>102</prism:startingPage> <prism:doi>10.3390/jintelligence12100102</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/102</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/101"> <title>J. Intell., Vol. 12, Pages 101: Executive Functioning in Different Types of Reading Disabilities</title> <link>https://www.mdpi.com/2079-3200/12/10/101</link> <description>Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children.</description> <pubDate>2024-10-14</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 101: Executive Functioning in Different Types of Reading Disabilities</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/101">doi: 10.3390/jintelligence12100101</a></p> <p>Authors: Irene Cadime Bruna Rodrigues Iolanda Ribeiro María Teresa Martín-Aragoneses </p> <p>Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children.</p> ]]></content:encoded> <dc:title>Executive Functioning in Different Types of Reading Disabilities</dc:title> <dc:creator>Irene Cadime</dc:creator> <dc:creator>Bruna Rodrigues</dc:creator> <dc:creator>Iolanda Ribeiro</dc:creator> <dc:creator>María Teresa Martín-Aragoneses</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100101</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-14</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-14</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>101</prism:startingPage> <prism:doi>10.3390/jintelligence12100101</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/101</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/100"> <title>J. Intell., Vol. 12, Pages 100: Validation of the Short Parallel and Extra-Short Form of the Heidelberg Figural Matrices Test (HeiQ)</title> <link>https://www.mdpi.com/2079-3200/12/10/100</link> <description>Figural matrices tests are frequently used to measure fluid intelligence. The HeiQ&amp;amp;mdash;an operation-oriented figural matrices test&amp;amp;mdash;was developed to tackle limitations of previous matrices tests, mainly the possibility of excluding distractors based on superficial features instead of actively solving the items. However, allowing for a total administration time of 60 min for the assessment of one construct is not feasible in many study designs. Thus, the goal of this study was to develop three short forms of the existing HeiQ. Two parallel 20-item short forms (the HeiQ-S A and HeiQ-S B) that are comparable in content as well as on a psychometric basis and a 6-item short form (the HeiQ-XS) were generated. All tests showed good internal consistency (Cronbach&amp;amp;rsquo;s Alpha ranging from &amp;amp;alpha; = 0.82 to &amp;amp;alpha; = 0.86) and good criterion-related validity (correlations with high school grade (Abitur) ranging from r = &amp;amp;minus;0.34 to r = &amp;amp;minus;0.38); construct validity (correlations with the global intelligence scores of the Intelligence Structure Test 2000R were between r = 0.58 and r = 0.71). Further, all test versions showed to be Rasch-scalable, implying a uniform underlying ability. Thus, we conclude that all three newly developed short versions are valid tools for assessing fluid intelligence.</description> <pubDate>2024-10-14</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 100: Validation of the Short Parallel and Extra-Short Form of the Heidelberg Figural Matrices Test (HeiQ)</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/100">doi: 10.3390/jintelligence12100100</a></p> <p>Authors: Vanessa S. Pallentin Daniel Danner Sven Lesche Jan Rummel </p> <p>Figural matrices tests are frequently used to measure fluid intelligence. The HeiQ&amp;amp;mdash;an operation-oriented figural matrices test&amp;amp;mdash;was developed to tackle limitations of previous matrices tests, mainly the possibility of excluding distractors based on superficial features instead of actively solving the items. However, allowing for a total administration time of 60 min for the assessment of one construct is not feasible in many study designs. Thus, the goal of this study was to develop three short forms of the existing HeiQ. Two parallel 20-item short forms (the HeiQ-S A and HeiQ-S B) that are comparable in content as well as on a psychometric basis and a 6-item short form (the HeiQ-XS) were generated. All tests showed good internal consistency (Cronbach&amp;amp;rsquo;s Alpha ranging from &amp;amp;alpha; = 0.82 to &amp;amp;alpha; = 0.86) and good criterion-related validity (correlations with high school grade (Abitur) ranging from r = &amp;amp;minus;0.34 to r = &amp;amp;minus;0.38); construct validity (correlations with the global intelligence scores of the Intelligence Structure Test 2000R were between r = 0.58 and r = 0.71). Further, all test versions showed to be Rasch-scalable, implying a uniform underlying ability. Thus, we conclude that all three newly developed short versions are valid tools for assessing fluid intelligence.</p> ]]></content:encoded> <dc:title>Validation of the Short Parallel and Extra-Short Form of the Heidelberg Figural Matrices Test (HeiQ)</dc:title> <dc:creator>Vanessa S. Pallentin</dc:creator> <dc:creator>Daniel Danner</dc:creator> <dc:creator>Sven Lesche</dc:creator> <dc:creator>Jan Rummel</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100100</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-14</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-14</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>100</prism:startingPage> <prism:doi>10.3390/jintelligence12100100</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/100</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/99"> <title>J. Intell., Vol. 12, Pages 99: A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence</title> <link>https://www.mdpi.com/2079-3200/12/10/99</link> <description>Extensive research has highlighted the importance of Need for Cognition (NFC) in various contexts, but our understanding of its development remains limited. In particular, the current psychological literature is relatively silent regarding the factors influencing NFC development. We aim to address this gap by proposing a developmental model of NFC based on the principles of the Cognitive Adaptation Trait Theory (CATT). Through a comprehensive review of the current literature, we elucidate the potential key components contributing to the development of NFC in childhood and adolescence. Additionally, we outline several potential strategies to foster NFC development based on the key components of the model. The model aims to provide a starting point for future research on possible mechanisms underlying the development of NFC. Moving forward, future research should empirically test these hypotheses in real-world settings to enhance our understanding of NFC development and validate the suggested fostering strategies on their effectiveness.</description> <pubDate>2024-10-07</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 99: A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/99">doi: 10.3390/jintelligence12100099</a></p> <p>Authors: Evelien Aerts Jeroen Lavrijsen Franzis Preckel Karine Verschueren </p> <p>Extensive research has highlighted the importance of Need for Cognition (NFC) in various contexts, but our understanding of its development remains limited. In particular, the current psychological literature is relatively silent regarding the factors influencing NFC development. We aim to address this gap by proposing a developmental model of NFC based on the principles of the Cognitive Adaptation Trait Theory (CATT). Through a comprehensive review of the current literature, we elucidate the potential key components contributing to the development of NFC in childhood and adolescence. Additionally, we outline several potential strategies to foster NFC development based on the key components of the model. The model aims to provide a starting point for future research on possible mechanisms underlying the development of NFC. Moving forward, future research should empirically test these hypotheses in real-world settings to enhance our understanding of NFC development and validate the suggested fostering strategies on their effectiveness.</p> ]]></content:encoded> <dc:title>A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence</dc:title> <dc:creator>Evelien Aerts</dc:creator> <dc:creator>Jeroen Lavrijsen</dc:creator> <dc:creator>Franzis Preckel</dc:creator> <dc:creator>Karine Verschueren</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100099</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-07</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-07</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Review</prism:section> <prism:startingPage>99</prism:startingPage> <prism:doi>10.3390/jintelligence12100099</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/99</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/98"> <title>J. Intell., Vol. 12, Pages 98: The Effect of Correcting Neuromyths on Students&amp;rsquo; and Teachers&amp;rsquo; Later Reasoning</title> <link>https://www.mdpi.com/2079-3200/12/10/98</link> <description>Students and educators sometimes hold beliefs about intelligence and learning that lack scientific support, often called neuromyths. Neuromyths can be problematic, so it is important to find methods to correct them. Previous findings demonstrate that textual refutations are effective for correcting neuromyths. However, even after correction, erroneous information may continue to influence reasoning. In three experiments, we investigated whether feedback could be used to update students&amp;amp;rsquo; and educators&amp;amp;rsquo; beliefs and influence their reasoning about neuromyths. Across all experiments, the results showed that both students and educators held erroneous beliefs about learning and memory that could be updated after receiving feedback. Feedback also increased students&amp;amp;rsquo;, but not teachers&amp;amp;rsquo;, reasoning accuracy. The results demonstrate that feedback can be used to update beliefs in neuromyths, but these beliefs may influence reasoning even after correction.</description> <pubDate>2024-10-01</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 98: The Effect of Correcting Neuromyths on Students&amp;rsquo; and Teachers&amp;rsquo; Later Reasoning</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/98">doi: 10.3390/jintelligence12100098</a></p> <p>Authors: Marcus Per Gustaf Lithander Lisa Geraci Meltem Karaca Renee Hunsberger </p> <p>Students and educators sometimes hold beliefs about intelligence and learning that lack scientific support, often called neuromyths. Neuromyths can be problematic, so it is important to find methods to correct them. Previous findings demonstrate that textual refutations are effective for correcting neuromyths. However, even after correction, erroneous information may continue to influence reasoning. In three experiments, we investigated whether feedback could be used to update students&amp;amp;rsquo; and educators&amp;amp;rsquo; beliefs and influence their reasoning about neuromyths. Across all experiments, the results showed that both students and educators held erroneous beliefs about learning and memory that could be updated after receiving feedback. Feedback also increased students&amp;amp;rsquo;, but not teachers&amp;amp;rsquo;, reasoning accuracy. The results demonstrate that feedback can be used to update beliefs in neuromyths, but these beliefs may influence reasoning even after correction.</p> ]]></content:encoded> <dc:title>The Effect of Correcting Neuromyths on Students&amp;amp;rsquo; and Teachers&amp;amp;rsquo; Later Reasoning</dc:title> <dc:creator>Marcus Per Gustaf Lithander</dc:creator> <dc:creator>Lisa Geraci</dc:creator> <dc:creator>Meltem Karaca</dc:creator> <dc:creator>Renee Hunsberger</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100098</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-01</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-01</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>98</prism:startingPage> <prism:doi>10.3390/jintelligence12100098</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/98</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/97"> <title>J. Intell., Vol. 12, Pages 97: The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers</title> <link>https://www.mdpi.com/2079-3200/12/10/97</link> <description>Teachers&amp;amp;rsquo; goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education.</description> <pubDate>2024-10-01</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 97: The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/97">doi: 10.3390/jintelligence12100097</a></p> <p>Authors: Hasan Yücel Ertem </p> <p>Teachers&amp;amp;rsquo; goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education.</p> ]]></content:encoded> <dc:title>The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers</dc:title> <dc:creator>Hasan Yücel Ertem</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100097</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-10-01</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-10-01</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>97</prism:startingPage> <prism:doi>10.3390/jintelligence12100097</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/97</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/96"> <title>J. Intell., Vol. 12, Pages 96: Cognitive Ability, Personality, and Psychopathology: A Stormy Relationship</title> <link>https://www.mdpi.com/2079-3200/12/10/96</link> <description>Cognitive and non-cognitive traits are frequently analyzed in isolation. However, there is an increasing acknowledgment that their interplay should be considered for enhancing our understanding of human psychological differences. Testing both traits in the same sample of individuals is desirable when addressing their relationships. Here, for that purpose, 299 university students from Spain (mean age = 18.5 years., 83% female) completed a cognitive ability battery comprised by nine tests, the NEO-FFI for assessing the big five personality traits, and the SCL-90-R for evaluating a range of subjective psychopathological symptoms. This resulted in 23 cognitive and non-cognitive variables that were submitted to a data reduction providing four factors: (1) neuroticism/p, (2) cognitive ability/g, (3) agreeableness/A, and (4) introversion/I. Summary factor scores revealed a positive correlation between p and I (0.47), along with negative correlations of A with p (&amp;amp;minus;0.26) and with g (&amp;amp;minus;0.24), and a negative correlation between A and I (&amp;amp;minus;0.16). These factors were related to some degree even when the assessment of the cognitive and non-cognitive variables cannot be considered straightforwardly comparable because the former was performance based, whereas the later was based on self-reports. Conceptual and methodological implications are discussed regarding the three-way relationship among cognitive ability, personality, and subjective psychopathological symptoms.</description> <pubDate>2024-09-29</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 96: Cognitive Ability, Personality, and Psychopathology: A Stormy Relationship</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/96">doi: 10.3390/jintelligence12100096</a></p> <p>Authors: Roberto Colom Pei-Chun Shih Ma </p> <p>Cognitive and non-cognitive traits are frequently analyzed in isolation. However, there is an increasing acknowledgment that their interplay should be considered for enhancing our understanding of human psychological differences. Testing both traits in the same sample of individuals is desirable when addressing their relationships. Here, for that purpose, 299 university students from Spain (mean age = 18.5 years., 83% female) completed a cognitive ability battery comprised by nine tests, the NEO-FFI for assessing the big five personality traits, and the SCL-90-R for evaluating a range of subjective psychopathological symptoms. This resulted in 23 cognitive and non-cognitive variables that were submitted to a data reduction providing four factors: (1) neuroticism/p, (2) cognitive ability/g, (3) agreeableness/A, and (4) introversion/I. Summary factor scores revealed a positive correlation between p and I (0.47), along with negative correlations of A with p (&amp;amp;minus;0.26) and with g (&amp;amp;minus;0.24), and a negative correlation between A and I (&amp;amp;minus;0.16). These factors were related to some degree even when the assessment of the cognitive and non-cognitive variables cannot be considered straightforwardly comparable because the former was performance based, whereas the later was based on self-reports. Conceptual and methodological implications are discussed regarding the three-way relationship among cognitive ability, personality, and subjective psychopathological symptoms.</p> ]]></content:encoded> <dc:title>Cognitive Ability, Personality, and Psychopathology: A Stormy Relationship</dc:title> <dc:creator>Roberto Colom</dc:creator> <dc:creator>Pei-Chun Shih Ma</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100096</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-29</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-29</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>96</prism:startingPage> <prism:doi>10.3390/jintelligence12100096</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/96</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/95"> <title>J. Intell., Vol. 12, Pages 95: Decomposing the True Score Variance in Rated Responses to Divergent Thinking-Tasks for Assessing Creativity: A Multitrait&amp;ndash;Multimethod Analysis</title> <link>https://www.mdpi.com/2079-3200/12/10/95</link> <description>It is shown how the Correlated Traits Correlated Methods Minus One (CTC(M &amp;amp;minus; 1)) Multitrait-Multimethod model for cross-classified data can be modified and applied to divergent thinking (DT)-task responses scored for miscellaneous aspects of creative quality by several raters. In contrast to previous Confirmatory Factor Analysis approaches to analyzing DT-tasks, this model explicitly takes the cross-classified data structure resulting from the employment of raters into account and decomposes the true score variance into target-specific, DT-task object-specific, rater-specific, and rater&amp;amp;ndash;target interaction-specific components. This enables the computation of meaningful measurement error-free relative variance-parameters such as trait-consistency, object&amp;amp;ndash;method specificity, rater specificity, rater&amp;amp;ndash;target interaction specificity, and model-implied intra-class correlations. In the empirical application with alternate uses tasks as DT-measures, the model is estimated using Bayesian statistics. The results are compared to the results yielded with a simplified version of the model, once estimated with Bayesian statistics and once estimated with the maximum likelihood method. The results show high trait-correlations and low consistency across DT-measures which indicates more heterogeneity across the DT-measurement instruments than across different creativity aspects. Substantive deliberations and further modifications, extensions, useful applications, and limitations of the model are discussed.</description> <pubDate>2024-09-27</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 95: Decomposing the True Score Variance in Rated Responses to Divergent Thinking-Tasks for Assessing Creativity: A Multitrait&amp;ndash;Multimethod Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/95">doi: 10.3390/jintelligence12100095</a></p> <p>Authors: David Jendryczko </p> <p>It is shown how the Correlated Traits Correlated Methods Minus One (CTC(M &amp;amp;minus; 1)) Multitrait-Multimethod model for cross-classified data can be modified and applied to divergent thinking (DT)-task responses scored for miscellaneous aspects of creative quality by several raters. In contrast to previous Confirmatory Factor Analysis approaches to analyzing DT-tasks, this model explicitly takes the cross-classified data structure resulting from the employment of raters into account and decomposes the true score variance into target-specific, DT-task object-specific, rater-specific, and rater&amp;amp;ndash;target interaction-specific components. This enables the computation of meaningful measurement error-free relative variance-parameters such as trait-consistency, object&amp;amp;ndash;method specificity, rater specificity, rater&amp;amp;ndash;target interaction specificity, and model-implied intra-class correlations. In the empirical application with alternate uses tasks as DT-measures, the model is estimated using Bayesian statistics. The results are compared to the results yielded with a simplified version of the model, once estimated with Bayesian statistics and once estimated with the maximum likelihood method. The results show high trait-correlations and low consistency across DT-measures which indicates more heterogeneity across the DT-measurement instruments than across different creativity aspects. Substantive deliberations and further modifications, extensions, useful applications, and limitations of the model are discussed.</p> ]]></content:encoded> <dc:title>Decomposing the True Score Variance in Rated Responses to Divergent Thinking-Tasks for Assessing Creativity: A Multitrait&amp;amp;ndash;Multimethod Analysis</dc:title> <dc:creator>David Jendryczko</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100095</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-27</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-27</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>95</prism:startingPage> <prism:doi>10.3390/jintelligence12100095</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/95</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/94"> <title>J. Intell., Vol. 12, Pages 94: Effects of Physical Exercise Input on the Exercise Adherence of College Students: The Chain Mediating Role of Sports Emotional Intelligence and Exercise Self-Efficacy</title> <link>https://www.mdpi.com/2079-3200/12/10/94</link> <description>Objective: The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence&amp;amp;rarr;sports self-efficacy. Methods: The Physical Exercise Input Scale, Exercise Adherence Scale, Sports Emotional Intelligence Scale, and Sports Self-Efficacy Scale were used to investigate 1390 college students in three universities in the Henan Province. Results: (1) Physical exercise input was a significant positive predictor of exercise adherence (&amp;amp;beta; = 0.29, t = 5.78, p &amp;amp;lt; 0.001); (2) sports emotional intelligence and sports self-efficacy mediated the relationship between physical exercise input and exercise adherence; (3) physical exercise input influenced exercise adherence through the separate mediating role of sports emotional intelligence (&amp;amp;beta; = 0.10, t = 5.98, p &amp;amp;lt; 0.001), the separate mediating role of sports self-efficacy (&amp;amp;beta; = 0.13, t = 2.64, p &amp;amp;lt; 0.01), and the chain mediating role of sports emotional intelligence&amp;amp;rarr;sports self-efficacy (&amp;amp;beta; = 0.09, t = 2.80, p &amp;amp;lt; 0.01). Conclusions: (1) Physical exercise input can positively predict the level of sports emotional intelligence and sports self-efficacy of college students; (2) Physical exercise input can not only directly influence college students&amp;amp;rsquo; exercise adherence but can also indirectly influence it through sports emotional intelligence or sports self-efficacy levels alone, as well as through the chain mediation of the two.</description> <pubDate>2024-09-26</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 94: Effects of Physical Exercise Input on the Exercise Adherence of College Students: The Chain Mediating Role of Sports Emotional Intelligence and Exercise Self-Efficacy</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/94">doi: 10.3390/jintelligence12100094</a></p> <p>Authors: Dongzhen An Jianhua Pan Feng Ran Donghuan Bai Jia Zhang </p> <p>Objective: The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence&amp;amp;rarr;sports self-efficacy. Methods: The Physical Exercise Input Scale, Exercise Adherence Scale, Sports Emotional Intelligence Scale, and Sports Self-Efficacy Scale were used to investigate 1390 college students in three universities in the Henan Province. Results: (1) Physical exercise input was a significant positive predictor of exercise adherence (&amp;amp;beta; = 0.29, t = 5.78, p &amp;amp;lt; 0.001); (2) sports emotional intelligence and sports self-efficacy mediated the relationship between physical exercise input and exercise adherence; (3) physical exercise input influenced exercise adherence through the separate mediating role of sports emotional intelligence (&amp;amp;beta; = 0.10, t = 5.98, p &amp;amp;lt; 0.001), the separate mediating role of sports self-efficacy (&amp;amp;beta; = 0.13, t = 2.64, p &amp;amp;lt; 0.01), and the chain mediating role of sports emotional intelligence&amp;amp;rarr;sports self-efficacy (&amp;amp;beta; = 0.09, t = 2.80, p &amp;amp;lt; 0.01). Conclusions: (1) Physical exercise input can positively predict the level of sports emotional intelligence and sports self-efficacy of college students; (2) Physical exercise input can not only directly influence college students&amp;amp;rsquo; exercise adherence but can also indirectly influence it through sports emotional intelligence or sports self-efficacy levels alone, as well as through the chain mediation of the two.</p> ]]></content:encoded> <dc:title>Effects of Physical Exercise Input on the Exercise Adherence of College Students: The Chain Mediating Role of Sports Emotional Intelligence and Exercise Self-Efficacy</dc:title> <dc:creator>Dongzhen An</dc:creator> <dc:creator>Jianhua Pan</dc:creator> <dc:creator>Feng Ran</dc:creator> <dc:creator>Donghuan Bai</dc:creator> <dc:creator>Jia Zhang</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100094</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-26</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-26</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>94</prism:startingPage> <prism:doi>10.3390/jintelligence12100094</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/94</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/93"> <title>J. Intell., Vol. 12, Pages 93: Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students&amp;rsquo; Mathematics Literacy Performance</title> <link>https://www.mdpi.com/2079-3200/12/10/93</link> <description>The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the top six among all participating countries or economies, with Taipei, Singapore, Japan, and Korea also demonstrating improved performance. Given the widespread concern about the factors influencing secondary-school students&amp;amp;rsquo; mathematical literacy, this paper adopts machine learning and the SHapley Additive exPlanations (SHAP) method to analyze 34,968 samples and 151 features from six East Asian education systems within the PISA 2022 dataset, aiming to pinpoint the crucial factors that affect middle-school students&amp;amp;rsquo; mathematical literacy. First, the XGBoost model has the highest prediction accuracy for math literacy performance. Second, 15 variables were identified as significant predictors of mathematical literacy across the student population, particularly variables such as mathematics self-efficacy (MATHEFF) and expected occupational status (BSMJ). Third, mathematics self-efficacy was determined to be the most influential factor. Fourth, the factors influencing mathematical literacy vary among individual students, including the key influencing factors, the direction (positive or negative) of their impact, and the extent of this influence. Finally, based on our findings, four recommendations are proffered to enhance the mathematical literacy performance of secondary-school students.</description> <pubDate>2024-09-26</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 93: Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students&amp;rsquo; Mathematics Literacy Performance</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/93">doi: 10.3390/jintelligence12100093</a></p> <p>Authors: Ying Huang Ying Zhou Jihe Chen Danyan Wu </p> <p>The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the top six among all participating countries or economies, with Taipei, Singapore, Japan, and Korea also demonstrating improved performance. Given the widespread concern about the factors influencing secondary-school students&amp;amp;rsquo; mathematical literacy, this paper adopts machine learning and the SHapley Additive exPlanations (SHAP) method to analyze 34,968 samples and 151 features from six East Asian education systems within the PISA 2022 dataset, aiming to pinpoint the crucial factors that affect middle-school students&amp;amp;rsquo; mathematical literacy. First, the XGBoost model has the highest prediction accuracy for math literacy performance. Second, 15 variables were identified as significant predictors of mathematical literacy across the student population, particularly variables such as mathematics self-efficacy (MATHEFF) and expected occupational status (BSMJ). Third, mathematics self-efficacy was determined to be the most influential factor. Fourth, the factors influencing mathematical literacy vary among individual students, including the key influencing factors, the direction (positive or negative) of their impact, and the extent of this influence. Finally, based on our findings, four recommendations are proffered to enhance the mathematical literacy performance of secondary-school students.</p> ]]></content:encoded> <dc:title>Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students&amp;amp;rsquo; Mathematics Literacy Performance</dc:title> <dc:creator>Ying Huang</dc:creator> <dc:creator>Ying Zhou</dc:creator> <dc:creator>Jihe Chen</dc:creator> <dc:creator>Danyan Wu</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100093</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-26</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-26</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Article</prism:section> <prism:startingPage>93</prism:startingPage> <prism:doi>10.3390/jintelligence12100093</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/93</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/10/92"> <title>J. Intell., Vol. 12, Pages 92: Correction: Grinschgl et al. (2023). Who Wants to Enhance Their Cognitive Abilities? Potential Predictors of the Acceptance of Cognitive Enhancement. Journal of Intelligence 11: 109</title> <link>https://www.mdpi.com/2079-3200/12/10/92</link> <description>There were errors in the original publication Grinschgl et al [...]</description> <pubDate>2024-09-24</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 92: Correction: Grinschgl et al. (2023). Who Wants to Enhance Their Cognitive Abilities? Potential Predictors of the Acceptance of Cognitive Enhancement. Journal of Intelligence 11: 109</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/10/92">doi: 10.3390/jintelligence12100092</a></p> <p>Authors: Sandra Grinschgl Anna-Lena Berdnik Elisabeth Stehling Gabriela Hofer Aljoscha C. Neubauer </p> <p>There were errors in the original publication Grinschgl et al [...]</p> ]]></content:encoded> <dc:title>Correction: Grinschgl et al. (2023). Who Wants to Enhance Their Cognitive Abilities? Potential Predictors of the Acceptance of Cognitive Enhancement. Journal of Intelligence 11: 109</dc:title> <dc:creator>Sandra Grinschgl</dc:creator> <dc:creator>Anna-Lena Berdnik</dc:creator> <dc:creator>Elisabeth Stehling</dc:creator> <dc:creator>Gabriela Hofer</dc:creator> <dc:creator>Aljoscha C. Neubauer</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12100092</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-24</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-24</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>10</prism:number> <prism:section>Correction</prism:section> <prism:startingPage>92</prism:startingPage> <prism:doi>10.3390/jintelligence12100092</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/10/92</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/91"> <title>J. Intell., Vol. 12, Pages 91: Do Confidence Ratings Reactively Modify Children&amp;rsquo;s Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study</title> <link>https://www.mdpi.com/2079-3200/12/9/91</link> <description>The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high self-confidence. It remains unknown whether CRs can improve students&amp;amp;rsquo; academic assessment performance in real educational settings. The current study recruited 795 fourth-grade elementary school children to explore if making CRs reactively affects students&amp;amp;rsquo; academic assessment performance in two main subjects (i.e., Chinese Language and Mathematics). The data were collected across six waves with half-year intervals. From Wave 2, children either provided (CR group) or did not provide CRs (no-CR group) when completing standardized academic assessments. The results showed Bayesian evidence supporting the claim that making CRs does not influence children&amp;amp;rsquo;s academic assessment performance (both the average performance across waves 2&amp;amp;ndash;6 and the performance in each wave) in both subjects. Furthermore, children&amp;amp;rsquo;s self-confidence did not moderate the reactive influence of CRs. The results from multilevel regression analyses re-confirmed the above conclusions. Possible explanations for the absence of the reactivity effect of CRs on children&amp;amp;rsquo;s academic assessment performance are discussed.