Intelligence最新文献

Validating Rules: A non-verbal free fluid intelligence test 验证规则：非语言自由流体智力测试

IF 3.3 2区心理学

Intelligence Pub Date : 2025-05-29 DOI: 10.1016/j.intell.2025.101923

Sofie Van Cauwenberghe , Stijn Schelfhout , Elisabeth Roels , Jordi Heeren , Lieve De Wachter , Wouter Duyck , Nicolas Dirix

{"title":"Validating Rules: A non-verbal free fluid intelligence test","authors":"Sofie Van Cauwenberghe , Stijn Schelfhout , Elisabeth Roels , Jordi Heeren , Lieve De Wachter , Wouter Duyck , Nicolas Dirix","doi":"10.1016/j.intell.2025.101923","DOIUrl":"10.1016/j.intell.2025.101923","url":null,"abstract":"<div><div>Intelligence is one of the strongest predictors of academic achievement. Fluid intelligence is one part of the construct, that can be measured by deductive and inductive reasoning. We set up a validation study of a free, non-verbal fluid intelligence test (Rules) in the context of study orientation. In this study, we investigate the reliability, distribution and structural validity of Rules, consisting of 28 items. Evidence from confirmatory multidimensional item response theory models suggests structural validity of the non-verbal reasoning test. For construct validity, a cross-validation between Rules and Raven's 2 Progressive Matrices in a sample of 235 last-year secondary school students resulted in a correlation of 0.62. Furthermore, we analyzed the predictive validity of the non-verbal reasoning test, which was administered to 32,585 last-year secondary school students. A standardized mathematics and language test were administered as a proxy for academic achievement scores. The results confirmed the predictive validity of the non-verbal reasoning test for cognitive achievement, with correlations of <em>r</em> = 0.61 for mathematics and <em>r</em> = 0.41 for language. Findings support the use of Rules in psychological practice, in particular for large-scale study exploration tools and low-stakes testing as a proxy for cognition or fluid reasoning.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101923"},"PeriodicalIF":3.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144170440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Higher cognitive ability linked to weaker moral foundations in UK adults 英国成年人较高的认知能力与较弱的道德基础有关

IF 3.3 2区心理学

Intelligence Pub Date : 2025-05-28 DOI: 10.1016/j.intell.2025.101930

Michael Zakharin, Timothy C. Bates

引用次数: 0

Psychometrically derived 60-question benchmarks: Substantial efficiencies and the possibility of human-AI comparisons 心理测量学衍生的60个问题基准：实质性的效率和人类与人工智能比较的可能性

IF 3.3 2区心理学

Intelligence Pub Date : 2025-05-01 DOI: 10.1016/j.intell.2025.101922

Gilles E. Gignac , David Ilić

{"title":"Psychometrically derived 60-question benchmarks: Substantial efficiencies and the possibility of human-AI comparisons","authors":"Gilles E. Gignac , David Ilić","doi":"10.1016/j.intell.2025.101922","DOIUrl":"10.1016/j.intell.2025.101922","url":null,"abstract":"<div><div>Large Language Model (LLM) benchmark evaluation tests often comprise thousands of questions. Based on psychometric principles, reliable and valid benchmark tests can likely be developed with as few as 60 items, comparable to human intelligence tests, which typically include only 15 to 60 items. The establishment of shorter benchmark tests offers numerous potential benefits, including more efficient evaluation of LLMs, the practical feasibility of creating parallel forms, and the ability to directly compare LLM performance with human capabilities. Consequently, we analysed the performance of 591 LLMs across three widely recognized benchmarks—HellaSwag, Winogrande, and GSM8K—and developed short-forms (≈ 60 questions each) using psychometric principles. The short-forms exhibited high internal consistency reliability, with coefficient omega values ranging from 0.96 for Winogrande to 0.99 for HellaSwag and GSM8K. Additionally, strong correlations between short- and long-form scores (<em>r</em> ≈ 0.90) provided evidence of concurrent validity. Finally, model size (number of parameters) was a slightly stronger predictor of overall LLM performance for the short-forms compared to the long-forms, indicating that the short forms exhibited comparable, if not slightly superior, convergent validity. It is concluded that shorter benchmarks may accelerate AI development by enabling more efficient evaluations. Additionally, research into the nature of intelligence may be facilitated by benchmark short-forms by enabling direct comparisons between AI and human performance.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"110 ","pages":"Article 101922"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing the external validity of the ACT as a predictor for intelligence quotient scores 评估ACT作为智商分数预测因子的外部有效性