</description> <pubDate>2024-09-23</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 91: Do Confidence Ratings Reactively Modify Children&amp;rsquo;s Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/91">doi: 10.3390/jintelligence12090091</a></p> <p>Authors: Jun Zheng Ningxin Su Tian Fan Baike Li Wenbo Zhao Xiao Hu Chunliang Yang Liang Luo </p> <p>The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high self-confidence. It remains unknown whether CRs can improve students&amp;amp;rsquo; academic assessment performance in real educational settings. The current study recruited 795 fourth-grade elementary school children to explore if making CRs reactively affects students&amp;amp;rsquo; academic assessment performance in two main subjects (i.e., Chinese Language and Mathematics). The data were collected across six waves with half-year intervals. From Wave 2, children either provided (CR group) or did not provide CRs (no-CR group) when completing standardized academic assessments. The results showed Bayesian evidence supporting the claim that making CRs does not influence children&amp;amp;rsquo;s academic assessment performance (both the average performance across waves 2&amp;amp;ndash;6 and the performance in each wave) in both subjects. Furthermore, children&amp;amp;rsquo;s self-confidence did not moderate the reactive influence of CRs. The results from multilevel regression analyses re-confirmed the above conclusions. Possible explanations for the absence of the reactivity effect of CRs on children&amp;amp;rsquo;s academic assessment performance are discussed.</p> ]]></content:encoded> <dc:title>Do Confidence Ratings Reactively Modify Children&amp;amp;rsquo;s Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study</dc:title> <dc:creator>Jun Zheng</dc:creator> <dc:creator>Ningxin Su</dc:creator> <dc:creator>Tian Fan</dc:creator> <dc:creator>Baike Li</dc:creator> <dc:creator>Wenbo Zhao</dc:creator> <dc:creator>Xiao Hu</dc:creator> <dc:creator>Chunliang Yang</dc:creator> <dc:creator>Liang Luo</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090091</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-23</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-23</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>91</prism:startingPage> <prism:doi>10.3390/jintelligence12090091</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/91</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/90"> <title>J. Intell., Vol. 12, Pages 90: Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance</title> <link>https://www.mdpi.com/2079-3200/12/9/90</link> <description>Studies involving the Cognitive Assessment System (CAS) planning scale typically use only the subtest and scale scores without assessing the strategies employed by the participants. This study addressed this gap and examined the planning strategies used by children in the CAS2: Spanish version and their relationship with planning performance. We conducted an exploratory cross-sectional study with 26 Puerto Rican children aged 8 to 11. Results showed that no strategies were consistently used by participants according to examinees&amp;amp;rsquo; reports (f = 0&amp;amp;ndash;46%), but examiners observed consistent use of some strategies such as &amp;amp;ldquo;coded left to right, top to bottom&amp;amp;rdquo;, f = 92%; &amp;amp;ldquo;scanned the page for the next number or letter&amp;amp;rdquo;, f = 100%. Welch&amp;amp;rsquo;s t-tests did not show relationships between participants&amp;amp;rsquo; performance and the strategies observed by examiners, | mean differences | = 0.05&amp;amp;ndash;0.81, ps &amp;amp;ge; 0.05, nor with the strategies reported by participants, | mean differences | = 0.05&amp;amp;ndash;1.69, ps &amp;amp;ge; 0.05. These findings suggest that although the examiners may observe the use of strategies, the examinees are unaware of the strategies they use, and the strategies used are not associated with their performance. Future studies are needed to confirm these findings.</description> <pubDate>2024-09-21</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 90: Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/90">doi: 10.3390/jintelligence12090090</a></p> <p>Authors: Giselle Cordero-Arroyo José A. Ramos-Carrasquillo Imalay M. Cruz-Figueroa Loggina Báez-Ávila Manuel Gonzalez-Gonzalez Mary A. Moreno-Torres Mario E. Bermonti-Pérez </p> <p>Studies involving the Cognitive Assessment System (CAS) planning scale typically use only the subtest and scale scores without assessing the strategies employed by the participants. This study addressed this gap and examined the planning strategies used by children in the CAS2: Spanish version and their relationship with planning performance. We conducted an exploratory cross-sectional study with 26 Puerto Rican children aged 8 to 11. Results showed that no strategies were consistently used by participants according to examinees&amp;amp;rsquo; reports (f = 0&amp;amp;ndash;46%), but examiners observed consistent use of some strategies such as &amp;amp;ldquo;coded left to right, top to bottom&amp;amp;rdquo;, f = 92%; &amp;amp;ldquo;scanned the page for the next number or letter&amp;amp;rdquo;, f = 100%. Welch&amp;amp;rsquo;s t-tests did not show relationships between participants&amp;amp;rsquo; performance and the strategies observed by examiners, | mean differences | = 0.05&amp;amp;ndash;0.81, ps &amp;amp;ge; 0.05, nor with the strategies reported by participants, | mean differences | = 0.05&amp;amp;ndash;1.69, ps &amp;amp;ge; 0.05. These findings suggest that although the examiners may observe the use of strategies, the examinees are unaware of the strategies they use, and the strategies used are not associated with their performance. Future studies are needed to confirm these findings.</p> ]]></content:encoded> <dc:title>Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance</dc:title> <dc:creator>Giselle Cordero-Arroyo</dc:creator> <dc:creator>José A. Ramos-Carrasquillo</dc:creator> <dc:creator>Imalay M. Cruz-Figueroa</dc:creator> <dc:creator>Loggina Báez-Ávila</dc:creator> <dc:creator>Manuel Gonzalez-Gonzalez</dc:creator> <dc:creator>Mary A. Moreno-Torres</dc:creator> <dc:creator>Mario E. Bermonti-Pérez</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090090</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-21</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-21</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>90</prism:startingPage> <prism:doi>10.3390/jintelligence12090090</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/90</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/89"> <title>J. Intell., Vol. 12, Pages 89: Probabilistic Representation Differences between Decisions from Description and Decisions from Experience</title> <link>https://www.mdpi.com/2079-3200/12/9/89</link> <description>For mathematically identical risky decisions, different choices can be made depending on whether information about outcomes and their probabilities is learned by description or by experience, known as the description&amp;amp;ndash;experience gap. However, it is unclear whether different ways of obtaining information lead to different representation forms of probability, resulting in a description&amp;amp;ndash;experience gap. The current study investigates the representation formats of the alternative options&amp;amp;rsquo; probability for decisions from description and decisions from experience. The experiments measured the relative error of probability estimation in percentage and frequency forms for the two types of decisions in low and medium-to-large probability situations. The results demonstrate that for decisions from description in medium-to-large probability scenarios, the estimation error was lower in percentage form than in frequency form, with equally near-perfect estimates in small-probability scenarios. Nevertheless, in decisions from experience, the accuracy of estimation in percentage form was lower than in frequency form in both low and medium-to-large probability situations. This suggests that decision makers in decisions from description tend to represent the probability information in percentage form. However, in decisions from experience, they tend to represent probability in frequency form. The utilization of different formats for probability representation is one of the factors that contribute to the description&amp;amp;ndash;experience gap.</description> <pubDate>2024-09-20</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 89: Probabilistic Representation Differences between Decisions from Description and Decisions from Experience</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/89">doi: 10.3390/jintelligence12090089</a></p> <p>Authors: Dandan Nie Zhujing Hu Debiao Zhu Jianyong Yang </p> <p>For mathematically identical risky decisions, different choices can be made depending on whether information about outcomes and their probabilities is learned by description or by experience, known as the description&amp;amp;ndash;experience gap. However, it is unclear whether different ways of obtaining information lead to different representation forms of probability, resulting in a description&amp;amp;ndash;experience gap. The current study investigates the representation formats of the alternative options&amp;amp;rsquo; probability for decisions from description and decisions from experience. The experiments measured the relative error of probability estimation in percentage and frequency forms for the two types of decisions in low and medium-to-large probability situations. The results demonstrate that for decisions from description in medium-to-large probability scenarios, the estimation error was lower in percentage form than in frequency form, with equally near-perfect estimates in small-probability scenarios. Nevertheless, in decisions from experience, the accuracy of estimation in percentage form was lower than in frequency form in both low and medium-to-large probability situations. This suggests that decision makers in decisions from description tend to represent the probability information in percentage form. However, in decisions from experience, they tend to represent probability in frequency form. The utilization of different formats for probability representation is one of the factors that contribute to the description&amp;amp;ndash;experience gap.</p> ]]></content:encoded> <dc:title>Probabilistic Representation Differences between Decisions from Description and Decisions from Experience</dc:title> <dc:creator>Dandan Nie</dc:creator> <dc:creator>Zhujing Hu</dc:creator> <dc:creator>Debiao Zhu</dc:creator> <dc:creator>Jianyong Yang</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090089</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-20</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-20</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>89</prism:startingPage> <prism:doi>10.3390/jintelligence12090089</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/89</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/88"> <title>J. Intell., Vol. 12, Pages 88: Evidence for the Beneficial Effect of Reward on Working Memory: A Meta-Analytic Study</title> <link>https://www.mdpi.com/2079-3200/12/9/88</link> <description>Rewards act as external motivators and can improve performance in various cognitive tasks. However, previous research demonstrated mixed findings regarding the effect of reward on working memory (WM) performance, and the question of whether reward enhances WM performance is arguable. It remains unclear how the effect of reward on WM can be influenced by various factors, such as types of reward and experimental paradigms. In this meta-analytic study, we systematically investigated the effect of reward on WM by analyzing data from 51 eligible studies involving a total of 1767 participants. Our results showed that reward robustly enhanced WM performance, with non-monetary rewards inducing more benefits than monetary rewards. This may be because, while both types of reward could induce extrinsic motivation, non-monetary rewards enhanced intrinsic motivation while monetary rewards reduced it. Notably, all three reward methods&amp;amp;mdash;reward binding, reward expectation, and subliminal reward&amp;amp;mdash;effectively improved WM performance, with the reward binding paradigm exhibiting the greatest effects. This finding suggests that the reward effect can be attributed to both increasing the total amount of WM resources and improving the flexibility of resource reallocation. Moreover, the type of WM, the experimental paradigms, and the outcome measures are three moderators that should be jointly considered when assessing the reward effects on WM. Overall, this meta-analytic study provides solid evidence that reward improves WM performance and reveals possible mechanisms underlying these improvements.</description> <pubDate>2024-09-11</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 88: Evidence for the Beneficial Effect of Reward on Working Memory: A Meta-Analytic Study</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/88">doi: 10.3390/jintelligence12090088</a></p> <p>Authors: Weiyu Wang Xin Yan Xinyu He Jiehui Qian </p> <p>Rewards act as external motivators and can improve performance in various cognitive tasks. However, previous research demonstrated mixed findings regarding the effect of reward on working memory (WM) performance, and the question of whether reward enhances WM performance is arguable. It remains unclear how the effect of reward on WM can be influenced by various factors, such as types of reward and experimental paradigms. In this meta-analytic study, we systematically investigated the effect of reward on WM by analyzing data from 51 eligible studies involving a total of 1767 participants. Our results showed that reward robustly enhanced WM performance, with non-monetary rewards inducing more benefits than monetary rewards. This may be because, while both types of reward could induce extrinsic motivation, non-monetary rewards enhanced intrinsic motivation while monetary rewards reduced it. Notably, all three reward methods&amp;amp;mdash;reward binding, reward expectation, and subliminal reward&amp;amp;mdash;effectively improved WM performance, with the reward binding paradigm exhibiting the greatest effects. This finding suggests that the reward effect can be attributed to both increasing the total amount of WM resources and improving the flexibility of resource reallocation. Moreover, the type of WM, the experimental paradigms, and the outcome measures are three moderators that should be jointly considered when assessing the reward effects on WM. Overall, this meta-analytic study provides solid evidence that reward improves WM performance and reveals possible mechanisms underlying these improvements.</p> ]]></content:encoded> <dc:title>Evidence for the Beneficial Effect of Reward on Working Memory: A Meta-Analytic Study</dc:title> <dc:creator>Weiyu Wang</dc:creator> <dc:creator>Xin Yan</dc:creator> <dc:creator>Xinyu He</dc:creator> <dc:creator>Jiehui Qian</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090088</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-11</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-11</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>88</prism:startingPage> <prism:doi>10.3390/jintelligence12090088</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/88</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/87"> <title>J. Intell., Vol. 12, Pages 87: Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?</title> <link>https://www.mdpi.com/2079-3200/12/9/87</link> <description>The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease as a function of practice. Here, we test this prediction using music as a model domain. Musical expertise (measured with a musical auditory discrimination test) and lifetime practice hours were determined in 6471 twins including 1302 complete twin pairs. We fitted a bivariate Cholesky decomposition with practice hours as a moderator to determine to what extent genetic and environmental influences on musical expertise are influenced by practice hours. On average, 50% of individual differences in musical expertise were due to genetic influences, whereas shared environmental and residual influences each explained about 25%. Importantly, music practice significantly moderated these estimates. Variation in musical expertise decreased with more practice hours due to decreased shared environmental and residual variance. In contrast, the overall genetic component was unaffected by the number of practice hours. Consequently, the relative genetic contribution (heritability) increased with more practice hours. These findings are in contrast with predictions from the DP theory and suggest that genetic predisposition remains important for musical expertise even after prolonged practice.</description> <pubDate>2024-09-08</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 87: Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/87">doi: 10.3390/jintelligence12090087</a></p> <p>Authors: Miriam A. Mosing Karin J. H. Verweij David Z. Hambrick Nancy L. Pedersen Fredrik Ullén </p> <p>The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease as a function of practice. Here, we test this prediction using music as a model domain. Musical expertise (measured with a musical auditory discrimination test) and lifetime practice hours were determined in 6471 twins including 1302 complete twin pairs. We fitted a bivariate Cholesky decomposition with practice hours as a moderator to determine to what extent genetic and environmental influences on musical expertise are influenced by practice hours. On average, 50% of individual differences in musical expertise were due to genetic influences, whereas shared environmental and residual influences each explained about 25%. Importantly, music practice significantly moderated these estimates. Variation in musical expertise decreased with more practice hours due to decreased shared environmental and residual variance. In contrast, the overall genetic component was unaffected by the number of practice hours. Consequently, the relative genetic contribution (heritability) increased with more practice hours. These findings are in contrast with predictions from the DP theory and suggest that genetic predisposition remains important for musical expertise even after prolonged practice.</p> ]]></content:encoded> <dc:title>Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?</dc:title> <dc:creator>Miriam A. Mosing</dc:creator> <dc:creator>Karin J. H. Verweij</dc:creator> <dc:creator>David Z. Hambrick</dc:creator> <dc:creator>Nancy L. Pedersen</dc:creator> <dc:creator>Fredrik Ullén</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090087</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-08</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-08</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>87</prism:startingPage> <prism:doi>10.3390/jintelligence12090087</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/87</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/86"> <title>J. Intell., Vol. 12, Pages 86: Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age</title> <link>https://www.mdpi.com/2079-3200/12/9/86</link> <description>The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted.</description> <pubDate>2024-09-03</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 86: Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/86">doi: 10.3390/jintelligence12090086</a></p> <p>Authors: Flavio Muñoz-Troncoso Enrique Riquelme-Mella Amy G. Halberstadt Ignacio Montero Valeria Sepúlveda-Bernales Gerardo Fuentes-Vilugrón Edgardo Miranda-Zapata Ekaterina Legaz-Vladímisrkaya Felipe Caamaño-Navarrete Gerardo Muñoz-Troncoso </p> <p>The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted.</p> ]]></content:encoded> <dc:title>Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age</dc:title> <dc:creator>Flavio Muñoz-Troncoso</dc:creator> <dc:creator>Enrique Riquelme-Mella</dc:creator> <dc:creator>Amy G. Halberstadt</dc:creator> <dc:creator>Ignacio Montero</dc:creator> <dc:creator>Valeria Sepúlveda-Bernales</dc:creator> <dc:creator>Gerardo Fuentes-Vilugrón</dc:creator> <dc:creator>Edgardo Miranda-Zapata</dc:creator> <dc:creator>Ekaterina Legaz-Vladímisrkaya</dc:creator> <dc:creator>Felipe Caamaño-Navarrete</dc:creator> <dc:creator>Gerardo Muñoz-Troncoso</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090086</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-03</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-03</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>86</prism:startingPage> <prism:doi>10.3390/jintelligence12090086</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/86</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/85"> <title>J. Intell., Vol. 12, Pages 85: Flexible Regulation of Positive and Negative Emotion Expression: Reexamining the Factor Structure of the Flexible Regulation of Emotional Expression Scale (FREE) Based on Emotion Valence</title> <link>https://www.mdpi.com/2079-3200/12/9/85</link> <description>The Flexible Regulation of Emotional Expression (FREE) Scale assesses individuals&amp;amp;rsquo; ability to enhance and suppress their emotional expressions across different situations. This study investigates the optimal factor structure of the FREE and emphasizes the importance of distinguishing between the regulation abilities for positive and negative expressions. A sample of 607 undergraduates (Mage = 19.02, SD = 1.02, 72.2% female) from Mainland China completed the questionnaire survey. Confirmatory factor analyses tested eight competing models of the FREE structure. Results indicated that the second-order model, featuring two higher-order factors (expressive enhancement and suppression abilities), fit the data well. An alternative second-order model, with two different higher-order factors (positive and negative emotion expressive abilities) and the same four first-order factors, demonstrated an even better fit. Various types of expressive ability scores showed predictive validity regarding emotion regulation self-efficacy, mental health outcomes, and relationship stress. Regulation of emotional expression can be represented by either regulation type or emotion valence, with the latter providing more informative insights. Flexible regulation of positive and negative emotion expression predicted fewer symptoms of depression, anxiety, stress, and relationship stress beyond emotion regulation self-efficacy. These findings highlight the importance of considering emotional valence in understanding flexibility in expression regulation.</description> <pubDate>2024-09-02</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 85: Flexible Regulation of Positive and Negative Emotion Expression: Reexamining the Factor Structure of the Flexible Regulation of Emotional Expression Scale (FREE) Based on Emotion Valence</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/85">doi: 10.3390/jintelligence12090085</a></p> <p>Authors: Yanhua Zhao Ping Wang </p> <p>The Flexible Regulation of Emotional Expression (FREE) Scale assesses individuals&amp;amp;rsquo; ability to enhance and suppress their emotional expressions across different situations. This study investigates the optimal factor structure of the FREE and emphasizes the importance of distinguishing between the regulation abilities for positive and negative expressions. A sample of 607 undergraduates (Mage = 19.02, SD = 1.02, 72.2% female) from Mainland China completed the questionnaire survey. Confirmatory factor analyses tested eight competing models of the FREE structure. Results indicated that the second-order model, featuring two higher-order factors (expressive enhancement and suppression abilities), fit the data well. An alternative second-order model, with two different higher-order factors (positive and negative emotion expressive abilities) and the same four first-order factors, demonstrated an even better fit. Various types of expressive ability scores showed predictive validity regarding emotion regulation self-efficacy, mental health outcomes, and relationship stress. Regulation of emotional expression can be represented by either regulation type or emotion valence, with the latter providing more informative insights. Flexible regulation of positive and negative emotion expression predicted fewer symptoms of depression, anxiety, stress, and relationship stress beyond emotion regulation self-efficacy. These findings highlight the importance of considering emotional valence in understanding flexibility in expression regulation.</p> ]]></content:encoded> <dc:title>Flexible Regulation of Positive and Negative Emotion Expression: Reexamining the Factor Structure of the Flexible Regulation of Emotional Expression Scale (FREE) Based on Emotion Valence</dc:title> <dc:creator>Yanhua Zhao</dc:creator> <dc:creator>Ping Wang</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090085</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-09-02</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-09-02</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>85</prism:startingPage> <prism:doi>10.3390/jintelligence12090085</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/85</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/84"> <title>J. Intell., Vol. 12, Pages 84: A Special Issue Introduction: The Intersection of Metacognition and Intelligence</title> <link>https://www.mdpi.com/2079-3200/12/9/84</link> <description>What makes someone intelligent [...]</description> <pubDate>2024-08-31</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 84: A Special Issue Introduction: The Intersection of Metacognition and Intelligence</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/84">doi: 10.3390/jintelligence12090084</a></p> <p>Authors: Lisa K. Son Hannah Hausman </p> <p>What makes someone intelligent [...]</p> ]]></content:encoded> <dc:title>A Special Issue Introduction: The Intersection of Metacognition and Intelligence</dc:title> <dc:creator>Lisa K. Son</dc:creator> <dc:creator>Hannah Hausman</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090084</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-31</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-31</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>84</prism:startingPage> <prism:doi>10.3390/jintelligence12090084</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/84</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/83"> <title>J. Intell., Vol. 12, Pages 83: Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory</title> <link>https://www.mdpi.com/2079-3200/12/9/83</link> <description>This study investigates the effects of math training on math and cognitive performance among 8&amp;amp;ndash;9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). They completed math problem-solving, calculation fluency and PASS cognitive processing tests both before and after training. The children in the training group received 3 days of training per week for a total of 21 days using the math modules of The Children&amp;amp;rsquo;s Mathematics and Cognition Training Manual in Chinese. The results showed that the training group&amp;amp;rsquo;s math problem-solving performance improved significantly. Moreover, the cognitive performance on the CAS-2 in the planning and simultaneous processing tests for the training group was enhanced. The implications of these findings are discussed with consideration of the interpretability being constrained by the fact that no active control condition was applied.</description> <pubDate>2024-08-29</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 83: Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/83">doi: 10.3390/jintelligence12090083</a></p> <p>Authors: Dan Cai Yongjing Ge Lingling Wang Ada W. S. Leung </p> <p>This study investigates the effects of math training on math and cognitive performance among 8&amp;amp;ndash;9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). They completed math problem-solving, calculation fluency and PASS cognitive processing tests both before and after training. The children in the training group received 3 days of training per week for a total of 21 days using the math modules of The Children&amp;amp;rsquo;s Mathematics and Cognition Training Manual in Chinese. The results showed that the training group&amp;amp;rsquo;s math problem-solving performance improved significantly. Moreover, the cognitive performance on the CAS-2 in the planning and simultaneous processing tests for the training group was enhanced. The implications of these findings are discussed with consideration of the interpretability being constrained by the fact that no active control condition was applied.</p> ]]></content:encoded> <dc:title>Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory</dc:title> <dc:creator>Dan Cai</dc:creator> <dc:creator>Yongjing Ge</dc:creator> <dc:creator>Lingling Wang</dc:creator> <dc:creator>Ada W. S. Leung</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090083</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-29</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-29</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>83</prism:startingPage> <prism:doi>10.3390/jintelligence12090083</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/83</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/82"> <title>J. Intell., Vol. 12, Pages 82: Large-Scale Item-Level Analysis of the Figural Matrices Test in the Norwegian Armed Forces: Examining Measurement Precision and Sex Bias</title> <link>https://www.mdpi.com/2079-3200/12/9/82</link> <description>Figural matrices tests are common in intelligence research and have been used to draw conclusions regarding secular changes in intelligence. However, their measurement properties have seldom been evaluated with large samples that include both sexes. Using data from the Norwegian Armed Forces, we study the measurement properties of a test used for selection in military recruitment. Item-level data were available from 113,671 Norwegian adolescents (32% female) tested between the years 2011 and 2017. Utilizing item response theory (IRT), we characterize the measurement properties of the test in terms of difficulty, discrimination, precision, and measurement invariance between males and females. We estimate sex differences in the mean and variance of the latent variable and evaluate the impact of violations to measurement invariance on the estimated distribution parameters. The results show that unidimensional IRT models fit well in all groups and years. There is little difference in precision and test difficulty between males and females, with precision that is generally poor on the upper part of the scale. In the sample, male latent proficiency is estimated to be slightly higher on average, with higher variance. Adjusting for measurement invariance generally reduces the sex differences but does not eliminate them. We conclude that previous studies using the Norwegian GMA data must be interpreted with more caution but that the test should measure males and females equally fairly.</description> <pubDate>2024-08-29</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 82: Large-Scale Item-Level Analysis of the Figural Matrices Test in the Norwegian Armed Forces: Examining Measurement Precision and Sex Bias</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/82">doi: 10.3390/jintelligence12090082</a></p> <p>Authors: Fredrik Helland-Riise Tore Nøttestad Norrøne Björn Andersson </p> <p>Figural matrices tests are common in intelligence research and have been used to draw conclusions regarding secular changes in intelligence. However, their measurement properties have seldom been evaluated with large samples that include both sexes. Using data from the Norwegian Armed Forces, we study the measurement properties of a test used for selection in military recruitment. Item-level data were available from 113,671 Norwegian adolescents (32% female) tested between the years 2011 and 2017. Utilizing item response theory (IRT), we characterize the measurement properties of the test in terms of difficulty, discrimination, precision, and measurement invariance between males and females. We estimate sex differences in the mean and variance of the latent variable and evaluate the impact of violations to measurement invariance on the estimated distribution parameters. The results show that unidimensional IRT models fit well in all groups and years. There is little difference in precision and test difficulty between males and females, with precision that is generally poor on the upper part of the scale. In the sample, male latent proficiency is estimated to be slightly higher on average, with higher variance. Adjusting for measurement invariance generally reduces the sex differences but does not eliminate them. We conclude that previous studies using the Norwegian GMA data must be interpreted with more caution but that the test should measure males and females equally fairly.