IF 3.3 2区心理学

Intelligence Pub Date : 2025-05-01 DOI: 10.1016/j.intell.2025.101921

Jon Butler

引用次数: 0

Joint modeling of cognitive aging and survival: Evaluation of birth cohort differences 认知衰老和生存的联合建模：出生队列差异的评估

IF 3.3 2区心理学

Intelligence Pub Date : 2025-05-01 DOI: 10.1016/j.intell.2025.101920

Valgeir Thorvaldsson , Ingmar Skoog , Boo Johansson

{"title":"Joint modeling of cognitive aging and survival: Evaluation of birth cohort differences","authors":"Valgeir Thorvaldsson , Ingmar Skoog , Boo Johansson","doi":"10.1016/j.intell.2025.101920","DOIUrl":"10.1016/j.intell.2025.101920","url":null,"abstract":"<div><div>We examined generational differences in the associations between cognitive functioning (i.e., level and rate of change) and survival after age 70. Data were drawn from two population-based cohorts born in 1901–1907 (<em>n</em> = 1106) and 1930 (<em>n</em> = 896), each systematically sampled from the same city population and assessed on the same cognitive battery at ages 70, 75, 79, 85, 88, 90, 92, 95, 97, 99, and 100. Cognitive performance was indexed using a composite score derived from tests of spatial ability, perceptual-motor speed, and reasoning. Mortality data, obtained from the Swedish national population register, were complete for >99 % of the 1901–07 cohort and 39 % of the 1930 cohort (last update: April 2023). We fitted joint models for longitudinal cognitive change and survival, controlling for sex and education. Across both cohorts, a one SD lower cognitive level was associated with a 1.43-fold higher mortality hazard, 95 % HDI [1.34, 1.53]. Models including cohort interactions revealed stronger effects of cognitive level in the 1901–07 cohort (HR = 1.50 [1.39, 1.61]) compared to the 1930 cohort (HR = 1.26 [1.14, 1.40]). Moreover, steeper rates of cognitive decline were associated with increased mortality risk in the 1930 cohort (HR = 1.74 [1.40, 2.17]), but not in the 1901–07 cohort (HR = 1.07 [0.97, 1.77]). These findings suggest that cognitive level is a stronger mortality predictor among earlier-born cohorts, whereas rate of cognitive decline plays a larger role in later-born cohorts, highlighting cohort-specific differences in how cognitive aging informs survival probability.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"110 ","pages":"Article 101920"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144099283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The other half of intelligence: An obstacle-racecourse performance-based model of intelligence in action 智力的另一半以障碍赛跑成绩为基础的行动智力模型

IF 3.3 2区心理学

Intelligence Pub Date : 2025-04-18 DOI: 10.1016/j.intell.2025.101919

Robert J. Sternberg

引用次数: 0

Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores 重新评估弗林效应和逆转：挪威武装部队智力得分的时间趋势和测量不变性

IF 3.3 2区心理学

Intelligence Pub Date : 2025-04-01 DOI: 10.1016/j.intell.2025.101909

Morten Nordmo , Tore Nøttestad Norrøne , Ole Christian Lang-Ree

{"title":"Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores","authors":"Morten Nordmo , Tore Nøttestad Norrøne , Ole Christian Lang-Ree","doi":"10.1016/j.intell.2025.101909","DOIUrl":"10.1016/j.intell.2025.101909","url":null,"abstract":"<div><div>Since 1954, the Norwegian Armed Forces have annually administered an unchanged general mental ability test to male cohorts, comprising figure matrices, word similarities, and mathematical reasoning tests. These stable and representative data have supported various claims about shifts in general mental ability (GMA) levels, notably the Flynn effect and its reversal, influencing extensive research linking these scores with health and other outcomes. This study examines whether observed temporal trends in scores reflect changes in latent intelligence or are confounded by evolving test characteristics and specific test-taking abilities in numerical reasoning, word comprehension, and figure matrices reasoning. Our findings, using multiple-group factor analysis and multiple indicator multiple cause (MIMIC) models, indicate that while there was a general upward trend in observed scores until 1993, this was predominantly driven by enhancements in the fluid intelligence task, specifically figure matrices reasoning. Notably, these gains do not uniformly translate to a rise in underlying GMA, suggesting the presence of domain-specific improvements and test characteristic changes over time. Conversely, the observed decline is primarily due to decreases in word comprehension and numerical reasoning tests, also reflecting specific abilities not attributable to changes in the latent GMA factor. Our findings further challenge the validity of claims that changes in the general factor drive the Flynn effect and its reversal. Furthermore, they caution against using these scores for longitudinal studies without accounting for changes in test characteristics.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"110 ","pages":"Article 101909"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143748461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rigorous science, reported with social responsibility: Not a contradiction, but a synthesis 严谨的科学，报告的社会责任：不是矛盾，而是综合