</p> ]]></content:encoded> <dc:title>Large-Scale Item-Level Analysis of the Figural Matrices Test in the Norwegian Armed Forces: Examining Measurement Precision and Sex Bias</dc:title> <dc:creator>Fredrik Helland-Riise</dc:creator> <dc:creator>Tore Nøttestad Norrøne</dc:creator> <dc:creator>Björn Andersson</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090082</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-29</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-29</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>82</prism:startingPage> <prism:doi>10.3390/jintelligence12090082</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/82</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/81"> <title>J. Intell., Vol. 12, Pages 81: Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse</title> <link>https://www.mdpi.com/2079-3200/12/9/81</link> <description>Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people&amp;amp;rsquo;s self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI&amp;amp;ndash;IQ link, yet the generality of this association remains unclear. Here, we provide evidence for SAI and IQ associations based on 278 effect sizes from 115 independent samples (N = 36,833) using a multi-level meta-analysis, revealing a moderate positive correlation (r = 0.30; 95% CI [0.27, 0.33]). Multiverse analyses demonstrated remarkable stability of this effect, with most summary effect specifications yielding significant positive correlations (96%), averaging r = 0.32. Notably, ability domain and sample type emerged as significant moderators, with numerical ability showing stronger correlations compared to general cognitive, verbal, and spatial abilities. Importantly, our study found that correlations in student samples were significantly higher than those in general samples. Our findings show a moderate positive association of SAI with IQ, unaffected by participant sex, publication year, administration order, neuroticism, and self-assessment method, yet significantly moderated by ability domain and sample type. Our results illustrate the importance of feedback in educational settings to help students accurately assess their cognitive abilities.</description> <pubDate>2024-08-28</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 81: Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/81">doi: 10.3390/jintelligence12090081</a></p> <p>Authors: Sabine Patzl Sandra Oberleiter Jakob Pietschnig </p> <p>Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people&amp;amp;rsquo;s self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI&amp;amp;ndash;IQ link, yet the generality of this association remains unclear. Here, we provide evidence for SAI and IQ associations based on 278 effect sizes from 115 independent samples (N = 36,833) using a multi-level meta-analysis, revealing a moderate positive correlation (r = 0.30; 95% CI [0.27, 0.33]). Multiverse analyses demonstrated remarkable stability of this effect, with most summary effect specifications yielding significant positive correlations (96%), averaging r = 0.32. Notably, ability domain and sample type emerged as significant moderators, with numerical ability showing stronger correlations compared to general cognitive, verbal, and spatial abilities. Importantly, our study found that correlations in student samples were significantly higher than those in general samples. Our findings show a moderate positive association of SAI with IQ, unaffected by participant sex, publication year, administration order, neuroticism, and self-assessment method, yet significantly moderated by ability domain and sample type. Our results illustrate the importance of feedback in educational settings to help students accurately assess their cognitive abilities.</p> ]]></content:encoded> <dc:title>Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse</dc:title> <dc:creator>Sabine Patzl</dc:creator> <dc:creator>Sandra Oberleiter</dc:creator> <dc:creator>Jakob Pietschnig</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090081</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-28</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-28</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Systematic Review</prism:section> <prism:startingPage>81</prism:startingPage> <prism:doi>10.3390/jintelligence12090081</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/81</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/9/80"> <title>J. Intell., Vol. 12, Pages 80: Crossmodal Correspondence Mediates Crossmodal Transfer from Visual to Auditory Stimuli in Category Learning</title> <link>https://www.mdpi.com/2079-3200/12/9/80</link> <description>This article investigated whether crossmodal correspondence, as a sensory translation phenomenon, can mediate crossmodal transfer from visual to auditory stimuli in category learning and whether multimodal category learning can influence the crossmodal correspondence between auditory and visual stimuli. Experiment 1 showed that the category knowledge acquired from elevation stimuli affected the categorization of pitch stimuli when there were robust crossmodal correspondence effects between elevation and size, indicating that crossmodal transfer occurred between elevation and pitch stimuli. Experiments 2 and 3 revealed that the size category knowledge could not be transferred to the categorization of pitches, but interestingly, size and pitch category learning determined the direction of the pitch-size correspondence, suggesting that the pitch-size correspondence was not stable and could be determined using multimodal category learning. Experiment 4 provided further evidence that there was no crossmodal transfer between size and pitch, due to the absence of a robust pitch-size correspondence. These results demonstrated that crossmodal transfer can occur between audio-visual stimuli with crossmodal correspondence, and multisensory category learning can change the corresponding relationship between audio-visual stimuli. These findings suggest that crossmodal transfer and crossmodal correspondence share similar abstract representations, which can be mediated by semantic content such as category labels.</description> <pubDate>2024-08-28</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 80: Crossmodal Correspondence Mediates Crossmodal Transfer from Visual to Auditory Stimuli in Category Learning</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/9/80">doi: 10.3390/jintelligence12090080</a></p> <p>Authors: Ying Sun Liansheng Yao Qiufang Fu </p> <p>This article investigated whether crossmodal correspondence, as a sensory translation phenomenon, can mediate crossmodal transfer from visual to auditory stimuli in category learning and whether multimodal category learning can influence the crossmodal correspondence between auditory and visual stimuli. Experiment 1 showed that the category knowledge acquired from elevation stimuli affected the categorization of pitch stimuli when there were robust crossmodal correspondence effects between elevation and size, indicating that crossmodal transfer occurred between elevation and pitch stimuli. Experiments 2 and 3 revealed that the size category knowledge could not be transferred to the categorization of pitches, but interestingly, size and pitch category learning determined the direction of the pitch-size correspondence, suggesting that the pitch-size correspondence was not stable and could be determined using multimodal category learning. Experiment 4 provided further evidence that there was no crossmodal transfer between size and pitch, due to the absence of a robust pitch-size correspondence. These results demonstrated that crossmodal transfer can occur between audio-visual stimuli with crossmodal correspondence, and multisensory category learning can change the corresponding relationship between audio-visual stimuli. These findings suggest that crossmodal transfer and crossmodal correspondence share similar abstract representations, which can be mediated by semantic content such as category labels.</p> ]]></content:encoded> <dc:title>Crossmodal Correspondence Mediates Crossmodal Transfer from Visual to Auditory Stimuli in Category Learning</dc:title> <dc:creator>Ying Sun</dc:creator> <dc:creator>Liansheng Yao</dc:creator> <dc:creator>Qiufang Fu</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12090080</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-28</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-28</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>9</prism:number> <prism:section>Article</prism:section> <prism:startingPage>80</prism:startingPage> <prism:doi>10.3390/jintelligence12090080</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/9/80</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/79"> <title>J. Intell., Vol. 12, Pages 79: What Can Physiology Tell Us about State of Interest?</title> <link>https://www.mdpi.com/2079-3200/12/8/79</link> <description>The state of interest as a positive emotion is associated with the ability to comprehend new information and/or to better consolidate already perceived information, to increase the attention level to the object, to increase informational processing, and also to influence such processes as learning and motivation. The aim of this study was to reveal oculomotor correlates that can predict the locus of interest in cases of people perceiving educational information from different areas of knowledge presented as text or multimedia content. Sixty (60) volunteers participated in the study (50% males, mean age 22.20 &amp;amp;plusmn; 0.51). The stimuli consisted of 16 texts covering a wide range of topics, each accompanied by a comprehension question and an interest assessment questionnaire. It was found that the multimedia content type triggered more visual attention and gave an advantage in the early stages of information processing. The first fixation duration metric for the multimedia stimuli allowed u to characterize the subjective interest assessment. Overall, the results suggest the potential role of eye-tracking in evaluating educational content and it emphasizes the importance of developing solutions based on this method to enhance the effectiveness of the educational process.</description> <pubDate>2024-08-16</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 79: What Can Physiology Tell Us about State of Interest?</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/79">doi: 10.3390/jintelligence12080079</a></p> <p>Authors: Ksenia Babanova Victor Anisimov Alexander Latanov </p> <p>The state of interest as a positive emotion is associated with the ability to comprehend new information and/or to better consolidate already perceived information, to increase the attention level to the object, to increase informational processing, and also to influence such processes as learning and motivation. The aim of this study was to reveal oculomotor correlates that can predict the locus of interest in cases of people perceiving educational information from different areas of knowledge presented as text or multimedia content. Sixty (60) volunteers participated in the study (50% males, mean age 22.20 &amp;amp;plusmn; 0.51). The stimuli consisted of 16 texts covering a wide range of topics, each accompanied by a comprehension question and an interest assessment questionnaire. It was found that the multimedia content type triggered more visual attention and gave an advantage in the early stages of information processing. The first fixation duration metric for the multimedia stimuli allowed u to characterize the subjective interest assessment. Overall, the results suggest the potential role of eye-tracking in evaluating educational content and it emphasizes the importance of developing solutions based on this method to enhance the effectiveness of the educational process.</p> ]]></content:encoded> <dc:title>What Can Physiology Tell Us about State of Interest?</dc:title> <dc:creator>Ksenia Babanova</dc:creator> <dc:creator>Victor Anisimov</dc:creator> <dc:creator>Alexander Latanov</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080079</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-16</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-16</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Article</prism:section> <prism:startingPage>79</prism:startingPage> <prism:doi>10.3390/jintelligence12080079</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/79</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/78"> <title>J. Intell., Vol. 12, Pages 78: Introduction to the Special Issue &amp;ldquo;Personality and Individual Differences&amp;rdquo;</title> <link>https://www.mdpi.com/2079-3200/12/8/78</link> <description>The study of intelligence is one of the foundations of scientific psychology, and for more than a century, researchers from psychology and other disciplines such as neuroscience, genetics, and education have been interested in extending the knowledge about the structure and correlates of intelligence [...]</description> <pubDate>2024-08-08</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 78: Introduction to the Special Issue &amp;ldquo;Personality and Individual Differences&amp;rdquo;</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/78">doi: 10.3390/jintelligence12080078</a></p> <p>Authors: Kay Brauer René T. Proyer </p> <p>The study of intelligence is one of the foundations of scientific psychology, and for more than a century, researchers from psychology and other disciplines such as neuroscience, genetics, and education have been interested in extending the knowledge about the structure and correlates of intelligence [...]</p> ]]></content:encoded> <dc:title>Introduction to the Special Issue &amp;amp;ldquo;Personality and Individual Differences&amp;amp;rdquo;</dc:title> <dc:creator>Kay Brauer</dc:creator> <dc:creator>René T. Proyer</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080078</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-08</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-08</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>78</prism:startingPage> <prism:doi>10.3390/jintelligence12080078</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/78</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/77"> <title>J. Intell., Vol. 12, Pages 77: PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition</title> <link>https://www.mdpi.com/2079-3200/12/8/77</link> <description>The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for intervention. We provide summaries of the research that informs our suggestions that intelligence testing should be theory-based, not constrained by the seminal work of test developers in the early 1900s, and neurocognitive processes should be measured based on brain function.</description> <pubDate>2024-08-06</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 77: PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/77">doi: 10.3390/jintelligence12080077</a></p> <p>Authors: Jack A. Naglieri Tulio M. Otero </p> <p>The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for intervention. We provide summaries of the research that informs our suggestions that intelligence testing should be theory-based, not constrained by the seminal work of test developers in the early 1900s, and neurocognitive processes should be measured based on brain function.</p> ]]></content:encoded> <dc:title>PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition</dc:title> <dc:creator>Jack A. Naglieri</dc:creator> <dc:creator>Tulio M. Otero</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080077</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-06</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-06</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Article</prism:section> <prism:startingPage>77</prism:startingPage> <prism:doi>10.3390/jintelligence12080077</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/77</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/76"> <title>J. Intell., Vol. 12, Pages 76: A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity</title> <link>https://www.mdpi.com/2079-3200/12/8/76</link> <description>Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors&amp;amp;rsquo; conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.</description> <pubDate>2024-08-02</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 76: A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/76">doi: 10.3390/jintelligence12080076</a></p> <p>Authors: María Leonor Conejeros-Solar Sandra Catalán María Paz Gómez-Arizaga Tatiana López-Jiménez Natalie Contador Katia Sandoval-Rodríguez Cristóbal Bustamante Josefa Quijanes </p> <p>Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors&amp;amp;rsquo; conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.</p> ]]></content:encoded> <dc:title>A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity</dc:title> <dc:creator>María Leonor Conejeros-Solar</dc:creator> <dc:creator>Sandra Catalán</dc:creator> <dc:creator>María Paz Gómez-Arizaga</dc:creator> <dc:creator>Tatiana López-Jiménez</dc:creator> <dc:creator>Natalie Contador</dc:creator> <dc:creator>Katia Sandoval-Rodríguez</dc:creator> <dc:creator>Cristóbal Bustamante</dc:creator> <dc:creator>Josefa Quijanes</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080076</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-02</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-02</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Systematic Review</prism:section> <prism:startingPage>76</prism:startingPage> <prism:doi>10.3390/jintelligence12080076</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/76</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/75"> <title>J. Intell., Vol. 12, Pages 75: The Impact of Math-Gender Stereotypes on Students&amp;rsquo; Academic Performance: Evidence from China</title> <link>https://www.mdpi.com/2079-3200/12/8/75</link> <description>This study investigates the impact of math-gender stereotypes on students&amp;amp;rsquo; academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields.</description> <pubDate>2024-08-01</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 75: The Impact of Math-Gender Stereotypes on Students&amp;rsquo; Academic Performance: Evidence from China</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/75">doi: 10.3390/jintelligence12080075</a></p> <p>Authors: Yilei Luo Xinqi Chen </p> <p>This study investigates the impact of math-gender stereotypes on students&amp;amp;rsquo; academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields.</p> ]]></content:encoded> <dc:title>The Impact of Math-Gender Stereotypes on Students&amp;amp;rsquo; Academic Performance: Evidence from China</dc:title> <dc:creator>Yilei Luo</dc:creator> <dc:creator>Xinqi Chen</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080075</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-08-01</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-08-01</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Article</prism:section> <prism:startingPage>75</prism:startingPage> <prism:doi>10.3390/jintelligence12080075</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/75</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/74"> <title>J. Intell., Vol. 12, Pages 74: A Psychometric Perspective on the Associations between Response Accuracy and Response Time Residuals</title> <link>https://www.mdpi.com/2079-3200/12/8/74</link> <description>We provide an alternative psychometric perspective on the empirical statistical dependencies observed between response accuracy residuals (RARs) and response time residuals (RTRs) in the context of the van der Linden model. This perspective emphasizes the RAR (or parts of the RAR) as being exogenous and having a directional influence on response time. Our simple and theoretically justifiable perspective adds to previous joint response time/accuracy models and comports with recent generalizations of the D-diffusion IRT model incorporating person-by-item interactions, and thus similarly reproduces many of the recently highlighted empirical findings concerning the associations between RARs and RTRs. Using both empirical and simulation-based results, we show how our psychometric perspective has both applied and interpretational implications. Specifically, it would suggest that (1) studies of item parameter estimate heterogeneity in relation to response times may reflect more of a psychometric artifact (due to the exogenous effects of the RARs) as opposed to providing insights about the response process (e.g., the application of different response strategies) and that (2) efforts to use RTRs as indicators of latent proficiency should attend to the anticipated interactions between the latent proficiency and RAR on response times. The validity of our psychometric perspective against alternatives likely relies on appeals to theory; the best perspective to take may vary depending on the test setting.</description> <pubDate>2024-07-31</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 74: A Psychometric Perspective on the Associations between Response Accuracy and Response Time Residuals</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/74">doi: 10.3390/jintelligence12080074</a></p> <p>Authors: Weicong Lyu Daniel Bolt </p> <p>We provide an alternative psychometric perspective on the empirical statistical dependencies observed between response accuracy residuals (RARs) and response time residuals (RTRs) in the context of the van der Linden model. This perspective emphasizes the RAR (or parts of the RAR) as being exogenous and having a directional influence on response time. Our simple and theoretically justifiable perspective adds to previous joint response time/accuracy models and comports with recent generalizations of the D-diffusion IRT model incorporating person-by-item interactions, and thus similarly reproduces many of the recently highlighted empirical findings concerning the associations between RARs and RTRs. Using both empirical and simulation-based results, we show how our psychometric perspective has both applied and interpretational implications. Specifically, it would suggest that (1) studies of item parameter estimate heterogeneity in relation to response times may reflect more of a psychometric artifact (due to the exogenous effects of the RARs) as opposed to providing insights about the response process (e.g., the application of different response strategies) and that (2) efforts to use RTRs as indicators of latent proficiency should attend to the anticipated interactions between the latent proficiency and RAR on response times. The validity of our psychometric perspective against alternatives likely relies on appeals to theory; the best perspective to take may vary depending on the test setting.</p> ]]></content:encoded> <dc:title>A Psychometric Perspective on the Associations between Response Accuracy and Response Time Residuals</dc:title> <dc:creator>Weicong Lyu</dc:creator> <dc:creator>Daniel Bolt</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080074</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-31</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-31</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Article</prism:section> <prism:startingPage>74</prism:startingPage> <prism:doi>10.3390/jintelligence12080074</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/74</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/73"> <title>J. Intell., Vol. 12, Pages 73: Verbal Perceptual Prompts Facilitate Children&amp;rsquo;s Sensitivity to False Beliefs</title> <link>https://www.mdpi.com/2079-3200/12/8/73</link> <description>False belief understanding is always regarded as a milestone of Theory of Mind (ToM), which is an important aspect of social intelligence. Recently, some researchers have suggested the existence of two ToM systems in individuals: one that explicitly guides false belief understanding and another that implicitly directs sensitivity to false beliefs. However, studies on sensitivity to false beliefs have encountered challenges with replicability, and the factors influencing the manifestation of sensitivity to false beliefs remain to be explored. Based on the anticipatory looking task, we investigated whether verbal perceptual prompts could improve children&amp;amp;rsquo;s performance of sensitivity to false beliefs. Fifty-eight children aged 5 to 6 were randomly assigned tasks with or without verbal perceptual prompts, involving verbal descriptions and explanations of the protagonist&amp;amp;rsquo;s perceptual state. The findings showed that verbal perceptual prompts could slightly reduce children&amp;amp;rsquo;s propensity to look at the actual location of the object in false belief situations and increase the likelihood of exhibiting accurate anticipatory looking patterns across false belief and true belief situations. The results suggest that children&amp;amp;rsquo;s sensitivity to false beliefs may be situation-dependent, yet further investigation is needed to determine which situational factors can most effectively trigger robust sensitivity to false beliefs in children. The results enlighten educational practice, indicating that introducing cues in social environments that convey insights into others&amp;amp;rsquo; mental states, akin to the use of learning scaffolding, is advantageous for the development of children&amp;amp;rsquo;s social cognitive abilities.</description> <pubDate>2024-07-27</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 73: Verbal Perceptual Prompts Facilitate Children&amp;rsquo;s Sensitivity to False Beliefs</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/73">doi: 10.3390/jintelligence12080073</a></p> <p>Authors: Qiyu Huang Xiuli Liu </p> <p>False belief understanding is always regarded as a milestone of Theory of Mind (ToM), which is an important aspect of social intelligence. Recently, some researchers have suggested the existence of two ToM systems in individuals: one that explicitly guides false belief understanding and another that implicitly directs sensitivity to false beliefs. However, studies on sensitivity to false beliefs have encountered challenges with replicability, and the factors influencing the manifestation of sensitivity to false beliefs remain to be explored. Based on the anticipatory looking task, we investigated whether verbal perceptual prompts could improve children&amp;amp;rsquo;s performance of sensitivity to false beliefs. Fifty-eight children aged 5 to 6 were randomly assigned tasks with or without verbal perceptual prompts, involving verbal descriptions and explanations of the protagonist&amp;amp;rsquo;s perceptual state. The findings showed that verbal perceptual prompts could slightly reduce children&amp;amp;rsquo;s propensity to look at the actual location of the object in false belief situations and increase the likelihood of exhibiting accurate anticipatory looking patterns across false belief and true belief situations. The results suggest that children&amp;amp;rsquo;s sensitivity to false beliefs may be situation-dependent, yet further investigation is needed to determine which situational factors can most effectively trigger robust sensitivity to false beliefs in children. The results enlighten educational practice, indicating that introducing cues in social environments that convey insights into others&amp;amp;rsquo; mental states, akin to the use of learning scaffolding, is advantageous for the development of children&amp;amp;rsquo;s social cognitive abilities.</p> ]]></content:encoded> <dc:title>Verbal Perceptual Prompts Facilitate Children&amp;amp;rsquo;s Sensitivity to False Beliefs</dc:title> <dc:creator>Qiyu Huang</dc:creator> <dc:creator>Xiuli Liu</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080073</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-27</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-27</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Article</prism:section> <prism:startingPage>73</prism:startingPage> <prism:doi>10.3390/jintelligence12080073</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/73</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/72"> <title>J. Intell., Vol. 12, Pages 72: Assessment of Human Intelligence&amp;mdash;The State of the Art in the 2020s</title> <link>https://www.mdpi.com/2079-3200/12/8/72</link> <description>Contemporary intelligence theory and assessment in the United States&amp;amp;mdash;a century after Lewis Terman published the Stanford&amp;amp;ndash;Binet in 1916&amp;amp;mdash;has evolved in ways that even David Wechsler could not have envisioned [...]</description> <pubDate>2024-07-27</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 72: Assessment of Human Intelligence&amp;mdash;The State of the Art in the 2020s</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/72">doi: 10.3390/jintelligence12080072</a></p> <p>Authors: Johanna M. deLeyer-Tiarks Jacqueline M. Caemmerer Melissa A. Bray Alan S. Kaufman </p> <p>Contemporary intelligence theory and assessment in the United States&amp;amp;mdash;a century after Lewis Terman published the Stanford&amp;amp;ndash;Binet in 1916&amp;amp;mdash;has evolved in ways that even David Wechsler could not have envisioned [...]</p> ]]></content:encoded> <dc:title>Assessment of Human Intelligence&amp;amp;mdash;The State of the Art in the 2020s</dc:title> <dc:creator>Johanna M. deLeyer-Tiarks</dc:creator> <dc:creator>Jacqueline M. Caemmerer</dc:creator> <dc:creator>Melissa A. Bray</dc:creator> <dc:creator>Alan S. Kaufman</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080072</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-27</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-27</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>72</prism:startingPage> <prism:doi>10.3390/jintelligence12080072</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/72</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/8/71"> <title>J. Intell., Vol. 12, Pages 71: The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis</title> <link>https://www.mdpi.com/2079-3200/12/8/71</link> <description>The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10&amp;amp;ndash;13 years (M = 11.29, SD = 0.68) were selected from an experimental class of gifted children in a middle school. The results showed that (1) the trait emotional intelligence and creative self-efficacy of gifted children decreased with age and that (2) trait emotional intelligence at time 1 (T1) positively and significantly predicted creative self-efficacy at time 2 (T2). The Self-Description Questionnaire was added at the second follow-up, which revealed that (3) T2 non-academic self-concept fully mediated the relationship between T1 trait emotional intelligence and T2 creative self-efficacy. This study revealed a lasting positive effect of trait emotional intelligence on the development of creative self-efficacy in gifted children. Additionally, trait emotional intelligence was found to indirectly influence creative self-efficacy through non-academic self-concept.</description> <pubDate>2024-07-23</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 71: The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/8/71">doi: 10.3390/jintelligence12080071</a></p> <p>Authors: Li Cheng Xinmei Liu Yujuan Liu Yilin Wu </p> <p>The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10&amp;amp;ndash;13 years (M = 11.29, SD = 0.68) were selected from an experimental class of gifted children in a middle school. The results showed that (1) the trait emotional intelligence and creative self-efficacy of gifted children decreased with age and that (2) trait emotional intelligence at time 1 (T1) positively and significantly predicted creative self-efficacy at time 2 (T2). The Self-Description Questionnaire was added at the second follow-up, which revealed that (3) T2 non-academic self-concept fully mediated the relationship between T1 trait emotional intelligence and T2 creative self-efficacy. This study revealed a lasting positive effect of trait emotional intelligence on the development of creative self-efficacy in gifted children. Additionally, trait emotional intelligence was found to indirectly influence creative self-efficacy through non-academic self-concept.</p> ]]></content:encoded> <dc:title>The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis</dc:title> <dc:creator>Li Cheng</dc:creator> <dc:creator>Xinmei Liu</dc:creator> <dc:creator>Yujuan Liu</dc:creator> <dc:creator>Yilin Wu</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12080071</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-23</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-23</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>8</prism:number> <prism:section>Article</prism:section> <prism:startingPage>71</prism:startingPage> <prism:doi>10.3390/jintelligence12080071</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/8/71</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/70"> <title>J. Intell., Vol. 12, Pages 70: Evaluating Large Language Models&amp;rsquo; Ability Using a Psychiatric Screening Tool Based on Metaphor and Sarcasm Scenarios</title> <link>https://www.mdpi.com/2079-3200/12/7/70</link> <description>Metaphors and sarcasm are precious fruits of our highly evolved social communication skills. However, children with the condition then known as Asperger syndrome are known to have difficulties in comprehending sarcasm, even if they possess adequate verbal IQs for understanding metaphors. Accordingly, researchers had employed a screening test that assesses metaphor and sarcasm comprehension to distinguish Asperger syndrome from other conditions with similar external behaviors (e.g., attention-deficit/hyperactivity disorder). This study employs a standardized test to evaluate recent large language models&amp;amp;rsquo; (LLMs) understanding of nuanced human communication. The results indicate improved metaphor comprehension with increased model parameters; however, no similar improvement was observed for sarcasm comprehension. Considering that a human&amp;amp;rsquo;s ability to grasp sarcasm has been associated with the amygdala, a pivotal cerebral region for emotional learning, a distinctive strategy for training LLMs would be imperative to imbue them with the ability in a cognitively grounded manner.