IF 3.3 2区心理学

Intelligence Pub Date : 2025-03-01 DOI: 10.1016/j.intell.2025.101910

Dragos Iliescu , Samuel Greiff

引用次数: 0

Looking beyond students' exploration and learning strategies: The role of test-taking effort in complex problem-solving 超越学生的探索和学习策略：应试努力在解决复杂问题中的作用

IF 3.3 2区心理学

Intelligence Pub Date : 2025-03-01 DOI: 10.1016/j.intell.2025.101907

Róbert Csányi , Gyöngyvér Molnár

{"title":"Looking beyond students' exploration and learning strategies: The role of test-taking effort in complex problem-solving","authors":"Róbert Csányi , Gyöngyvér Molnár","doi":"10.1016/j.intell.2025.101907","DOIUrl":"10.1016/j.intell.2025.101907","url":null,"abstract":"<div><div>The aim of this study was to investigate the role of test-taking effort in knowledge acquisition via problem exploration behaviour used in complex problem-solving (CPS) environments. The sample consisted of undergraduate students just starting their university studies (<em>n</em> = 1748). MicroDYN-based tasks with different levels of complexity were administered via the eDia online platform. Students' exploration behaviour was coded based on the VOTAT (vary-one-thing-at-a-time) strategy, and latent class analysis was used to identify students' behavioural and learning profiles. We identified four profiles: rapid learners, non-performers, proficient explorers and ineffective learners. Students' test-taking effort was measured based on the time they spent on the tasks. Results suggest a strong relation between VOTAT strategy use and test-taking effort. Rapid learners and proficient explorers displayed the greatest test-taking effort, followed by ineffective learners and non-performers. The results provide a new interpretation of previous analyses of the knowledge acquisition phase in CPS.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"109 ","pages":"Article 101907"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143550223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the interplay of general and specific academic achievement in predicting college performance 探索一般和特殊学业成绩在预测大学成绩方面的相互作用

IF 3.3 2区心理学

Intelligence Pub Date : 2025-03-01 DOI: 10.1016/j.intell.2025.101908

Khalid ALMamari, Mohamed Al Siyabi, Abdullah Al Shibli, Abdullah AlAjmi

{"title":"Exploring the interplay of general and specific academic achievement in predicting college performance","authors":"Khalid ALMamari, Mohamed Al Siyabi, Abdullah Al Shibli, Abdullah AlAjmi","doi":"10.1016/j.intell.2025.101908","DOIUrl":"10.1016/j.intell.2025.101908","url":null,"abstract":"<div><div>Higher education admission policies typically prioritize Grade Point Average (GPA) as the primary criterion for college admissions, often overlooking the potential significance of specific academic achievements. This study contributes to the debate on the relative importance of general versus specific academic achievements in predicting college performance, an area less explored compared to the interplay between cognitive abilities and performance outcomes. This research analyzes twelfth-grade subject scores and college GPAs from four engineering programs (Aeronautical, System, Marine, and Civil) in Oman, as well as the combined sample. EFA and CFA results indicate that a bifactor achievement model, comprising general and two specific factors (Math-Science and Humanities-Social Sciences), adequately represents the twelfth-grade data. Structural Equation Modeling (SEM) correlated these factors with college performance in the first, middle, and final years, separately for each program and the combined sample. The findings show that the Math-Science factor is the strongest predictor in the combined sample and Marine Engineering across all three years, while the general factor demonstrates broader but varying relevance in Aeronautical and Systems Engineering, especially in the middle and final years. The Humanities-Social Sciences factor has no significant impact at any level of study, and none of the factors predict performance in Civil Engineering. These results underscore the need to consider both general and specific academic achievements in admission predictive models, highlighting the dynamic interplay between program focus and student achievement profiles.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"109 ","pages":"Article 101908"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143684434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0