</description> <pubDate>2024-07-21</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 70: Evaluating Large Language Models&amp;rsquo; Ability Using a Psychiatric Screening Tool Based on Metaphor and Sarcasm Scenarios</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/70">doi: 10.3390/jintelligence12070070</a></p> <p>Authors: Hiromu Yakura </p> <p>Metaphors and sarcasm are precious fruits of our highly evolved social communication skills. However, children with the condition then known as Asperger syndrome are known to have difficulties in comprehending sarcasm, even if they possess adequate verbal IQs for understanding metaphors. Accordingly, researchers had employed a screening test that assesses metaphor and sarcasm comprehension to distinguish Asperger syndrome from other conditions with similar external behaviors (e.g., attention-deficit/hyperactivity disorder). This study employs a standardized test to evaluate recent large language models&amp;amp;rsquo; (LLMs) understanding of nuanced human communication. The results indicate improved metaphor comprehension with increased model parameters; however, no similar improvement was observed for sarcasm comprehension. Considering that a human&amp;amp;rsquo;s ability to grasp sarcasm has been associated with the amygdala, a pivotal cerebral region for emotional learning, a distinctive strategy for training LLMs would be imperative to imbue them with the ability in a cognitively grounded manner.</p> ]]></content:encoded> <dc:title>Evaluating Large Language Models&amp;amp;rsquo; Ability Using a Psychiatric Screening Tool Based on Metaphor and Sarcasm Scenarios</dc:title> <dc:creator>Hiromu Yakura</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070070</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-21</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-21</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Article</prism:section> <prism:startingPage>70</prism:startingPage> <prism:doi>10.3390/jintelligence12070070</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/70</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/69"> <title>J. Intell., Vol. 12, Pages 69: Do Not Worry That Generative AI May Compromise Human Creativity or Intelligence in the Future: It Already Has</title> <link>https://www.mdpi.com/2079-3200/12/7/69</link> <description>Technology alters both perceptions of human intelligence and creativity and the actual processes of intelligence and creativity. Skills that were once important for human intelligence, for example, computational ones, no longer hold anywhere near the same importance they did before the age of computers. The advantage of computers is that they may lead us to focus on what we believe to be more important things than what they have replaced. In the case of penmanship, spelling, or arithmetic computation, such an argument could bear fruit. But in the case of human creativity, the loss of creative skills and attitudes may be a long-term loss to humanity. Generative AI is replicative. It can recombine and re-sort ideas, but it is not clear that it will generate the kinds of paradigm-breaking ideas the world needs right now to solve the serious problems that confront it, such as global climate change, pollution, violence, increasing income disparities, and creeping autocracy.</description> <pubDate>2024-07-19</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 69: Do Not Worry That Generative AI May Compromise Human Creativity or Intelligence in the Future: It Already Has</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/69">doi: 10.3390/jintelligence12070069</a></p> <p>Authors: Robert J. Sternberg </p> <p>Technology alters both perceptions of human intelligence and creativity and the actual processes of intelligence and creativity. Skills that were once important for human intelligence, for example, computational ones, no longer hold anywhere near the same importance they did before the age of computers. The advantage of computers is that they may lead us to focus on what we believe to be more important things than what they have replaced. In the case of penmanship, spelling, or arithmetic computation, such an argument could bear fruit. But in the case of human creativity, the loss of creative skills and attitudes may be a long-term loss to humanity. Generative AI is replicative. It can recombine and re-sort ideas, but it is not clear that it will generate the kinds of paradigm-breaking ideas the world needs right now to solve the serious problems that confront it, such as global climate change, pollution, violence, increasing income disparities, and creeping autocracy.</p> ]]></content:encoded> <dc:title>Do Not Worry That Generative AI May Compromise Human Creativity or Intelligence in the Future: It Already Has</dc:title> <dc:creator>Robert J. Sternberg</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070069</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-19</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-19</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Essay</prism:section> <prism:startingPage>69</prism:startingPage> <prism:doi>10.3390/jintelligence12070069</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/69</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/68"> <title>J. Intell., Vol. 12, Pages 68: The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning: Editorial</title> <link>https://www.mdpi.com/2079-3200/12/7/68</link> <description>Academic success is assumed to be both the start and outcome of a cycle in which affect, motivation, and effort strengthen each other (Vu et al [...]</description> <pubDate>2024-07-19</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 68: The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning: Editorial</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/68">doi: 10.3390/jintelligence12070068</a></p> <p>Authors: Brenda R. J. Jansen </p> <p>Academic success is assumed to be both the start and outcome of a cycle in which affect, motivation, and effort strengthen each other (Vu et al [...]</p> ]]></content:encoded> <dc:title>The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning: Editorial</dc:title> <dc:creator>Brenda R. J. Jansen</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070068</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-19</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-19</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>68</prism:startingPage> <prism:doi>10.3390/jintelligence12070068</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/68</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/67"> <title>J. Intell., Vol. 12, Pages 67: Delving into the Complexity of Analogical Reasoning: A Detailed Exploration with the Generalized Multicomponent Latent Trait Model for Diagnosis</title> <link>https://www.mdpi.com/2079-3200/12/7/67</link> <description>Research on analogical reasoning has facilitated the understanding of response processes such as pattern identification and creative problem solving, emerging as an intelligence predictor. While analogical tests traditionally combine various composition rules for item generation, current statistical models like the Logistic Latent Trait Model (LLTM) and Embretson’s Multicomponent Latent Trait Model for Diagnosis (MLTM-D) face limitations in handling the inherent complexity of these processes, resulting in suboptimal model fit and interpretation. The primary aim of this research was to extend Embretson’s MLTM-D to encompass complex multidimensional models that allow the estimation of item parameters. Concretely, we developed a three-parameter (3PL) version of the MLTM-D that provides more informative interpretations of participant response processes. We developed the Generalized Multicomponent Latent Trait Model for Diagnosis (GMLTM-D), which is a statistical model that extends Embretson’s multicomponent model to explore complex analogical theories. The GMLTM-D was compared with LLTM and MLTM-D using data from a previous study of a figural analogical reasoning test composed of 27 items based on five composition rules: figure rotation, trapezoidal rotation, reflection, segment subtraction, and point movement. Additionally, we provide an R package (GMLTM) for conducting Bayesian estimation of the models mentioned. The GMLTM-D more accurately replicated the observed data compared to the Bayesian versions of LLTM and MLTM-D, demonstrating a better model fit and superior predictive accuracy. Therefore, the GMLTM-D is a reliable model for analyzing analogical reasoning data and calibrating intelligence tests. The GMLTM-D embraces the complexity of real data and enhances the understanding of examinees’ response processes.</description> <pubDate>2024-07-18</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 67: Delving into the Complexity of Analogical Reasoning: A Detailed Exploration with the Generalized Multicomponent Latent Trait Model for Diagnosis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/67">doi: 10.3390/jintelligence12070067</a></p> <p>Authors: Eduar Ramírez Marcos Jiménez Víthor Franco Jesús Alvarado </p> <p>Research on analogical reasoning has facilitated the understanding of response processes such as pattern identification and creative problem solving, emerging as an intelligence predictor. While analogical tests traditionally combine various composition rules for item generation, current statistical models like the Logistic Latent Trait Model (LLTM) and Embretson’s Multicomponent Latent Trait Model for Diagnosis (MLTM-D) face limitations in handling the inherent complexity of these processes, resulting in suboptimal model fit and interpretation. The primary aim of this research was to extend Embretson’s MLTM-D to encompass complex multidimensional models that allow the estimation of item parameters. Concretely, we developed a three-parameter (3PL) version of the MLTM-D that provides more informative interpretations of participant response processes. We developed the Generalized Multicomponent Latent Trait Model for Diagnosis (GMLTM-D), which is a statistical model that extends Embretson’s multicomponent model to explore complex analogical theories. The GMLTM-D was compared with LLTM and MLTM-D using data from a previous study of a figural analogical reasoning test composed of 27 items based on five composition rules: figure rotation, trapezoidal rotation, reflection, segment subtraction, and point movement. Additionally, we provide an R package (GMLTM) for conducting Bayesian estimation of the models mentioned. The GMLTM-D more accurately replicated the observed data compared to the Bayesian versions of LLTM and MLTM-D, demonstrating a better model fit and superior predictive accuracy. Therefore, the GMLTM-D is a reliable model for analyzing analogical reasoning data and calibrating intelligence tests. The GMLTM-D embraces the complexity of real data and enhances the understanding of examinees’ response processes.</p> ]]></content:encoded> <dc:title>Delving into the Complexity of Analogical Reasoning: A Detailed Exploration with the Generalized Multicomponent Latent Trait Model for Diagnosis</dc:title> <dc:creator>Eduar Ramírez</dc:creator> <dc:creator>Marcos Jiménez</dc:creator> <dc:creator>Víthor Franco</dc:creator> <dc:creator>Jesús Alvarado</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070067</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-18</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-18</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Article</prism:section> <prism:startingPage>67</prism:startingPage> <prism:doi>10.3390/jintelligence12070067</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/67</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/66"> <title>J. Intell., Vol. 12, Pages 66: Grounding Cognition in Perceptual Experience</title> <link>https://www.mdpi.com/2079-3200/12/7/66</link> <description>The aim of this Special Issue was to put forward a multifaceted reflection on the relevance of perceptual experience in affecting and modeling various aspects of cognitive performance [...]</description> <pubDate>2024-07-10</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 66: Grounding Cognition in Perceptual Experience</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/66">doi: 10.3390/jintelligence12070066</a></p> <p>Authors: Ivana Bianchi Rossana Actis-Grosso Linden J. Ball </p> <p>The aim of this Special Issue was to put forward a multifaceted reflection on the relevance of perceptual experience in affecting and modeling various aspects of cognitive performance [...]</p> ]]></content:encoded> <dc:title>Grounding Cognition in Perceptual Experience</dc:title> <dc:creator>Ivana Bianchi</dc:creator> <dc:creator>Rossana Actis-Grosso</dc:creator> <dc:creator>Linden J. Ball</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070066</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-10</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-10</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>66</prism:startingPage> <prism:doi>10.3390/jintelligence12070066</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/66</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/65"> <title>J. Intell., Vol. 12, Pages 65: Do Religiosity and Spirituality Differ in Their Relationship with Crystallized Intelligence? Evidence from the General Social Survey</title> <link>https://www.mdpi.com/2079-3200/12/7/65</link> <description>Negative associations of religiosity and intelligence are well established in psychological research. However, past studies have shown a substantial heterogeneity in reported effect strengths. Causes that may be able to explain the identified inconsistencies pertain to differing religiosity measurement modalities, participant ages, or possibly cohort effects due to changing societal values in terms of being religious. Moreover, little is known about intelligence associations with the religiosity-related yet distinct construct of spirituality. Here, we provide evidence for religiosity and crystallized intelligence, as well as spirituality and crystallized intelligence associations, in 14 cohorts from 1988 to 2022 (N = 35,093) in the General Social Survey data by means of primary data analyses and meta-analytical approaches. As expected, religiosity was non-trivially negatively associated (r = &amp;amp;minus;0.13, p &amp;amp;lt; .001), but spirituality showed no meaningful association with crystallized intelligence (r = 0.03, p &amp;amp;lt; .001). Our results broadly generalized across age groups, cohorts, and analytical approaches, thus suggesting that religiosity and intelligence may possibly be functionally equivalent to a certain extent whilst spirituality represents a distinct construct that is not functionally equivalent.</description> <pubDate>2024-07-07</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 65: Do Religiosity and Spirituality Differ in Their Relationship with Crystallized Intelligence? Evidence from the General Social Survey</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/65">doi: 10.3390/jintelligence12070065</a></p> <p>Authors: Florian Dürlinger Thomas Goetz Jakob Pietschnig </p> <p>Negative associations of religiosity and intelligence are well established in psychological research. However, past studies have shown a substantial heterogeneity in reported effect strengths. Causes that may be able to explain the identified inconsistencies pertain to differing religiosity measurement modalities, participant ages, or possibly cohort effects due to changing societal values in terms of being religious. Moreover, little is known about intelligence associations with the religiosity-related yet distinct construct of spirituality. Here, we provide evidence for religiosity and crystallized intelligence, as well as spirituality and crystallized intelligence associations, in 14 cohorts from 1988 to 2022 (N = 35,093) in the General Social Survey data by means of primary data analyses and meta-analytical approaches. As expected, religiosity was non-trivially negatively associated (r = &amp;amp;minus;0.13, p &amp;amp;lt; .001), but spirituality showed no meaningful association with crystallized intelligence (r = 0.03, p &amp;amp;lt; .001). Our results broadly generalized across age groups, cohorts, and analytical approaches, thus suggesting that religiosity and intelligence may possibly be functionally equivalent to a certain extent whilst spirituality represents a distinct construct that is not functionally equivalent.</p> ]]></content:encoded> <dc:title>Do Religiosity and Spirituality Differ in Their Relationship with Crystallized Intelligence? Evidence from the General Social Survey</dc:title> <dc:creator>Florian Dürlinger</dc:creator> <dc:creator>Thomas Goetz</dc:creator> <dc:creator>Jakob Pietschnig</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070065</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-07-07</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-07-07</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Article</prism:section> <prism:startingPage>65</prism:startingPage> <prism:doi>10.3390/jintelligence12070065</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/65</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/64"> <title>J. Intell., Vol. 12, Pages 64: Learning and Instruction: How to Use Technology to Enhance Students&amp;rsquo; Learning Efficacy</title> <link>https://www.mdpi.com/2079-3200/12/7/64</link> <description>Due to the rapid development of technology (see, e [...]</description> <pubDate>2024-06-28</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 64: Learning and Instruction: How to Use Technology to Enhance Students&amp;rsquo; Learning Efficacy</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/64">doi: 10.3390/jintelligence12070064</a></p> <p>Authors: Gyöngyvér Molnár </p> <p>Due to the rapid development of technology (see, e [...]</p> ]]></content:encoded> <dc:title>Learning and Instruction: How to Use Technology to Enhance Students&amp;amp;rsquo; Learning Efficacy</dc:title> <dc:creator>Gyöngyvér Molnár</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070064</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-06-28</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-06-28</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>64</prism:startingPage> <prism:doi>10.3390/jintelligence12070064</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/64</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/63"> <title>J. Intell., Vol. 12, Pages 63: Perceptions of Skills Needed for STEM Jobs: Links to Academic Self-Concepts, Job Interests, Job Gender Stereotypes, and Spatial Ability in Young Adults</title> <link>https://www.mdpi.com/2079-3200/12/7/63</link> <description>Gender gaps in spatial skills&amp;amp;mdash;a domain relevant to STEM jobs&amp;amp;mdash;have been hypothesized to contribute to women&amp;amp;rsquo;s underrepresentation in STEM fields. To study emerging adults&amp;amp;rsquo; beliefs about skill sets and jobs, we asked college students (N = 300) about the relevance of spatial, mathematical, science and verbal skills for each of 82 jobs. Analyses of responses revealed four job clusters&amp;amp;mdash;quantitative, basic &amp;amp;amp; applied science, spatial, and verbal. Students&amp;amp;rsquo; ratings of individual jobs and job clusters were similar to judgments of professional job analysts (O*NET). Both groups connected STEM jobs to science, math, and spatial skills. To investigate whether students&amp;amp;rsquo; interests in STEM and other jobs are related to their own self-concepts, beliefs about jobs, and spatial performance, we asked students in another sample (N = 292) to rate their self-concepts in various academic domains, rate personal interest in each of the 82 jobs, judge cultural gender stereotypes of those jobs, and complete a spatial task. Consistent with prior research, jobs judged to draw on math, science, or spatial skills were rated as more strongly culturally stereotyped for men than women; jobs judged to draw on verbal skills were more strongly culturally stereotyped for women than men. Structural equation modeling showed that for both women and men, spatial task scores directly (and indirectly through spatial self-concept) related to greater interest in the job cluster closest to the one O*NET labeled &amp;amp;ldquo;STEM&amp;amp;rdquo;. Findings suggest that pre-college interventions that improve spatial skills might be effective for increasing spatial self-concepts and the pursuit of STEM careers among students from traditionally under-represented groups, including women.</description> <pubDate>2024-06-27</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 63: Perceptions of Skills Needed for STEM Jobs: Links to Academic Self-Concepts, Job Interests, Job Gender Stereotypes, and Spatial Ability in Young Adults</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/63">doi: 10.3390/jintelligence12070063</a></p> <p>Authors: Margaret L. Signorella Lynn S. Liben </p> <p>Gender gaps in spatial skills&amp;amp;mdash;a domain relevant to STEM jobs&amp;amp;mdash;have been hypothesized to contribute to women&amp;amp;rsquo;s underrepresentation in STEM fields. To study emerging adults&amp;amp;rsquo; beliefs about skill sets and jobs, we asked college students (N = 300) about the relevance of spatial, mathematical, science and verbal skills for each of 82 jobs. Analyses of responses revealed four job clusters&amp;amp;mdash;quantitative, basic &amp;amp;amp; applied science, spatial, and verbal. Students&amp;amp;rsquo; ratings of individual jobs and job clusters were similar to judgments of professional job analysts (O*NET). Both groups connected STEM jobs to science, math, and spatial skills. To investigate whether students&amp;amp;rsquo; interests in STEM and other jobs are related to their own self-concepts, beliefs about jobs, and spatial performance, we asked students in another sample (N = 292) to rate their self-concepts in various academic domains, rate personal interest in each of the 82 jobs, judge cultural gender stereotypes of those jobs, and complete a spatial task. Consistent with prior research, jobs judged to draw on math, science, or spatial skills were rated as more strongly culturally stereotyped for men than women; jobs judged to draw on verbal skills were more strongly culturally stereotyped for women than men. Structural equation modeling showed that for both women and men, spatial task scores directly (and indirectly through spatial self-concept) related to greater interest in the job cluster closest to the one O*NET labeled &amp;amp;ldquo;STEM&amp;amp;rdquo;. Findings suggest that pre-college interventions that improve spatial skills might be effective for increasing spatial self-concepts and the pursuit of STEM careers among students from traditionally under-represented groups, including women.</p> ]]></content:encoded> <dc:title>Perceptions of Skills Needed for STEM Jobs: Links to Academic Self-Concepts, Job Interests, Job Gender Stereotypes, and Spatial Ability in Young Adults</dc:title> <dc:creator>Margaret L. Signorella</dc:creator> <dc:creator>Lynn S. Liben</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070063</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-06-27</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-06-27</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Article</prism:section> <prism:startingPage>63</prism:startingPage> <prism:doi>10.3390/jintelligence12070063</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/63</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/7/62"> <title>J. Intell., Vol. 12, Pages 62: Overturning Children&amp;rsquo;s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence</title> <link>https://www.mdpi.com/2079-3200/12/7/62</link> <description>Children have persistent difficulty with foundational measurement concepts, which may be linked to the instruction they receive. Here, we focus on testing various ways to support their understanding that rulers comprise spatial interval units. We examined whether evidence-based learning tools&amp;amp;mdash;disconfirming evidence and/or structural alignment&amp;amp;mdash;enhance their understanding of ruler units. Disconfirming evidence, in this context, involves having children count the spatial interval units under an object that is not aligned with the origin of a ruler. Structural alignment, in this context, involves highlighting what a ruler unit is by overlaying plastic unit chips on top of ruler units when an object is aligned with the origin of a ruler. In three experiments employing a pre-test/training/post-test design, a total of 120 second graders were randomly assigned to one of six training conditions (two training conditions per experiment). The training conditions included different evidence-based learning principles or &amp;amp;ldquo;business-as-usual&amp;amp;rdquo; instruction (control), with equal allocation to each (N = 20 for each condition). In each experiment, children who did not perform above chance level on the pre-test were selected to continue with training, which resulted in a total of 88 students for the analysis of improvement. The children showed significant improvement in training conditions that included disconfirming evidence, but not in the structural alignment or control conditions. However, an exploratory analysis suggests that improvement occurred more rapidly and was retained better when structural alignment was combined with disconfirming evidence compared to disconfirming evidence alone.</description> <pubDate>2024-06-22</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 62: Overturning Children&amp;rsquo;s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/7/62">doi: 10.3390/jintelligence12070062</a></p> <p>Authors: Mee-Kyoung Kwon Eliza Congdon Raedy Ping Susan C. Levine </p> <p>Children have persistent difficulty with foundational measurement concepts, which may be linked to the instruction they receive. Here, we focus on testing various ways to support their understanding that rulers comprise spatial interval units. We examined whether evidence-based learning tools&amp;amp;mdash;disconfirming evidence and/or structural alignment&amp;amp;mdash;enhance their understanding of ruler units. Disconfirming evidence, in this context, involves having children count the spatial interval units under an object that is not aligned with the origin of a ruler. Structural alignment, in this context, involves highlighting what a ruler unit is by overlaying plastic unit chips on top of ruler units when an object is aligned with the origin of a ruler. In three experiments employing a pre-test/training/post-test design, a total of 120 second graders were randomly assigned to one of six training conditions (two training conditions per experiment). The training conditions included different evidence-based learning principles or &amp;amp;ldquo;business-as-usual&amp;amp;rdquo; instruction (control), with equal allocation to each (N = 20 for each condition). In each experiment, children who did not perform above chance level on the pre-test were selected to continue with training, which resulted in a total of 88 students for the analysis of improvement. The children showed significant improvement in training conditions that included disconfirming evidence, but not in the structural alignment or control conditions. However, an exploratory analysis suggests that improvement occurred more rapidly and was retained better when structural alignment was combined with disconfirming evidence compared to disconfirming evidence alone.</p> ]]></content:encoded> <dc:title>Overturning Children&amp;amp;rsquo;s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence</dc:title> <dc:creator>Mee-Kyoung Kwon</dc:creator> <dc:creator>Eliza Congdon</dc:creator> <dc:creator>Raedy Ping</dc:creator> <dc:creator>Susan C. Levine</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12070062</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-06-22</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-06-22</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>7</prism:number> <prism:section>Article</prism:section> <prism:startingPage>62</prism:startingPage> <prism:doi>10.3390/jintelligence12070062</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/7/62</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/61"> <title>J. Intell., Vol. 12, Pages 61: A Novel Approach to Measuring an Old Construct: Aligning the Conceptualisation and Operationalisation of Cognitive Flexibility</title> <link>https://www.mdpi.com/2079-3200/12/6/61</link> <description>A successful adjustment to dynamic changes in one&amp;amp;rsquo;s environment requires contingent adaptive behaviour. Such behaviour is underpinned by cognitive flexibility, which conceptually is part of fluid intelligence. We argue, however, that conventional approaches to measuring fluid intelligence are insufficient in capturing cognitive flexibility. We address the discrepancy between conceptualisation and operationalisation by introducing two newly developed tasks that aim at capturing within-person processes of dealing with novelty. In an exploratory proof-of-concept study, the two flexibility tasks were administered to 307 university students, together with a battery of conventional measures of fluid intelligence. Participants also provided information about their Grade Point Averages obtained in high school and in their first year at university. We tested (1) whether an experimental manipulation of a requirement for cognitive inhibition resulted in systematic differences in difficulty, (2) whether these complexity differences reflect psychometrically differentiable effects, and (3) whether these newly developed flexibility tasks show incremental value in predicting success in the transition from high school to university over conventional operationalisations of fluid intelligence. Our findings support the notion that cognitive flexibility, when conceptualised and operationalised as individual differences in within-person processes of dealing with novelty, more appropriately reflects the dynamics of individuals&amp;amp;rsquo; behaviour when attempting to cope with changing demands.</description> <pubDate>2024-06-11</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 61: A Novel Approach to Measuring an Old Construct: Aligning the Conceptualisation and Operationalisation of Cognitive Flexibility</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/61">doi: 10.3390/jintelligence12060061</a></p> <p>Authors: Jens F. Beckmann Damian P. Birney Robert J. Sternberg </p> <p>A successful adjustment to dynamic changes in one&amp;amp;rsquo;s environment requires contingent adaptive behaviour. Such behaviour is underpinned by cognitive flexibility, which conceptually is part of fluid intelligence. We argue, however, that conventional approaches to measuring fluid intelligence are insufficient in capturing cognitive flexibility. We address the discrepancy between conceptualisation and operationalisation by introducing two newly developed tasks that aim at capturing within-person processes of dealing with novelty. In an exploratory proof-of-concept study, the two flexibility tasks were administered to 307 university students, together with a battery of conventional measures of fluid intelligence. Participants also provided information about their Grade Point Averages obtained in high school and in their first year at university. We tested (1) whether an experimental manipulation of a requirement for cognitive inhibition resulted in systematic differences in difficulty, (2) whether these complexity differences reflect psychometrically differentiable effects, and (3) whether these newly developed flexibility tasks show incremental value in predicting success in the transition from high school to university over conventional operationalisations of fluid intelligence. Our findings support the notion that cognitive flexibility, when conceptualised and operationalised as individual differences in within-person processes of dealing with novelty, more appropriately reflects the dynamics of individuals&amp;amp;rsquo; behaviour when attempting to cope with changing demands.</p> ]]></content:encoded> <dc:title>A Novel Approach to Measuring an Old Construct: Aligning the Conceptualisation and Operationalisation of Cognitive Flexibility</dc:title> <dc:creator>Jens F. Beckmann</dc:creator> <dc:creator>Damian P. Birney</dc:creator> <dc:creator>Robert J. Sternberg</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060061</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-06-11</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-06-11</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>61</prism:startingPage> <prism:doi>10.3390/jintelligence12060061</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/61</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/60"> <title>J. Intell., Vol. 12, Pages 60: Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity</title> <link>https://www.mdpi.com/2079-3200/12/6/60</link> <description>According to Salovey and Mayer (1990), having high EI allows individuals to think clearly, supports intuition and insight, and ultimately enhances creative thinking [...]</description> <pubDate>2024-06-07</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 60: Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/60">doi: 10.3390/jintelligence12060060</a></p> <p>Authors: Macarena-Paz Celume Franck Zenasni </p> <p>According to Salovey and Mayer (1990), having high EI allows individuals to think clearly, supports intuition and insight, and ultimately enhances creative thinking [...]</p> ]]></content:encoded> <dc:title>Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity</dc:title> <dc:creator>Macarena-Paz Celume</dc:creator> <dc:creator>Franck Zenasni</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060060</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-06-07</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-06-07</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>60</prism:startingPage> <prism:doi>10.3390/jintelligence12060060</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/60</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/59"> <title>J. Intell., Vol. 12, Pages 59: How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children</title> <link>https://www.mdpi.com/2079-3200/12/6/59</link> <description>Curiosity is one of the most fundamental biological drives that stimulates individuals&amp;amp;rsquo; intense desire to explore, learn, and create. Yet, mechanisms of how curiosity is influenced by instructional pedagogy remain unclear. To shed light on this gap, the present study sets out to investigate the underlying channels linking active learning pedagogy, learner engagement, and learner curiosity, employing a partial least-squares structural equation model leveraging the Social and Emotional Skills Survey dataset across ten sites (N = 45,972). Findings indicate that active learning pedagogy is positively associated with learner engagement (std. &amp;amp;beta; = 0.016, p = 0.005), but there lacks a significant direct effect on learner curiosity (std. &amp;amp;beta; = &amp;amp;minus;0.001, p = 0.738). Structural mediation results show that learner engagement is a key mediating channel linking active learning pedagogy and learner curiosity (std. &amp;amp;beta; = 0.013, p = 0.005).</description> <pubDate>2024-06-05</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 59: How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/59">doi: 10.3390/jintelligence12060059</a></p> <p>Authors: Ji Liu Dahman Tahri Faying Qiang </p> <p>Curiosity is one of the most fundamental biological drives that stimulates individuals&amp;amp;rsquo; intense desire to explore, learn, and create. Yet, mechanisms of how curiosity is influenced by instructional pedagogy remain unclear. To shed light on this gap, the present study sets out to investigate the underlying channels linking active learning pedagogy, learner engagement, and learner curiosity, employing a partial least-squares structural equation model leveraging the Social and Emotional Skills Survey dataset across ten sites (N = 45,972). Findings indicate that active learning pedagogy is positively associated with learner engagement (std. &amp;amp;beta; = 0.016, p = 0.005), but there lacks a significant direct effect on learner curiosity (std. &amp;amp;beta; = &amp;amp;minus;0.001, p = 0.738). Structural mediation results show that learner engagement is a key mediating channel linking active learning pedagogy and learner curiosity (std. &amp;amp;beta; = 0.013, p = 0.005).</p> ]]></content:encoded> <dc:title>How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children</dc:title> <dc:creator>Ji Liu</dc:creator> <dc:creator>Dahman Tahri</dc:creator> <dc:creator>Faying Qiang</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060059</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-06-05</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-06-05</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>59</prism:startingPage> <prism:doi>10.3390/jintelligence12060059</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/59</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/58"> <title>J. Intell., Vol. 12, Pages 58: Personality Traits and Family SES Moderate the Relationship between Media Multitasking and Reasoning Performance</title> <link>https://www.mdpi.com/2079-3200/12/6/58</link> <description>The prevalence of media multitasking has raised concerns regarding its potential impact on cognitive abilities. Despite increasing attention given to this topic, there remains no consensus on how media multitasking is related to cognitive performance. This study aims to shed light on this issue by examining whether and how personality traits and family socioeconomic status (SES) moderate the relationship between media multitasking and reasoning performance. To this end, a large sample of university students (n = 777) completed a battery of measures, including the Raven&amp;amp;rsquo;s Advanced Progressive Matrices, the Media Multitasking Inventory, the Big Five Inventory, the Barratt Impulsiveness Scale, the Grit Scale, and the Family SES Questionnaire. Results revealed a negative correlation between media multitasking and reasoning performance. However, this relationship was substantially moderated by conscientiousness, extraversion, openness, and family SES. Specifically, media multitasking was more detrimental to reasoning performance among individuals with lower levels of conscientiousness, extraversion, openness, and family SES, whereas it was less detrimental to counterparts with higher levels of these personality traits and family SES. The proposed moderation model, for the first time, not only offers novel insights into the theoretical accounts regarding how media multitasking relates to cognitive abilities, but also identifies the protective factors that may buffer the negative impacts of media multitasking.</description> <pubDate>2024-06-03</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 58: Personality Traits and Family SES Moderate the Relationship between Media Multitasking and Reasoning Performance</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/58">doi: 10.3390/jintelligence12060058</a></p> <p>Authors: Yuning Ma Jinrong Yin Hongzhou Xuan Xuezhu Ren Jie He Tengfei Wang </p> <p>The prevalence of media multitasking has raised concerns regarding its potential impact on cognitive abilities. Despite increasing attention given to this topic, there remains no consensus on how media multitasking is related to cognitive performance. This study aims to shed light on this issue by examining whether and how personality traits and family socioeconomic status (SES) moderate the relationship between media multitasking and reasoning performance. To this end, a large sample of university students (n = 777) completed a battery of measures, including the Raven&amp;amp;rsquo;s Advanced Progressive Matrices, the Media Multitasking Inventory, the Big Five Inventory, the Barratt Impulsiveness Scale, the Grit Scale, and the Family SES Questionnaire. Results revealed a negative correlation between media multitasking and reasoning performance. However, this relationship was substantially moderated by conscientiousness, extraversion, openness, and family SES. Specifically, media multitasking was more detrimental to reasoning performance among individuals with lower levels of conscientiousness, extraversion, openness, and family SES, whereas it was less detrimental to counterparts with higher levels of these personality traits and family SES. The proposed moderation model, for the first time, not only offers novel insights into the theoretical accounts regarding how media multitasking relates to cognitive abilities, but also identifies the protective factors that may buffer the negative impacts of media multitasking.</p> ]]></content:encoded> <dc:title>Personality Traits and Family SES Moderate the Relationship between Media Multitasking and Reasoning Performance</dc:title> <dc:creator>Yuning Ma</dc:creator> <dc:creator>Jinrong Yin</dc:creator> <dc:creator>Hongzhou Xuan</dc:creator> <dc:creator>Xuezhu Ren</dc:creator> <dc:creator>Jie He</dc:creator> <dc:creator>Tengfei Wang</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060058</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-06-03</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-06-03</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>58</prism:startingPage> <prism:doi>10.3390/jintelligence12060058</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/58</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/57"> <title>J. Intell., Vol. 12, Pages 57: Social, Demographic, and Psychological Factors Associated with Middle-Aged Mother&amp;rsquo;s Vocabulary: Findings from the Millennium Cohort Study</title> <link>https://www.mdpi.com/2079-3200/12/6/57</link> <description>Based on a sample of 8271 mothers, this study explored a set of psychological and sociodemographic factors associated with their vocabulary, drawing on data from a large, nationally representative sample of children born in 2000. The dependent variable was maternal vocabulary assessed when cohort members were at fourteen years of age, and the mothers were in their mid-forties. Data were also collected when cohort members were at birth, 9 months old, and at ages 3, 7, 11 and 14 years. Correlational analysis showed that family income at birth, parent&amp;amp;ndash;child relationship quality at age 3, maternal educational qualifications at age 11, and maternal personality trait Openness at age 14 were significantly and positively associated with maternal vocabulary. It also showed maternal malaise at 9 months and children&amp;amp;rsquo;s behavioral adjustment at age 7, and maternal traits Neuroticism and Agreeableness at age 14 were significantly and negatively associated with maternal vocabulary. Maternal age was also significantly and positively associated with vocabulary. Regression analysis showed that maternal age, malaise, parent&amp;amp;ndash;child relationship quality, children&amp;amp;rsquo;s behavioral adjustment, maternal educational qualifications, and traits Openness and Agreeableness were significant predictors of maternal vocabulary, accounting for 33% of total variance. The implications and limitations are discussed.</description> <pubDate>2024-05-31</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 57: Social, Demographic, and Psychological Factors Associated with Middle-Aged Mother&amp;rsquo;s Vocabulary: Findings from the Millennium Cohort Study</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/57">doi: 10.3390/jintelligence12060057</a></p> <p>Authors: Helen Cheng Adrian Furnham </p> <p>Based on a sample of 8271 mothers, this study explored a set of psychological and sociodemographic factors associated with their vocabulary, drawing on data from a large, nationally representative sample of children born in 2000. The dependent variable was maternal vocabulary assessed when cohort members were at fourteen years of age, and the mothers were in their mid-forties. Data were also collected when cohort members were at birth, 9 months old, and at ages 3, 7, 11 and 14 years. Correlational analysis showed that family income at birth, parent&amp;amp;ndash;child relationship quality at age 3, maternal educational qualifications at age 11, and maternal personality trait Openness at age 14 were significantly and positively associated with maternal vocabulary. It also showed maternal malaise at 9 months and children&amp;amp;rsquo;s behavioral adjustment at age 7, and maternal traits Neuroticism and Agreeableness at age 14 were significantly and negatively associated with maternal vocabulary. Maternal age was also significantly and positively associated with vocabulary. Regression analysis showed that maternal age, malaise, parent&amp;amp;ndash;child relationship quality, children&amp;amp;rsquo;s behavioral adjustment, maternal educational qualifications, and traits Openness and Agreeableness were significant predictors of maternal vocabulary, accounting for 33% of total variance. The implications and limitations are discussed.</p> ]]></content:encoded> <dc:title>Social, Demographic, and Psychological Factors Associated with Middle-Aged Mother&amp;amp;rsquo;s Vocabulary: Findings from the Millennium Cohort Study</dc:title> <dc:creator>Helen Cheng</dc:creator> <dc:creator>Adrian Furnham</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060057</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-31</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-31</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>57</prism:startingPage> <prism:doi>10.3390/jintelligence12060057</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/57</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/56"> <title>J. Intell., Vol. 12, Pages 56: Mapping the Memory Structure of High-Knowledge Students: A Longitudinal Semantic Network Analysis</title> <link>https://www.mdpi.com/2079-3200/12/6/56</link> <description>Standard learning assessments like multiple-choice questions measure what students know but not how their knowledge is organized. Recent advances in cognitive network science provide quantitative tools for modeling the structure of semantic memory, revealing key learning mechanisms. In two studies, we examined the semantic memory networks of undergraduate students enrolled in an introductory psychology course. In Study 1, we administered a cumulative multiple-choice test of psychology knowledge, the Intro Psych Test, at the end of the course. To estimate semantic memory networks, we administered two verbal fluency tasks: domain-specific fluency (naming psychology concepts) and domain-general fluency (naming animals). Based on their performance on the Intro Psych Test, we categorized students into a high-knowledge or low-knowledge group, and compared their semantic memory networks. Study 1 (N = 213) found that the high-knowledge group had semantic memory networks that were more clustered, with shorter distances between concepts&amp;amp;mdash;across both the domain-specific (psychology) and domain-general (animal) categories&amp;amp;mdash;compared to the low-knowledge group. In Study 2 (N = 145), we replicated and extended these findings in a longitudinal study, collecting data near the start and end of the semester. In addition to replicating Study 1, we found the semantic memory networks of high-knowledge students became more interconnected over time, across both domain-general and domain-specific categories. These findings suggest that successful learners show a distinct semantic memory organization&amp;amp;mdash;characterized by high connectivity and short path distances between concepts&amp;amp;mdash;highlighting the utility of cognitive network science for studying variation in student learning.</description> <pubDate>2024-05-31</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 56: Mapping the Memory Structure of High-Knowledge Students: A Longitudinal Semantic Network Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/56">doi: 10.3390/jintelligence12060056</a></p> <p>Authors: Simone A. Luchini Shuyao Wang Yoed N. Kenett Roger E. Beaty </p> <p>Standard learning assessments like multiple-choice questions measure what students know but not how their knowledge is organized. Recent advances in cognitive network science provide quantitative tools for modeling the structure of semantic memory, revealing key learning mechanisms. In two studies, we examined the semantic memory networks of undergraduate students enrolled in an introductory psychology course. In Study 1, we administered a cumulative multiple-choice test of psychology knowledge, the Intro Psych Test, at the end of the course. To estimate semantic memory networks, we administered two verbal fluency tasks: domain-specific fluency (naming psychology concepts) and domain-general fluency (naming animals). Based on their performance on the Intro Psych Test, we categorized students into a high-knowledge or low-knowledge group, and compared their semantic memory networks. Study 1 (N = 213) found that the high-knowledge group had semantic memory networks that were more clustered, with shorter distances between concepts&amp;amp;mdash;across both the domain-specific (psychology) and domain-general (animal) categories&amp;amp;mdash;compared to the low-knowledge group. In Study 2 (N = 145), we replicated and extended these findings in a longitudinal study, collecting data near the start and end of the semester. In addition to replicating Study 1, we found the semantic memory networks of high-knowledge students became more interconnected over time, across both domain-general and domain-specific categories. These findings suggest that successful learners show a distinct semantic memory organization&amp;amp;mdash;characterized by high connectivity and short path distances between concepts&amp;amp;mdash;highlighting the utility of cognitive network science for studying variation in student learning.</p> ]]></content:encoded> <dc:title>Mapping the Memory Structure of High-Knowledge Students: A Longitudinal Semantic Network Analysis</dc:title> <dc:creator>Simone A. Luchini</dc:creator> <dc:creator>Shuyao Wang</dc:creator> <dc:creator>Yoed N. Kenett</dc:creator> <dc:creator>Roger E. Beaty</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060056</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-31</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-31</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>56</prism:startingPage> <prism:doi>10.3390/jintelligence12060056</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/56</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/55"> <title>J. Intell., Vol. 12, Pages 55: Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students</title> <link>https://www.mdpi.com/2079-3200/12/6/55</link> <description>This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students&amp;amp;rsquo; mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students&amp;amp;rsquo; computational thinking and enhance their mathematical modeling skills.</description> <pubDate>2024-05-31</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 55: Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/55">doi: 10.3390/jintelligence12060055</a></p> <p>Authors: Jing Zhang Yu Zhou Bin Jing Zhongling Pi Hongliang Ma </p> <p>This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students&amp;amp;rsquo; mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students&amp;amp;rsquo; computational thinking and enhance their mathematical modeling skills.</p> ]]></content:encoded> <dc:title>Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students</dc:title> <dc:creator>Jing Zhang</dc:creator> <dc:creator>Yu Zhou</dc:creator> <dc:creator>Bin Jing</dc:creator> <dc:creator>Zhongling Pi</dc:creator> <dc:creator>Hongliang Ma</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060055</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-31</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-31</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>55</prism:startingPage> <prism:doi>10.3390/jintelligence12060055</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/55</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/54"> <title>J. Intell., Vol. 12, Pages 54: Can Brief Listening to Mozart&amp;rsquo;s Music Improve Visual Working Memory? An Update on the Role of Cognitive and Emotional Factors</title> <link>https://www.mdpi.com/2079-3200/12/6/54</link> <description>The aim of this research was to enhance understanding of the relationship between brief music listening and working memory (WM) functions. The study extends a previous large-scale experiment in which the effects of brief exposure to music on verbal WM were explored. In the present second phase of the experiment, these effects were assessed for the visuospatial subcomponent of WM. For that aim, visuospatial WM was measured using the Corsi blocks task-backwards and Visual Patterns Test in a large sample of 311 young and older adults after being exposed to musical excerpts coming from different music composers (Mozart, Vivaldi, Glass). To account for possible effects of arousal, a silence condition was used. Individual preference for music excerpts and emotional reactions to each condition were also subjectively rated using the Positive and Negative Affect Schedule (PANAS) to account for the role of emotional reactions in shaping subsequent cognitive performance. Results showed that music affected the visuospatial sketchpad of WM. In line with the previously described Mozart effect, only Mozart&amp;amp;rsquo;s music had a significant positive impact on visuospatial WM in the two age groups, regardless of preferences, and on overall age-related WM decline in older adults. The Mozart effect was more prominent for the VPT than the Corsi task and was also expressed for the prevailing positive effect. These observations are in contrast to the selective influence of Vivaldi&amp;amp;rsquo;s music on verbal WM that was detected in our first study. Together, the results demonstrate a differential music influence on the phonological loop and on the visuospatial sketchpad. They thus contribute to the debate of whether music has the potential to affect distinct processes within working memory in an excerpt- or composer-specific manner. Also, they suggest that emotional activation and central executive attention are essentially involved in modulating the influence of music on subsequent cognition. These findings can assist in the selection of music excerpts used in cognitive rehabilitation programs that focus on visuospatial skills.</description> <pubDate>2024-05-23</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 54: Can Brief Listening to Mozart&amp;rsquo;s Music Improve Visual Working Memory? An Update on the Role of Cognitive and Emotional Factors</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/54">doi: 10.3390/jintelligence12060054</a></p> <p>Authors: Vaitsa Giannouli Juliana Yordanova Vasil Kolev </p> <p>The aim of this research was to enhance understanding of the relationship between brief music listening and working memory (WM) functions. The study extends a previous large-scale experiment in which the effects of brief exposure to music on verbal WM were explored. In the present second phase of the experiment, these effects were assessed for the visuospatial subcomponent of WM. For that aim, visuospatial WM was measured using the Corsi blocks task-backwards and Visual Patterns Test in a large sample of 311 young and older adults after being exposed to musical excerpts coming from different music composers (Mozart, Vivaldi, Glass). To account for possible effects of arousal, a silence condition was used. Individual preference for music excerpts and emotional reactions to each condition were also subjectively rated using the Positive and Negative Affect Schedule (PANAS) to account for the role of emotional reactions in shaping subsequent cognitive performance. Results showed that music affected the visuospatial sketchpad of WM. In line with the previously described Mozart effect, only Mozart&amp;amp;rsquo;s music had a significant positive impact on visuospatial WM in the two age groups, regardless of preferences, and on overall age-related WM decline in older adults. The Mozart effect was more prominent for the VPT than the Corsi task and was also expressed for the prevailing positive effect. These observations are in contrast to the selective influence of Vivaldi&amp;amp;rsquo;s music on verbal WM that was detected in our first study. Together, the results demonstrate a differential music influence on the phonological loop and on the visuospatial sketchpad. They thus contribute to the debate of whether music has the potential to affect distinct processes within working memory in an excerpt- or composer-specific manner. Also, they suggest that emotional activation and central executive attention are essentially involved in modulating the influence of music on subsequent cognition. These findings can assist in the selection of music excerpts used in cognitive rehabilitation programs that focus on visuospatial skills.</p> ]]></content:encoded> <dc:title>Can Brief Listening to Mozart&amp;amp;rsquo;s Music Improve Visual Working Memory? An Update on the Role of Cognitive and Emotional Factors</dc:title> <dc:creator>Vaitsa Giannouli</dc:creator> <dc:creator>Juliana Yordanova</dc:creator> <dc:creator>Vasil Kolev</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060054</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-23</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-23</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>54</prism:startingPage> <prism:doi>10.3390/jintelligence12060054</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/54</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/53"> <title>J. Intell., Vol. 12, Pages 53: Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence</title> <link>https://www.mdpi.com/2079-3200/12/6/53</link> <description>The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using methods that do not reflect the full potential of individual differences that could be measured by the test. Recent advancements in technology, including eye-tracking, embedded sensor systems, and artificial intelligence, have provided new opportunities to measure and analyze data from the BDT. In this methodological review, we outline the information that BDT can assess, review several recent advancements in measurement and analytic methods, discuss potential future uses of these methods, and advocate for further research using these methods.</description> <pubDate>2024-05-22</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 53: Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/53">doi: 10.3390/jintelligence12060053</a></p> <p>Authors: Kiley McKee Danielle Rothschild Stephanie Ruth Young David H. Uttal </p> <p>The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using methods that do not reflect the full potential of individual differences that could be measured by the test. Recent advancements in technology, including eye-tracking, embedded sensor systems, and artificial intelligence, have provided new opportunities to measure and analyze data from the BDT. In this methodological review, we outline the information that BDT can assess, review several recent advancements in measurement and analytic methods, discuss potential future uses of these methods, and advocate for further research using these methods.</p> ]]></content:encoded> <dc:title>Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence</dc:title> <dc:creator>Kiley McKee</dc:creator> <dc:creator>Danielle Rothschild</dc:creator> <dc:creator>Stephanie Ruth Young</dc:creator> <dc:creator>David H. Uttal</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060053</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-22</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-22</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Review</prism:section> <prism:startingPage>53</prism:startingPage> <prism:doi>10.3390/jintelligence12060053</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/53</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/6/52"> <title>J. Intell., Vol. 12, Pages 52: Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis</title> <link>https://www.mdpi.com/2079-3200/12/6/52</link> <description>Previous studies have demonstrated that thinking dispositions and working memory are closely related to students&amp;amp;rsquo; critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect across two time points. Participants were 509 Chinese adolescents (mean age at Time 1 = 14.09 years; 59.7% girls). At Time 1, adolescents were administered the measures of thinking dispositions, working memory, and critical thinking ability. They were reassessed using these measures at Time 2 one year later. The results revealed a bidirectional longitudinal relationship between adolescents&amp;amp;rsquo; thinking dispositions and critical thinking ability, suggesting that thinking dispositions at Time 1 predicted critical thinking ability at Time 2; critical thinking ability at Time 1 also predicted subsequent thinking dispositions in adolescents. Furthermore, working memory at Time 1 showed a larger predictive effect on critical thinking ability at Time 2 compared with thinking dispositions at Time 1. These findings underscore the role of early thinking dispositions and working memory in promoting adolescents&amp;amp;rsquo; critical thinking ability.</description> <pubDate>2024-05-21</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 52: Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/6/52">doi: 10.3390/jintelligence12060052</a></p> <p>Authors: Shuangshuang Li Ziyue Wang Yijia Sun </p> <p>Previous studies have demonstrated that thinking dispositions and working memory are closely related to students&amp;amp;rsquo; critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect across two time points. Participants were 509 Chinese adolescents (mean age at Time 1 = 14.09 years; 59.7% girls). At Time 1, adolescents were administered the measures of thinking dispositions, working memory, and critical thinking ability. They were reassessed using these measures at Time 2 one year later. The results revealed a bidirectional longitudinal relationship between adolescents&amp;amp;rsquo; thinking dispositions and critical thinking ability, suggesting that thinking dispositions at Time 1 predicted critical thinking ability at Time 2; critical thinking ability at Time 1 also predicted subsequent thinking dispositions in adolescents. Furthermore, working memory at Time 1 showed a larger predictive effect on critical thinking ability at Time 2 compared with thinking dispositions at Time 1. These findings underscore the role of early thinking dispositions and working memory in promoting adolescents&amp;amp;rsquo; critical thinking ability.</p> ]]></content:encoded> <dc:title>Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis</dc:title> <dc:creator>Shuangshuang Li</dc:creator> <dc:creator>Ziyue Wang</dc:creator> <dc:creator>Yijia Sun</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12060052</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-21</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-21</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>6</prism:number> <prism:section>Article</prism:section> <prism:startingPage>52</prism:startingPage> <prism:doi>10.3390/jintelligence12060052</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/6/52</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/5/51"> <title>J. Intell., Vol. 12, Pages 51: Ability-Related Emotional Intelligence: An Introduction</title> <link>https://www.mdpi.com/2079-3200/12/5/51</link> <description>Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.</description> <pubDate>2024-05-19</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 51: Ability-Related Emotional Intelligence: An Introduction</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/5/51">doi: 10.3390/jintelligence12050051</a></p> <p>Authors: Michael D. Robinson </p> <p>Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.</p> ]]></content:encoded> <dc:title>Ability-Related Emotional Intelligence: An Introduction</dc:title> <dc:creator>Michael D. Robinson</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12050051</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-19</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-19</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>5</prism:number> <prism:section>Opinion</prism:section> <prism:startingPage>51</prism:startingPage> <prism:doi>10.3390/jintelligence12050051</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/5/51</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/5/50"> <title>J. Intell., Vol. 12, Pages 50: Seeing without a Scene: Neurological Observations on the Origin and Function of the Dorsal Visual Stream</title> <link>https://www.mdpi.com/2079-3200/12/5/50</link> <description>In all vertebrates, visual signals from each visual field project to the opposite midbrain tectum (called the superior colliculus in mammals). The tectum/colliculus computes visual salience to select targets for context-contingent visually guided behavior: a frog will orient toward a small, moving stimulus (insect prey) but away from a large, looming stimulus (a predator). In mammals, visual signals competing for behavioral salience are also transmitted to the visual cortex, where they are integrated with collicular signals and then projected via the dorsal visual stream to the parietal and frontal cortices. To control visually guided behavior, visual signals must be encoded in body-centered (egocentric) coordinates, and so visual signals must be integrated with information encoding eye position in the orbit&amp;amp;mdash;where the individual is looking. Eye position information is derived from copies of eye movement signals transmitted from the colliculus to the frontal and parietal cortices. In the intraparietal cortex of the dorsal stream, eye movement signals from the colliculus are used to predict the sensory consequences of action. These eye position signals are integrated with retinotopic visual signals to generate scaffolding for a visual scene that contains goal-relevant objects that are seen to have spatial relationships with each other and with the observer. Patients with degeneration of the superior colliculus, although they can see, behave as though they are blind. Bilateral damage to the intraparietal cortex of the dorsal stream causes the visual scene to disappear, leaving awareness of only one object that is lost in space. This tutorial considers what we have learned from patients with damage to the colliculus, or to the intraparietal cortex, about how the phylogenetically older midbrain and the newer mammalian dorsal cortical visual stream jointly coordinate the experience of a spatially and temporally coherent visual scene.</description> <pubDate>2024-05-11</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 50: Seeing without a Scene: Neurological Observations on the Origin and Function of the Dorsal Visual Stream</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/5/50">doi: 10.3390/jintelligence12050050</a></p> <p>Authors: Robert D. Rafal </p> <p>In all vertebrates, visual signals from each visual field project to the opposite midbrain tectum (called the superior colliculus in mammals). The tectum/colliculus computes visual salience to select targets for context-contingent visually guided behavior: a frog will orient toward a small, moving stimulus (insect prey) but away from a large, looming stimulus (a predator). In mammals, visual signals competing for behavioral salience are also transmitted to the visual cortex, where they are integrated with collicular signals and then projected via the dorsal visual stream to the parietal and frontal cortices. To control visually guided behavior, visual signals must be encoded in body-centered (egocentric) coordinates, and so visual signals must be integrated with information encoding eye position in the orbit&amp;amp;mdash;where the individual is looking. Eye position information is derived from copies of eye movement signals transmitted from the colliculus to the frontal and parietal cortices. In the intraparietal cortex of the dorsal stream, eye movement signals from the colliculus are used to predict the sensory consequences of action. These eye position signals are integrated with retinotopic visual signals to generate scaffolding for a visual scene that contains goal-relevant objects that are seen to have spatial relationships with each other and with the observer. Patients with degeneration of the superior colliculus, although they can see, behave as though they are blind. Bilateral damage to the intraparietal cortex of the dorsal stream causes the visual scene to disappear, leaving awareness of only one object that is lost in space. This tutorial considers what we have learned from patients with damage to the colliculus, or to the intraparietal cortex, about how the phylogenetically older midbrain and the newer mammalian dorsal cortical visual stream jointly coordinate the experience of a spatially and temporally coherent visual scene.</p> ]]></content:encoded> <dc:title>Seeing without a Scene: Neurological Observations on the Origin and Function of the Dorsal Visual Stream</dc:title> <dc:creator>Robert D. Rafal</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12050050</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-05-11</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-05-11</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>5</prism:number> <prism:section>Tutorial</prism:section> <prism:startingPage>50</prism:startingPage> <prism:doi>10.3390/jintelligence12050050</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/5/50</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/5/49"> <title>J. Intell., Vol. 12, Pages 49: An Empirical Test of the Concept of the Adaptively Intelligent Attitude</title> <link>https://www.mdpi.com/2079-3200/12/5/49</link> <description>This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of each one an individual has. The attitudinal component deals with how an individual chooses to deploy the abilities they have. In other words, to what use are the abilities put? It is argued that it is impossible fully to separate the measurement of the ability component from the attitudinal one. In a diverse population, even taking an intelligence test will show itself to involve an attitude toward the test, which may enhance or detract from performance, as when one sees the test as irrelevant or harmful to one&amp;amp;rsquo;s life, or as a sociocultural misfit to one&amp;amp;rsquo;s life experience. To succeed, people need not only to have abilities, but attitudes that put those abilities to effective use to accomplish individuals&amp;amp;rsquo; life goals. In the study, we found that intelligent attitudes are related, but non-identical, to germane constructs, such as wisdom, the need for cognition, creativity, and openness to experience. Scores on the attitudinal measure were not related to scores on tests of fluid intelligence and academic abilities/achievement. Thus, the range of attitudes regarding how to deploy intelligence can vary over ability levels.</description> <pubDate>2024-04-30</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 49: An Empirical Test of the Concept of the Adaptively Intelligent Attitude</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/5/49">doi: 10.3390/jintelligence12050049</a></p> <p>Authors: Robert J. Sternberg Arezoo Soleimani Dashtaki Banu Baydil </p> <p>This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of each one an individual has. The attitudinal component deals with how an individual chooses to deploy the abilities they have. In other words, to what use are the abilities put? It is argued that it is impossible fully to separate the measurement of the ability component from the attitudinal one. In a diverse population, even taking an intelligence test will show itself to involve an attitude toward the test, which may enhance or detract from performance, as when one sees the test as irrelevant or harmful to one&amp;amp;rsquo;s life, or as a sociocultural misfit to one&amp;amp;rsquo;s life experience. To succeed, people need not only to have abilities, but attitudes that put those abilities to effective use to accomplish individuals&amp;amp;rsquo; life goals. In the study, we found that intelligent attitudes are related, but non-identical, to germane constructs, such as wisdom, the need for cognition, creativity, and openness to experience. Scores on the attitudinal measure were not related to scores on tests of fluid intelligence and academic abilities/achievement. Thus, the range of attitudes regarding how to deploy intelligence can vary over ability levels.</p> ]]></content:encoded> <dc:title>An Empirical Test of the Concept of the Adaptively Intelligent Attitude</dc:title> <dc:creator>Robert J. Sternberg</dc:creator> <dc:creator>Arezoo Soleimani Dashtaki</dc:creator> <dc:creator>Banu Baydil</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12050049</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-30</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-30</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>5</prism:number> <prism:section>Article</prism:section> <prism:startingPage>49</prism:startingPage> <prism:doi>10.3390/jintelligence12050049</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/5/49</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/5/48"> <title>J. Intell., Vol. 12, Pages 48: Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors</title> <link>https://www.mdpi.com/2079-3200/12/5/48</link> <description>In this study, an investigation was conducted into the types of attitudes that parents may have of gifted students and gifted education, and the predictors of these attitudes. Using data collected from 331 parents of students enrolled in a Christian faith-based school system in one of the eight states/territories of Australia, multiple analyses, including exploratory factor analysis and latent profile analysis, were performed. The results revealed three subgroups of parents, each representing distinct attitude profiles (i.e., &amp;amp;ldquo;strong&amp;amp;rdquo;, &amp;amp;ldquo;moderate&amp;amp;rdquo; and &amp;amp;ldquo;weak&amp;amp;rdquo; supporters of gifted students and gifted education). Furthermore, we found nine variables to be potential predictors of parent attitudes, including perceptions of the giftedness of one&amp;amp;rsquo;s child, and the anticipated socio-emotional and academic impacts of giftedness and gifted education. Some of the important contributions of the study to the research literature included the distinction made by parents between attitudes toward gifted education adaptations and attitudes toward special gifted education settings, and the comparatively large number of parents who are moderately (rather than strongly or weakly) supportive of gifted students and gifted education.</description> <pubDate>2024-04-29</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 48: Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/5/48">doi: 10.3390/jintelligence12050048</a></p> <p>Authors: Jae Yup Jung Jihyun Lee </p> <p>In this study, an investigation was conducted into the types of attitudes that parents may have of gifted students and gifted education, and the predictors of these attitudes. Using data collected from 331 parents of students enrolled in a Christian faith-based school system in one of the eight states/territories of Australia, multiple analyses, including exploratory factor analysis and latent profile analysis, were performed. The results revealed three subgroups of parents, each representing distinct attitude profiles (i.e., &amp;amp;ldquo;strong&amp;amp;rdquo;, &amp;amp;ldquo;moderate&amp;amp;rdquo; and &amp;amp;ldquo;weak&amp;amp;rdquo; supporters of gifted students and gifted education). Furthermore, we found nine variables to be potential predictors of parent attitudes, including perceptions of the giftedness of one&amp;amp;rsquo;s child, and the anticipated socio-emotional and academic impacts of giftedness and gifted education. Some of the important contributions of the study to the research literature included the distinction made by parents between attitudes toward gifted education adaptations and attitudes toward special gifted education settings, and the comparatively large number of parents who are moderately (rather than strongly or weakly) supportive of gifted students and gifted education.</p> ]]></content:encoded> <dc:title>Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors</dc:title> <dc:creator>Jae Yup Jung</dc:creator> <dc:creator>Jihyun Lee</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12050048</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-29</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-29</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>5</prism:number> <prism:section>Article</prism:section> <prism:startingPage>48</prism:startingPage> <prism:doi>10.3390/jintelligence12050048</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/5/48</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/5/47"> <title>J. Intell., Vol. 12, Pages 47: Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating?</title> <link>https://www.mdpi.com/2079-3200/12/5/47</link> <description>People often cling to their beliefs even in the face of counterevidence. The current study explored metacognitive reflection as a potential driver for belief updating. In a randomized controlled experiment (n = 155), participants rated their degree of agreement with a statement regarding genetic modification in humans. Following this, participants were presented with a passage containing an argument counter to their indicated belief. Participants in the metacognition condition were asked to deeply reflect on the ways in which the passage was similar to or different from their current beliefs. Participants in the control condition were asked to engage in more shallow reflection on the composition of the passage. After reflecting on the counterevidence, participants were asked to again rate their agreement with the statement regarding human gene modification. Both groups updated their initial beliefs to be more consistent with the presented counterevidence. Although greater belief updating was observed in those who metacognitively reflected on the passage, this effect did not reach significance (p = .055). These findings suggest that reflecting on counterevidence has the potential to encourage belief updating, regardless of whether that reflection is metacognitive in nature, and provide promise for future work investigating the role of metacognition in belief updating.</description> <pubDate>2024-04-28</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 47: Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating?</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/5/47">doi: 10.3390/jintelligence12050047</a></p> <p>Authors: Allison P. O’Leary Wesley Fletcher </p> <p>People often cling to their beliefs even in the face of counterevidence. The current study explored metacognitive reflection as a potential driver for belief updating. In a randomized controlled experiment (n = 155), participants rated their degree of agreement with a statement regarding genetic modification in humans. Following this, participants were presented with a passage containing an argument counter to their indicated belief. Participants in the metacognition condition were asked to deeply reflect on the ways in which the passage was similar to or different from their current beliefs. Participants in the control condition were asked to engage in more shallow reflection on the composition of the passage. After reflecting on the counterevidence, participants were asked to again rate their agreement with the statement regarding human gene modification. Both groups updated their initial beliefs to be more consistent with the presented counterevidence. Although greater belief updating was observed in those who metacognitively reflected on the passage, this effect did not reach significance (p = .055). These findings suggest that reflecting on counterevidence has the potential to encourage belief updating, regardless of whether that reflection is metacognitive in nature, and provide promise for future work investigating the role of metacognition in belief updating.</p> ]]></content:encoded> <dc:title>Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating?</dc:title> <dc:creator>Allison P. O’Leary</dc:creator> <dc:creator>Wesley Fletcher</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12050047</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-28</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-28</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>5</prism:number> <prism:section>Article</prism:section> <prism:startingPage>47</prism:startingPage> <prism:doi>10.3390/jintelligence12050047</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/5/47</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/46"> <title>J. Intell., Vol. 12, Pages 46: Metacognitive Management of Attention in Online Learning</title> <link>https://www.mdpi.com/2079-3200/12/4/46</link> <description>Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences that are suboptimal for producing actual learning. Computer-based educational training platforms can counter this unfortunate tendency by providing only productive conditions of instruction&amp;amp;mdash;even if they are unintuitive (e.g., spacing instead of massing). The use of such platforms, however, introduces a different liability: being easy to interrupt. An assessment of this possible liability is needed given the enormous disruption to modern education brought about by COVID-19 and the subsequent widespread emergency adoption of computer-based remote instruction. The present study was therefore designed to (a) explore approaches for detecting interruptions that can be reasonably implemented by an instructor, (b) determine the frequency at which students are interrupted during a cognitive-science-based digital learning experience, and (c) establish the extent to which the pandemic and ensuing lockdowns affected students&amp;amp;rsquo; metacognitive ability to maintain engagement with their digital learning experiences. Outliers in time data were analyzed with increasing complexity and decreasing subjectivity to identify when learners were interrupted. Results indicated that only between 1.565% and 3.206% of online interactions show evidence of learner interruption. And although classroom learning was inarguably disrupted by the pandemic, learning in the present, evidence-based platform appeared to be immune.</description> <pubDate>2024-04-22</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 46: Metacognitive Management of Attention in Online Learning</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/46">doi: 10.3390/jintelligence12040046</a></p> <p>Authors: Matthew Jensen Hays Scott Richard Kustes Elizabeth Ligon Bjork </p> <p>Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences that are suboptimal for producing actual learning. Computer-based educational training platforms can counter this unfortunate tendency by providing only productive conditions of instruction&amp;amp;mdash;even if they are unintuitive (e.g., spacing instead of massing). The use of such platforms, however, introduces a different liability: being easy to interrupt. An assessment of this possible liability is needed given the enormous disruption to modern education brought about by COVID-19 and the subsequent widespread emergency adoption of computer-based remote instruction. The present study was therefore designed to (a) explore approaches for detecting interruptions that can be reasonably implemented by an instructor, (b) determine the frequency at which students are interrupted during a cognitive-science-based digital learning experience, and (c) establish the extent to which the pandemic and ensuing lockdowns affected students&amp;amp;rsquo; metacognitive ability to maintain engagement with their digital learning experiences. Outliers in time data were analyzed with increasing complexity and decreasing subjectivity to identify when learners were interrupted. Results indicated that only between 1.565% and 3.206% of online interactions show evidence of learner interruption. And although classroom learning was inarguably disrupted by the pandemic, learning in the present, evidence-based platform appeared to be immune.</p> ]]></content:encoded> <dc:title>Metacognitive Management of Attention in Online Learning</dc:title> <dc:creator>Matthew Jensen Hays</dc:creator> <dc:creator>Scott Richard Kustes</dc:creator> <dc:creator>Elizabeth Ligon Bjork</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040046</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-22</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-22</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>46</prism:startingPage> <prism:doi>10.3390/jintelligence12040046</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/46</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/45"> <title>J. Intell., Vol. 12, Pages 45: Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene</title> <link>https://www.mdpi.com/2079-3200/12/4/45</link> <description>The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and pave the way for a better future for generations to come, we must advance traditional theories and measures of higher-order abilities to reflect equity and inclusion. To this end, we must address global issues by integrating the complexities of intersectional identities as they impact our understanding of what constitutes intelligence in individuals, groups, and diverse communities. This re-envisioning of intelligence presents new complexities for understanding and challenges for our field beyond the boundaries of what has been previously touted by many disciplines, including psychology. It is an opportunity to re-envision what it means to be intelligent in a diverse global context while also honoring and recognizing the value of difference, positionality, and other ways of knowing.</description> <pubDate>2024-04-17</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 45: Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/45">doi: 10.3390/jintelligence12040045</a></p> <p>Authors: Lisa A. Suzuki Taymy J. Caso Aysegul Yucel Ahad Asad Haruka Kokaze </p> <p>The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and pave the way for a better future for generations to come, we must advance traditional theories and measures of higher-order abilities to reflect equity and inclusion. To this end, we must address global issues by integrating the complexities of intersectional identities as they impact our understanding of what constitutes intelligence in individuals, groups, and diverse communities. This re-envisioning of intelligence presents new complexities for understanding and challenges for our field beyond the boundaries of what has been previously touted by many disciplines, including psychology. It is an opportunity to re-envision what it means to be intelligent in a diverse global context while also honoring and recognizing the value of difference, positionality, and other ways of knowing.</p> ]]></content:encoded> <dc:title>Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene</dc:title> <dc:creator>Lisa A. Suzuki</dc:creator> <dc:creator>Taymy J. Caso</dc:creator> <dc:creator>Aysegul Yucel</dc:creator> <dc:creator>Ahad Asad</dc:creator> <dc:creator>Haruka Kokaze</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040045</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-17</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-17</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>45</prism:startingPage> <prism:doi>10.3390/jintelligence12040045</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/45</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/44"> <title>J. Intell., Vol. 12, Pages 44: Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study</title> <link>https://www.mdpi.com/2079-3200/12/4/44</link> <description>Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect.</description> <pubDate>2024-04-09</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 44: Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/44">doi: 10.3390/jintelligence12040044</a></p> <p>Authors: Baike Li Bernhard Pastötter Yongen Zhong Ningxin Su Ting Huang Wenbo Zhao Xiao Hu Liang Luo Chunliang Yang </p> <p>Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect.</p> ]]></content:encoded> <dc:title>Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study</dc:title> <dc:creator>Baike Li</dc:creator> <dc:creator>Bernhard Pastötter</dc:creator> <dc:creator>Yongen Zhong</dc:creator> <dc:creator>Ningxin Su</dc:creator> <dc:creator>Ting Huang</dc:creator> <dc:creator>Wenbo Zhao</dc:creator> <dc:creator>Xiao Hu</dc:creator> <dc:creator>Liang Luo</dc:creator> <dc:creator>Chunliang Yang</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040044</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-09</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-09</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>44</prism:startingPage> <prism:doi>10.3390/jintelligence12040044</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/44</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/43"> <title>J. Intell., Vol. 12, Pages 43: Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children</title> <link>https://www.mdpi.com/2079-3200/12/4/43</link> <description>This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available.</description> <pubDate>2024-04-05</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 43: Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/43">doi: 10.3390/jintelligence12040043</a></p> <p>Authors: George K. Georgiou Sergios C. Sergiou Charalambos Y. Charalambous </p> <p>This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available.</p> ]]></content:encoded> <dc:title>Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children</dc:title> <dc:creator>George K. Georgiou</dc:creator> <dc:creator>Sergios C. Sergiou</dc:creator> <dc:creator>Charalambos Y. Charalambous</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040043</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-05</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-05</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>43</prism:startingPage> <prism:doi>10.3390/jintelligence12040043</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/43</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/42"> <title>J. Intell., Vol. 12, Pages 42: Stimulus Complexity Can Enhance Art Appreciation: Phenomenological and Psychophysiological Evidence for the Pleasure-Interest Model of Aesthetic Liking</title> <link>https://www.mdpi.com/2079-3200/12/4/42</link> <description>We tested predictions deriving from the &amp;amp;ldquo;Pleasure-Interest Model of Aesthetic Liking&amp;amp;rdquo; (PIA Model), whereby aesthetic preferences arise from two fluency-based processes: an initial automatic, percept-driven default process and a subsequent perceiver-driven reflective process. One key trigger for reflective processing is stimulus complexity. Moreover, if meaning can be derived from such complexity, then this can engender increased interest and elevated liking. Experiment 1 involved graffiti street-art images, pre-normed to elicit low, moderate and high levels of interest. Subjective reports indicated a predicted enhancement in liking across increasing interest levels. Electroencephalography (EEG) recordings during image viewing revealed different patterns of alpha power in temporal brain regions across interest levels. Experiment 2 enforced a brief initial image-viewing stage and a subsequent reflective image-viewing stage. Differences in alpha power arose in most EEG channels between the initial and deliberative viewing stages. A linear increase in aesthetic liking was again seen across interest levels, with different patterns of alpha activity in temporal and occipital regions across these levels. Overall, the phenomenological data support the PIA Model, while the physiological data suggest that enhanced aesthetic liking might be associated with &amp;amp;ldquo;flow-feelings&amp;amp;rdquo; indexed by alpha activity in brain regions linked to visual attention and reducing distraction.</description> <pubDate>2024-04-03</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 42: Stimulus Complexity Can Enhance Art Appreciation: Phenomenological and Psychophysiological Evidence for the Pleasure-Interest Model of Aesthetic Liking</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/42">doi: 10.3390/jintelligence12040042</a></p> <p>Authors: Tammy-Ann Husselman Edson Filho Luca W. Zugic Emma Threadgold Linden J. Ball </p> <p>We tested predictions deriving from the &amp;amp;ldquo;Pleasure-Interest Model of Aesthetic Liking&amp;amp;rdquo; (PIA Model), whereby aesthetic preferences arise from two fluency-based processes: an initial automatic, percept-driven default process and a subsequent perceiver-driven reflective process. One key trigger for reflective processing is stimulus complexity. Moreover, if meaning can be derived from such complexity, then this can engender increased interest and elevated liking. Experiment 1 involved graffiti street-art images, pre-normed to elicit low, moderate and high levels of interest. Subjective reports indicated a predicted enhancement in liking across increasing interest levels. Electroencephalography (EEG) recordings during image viewing revealed different patterns of alpha power in temporal brain regions across interest levels. Experiment 2 enforced a brief initial image-viewing stage and a subsequent reflective image-viewing stage. Differences in alpha power arose in most EEG channels between the initial and deliberative viewing stages. A linear increase in aesthetic liking was again seen across interest levels, with different patterns of alpha activity in temporal and occipital regions across these levels. Overall, the phenomenological data support the PIA Model, while the physiological data suggest that enhanced aesthetic liking might be associated with &amp;amp;ldquo;flow-feelings&amp;amp;rdquo; indexed by alpha activity in brain regions linked to visual attention and reducing distraction.</p> ]]></content:encoded> <dc:title>Stimulus Complexity Can Enhance Art Appreciation: Phenomenological and Psychophysiological Evidence for the Pleasure-Interest Model of Aesthetic Liking</dc:title> <dc:creator>Tammy-Ann Husselman</dc:creator> <dc:creator>Edson Filho</dc:creator> <dc:creator>Luca W. Zugic</dc:creator> <dc:creator>Emma Threadgold</dc:creator> <dc:creator>Linden J. Ball</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040042</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-03</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-03</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>42</prism:startingPage> <prism:doi>10.3390/jintelligence12040042</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/42</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/41"> <title>J. Intell., Vol. 12, Pages 41: The Development of Cognitive Control in Preschoolers and Kindergarteners: The Case of Post-Error Slowing and Delayed Disinhibition</title> <link>https://www.mdpi.com/2079-3200/12/4/41</link> <description>This study aimed to investigate two specific behavioral manifestations of the executive attention systems in preschoolers and kindergarteners, beyond the unique contribution of intelligence. We tested post-error slowing [RT&amp;amp;macr;Post-error&amp;amp;nbsp;trial&amp;amp;minus;RT&amp;amp;macr;Not&amp;amp;nbsp;post-error&amp;amp;nbsp;trial] as a marker of reactive control and delayed disinhibition as a novel marker for proactive control. One hundred and eighty preschool- and kindergarten-aged children, as well as their mothers (final sample: 155 children and 174 mothers), performed an adapted task based on Go/NoGo and Stroop-like paradigms&amp;amp;mdash;the emotional day-night task. The children showed reliable post-error slowing and delayed disinhibition (mean size effects of 238.18 ms and 58.31 ms, respectively), while the adult size effects were 40&amp;amp;ndash;50% smaller. The post-error slowing effect was present for both sexes in all the tested ages, while the delayed disinhibition effect was present only for girls. Both effects showed large individual differences that became smaller in adulthood. Our findings emphasize the earlier maturation of reactive control compared to proactive control, and the earlier maturation of proactive cognitive control in girls compared to boys.</description> <pubDate>2024-04-01</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 41: The Development of Cognitive Control in Preschoolers and Kindergarteners: The Case of Post-Error Slowing and Delayed Disinhibition</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/41">doi: 10.3390/jintelligence12040041</a></p> <p>Authors: Maor Yeshua Andrea Berger </p> <p>This study aimed to investigate two specific behavioral manifestations of the executive attention systems in preschoolers and kindergarteners, beyond the unique contribution of intelligence. We tested post-error slowing [RT&amp;amp;macr;Post-error&amp;amp;nbsp;trial&amp;amp;minus;RT&amp;amp;macr;Not&amp;amp;nbsp;post-error&amp;amp;nbsp;trial] as a marker of reactive control and delayed disinhibition as a novel marker for proactive control. One hundred and eighty preschool- and kindergarten-aged children, as well as their mothers (final sample: 155 children and 174 mothers), performed an adapted task based on Go/NoGo and Stroop-like paradigms&amp;amp;mdash;the emotional day-night task. The children showed reliable post-error slowing and delayed disinhibition (mean size effects of 238.18 ms and 58.31 ms, respectively), while the adult size effects were 40&amp;amp;ndash;50% smaller. The post-error slowing effect was present for both sexes in all the tested ages, while the delayed disinhibition effect was present only for girls. Both effects showed large individual differences that became smaller in adulthood. Our findings emphasize the earlier maturation of reactive control compared to proactive control, and the earlier maturation of proactive cognitive control in girls compared to boys.</p> ]]></content:encoded> <dc:title>The Development of Cognitive Control in Preschoolers and Kindergarteners: The Case of Post-Error Slowing and Delayed Disinhibition</dc:title> <dc:creator>Maor Yeshua</dc:creator> <dc:creator>Andrea Berger</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040041</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-04-01</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-04-01</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>41</prism:startingPage> <prism:doi>10.3390/jintelligence12040041</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/41</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/40"> <title>J. Intell., Vol. 12, Pages 40: Psychometric Modeling to Identify Examinees&amp;rsquo; Strategy Differences during Testing</title> <link>https://www.mdpi.com/2079-3200/12/4/40</link> <description>Aptitude test scores are typically interpreted similarly for examinees with the same overall score. However, research has found evidence of examinee differences in strategies, as well as in the continued application of appropriate procedures during testing. Such differences can impact the correlates of test scores, making similar interpretations for equivalent scores questionable. This study presents some item response theory (IRT) models that are relevant to identifying examinee differences in strategies and understanding of test-taking procedures. First, mixture IRT models that identify latent classes of examinees with different patterns of item responses are considered; these models have long been available but unfortunately are not routinely applied. Strategy differences between the classes can then be studied separately by modeling the response patterns with cognitive complexity variables within each class. Secondly, novel psychometric approaches that leverage response time information (in particular, response time residuals) in order to identify both inter and intraindividual variability in response processes are considered. In doing so, a general method for evaluating threats to validity is proposed. The utility of the approach, in terms of providing more interpretable performance estimates and improving the administration of psychological measurement instruments, is then demonstrated with an empirical example.</description> <pubDate>2024-03-29</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 40: Psychometric Modeling to Identify Examinees&amp;rsquo; Strategy Differences during Testing</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/40">doi: 10.3390/jintelligence12040040</a></p> <p>Authors: Clifford E. Hauenstein Susan E. Embretson Eunbee Kim </p> <p>Aptitude test scores are typically interpreted similarly for examinees with the same overall score. However, research has found evidence of examinee differences in strategies, as well as in the continued application of appropriate procedures during testing. Such differences can impact the correlates of test scores, making similar interpretations for equivalent scores questionable. This study presents some item response theory (IRT) models that are relevant to identifying examinee differences in strategies and understanding of test-taking procedures. First, mixture IRT models that identify latent classes of examinees with different patterns of item responses are considered; these models have long been available but unfortunately are not routinely applied. Strategy differences between the classes can then be studied separately by modeling the response patterns with cognitive complexity variables within each class. Secondly, novel psychometric approaches that leverage response time information (in particular, response time residuals) in order to identify both inter and intraindividual variability in response processes are considered. In doing so, a general method for evaluating threats to validity is proposed. The utility of the approach, in terms of providing more interpretable performance estimates and improving the administration of psychological measurement instruments, is then demonstrated with an empirical example.</p> ]]></content:encoded> <dc:title>Psychometric Modeling to Identify Examinees&amp;amp;rsquo; Strategy Differences during Testing</dc:title> <dc:creator>Clifford E. Hauenstein</dc:creator> <dc:creator>Susan E. Embretson</dc:creator> <dc:creator>Eunbee Kim</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040040</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-29</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-29</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>40</prism:startingPage> <prism:doi>10.3390/jintelligence12040040</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/40</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/39"> <title>J. Intell., Vol. 12, Pages 39: Sex Differences in Cognitive Reflection: A Meta-Analysis</title> <link>https://www.mdpi.com/2079-3200/12/4/39</link> <description>The current study presents a meta-analytic review of the differences between men and women in cognitive reflection (CR). The study also explores whether the type of CR test (i.e., numerical tests and verbal tests) moderates the relationship between CR and sex. The results showed that men score higher than women on CR, although the magnitude of these differences was small. We also found out that the type of CR test moderates the sex differences in CR, especially in the numerical tests. In addition, the results showed that the length of numerical tests (i.e., number of items) does not affect the differences between men and women in CR. Finally, the implications of these results are discussed, and future research is suggested.</description> <pubDate>2024-03-29</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 39: Sex Differences in Cognitive Reflection: A Meta-Analysis</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/39">doi: 10.3390/jintelligence12040039</a></p> <p>Authors: Inmaculada Otero Alexandra Martínez Dámaris Cuadrado Mario Lado Silvia Moscoso Jesús F. Salgado </p> <p>The current study presents a meta-analytic review of the differences between men and women in cognitive reflection (CR). The study also explores whether the type of CR test (i.e., numerical tests and verbal tests) moderates the relationship between CR and sex. The results showed that men score higher than women on CR, although the magnitude of these differences was small. We also found out that the type of CR test moderates the sex differences in CR, especially in the numerical tests. In addition, the results showed that the length of numerical tests (i.e., number of items) does not affect the differences between men and women in CR. Finally, the implications of these results are discussed, and future research is suggested.</p> ]]></content:encoded> <dc:title>Sex Differences in Cognitive Reflection: A Meta-Analysis</dc:title> <dc:creator>Inmaculada Otero</dc:creator> <dc:creator>Alexandra Martínez</dc:creator> <dc:creator>Dámaris Cuadrado</dc:creator> <dc:creator>Mario Lado</dc:creator> <dc:creator>Silvia Moscoso</dc:creator> <dc:creator>Jesús F. Salgado</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040039</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-29</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-29</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Review</prism:section> <prism:startingPage>39</prism:startingPage> <prism:doi>10.3390/jintelligence12040039</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/39</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/38"> <title>J. Intell., Vol. 12, Pages 38: A Recent Development of a Network Approach to Assessment Data: Latent Space Item Response Modeling for Intelligence Studies</title> <link>https://www.mdpi.com/2079-3200/12/4/38</link> <description>This article aims to provide an overview of the potential advantages and utilities of the recently proposed Latent Space Item Response Model (LSIRM) in the context of intelligence studies. The LSIRM integrates the traditional Rasch IRT model for psychometric data with the latent space model for network data. The model has person-wise latent abilities and item difficulty parameters, capturing the main person and item effects, akin to the Rasch model. However, it additionally assumes that persons and items can be mapped onto the same metric space called a latent space and distances between persons and items represent further decreases in response accuracy uncaptured by the main model parameters. In this way, the model can account for conditional dependence or interactions between persons and items unexplained by the Rasch model. With two empirical datasets, we illustrate that (1) the latent space can provide information on respondents and items that cannot be captured by the Rasch model, (2) the LSIRM can quantify and visualize potential between-person variations in item difficulty, (3) latent dimensions/clusters of persons and items can be detected or extracted based on their latent positions on the map, and (4) personalized feedback can be generated from person-item distances. We conclude with discussions related to the latent space modeling integrated with other psychometric models and potential future directions.</description> <pubDate>2024-03-28</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 38: A Recent Development of a Network Approach to Assessment Data: Latent Space Item Response Modeling for Intelligence Studies</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/38">doi: 10.3390/jintelligence12040038</a></p> <p>Authors: Inhan Kang Minjeong Jeon </p> <p>This article aims to provide an overview of the potential advantages and utilities of the recently proposed Latent Space Item Response Model (LSIRM) in the context of intelligence studies. The LSIRM integrates the traditional Rasch IRT model for psychometric data with the latent space model for network data. The model has person-wise latent abilities and item difficulty parameters, capturing the main person and item effects, akin to the Rasch model. However, it additionally assumes that persons and items can be mapped onto the same metric space called a latent space and distances between persons and items represent further decreases in response accuracy uncaptured by the main model parameters. In this way, the model can account for conditional dependence or interactions between persons and items unexplained by the Rasch model. With two empirical datasets, we illustrate that (1) the latent space can provide information on respondents and items that cannot be captured by the Rasch model, (2) the LSIRM can quantify and visualize potential between-person variations in item difficulty, (3) latent dimensions/clusters of persons and items can be detected or extracted based on their latent positions on the map, and (4) personalized feedback can be generated from person-item distances. We conclude with discussions related to the latent space modeling integrated with other psychometric models and potential future directions.</p> ]]></content:encoded> <dc:title>A Recent Development of a Network Approach to Assessment Data: Latent Space Item Response Modeling for Intelligence Studies</dc:title> <dc:creator>Inhan Kang</dc:creator> <dc:creator>Minjeong Jeon</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040038</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-28</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-28</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>38</prism:startingPage> <prism:doi>10.3390/jintelligence12040038</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/38</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/4/37"> <title>J. Intell., Vol. 12, Pages 37: Examining the Existence of Cognitive Thresholds in Highly Quantitative College Courses</title> <link>https://www.mdpi.com/2079-3200/12/4/37</link> <description>While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic achievement. Given the significance of finding a threshold for understanding the relationship between cognitive ability and academic performance, and the limited studies on the topic, it is worth further investigating the possibility of cognitive thresholds. Using a multi-institutional dataset and the necessary condition analysis (NCA), we attempted to replicate previous findings of cognitive thresholds on the major GPA of mathematics and physics-majored students, as well as the course grade of organic chemistry, to examine whether high SAT math scores constitute a necessary condition for obtaining satisfactory grades in these courses. The results from the two studies do not indicate an absolute cognitive threshold point below which students are doomed to fail regardless of the amount of effort they devote into learning. However, we did find that the chance of students with a low level of quantitative ability to succeed in highly quantitative courses is very small, which qualifies for the virtually necessary condition.</description> <pubDate>2024-03-26</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 37: Examining the Existence of Cognitive Thresholds in Highly Quantitative College Courses</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/4/37">doi: 10.3390/jintelligence12040037</a></p> <p>Authors: You Zhou Nathan R. Kuncel Paul R. Sackett </p> <p>While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic achievement. Given the significance of finding a threshold for understanding the relationship between cognitive ability and academic performance, and the limited studies on the topic, it is worth further investigating the possibility of cognitive thresholds. Using a multi-institutional dataset and the necessary condition analysis (NCA), we attempted to replicate previous findings of cognitive thresholds on the major GPA of mathematics and physics-majored students, as well as the course grade of organic chemistry, to examine whether high SAT math scores constitute a necessary condition for obtaining satisfactory grades in these courses. The results from the two studies do not indicate an absolute cognitive threshold point below which students are doomed to fail regardless of the amount of effort they devote into learning. However, we did find that the chance of students with a low level of quantitative ability to succeed in highly quantitative courses is very small, which qualifies for the virtually necessary condition.</p> ]]></content:encoded> <dc:title>Examining the Existence of Cognitive Thresholds in Highly Quantitative College Courses</dc:title> <dc:creator>You Zhou</dc:creator> <dc:creator>Nathan R. Kuncel</dc:creator> <dc:creator>Paul R. Sackett</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12040037</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-26</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-26</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>4</prism:number> <prism:section>Article</prism:section> <prism:startingPage>37</prism:startingPage> <prism:doi>10.3390/jintelligence12040037</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/4/37</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/36"> <title>J. Intell., Vol. 12, Pages 36: How Can the Current State of AI Guide Future Conversations of General Intelligence?</title> <link>https://www.mdpi.com/2079-3200/12/3/36</link> <description>Similar to the field of human intelligence, artificial intelligence (AI) has experienced a long history of advances and controversies regarding its definition, assessment, and application. Starting over 70 years ago, AI set out to achieve a single, general-purpose technology that could overcome many tasks in a similar fashion to humans. However, until recently, implementations were based on narrowly defined tasks, making the systems inapplicable to even slight variations of the same task. With recent advances towards more generality, the contemplation of artificial general intelligence (AGI) akin to human general intelligence (HGI) can no longer be easily dismissed. We follow this line of inquiry and outline some of the key questions and conceptual challenges that must be addressed in order to integrate AGI and HGI and to enable future progress towards a unified field of general intelligence.</description> <pubDate>2024-03-20</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 36: How Can the Current State of AI Guide Future Conversations of General Intelligence?</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/36">doi: 10.3390/jintelligence12030036</a></p> <p>Authors: Tomoe Kanaya Ali Magine </p> <p>Similar to the field of human intelligence, artificial intelligence (AI) has experienced a long history of advances and controversies regarding its definition, assessment, and application. Starting over 70 years ago, AI set out to achieve a single, general-purpose technology that could overcome many tasks in a similar fashion to humans. However, until recently, implementations were based on narrowly defined tasks, making the systems inapplicable to even slight variations of the same task. With recent advances towards more generality, the contemplation of artificial general intelligence (AGI) akin to human general intelligence (HGI) can no longer be easily dismissed. We follow this line of inquiry and outline some of the key questions and conceptual challenges that must be addressed in order to integrate AGI and HGI and to enable future progress towards a unified field of general intelligence.</p> ]]></content:encoded> <dc:title>How Can the Current State of AI Guide Future Conversations of General Intelligence?</dc:title> <dc:creator>Tomoe Kanaya</dc:creator> <dc:creator>Ali Magine</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030036</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-20</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-20</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Commentary</prism:section> <prism:startingPage>36</prism:startingPage> <prism:doi>10.3390/jintelligence12030036</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/36</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/35"> <title>J. Intell., Vol. 12, Pages 35: The Six Challenges for Personality, Intelligence, Cognitive Skills, and Life Outcomes Research: An Introduction to the Topic</title> <link>https://www.mdpi.com/2079-3200/12/3/35</link> <description>Understanding how personality [...]</description> <pubDate>2024-03-18</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 35: The Six Challenges for Personality, Intelligence, Cognitive Skills, and Life Outcomes Research: An Introduction to the Topic</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/35">doi: 10.3390/jintelligence12030035</a></p> <p>Authors: Konrad Kulikowski Yoav Ganzach </p> <p>Understanding how personality [...]</p> ]]></content:encoded> <dc:title>The Six Challenges for Personality, Intelligence, Cognitive Skills, and Life Outcomes Research: An Introduction to the Topic</dc:title> <dc:creator>Konrad Kulikowski</dc:creator> <dc:creator>Yoav Ganzach</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030035</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-18</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-18</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>35</prism:startingPage> <prism:doi>10.3390/jintelligence12030035</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/35</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/34"> <title>J. Intell., Vol. 12, Pages 34: How Cognitive Ability Shapes Personality Differentiation in Real Job Candidates: Insights from a Large-Scale Study</title> <link>https://www.mdpi.com/2079-3200/12/3/34</link> <description>The differentiation of personality by the cognitive ability hypothesis proposes that individuals with higher cognitive ability have more variability in their personality structure than those with lower cognitive ability. A large sample of actual job candidates (n = 14,462) who participated in an online proctored test session, providing socio-demographic information and completing cognitive ability, personality, and language proficiency assessments, was used to test this hypothesis. The total sample was divided into three equal groups (low, average, high) using percentiles as the cutoff point to investigate the effects of cognitive ability. An ANCOVA demonstrated the significant effect of cognitive ability on personality traits, controlling for language proficiency. Principal component analyses showed that the personality structure differed between the cognitive ability groups, with the high-cognitive-ability group having an additional personality component. Similarly, analyses across job complexity levels indicated more personality components for high-job-complexity positions. The implications, limitations, and future directions of this study are discussed.</description> <pubDate>2024-03-16</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 34: How Cognitive Ability Shapes Personality Differentiation in Real Job Candidates: Insights from a Large-Scale Study</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/34">doi: 10.3390/jintelligence12030034</a></p> <p>Authors: Alina Stamate Pascale Denis Geneviève Sauvé </p> <p>The differentiation of personality by the cognitive ability hypothesis proposes that individuals with higher cognitive ability have more variability in their personality structure than those with lower cognitive ability. A large sample of actual job candidates (n = 14,462) who participated in an online proctored test session, providing socio-demographic information and completing cognitive ability, personality, and language proficiency assessments, was used to test this hypothesis. The total sample was divided into three equal groups (low, average, high) using percentiles as the cutoff point to investigate the effects of cognitive ability. An ANCOVA demonstrated the significant effect of cognitive ability on personality traits, controlling for language proficiency. Principal component analyses showed that the personality structure differed between the cognitive ability groups, with the high-cognitive-ability group having an additional personality component. Similarly, analyses across job complexity levels indicated more personality components for high-job-complexity positions. The implications, limitations, and future directions of this study are discussed.</p> ]]></content:encoded> <dc:title>How Cognitive Ability Shapes Personality Differentiation in Real Job Candidates: Insights from a Large-Scale Study</dc:title> <dc:creator>Alina Stamate</dc:creator> <dc:creator>Pascale Denis</dc:creator> <dc:creator>Geneviève Sauvé</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030034</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-16</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-16</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>34</prism:startingPage> <prism:doi>10.3390/jintelligence12030034</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/34</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/33"> <title>J. Intell., Vol. 12, Pages 33: Deductive Reasoning Skills in Children Aged 4&amp;ndash;8 Years Old</title> <link>https://www.mdpi.com/2079-3200/12/3/33</link> <description>Young children possess the fundamental deductive reasoning skills for solving their upcoming problems in their daily lives. These skills are of great importance for their school readiness and academic development. Therefore, this study aimed to explore the age differences and predictive variables of deductive reasoning skills in young Hungarian children aged 4&amp;amp;ndash;8 years old who reside in Hungary and Slovakia. Face-to-face data were collected from 3050 participants. The instrument of deductive reasoning skills assessment was extracted from the school readiness test, DIFER (Diagnostic System for Assessing Development). Utilizing various statistical analyses with R, AMOS, and MPlus8 packages, it was found that there were significant differences in young children&amp;amp;rsquo;s deductive reasoning skills across countries and age groups. Parents&amp;amp;rsquo; education levels had significant positive relationships with children&amp;amp;rsquo;s deductive reasoning skills development. And the variables of country and age were identified as significant predictors of children&amp;amp;rsquo;s deductive reasoning skills. And children&amp;amp;rsquo;s family background variables such as parental education played a significant role in predicting children&amp;amp;rsquo;s deductive reasoning skills in Hungary. The implications of this study emphasize the importance of educational contexts, parental involvement, cross-cultural exchange, and further research, with the potential to enhance young children&amp;amp;rsquo;s educational experiences and prospects in Hungary, Slovakia, and beyond.</description> <pubDate>2024-03-12</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 33: Deductive Reasoning Skills in Children Aged 4&amp;ndash;8 Years Old</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/33">doi: 10.3390/jintelligence12030033</a></p> <p>Authors: Krisztián Józsa Tun Zaw Oo Diana Borbélyová Judit Podráczky </p> <p>Young children possess the fundamental deductive reasoning skills for solving their upcoming problems in their daily lives. These skills are of great importance for their school readiness and academic development. Therefore, this study aimed to explore the age differences and predictive variables of deductive reasoning skills in young Hungarian children aged 4&amp;amp;ndash;8 years old who reside in Hungary and Slovakia. Face-to-face data were collected from 3050 participants. The instrument of deductive reasoning skills assessment was extracted from the school readiness test, DIFER (Diagnostic System for Assessing Development). Utilizing various statistical analyses with R, AMOS, and MPlus8 packages, it was found that there were significant differences in young children&amp;amp;rsquo;s deductive reasoning skills across countries and age groups. Parents&amp;amp;rsquo; education levels had significant positive relationships with children&amp;amp;rsquo;s deductive reasoning skills development. And the variables of country and age were identified as significant predictors of children&amp;amp;rsquo;s deductive reasoning skills. And children&amp;amp;rsquo;s family background variables such as parental education played a significant role in predicting children&amp;amp;rsquo;s deductive reasoning skills in Hungary. The implications of this study emphasize the importance of educational contexts, parental involvement, cross-cultural exchange, and further research, with the potential to enhance young children&amp;amp;rsquo;s educational experiences and prospects in Hungary, Slovakia, and beyond.</p> ]]></content:encoded> <dc:title>Deductive Reasoning Skills in Children Aged 4&amp;amp;ndash;8 Years Old</dc:title> <dc:creator>Krisztián Józsa</dc:creator> <dc:creator>Tun Zaw Oo</dc:creator> <dc:creator>Diana Borbélyová</dc:creator> <dc:creator>Judit Podráczky</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030033</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-12</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-12</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>33</prism:startingPage> <prism:doi>10.3390/jintelligence12030033</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/33</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/32"> <title>J. Intell., Vol. 12, Pages 32: Explanatory Cognitive Diagnosis Models Incorporating Item Features</title> <link>https://www.mdpi.com/2079-3200/12/3/32</link> <description>Item quality is crucial to psychometric analyses for cognitive diagnosis. In cognitive diagnosis models (CDMs), item quality is often quantified in terms of item parameters (e.g., guessing and slipping parameters). Calibrating the item parameters with only item response data, as a common practice, could result in challenges in identifying the cause of low-quality items (e.g., the correct answer is easy to be guessed) or devising an effective plan to improve the item quality. To resolve these challenges, we propose the item explanatory CDMs where the CDM item parameters are explained with item features such that item features can serve as an additional source of information for item parameters. The utility of the proposed models is demonstrated with the Trends in International Mathematics and Science Study (TIMSS)-released items and response data: around 20 item linguistic features were extracted from the item stem with natural language processing techniques, and the item feature engineering process is elaborated in the paper. The proposed models are used to examine the relationships between the guessing/slipping item parameters of the higher-order DINA model and eight of the item features. The findings from a follow-up simulation study are presented, which corroborate the validity of the inferences drawn from the empirical data analysis. Finally, future research directions are discussed.</description> <pubDate>2024-03-11</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 32: Explanatory Cognitive Diagnosis Models Incorporating Item Features</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/32">doi: 10.3390/jintelligence12030032</a></p> <p>Authors: Manqian Liao Hong Jiao Qiwei He </p> <p>Item quality is crucial to psychometric analyses for cognitive diagnosis. In cognitive diagnosis models (CDMs), item quality is often quantified in terms of item parameters (e.g., guessing and slipping parameters). Calibrating the item parameters with only item response data, as a common practice, could result in challenges in identifying the cause of low-quality items (e.g., the correct answer is easy to be guessed) or devising an effective plan to improve the item quality. To resolve these challenges, we propose the item explanatory CDMs where the CDM item parameters are explained with item features such that item features can serve as an additional source of information for item parameters. The utility of the proposed models is demonstrated with the Trends in International Mathematics and Science Study (TIMSS)-released items and response data: around 20 item linguistic features were extracted from the item stem with natural language processing techniques, and the item feature engineering process is elaborated in the paper. The proposed models are used to examine the relationships between the guessing/slipping item parameters of the higher-order DINA model and eight of the item features. The findings from a follow-up simulation study are presented, which corroborate the validity of the inferences drawn from the empirical data analysis. Finally, future research directions are discussed.</p> ]]></content:encoded> <dc:title>Explanatory Cognitive Diagnosis Models Incorporating Item Features</dc:title> <dc:creator>Manqian Liao</dc:creator> <dc:creator>Hong Jiao</dc:creator> <dc:creator>Qiwei He</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030032</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-11</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-11</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>32</prism:startingPage> <prism:doi>10.3390/jintelligence12030032</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/32</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/31"> <title>J. Intell., Vol. 12, Pages 31: Psycho-Educational Assessments: Theory and Practice</title> <link>https://www.mdpi.com/2079-3200/12/3/31</link> <description>Psycho-educational assessments, such as intelligence tests, cognitive test batteries, and behavioral measures, serve as invaluable tools for school psychologists and educators [...]</description> <pubDate>2024-03-05</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 31: Psycho-Educational Assessments: Theory and Practice</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/31">doi: 10.3390/jintelligence12030031</a></p> <p>Authors: Okan Bulut </p> <p>Psycho-educational assessments, such as intelligence tests, cognitive test batteries, and behavioral measures, serve as invaluable tools for school psychologists and educators [...]</p> ]]></content:encoded> <dc:title>Psycho-Educational Assessments: Theory and Practice</dc:title> <dc:creator>Okan Bulut</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030031</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-05</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-05</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Editorial</prism:section> <prism:startingPage>31</prism:startingPage> <prism:doi>10.3390/jintelligence12030031</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/31</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/30"> <title>J. Intell., Vol. 12, Pages 30: Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing</title> <link>https://www.mdpi.com/2079-3200/12/3/30</link> <description>Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in these cognitive and affective aspects of spatial processing may be interrelated. Here, we tested for robust gender differences across six different datasets in spatial ability and spatial anxiety (N = 1257, 830 females). Further, we tested for bidirectional mediation effects. We identified indirect relations between gender and spatial skills through spatial anxiety, as well as between gender and spatial anxiety through spatial skills. In the gender &amp;amp;rarr; spatial anxiety &amp;amp;rarr; spatial ability direction, spatial anxiety explained an average of 22.4% of gender differences in spatial ability. In the gender &amp;amp;rarr; spatial ability &amp;amp;rarr; spatial anxiety direction, spatial ability explained an average of 25.9% of gender differences in spatial anxiety. Broadly, these results support a strong relation between cognitive and affective factors when explaining gender differences in the spatial domain. However, the nature of this relation may be more complex than has been assumed in previous literature. On a practical level, the results of this study caution the development of interventions to address gender differences in spatial processing which focus primarily on either spatial anxiety or spatial ability until such further research can be conducted. Our results also speak to the need for future longitudinal work to determine the precise mechanisms linking cognitive and affective factors in spatial processing.</description> <pubDate>2024-03-04</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 30: Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/30">doi: 10.3390/jintelligence12030030</a></p> <p>Authors: Cynthia M. Fioriti Raeanne N. Martell Richard J. Daker Eleanor P. Malone H. Moriah Sokolowski Adam E. Green Susan C. Levine Erin A. Maloney Gerardo Ramirez Ian M. Lyons </p> <p>Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in these cognitive and affective aspects of spatial processing may be interrelated. Here, we tested for robust gender differences across six different datasets in spatial ability and spatial anxiety (N = 1257, 830 females). Further, we tested for bidirectional mediation effects. We identified indirect relations between gender and spatial skills through spatial anxiety, as well as between gender and spatial anxiety through spatial skills. In the gender &amp;amp;rarr; spatial anxiety &amp;amp;rarr; spatial ability direction, spatial anxiety explained an average of 22.4% of gender differences in spatial ability. In the gender &amp;amp;rarr; spatial ability &amp;amp;rarr; spatial anxiety direction, spatial ability explained an average of 25.9% of gender differences in spatial anxiety. Broadly, these results support a strong relation between cognitive and affective factors when explaining gender differences in the spatial domain. However, the nature of this relation may be more complex than has been assumed in previous literature. On a practical level, the results of this study caution the development of interventions to address gender differences in spatial processing which focus primarily on either spatial anxiety or spatial ability until such further research can be conducted. Our results also speak to the need for future longitudinal work to determine the precise mechanisms linking cognitive and affective factors in spatial processing.</p> ]]></content:encoded> <dc:title>Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing</dc:title> <dc:creator>Cynthia M. Fioriti</dc:creator> <dc:creator>Raeanne N. Martell</dc:creator> <dc:creator>Richard J. Daker</dc:creator> <dc:creator>Eleanor P. Malone</dc:creator> <dc:creator>H. Moriah Sokolowski</dc:creator> <dc:creator>Adam E. Green</dc:creator> <dc:creator>Susan C. Levine</dc:creator> <dc:creator>Erin A. Maloney</dc:creator> <dc:creator>Gerardo Ramirez</dc:creator> <dc:creator>Ian M. Lyons</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030030</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-04</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-04</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>30</prism:startingPage> <prism:doi>10.3390/jintelligence12030030</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/30</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/29"> <title>J. Intell., Vol. 12, Pages 29: Adding a Piece to the Puzzle? The Allocation of Figurative Language Comprehension into the CHC Model of Cognitive Abilities</title> <link>https://www.mdpi.com/2079-3200/12/3/29</link> <description>The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell&amp;amp;ndash;Horn&amp;amp;ndash;Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of a sample of 909 participants revealed that the RPT and LPT measured a unidimensional construct of FLC, while the PT was excluded due to insufficient fit. Combining RPT and LPT items, various models were evaluated, with a bifactor S-1 model showing the best fit, indicating the influence of a general factor (representing FLC) and test-specific method factors. The study explored FLC allocation within the CHC model, supporting its consideration as a distinct factor under the g factor. Examining the nomological network, significant correlations emerged between the Intellectual Curiosity and Aesthetic Sensitivity facets of Openness and FLC, which were comparable in size to the relation with general ability. In conclusion, the study enhances the understanding of FLC within the CHC model, advocating its recognition as a distinct factor. Correlations with Openness facets suggest valuable insights into the interplay between cognitive abilities and personality, necessitating further research for a deeper exploration of this relation.</description> <pubDate>2024-03-01</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 29: Adding a Piece to the Puzzle? The Allocation of Figurative Language Comprehension into the CHC Model of Cognitive Abilities</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/29">doi: 10.3390/jintelligence12030029</a></p> <p>Authors: Andra Biesok Matthias Ziegler Christiane Montag Ivan Nenchev </p> <p>The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell&amp;amp;ndash;Horn&amp;amp;ndash;Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of a sample of 909 participants revealed that the RPT and LPT measured a unidimensional construct of FLC, while the PT was excluded due to insufficient fit. Combining RPT and LPT items, various models were evaluated, with a bifactor S-1 model showing the best fit, indicating the influence of a general factor (representing FLC) and test-specific method factors. The study explored FLC allocation within the CHC model, supporting its consideration as a distinct factor under the g factor. Examining the nomological network, significant correlations emerged between the Intellectual Curiosity and Aesthetic Sensitivity facets of Openness and FLC, which were comparable in size to the relation with general ability. In conclusion, the study enhances the understanding of FLC within the CHC model, advocating its recognition as a distinct factor. Correlations with Openness facets suggest valuable insights into the interplay between cognitive abilities and personality, necessitating further research for a deeper exploration of this relation.</p> ]]></content:encoded> <dc:title>Adding a Piece to the Puzzle? The Allocation of Figurative Language Comprehension into the CHC Model of Cognitive Abilities</dc:title> <dc:creator>Andra Biesok</dc:creator> <dc:creator>Matthias Ziegler</dc:creator> <dc:creator>Christiane Montag</dc:creator> <dc:creator>Ivan Nenchev</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030029</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-01</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-01</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>29</prism:startingPage> <prism:doi>10.3390/jintelligence12030029</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/29</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/28"> <title>J. Intell., Vol. 12, Pages 28: Progressing the Development of a Collaborative Metareasoning Framework: Prospects and Challenges</title> <link>https://www.mdpi.com/2079-3200/12/3/28</link> <description>Metareasoning refers to processes that monitor and control ongoing thinking and reasoning. The &amp;amp;ldquo;metareasoning framework&amp;amp;rdquo; that was established in the literature in 2017 has been useful in explaining how monitoring processes during reasoning are sensitive to an individual&amp;amp;rsquo;s fluctuating feelings of certainty and uncertainty. The framework was developed to capture metareasoning at an individual level. It does not capture metareasoning during collaborative activities. We argue this is significant, given the many domains in which team-based reasoning is critical, including design, innovation, process control, defence and security. Currently, there is no conceptual framework that addresses the nature of collaborative metareasoning in these kinds of domains. We advance a framework of collaborative metareasoning that develops an understanding of how teams respond to the demands and opportunities of the task at hand, as well as to the demands and opportunities afforded by interlocuters who have different perspectives, knowledge, skills and experiences. We point to the importance of a tripartite distinction between &amp;amp;ldquo;self-monitoring&amp;amp;rdquo;, &amp;amp;ldquo;other monitoring&amp;amp;rdquo; and &amp;amp;ldquo;joint monitoring&amp;amp;rdquo;. We also highlight a parallel distinction between &amp;amp;ldquo;self-focused control&amp;amp;rdquo;, &amp;amp;ldquo;other-focused control&amp;amp;rdquo; and &amp;amp;ldquo;joint control&amp;amp;rdquo;. In elaborating upon these distinctions, we discuss the prospects for developing a comprehensive collaborative metareasoning framework with a unique focus on language as a measure of both uncertainty and misalignment.</description> <pubDate>2024-03-01</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 28: Progressing the Development of a Collaborative Metareasoning Framework: Prospects and Challenges</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/28">doi: 10.3390/jintelligence12030028</a></p> <p>Authors: Beth H. Richardson Linden J. Ball </p> <p>Metareasoning refers to processes that monitor and control ongoing thinking and reasoning. The &amp;amp;ldquo;metareasoning framework&amp;amp;rdquo; that was established in the literature in 2017 has been useful in explaining how monitoring processes during reasoning are sensitive to an individual&amp;amp;rsquo;s fluctuating feelings of certainty and uncertainty. The framework was developed to capture metareasoning at an individual level. It does not capture metareasoning during collaborative activities. We argue this is significant, given the many domains in which team-based reasoning is critical, including design, innovation, process control, defence and security. Currently, there is no conceptual framework that addresses the nature of collaborative metareasoning in these kinds of domains. We advance a framework of collaborative metareasoning that develops an understanding of how teams respond to the demands and opportunities of the task at hand, as well as to the demands and opportunities afforded by interlocuters who have different perspectives, knowledge, skills and experiences. We point to the importance of a tripartite distinction between &amp;amp;ldquo;self-monitoring&amp;amp;rdquo;, &amp;amp;ldquo;other monitoring&amp;amp;rdquo; and &amp;amp;ldquo;joint monitoring&amp;amp;rdquo;. We also highlight a parallel distinction between &amp;amp;ldquo;self-focused control&amp;amp;rdquo;, &amp;amp;ldquo;other-focused control&amp;amp;rdquo; and &amp;amp;ldquo;joint control&amp;amp;rdquo;. In elaborating upon these distinctions, we discuss the prospects for developing a comprehensive collaborative metareasoning framework with a unique focus on language as a measure of both uncertainty and misalignment.</p> ]]></content:encoded> <dc:title>Progressing the Development of a Collaborative Metareasoning Framework: Prospects and Challenges</dc:title> <dc:creator>Beth H. Richardson</dc:creator> <dc:creator>Linden J. Ball</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030028</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-03-01</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-03-01</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>28</prism:startingPage> <prism:doi>10.3390/jintelligence12030028</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/28</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/27"> <title>J. Intell., Vol. 12, Pages 27: &amp;ldquo;Show Me What You Got&amp;rdquo;: The Nomological Network of the Ability to Pose Facial Emotion Expressions</title> <link>https://www.mdpi.com/2079-3200/12/3/27</link> <description>Just as receptive emotional abilities, productive emotional abilities are essential for social communication. Although individual differences in receptive emotional abilities, such as perceiving and recognizing emotions, are well-investigated, individual differences in productive emotional abilities, such as the ability to express emotions in the face, are largely neglected. Consequently, little is known about how emotion expression abilities fit in a nomological network of related abilities and typical behavior. We developed a multitask battery for measuring the ability to pose emotional expressions scored with facial expression recognition software. With three multivariate studies (n1 = 237; n2 = 141; n3 = 123), we test competing measurement models of emotion posing and relate this construct with other socio-emotional traits and cognitive abilities. We replicate the measurement model that includes a general factor of emotion posing, a nested task-specific factor, and emotion-specific factors. The emotion-posing ability factor is moderately to strongly related to receptive socio-emotional abilities, weakly related to general cognitive abilities, and weakly related to extraversion. This is strong evidence that emotion posing is a cognitive interpersonal ability. This new understanding of abilities in emotion communication opens a gateway for studying individual differences in social interaction.</description> <pubDate>2024-02-26</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 27: &amp;ldquo;Show Me What You Got&amp;rdquo;: The Nomological Network of the Ability to Pose Facial Emotion Expressions</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/27">doi: 10.3390/jintelligence12030027</a></p> <p>Authors: Mattis Geiger Sally Gayle Olderbak Oliver Wilhelm </p> <p>Just as receptive emotional abilities, productive emotional abilities are essential for social communication. Although individual differences in receptive emotional abilities, such as perceiving and recognizing emotions, are well-investigated, individual differences in productive emotional abilities, such as the ability to express emotions in the face, are largely neglected. Consequently, little is known about how emotion expression abilities fit in a nomological network of related abilities and typical behavior. We developed a multitask battery for measuring the ability to pose emotional expressions scored with facial expression recognition software. With three multivariate studies (n1 = 237; n2 = 141; n3 = 123), we test competing measurement models of emotion posing and relate this construct with other socio-emotional traits and cognitive abilities. We replicate the measurement model that includes a general factor of emotion posing, a nested task-specific factor, and emotion-specific factors. The emotion-posing ability factor is moderately to strongly related to receptive socio-emotional abilities, weakly related to general cognitive abilities, and weakly related to extraversion. This is strong evidence that emotion posing is a cognitive interpersonal ability. This new understanding of abilities in emotion communication opens a gateway for studying individual differences in social interaction.</p> ]]></content:encoded> <dc:title>&amp;amp;ldquo;Show Me What You Got&amp;amp;rdquo;: The Nomological Network of the Ability to Pose Facial Emotion Expressions</dc:title> <dc:creator>Mattis Geiger</dc:creator> <dc:creator>Sally Gayle Olderbak</dc:creator> <dc:creator>Oliver Wilhelm</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030027</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-02-26</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-02-26</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>27</prism:startingPage> <prism:doi>10.3390/jintelligence12030027</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/27</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/26"> <title>J. Intell., Vol. 12, Pages 26: A Comparative Study of Item Response Theory Models for Mixed Discrete-Continuous Responses</title> <link>https://www.mdpi.com/2079-3200/12/3/26</link> <description>Language proficiency assessments are pivotal in educational and professional decision-making. With the integration of AI-driven technologies, these assessments can more frequently use item types, such as dictation tasks, producing response features with a mixture of discrete and continuous distributions. This study evaluates novel measurement models tailored to these unique response features. Specifically, we evaluated the performance of the zero-and-one-inflated extensions of the Beta, Simplex, and Samejima&amp;amp;rsquo;s Continuous item response models and incorporated collateral information into the estimation using latent regression. Our findings highlight that while all models provided highly correlated results regarding item and person parameters, the Beta item response model showcased superior out-of-sample predictive accuracy. However, a significant challenge was the absence of established benchmarks for evaluating model and item fit for these novel item response models. There is a need for further research to establish benchmarks for evaluating the fit of these innovative models to ensure their reliability and validity in real-world applications.</description> <pubDate>2024-02-25</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 26: A Comparative Study of Item Response Theory Models for Mixed Discrete-Continuous Responses</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/26">doi: 10.3390/jintelligence12030026</a></p> <p>Authors: Cengiz Zopluoglu J. R. Lockwood </p> <p>Language proficiency assessments are pivotal in educational and professional decision-making. With the integration of AI-driven technologies, these assessments can more frequently use item types, such as dictation tasks, producing response features with a mixture of discrete and continuous distributions. This study evaluates novel measurement models tailored to these unique response features. Specifically, we evaluated the performance of the zero-and-one-inflated extensions of the Beta, Simplex, and Samejima&amp;amp;rsquo;s Continuous item response models and incorporated collateral information into the estimation using latent regression. Our findings highlight that while all models provided highly correlated results regarding item and person parameters, the Beta item response model showcased superior out-of-sample predictive accuracy. However, a significant challenge was the absence of established benchmarks for evaluating model and item fit for these novel item response models. There is a need for further research to establish benchmarks for evaluating the fit of these innovative models to ensure their reliability and validity in real-world applications.</p> ]]></content:encoded> <dc:title>A Comparative Study of Item Response Theory Models for Mixed Discrete-Continuous Responses</dc:title> <dc:creator>Cengiz Zopluoglu</dc:creator> <dc:creator>J. R. Lockwood</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030026</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-02-25</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-02-25</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>26</prism:startingPage> <prism:doi>10.3390/jintelligence12030026</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/26</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/25"> <title>J. Intell., Vol. 12, Pages 25: Are There Two Kinds of Reasoners?</title> <link>https://www.mdpi.com/2079-3200/12/3/25</link> <description>There is little consensus about the underlying parameters of human reasoning. Two major theories have been proposed that suppose very different mechanisms. The mental model theory proposes that people use working memory intensive processes in order to construct limited models of problem parameters. Probabilistic theories propose that reasoning is a process by which people use the sum of their existing knowledge in order to generate an estimate of the probability of a conclusion given problem parameters. Following an initial proposition by Verschueren et al., the dual-strategy model supposes that these different approaches to reasoning are in fact an important individual difference. Specifically, a recently developed diagnostic questionnaire has identified two major categories of reasoners: Counterexample reasoners use a mental model form of processing, while Statistical reasoners use a probabilistic form of processing. In the following, I describe results that show that the Counterexample/Statistical distinction affects information processing across a variety of reasoning and judgment tasks. In addition, strategy use correlates with performance on very different kinds of thinking, such as contingency judgments, processing of negative emotions, or susceptibility to social biases. Although this distinction is related to differences in cognitive ability, it has been found to predict performance over and above these differences. More recent results have shown that it is possible to experimentally modify strategy use. These results suggest that strategy use is an important individual difference that can affect performance in a wide variety of contexts.</description> <pubDate>2024-02-22</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 25: Are There Two Kinds of Reasoners?</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/25">doi: 10.3390/jintelligence12030025</a></p> <p>Authors: Henry Markovits </p> <p>There is little consensus about the underlying parameters of human reasoning. Two major theories have been proposed that suppose very different mechanisms. The mental model theory proposes that people use working memory intensive processes in order to construct limited models of problem parameters. Probabilistic theories propose that reasoning is a process by which people use the sum of their existing knowledge in order to generate an estimate of the probability of a conclusion given problem parameters. Following an initial proposition by Verschueren et al., the dual-strategy model supposes that these different approaches to reasoning are in fact an important individual difference. Specifically, a recently developed diagnostic questionnaire has identified two major categories of reasoners: Counterexample reasoners use a mental model form of processing, while Statistical reasoners use a probabilistic form of processing. In the following, I describe results that show that the Counterexample/Statistical distinction affects information processing across a variety of reasoning and judgment tasks. In addition, strategy use correlates with performance on very different kinds of thinking, such as contingency judgments, processing of negative emotions, or susceptibility to social biases. Although this distinction is related to differences in cognitive ability, it has been found to predict performance over and above these differences. More recent results have shown that it is possible to experimentally modify strategy use. These results suggest that strategy use is an important individual difference that can affect performance in a wide variety of contexts.</p> ]]></content:encoded> <dc:title>Are There Two Kinds of Reasoners?</dc:title> <dc:creator>Henry Markovits</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030025</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-02-22</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-02-22</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Review</prism:section> <prism:startingPage>25</prism:startingPage> <prism:doi>10.3390/jintelligence12030025</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/25</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/3/24"> <title>J. Intell., Vol. 12, Pages 24: The Effect of Mindfulness on the Promotion of Graduate Students&amp;rsquo; Scientific Research Creativity: The Chain Mediating Role of Flow Experience and Creative Self-Efficacy</title> <link>https://www.mdpi.com/2079-3200/12/3/24</link> <description>Creativity is a universal core higher-order cognitive ability in the 21st century, which reflects a country&amp;amp;rsquo;s core competitiveness and soft power. Mindfulness, as an important concept in positive psychology, has also received attention for its potential effect on research creativity. Using structural equation modeling and bootstrap methods, this study investigated the relationship between mindfulness and research creativity among 1210 Chinese graduate students. Additionally, we explored the mediating effect of flow experience and creative self-efficacy in this relationship. The research results showed that mindfulness had a direct positive effect on graduate students&amp;amp;rsquo; scientific research creativity. The mediating effect of flow experience and creative self-efficacy, as well as the chain mediating effect, were established, with the mediating ratio being 13.1% and 30.0%, respectively, and the indirect effect of chain mediating accounting for 34.1%. Interestingly, the effect mechanism at the gender level was various, with the mediating effect of mindfulness on scientific research creativity being higher among male graduate students. The results of this study revealed the mechanism of mindfulness on graduate students&amp;amp;rsquo; scientific research creativity, offering valuable insights for enhancing their creative capabilities in the realm of scientific research.</description> <pubDate>2024-02-21</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 24: The Effect of Mindfulness on the Promotion of Graduate Students&amp;rsquo; Scientific Research Creativity: The Chain Mediating Role of Flow Experience and Creative Self-Efficacy</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/3/24">doi: 10.3390/jintelligence12030024</a></p> <p>Authors: Hao Yao Yabing Fan Shifei Duan </p> <p>Creativity is a universal core higher-order cognitive ability in the 21st century, which reflects a country&amp;amp;rsquo;s core competitiveness and soft power. Mindfulness, as an important concept in positive psychology, has also received attention for its potential effect on research creativity. Using structural equation modeling and bootstrap methods, this study investigated the relationship between mindfulness and research creativity among 1210 Chinese graduate students. Additionally, we explored the mediating effect of flow experience and creative self-efficacy in this relationship. The research results showed that mindfulness had a direct positive effect on graduate students&amp;amp;rsquo; scientific research creativity. The mediating effect of flow experience and creative self-efficacy, as well as the chain mediating effect, were established, with the mediating ratio being 13.1% and 30.0%, respectively, and the indirect effect of chain mediating accounting for 34.1%. Interestingly, the effect mechanism at the gender level was various, with the mediating effect of mindfulness on scientific research creativity being higher among male graduate students. The results of this study revealed the mechanism of mindfulness on graduate students&amp;amp;rsquo; scientific research creativity, offering valuable insights for enhancing their creative capabilities in the realm of scientific research.</p> ]]></content:encoded> <dc:title>The Effect of Mindfulness on the Promotion of Graduate Students&amp;amp;rsquo; Scientific Research Creativity: The Chain Mediating Role of Flow Experience and Creative Self-Efficacy</dc:title> <dc:creator>Hao Yao</dc:creator> <dc:creator>Yabing Fan</dc:creator> <dc:creator>Shifei Duan</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12030024</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-02-21</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-02-21</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>3</prism:number> <prism:section>Article</prism:section> <prism:startingPage>24</prism:startingPage> <prism:doi>10.3390/jintelligence12030024</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/3/24</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/2/23"> <title>J. Intell., Vol. 12, Pages 23: Conditional Dependence across Slow and Fast Item Responses: With a Latent Space Item Response Modeling Approach</title> <link>https://www.mdpi.com/2079-3200/12/2/23</link> <description>There recently have been many studies examining conditional dependence between response accuracy and response times in cognitive tests. While most previous research has focused on revealing a general pattern of conditional dependence for all respondents and items, it is plausible that the pattern may vary across respondents and items. In this paper, we attend to its potential heterogeneity and examine the item and person specificities involved in the conditional dependence between item responses and response times. To this end, we use a latent space item response theory (LSIRT) approach with an interaction map that visualizes conditional dependence in response data in the form of item&amp;amp;ndash;respondent interactions. We incorporate response time information into the interaction map by applying LSIRT models to slow and fast item responses. Through empirical illustrations with three cognitive test datasets, we confirm the presence and patterns of conditional dependence between item responses and response times, a result consistent with previous studies. Our results further illustrate the heterogeneity in the conditional dependence across respondents, which provides insights into understanding individuals&amp;amp;rsquo; underlying item-solving processes in cognitive tests. Some practical implications of the results and the use of interaction maps in cognitive tests are discussed.</description> <pubDate>2024-02-16</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 23: Conditional Dependence across Slow and Fast Item Responses: With a Latent Space Item Response Modeling Approach</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/2/23">doi: 10.3390/jintelligence12020023</a></p> <p>Authors: Nana Kim Minjeong Jeon Ivailo Partchev </p> <p>There recently have been many studies examining conditional dependence between response accuracy and response times in cognitive tests. While most previous research has focused on revealing a general pattern of conditional dependence for all respondents and items, it is plausible that the pattern may vary across respondents and items. In this paper, we attend to its potential heterogeneity and examine the item and person specificities involved in the conditional dependence between item responses and response times. To this end, we use a latent space item response theory (LSIRT) approach with an interaction map that visualizes conditional dependence in response data in the form of item&amp;amp;ndash;respondent interactions. We incorporate response time information into the interaction map by applying LSIRT models to slow and fast item responses. Through empirical illustrations with three cognitive test datasets, we confirm the presence and patterns of conditional dependence between item responses and response times, a result consistent with previous studies. Our results further illustrate the heterogeneity in the conditional dependence across respondents, which provides insights into understanding individuals&amp;amp;rsquo; underlying item-solving processes in cognitive tests. Some practical implications of the results and the use of interaction maps in cognitive tests are discussed.</p> ]]></content:encoded> <dc:title>Conditional Dependence across Slow and Fast Item Responses: With a Latent Space Item Response Modeling Approach</dc:title> <dc:creator>Nana Kim</dc:creator> <dc:creator>Minjeong Jeon</dc:creator> <dc:creator>Ivailo Partchev</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12020023</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-02-16</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-02-16</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>2</prism:number> <prism:section>Article</prism:section> <prism:startingPage>23</prism:startingPage> <prism:doi>10.3390/jintelligence12020023</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/2/23</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/2/22"> <title>J. Intell., Vol. 12, Pages 22: The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children</title> <link>https://www.mdpi.com/2079-3200/12/2/22</link> <description>Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children&amp;amp;rsquo;s PA participation were collected. Children&amp;amp;rsquo;s FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.</description> <pubDate>2024-02-16</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 22: The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/2/22">doi: 10.3390/jintelligence12020022</a></p> <p>Authors: Jessica Scott Tim Jay Christopher M. Spray </p> <p>Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children&amp;amp;rsquo;s PA participation were collected. Children&amp;amp;rsquo;s FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.</p> ]]></content:encoded> <dc:title>The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children</dc:title> <dc:creator>Jessica Scott</dc:creator> <dc:creator>Tim Jay</dc:creator> <dc:creator>Christopher M. Spray</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12020022</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-02-16</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-02-16</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>2</prism:number> <prism:section>Article</prism:section> <prism:startingPage>22</prism:startingPage> <prism:doi>10.3390/jintelligence12020022</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/2/22</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <item rdf:about="https://www.mdpi.com/2079-3200/12/2/21"> <title>J. Intell., Vol. 12, Pages 21: The Subjective Experience of Autobiographical Remembering: Conceptual and Methodological Advances and Challenges</title> <link>https://www.mdpi.com/2079-3200/12/2/21</link> <description>The investigation of the phenomenology of autobiographical memories (i.e., how a memory is subjectively experienced and its meaning) has provided an important contribution to our understanding of autobiographical remembering. Over the last two decades, the study of phenomenology has received widespread scientific attention, and the field has undergone quite relevant conceptual and methodological changes. In the present work, we (1) review some basic and well-established research findings and methodological achievements; (2) discuss new theoretical and methodological challenges, with a special focus on the issue of the phenomenological experience of the retrieval process and its relationship with the phenomenology of the products of retrieval; and (3) propose an alternative way of conceptualizing and understanding it in the framework of experimental phenomenology.</description> <pubDate>2024-02-12</pubDate> <content:encoded><![CDATA[ <p><b>J. Intell., Vol. 12, Pages 21: The Subjective Experience of Autobiographical Remembering: Conceptual and Methodological Advances and Challenges</b></p> <p>Journal of Intelligence <a href="https://www.mdpi.com/2079-3200/12/2/21">doi: 10.3390/jintelligence12020021</a></p> <p>Authors: Carlo Chiorri Manila Vannucci </p> <p>The investigation of the phenomenology of autobiographical memories (i.e., how a memory is subjectively experienced and its meaning) has provided an important contribution to our understanding of autobiographical remembering. Over the last two decades, the study of phenomenology has received widespread scientific attention, and the field has undergone quite relevant conceptual and methodological changes. In the present work, we (1) review some basic and well-established research findings and methodological achievements; (2) discuss new theoretical and methodological challenges, with a special focus on the issue of the phenomenological experience of the retrieval process and its relationship with the phenomenology of the products of retrieval; and (3) propose an alternative way of conceptualizing and understanding it in the framework of experimental phenomenology.</p> ]]></content:encoded> <dc:title>The Subjective Experience of Autobiographical Remembering: Conceptual and Methodological Advances and Challenges</dc:title> <dc:creator>Carlo Chiorri</dc:creator> <dc:creator>Manila Vannucci</dc:creator> <dc:identifier>doi: 10.3390/jintelligence12020021</dc:identifier> <dc:source>Journal of Intelligence</dc:source> <dc:date>2024-02-12</dc:date> <prism:publicationName>Journal of Intelligence</prism:publicationName> <prism:publicationDate>2024-02-12</prism:publicationDate> <prism:volume>12</prism:volume> <prism:number>2</prism:number> <prism:section>Review</prism:section> <prism:startingPage>21</prism:startingPage> <prism:doi>10.3390/jintelligence12020021</prism:doi> <prism:url>https://www.mdpi.com/2079-3200/12/2/21</prism:url> <cc:license rdf:resource="CC BY 4.0"/> </item> <cc:License rdf:about="https://creativecommons.org/licenses/by/4.0/"> <cc:permits rdf:resource="https://creativecommons.org/ns#Reproduction" /> <cc:permits rdf:resource="https://creativecommons.org/ns#Distribution" /> <cc:permits rdf:resource="https://creativecommons.org/ns#DerivativeWorks" /> </cc:License> </rdf:RDF>