Intelligence最新文献

{"title":"Reconceptualizing consciousness as an intelligence: A five-level model of access consciousness","authors":"Gilles E. Gignac","doi":"10.1016/j.intell.2026.102039","DOIUrl":"10.1016/j.intell.2026.102039","url":null,"abstract":"<div><div>Despite decades of theoretical and empirical work, consciousness has received comparatively limited attention within psychometrics and individual differences research. Building on Block's (1995) distinction between phenomenal and access consciousness, the present paper argues that access consciousness—the availability of information for reasoning, decision-making, and behavioral control—may be conceptualized as a structured cognitive capacity relevant to intelligence. Major theories of consciousness are reviewed to identify areas of both convergence and divergence with established models of cognitive ability. Drawing on structural dependencies among the types of information available to a system, a five-level model of access consciousness is introduced (Sensory, Perceptual, Causal, Intentional, and Meta-Consciousness), characterized by increasing informational complexity and supported by evidence relating to individual differences, neurophysiological correlates, developmental trajectories, and adaptive function. By framing access consciousness as a quantifiable construct with a hypothesized positive manifold across levels, the paper proposes a candidate group factor of access consciousness (Gac) amenable to future psychometric evaluation. The framework aims to bridge historically separated domains of consciousness and intelligence research, providing a basis for empirical investigation into whether individual differences in conscious access represent a meaningful dimension of cognitive ability.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"117 ","pages":"Article 102039"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148452276","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}

{"title":"Measurement of Spatial Ability: Reevaluating and Revising Measures of Mental Rotation","authors":"Mitchell E. Munns,&nbsp;Mary Hegarty","doi":"10.1016/j.intell.2026.102040","DOIUrl":"10.1016/j.intell.2026.102040","url":null,"abstract":"<div><div>In order to accurately assess and characterize spatial ability, commonly used measures of this ability need to be evaluated psychometrically and compared to determine whether they measure the same or different constructs (Uttal, McKee, Simms, Hegarty, &amp; Newcombe, 2024). Here we examined computer-administered versions of three commonly used tests of mental rotation ability, the Flags Test (Thurstone &amp; Jeffrey, 1959), the Mental Rotations Test (Vandenberg &amp; Kuse, 1978), and the Revised Purdue Spatial Visualization Test (<span><span>Yoon, 2011</span></span>). On the basis of Item Response Theory (IRT) analyses, and concerns about the validity of some test items, we created shortened and refined versions of these tests, which maintained the high reliability of the original tests. The three refined test versions were then combined into a 35-item hybrid mental rotation test. The hybrid test showed high reliability and general factor saturation, and was best fit by a Hierarchical Bifactor IRT model, with all items loading on a general ability factor, and the items from each test also loading on subfactors reflecting test-specific differences. No evidence for a separate ability to mentally rotate 3-dimensional vs. 2-dimensional figures was found. The hybrid test showed high precision across a wide range of ability (±2 standard deviations from average) and a small gender difference in favor of men. The hybrid test functions well as an efficient measure of mental rotation ability across a wide range of difficulty that is less confounded by strategy, visual perception, and time constraints than the original individual tests.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"117 ","pages":"Article 102040"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148452277","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}

{"title":"Emotional intelligence in gifted and non-gifted individuals: A systematic review with meta-analysis","authors":"Carmen Ferrándiz,&nbsp;Mercedes Ferrando-Prieto,&nbsp;Julio Sánchez-Meca,&nbsp;Rosa María Pons-Parra,&nbsp;Álvaro Infantes-Paniagua","doi":"10.1016/j.intell.2026.102037","DOIUrl":"10.1016/j.intell.2026.102037","url":null,"abstract":"<div><div>Differences in emotional intelligence (EI) between gifted and non-gifted peers are commonly proposed, yet available evidence remains equivocal, likely reflecting heterogeneity in EI conceptualization and assessment. We conducted a preregistered systematic review and meta-analysis of comparative observational studies conducted since 1990 and available in English, French, Italian, Turkish, Portuguese, or Spanish (OSF registration DOI: blinded). ERIC, MEDLINE, Open Access Theses and Dissertations, PsycInfo, ResearchGate, and TESEO were searched on 8 June 2023 and updated, plus Scopus and WoS, on 26 May 2025; additionally, specialist journals were hand-searched, and reference lists were screened. Two reviewers independently screened titles/abstracts and full texts, extracted data, and resolved disagreements by consensus (third-reviewer adjudication). Of 684 records screened, 61 full texts were assessed, and 29 studies met the inclusion criteria. We synthesized group differences using 28 dimension-specific random-effects meta-analyses, estimating standardized mean differences (SMDs) with 95% confidence intervals and prediction intervals to gauge expected effects in new samples. EI outcomes were classified by theoretical framework (ability vs. trait-mixed) and measurement modality (performance-based vs. self-report). Across dimensions, pooled effects provided no evidence of systematic EI differences between gifted and nongifted students. Adaptability was the sole dimension favoring gifted students; however, its prediction interval included negative values, indicating limited generalizability and context-dependent effects. Overall, the evidence does not support a generalized EI advantage associated with giftedness, underscoring the importance of dimension-level synthesis.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"117 ","pages":"Article 102037"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148452661","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}

{"title":"Rethinking rule diversity in figural matrices: A log file analysis on the role of task switching and implications from a validation study","authors":"Dominik Weber ,&nbsp;Stella Jelen ,&nbsp;Frank M. Spinath ,&nbsp;Florian Krieger ,&nbsp;Nicolas Becker ,&nbsp;Marco Koch","doi":"10.1016/j.intell.2026.102020","DOIUrl":"10.1016/j.intell.2026.102020","url":null,"abstract":"<div><div>Figural matrices typically consist of multiple distinct logical rules, requiring test-takers to disengage from one rule before applying the next. Prior studies have consistently shown moderate associations between matrix performance and task-switching ability. However, these findings are largely based on correlational data. The present two-study article aimed to (a) determine, on a theoretical level, whether task-switching ability is functionally involved in matrix processing, and (b) assess, from a diagnostic perspective, whether relaxing the constraint of distinct rules within a single matrix threatens psychometric validity. To this end, we manipulated matrices to include both distinct-rule and identical-rule transitions, enabling experimental within-subject comparisons of matrix processing in both conditions based on log file analyses. In study 1 (<em>N</em> = 209), task-switching ability exerted a functional influence only during distinct-rule transitions. However, the correlation between task-switching ability and matrix performance remained comparably strong even during identical-rule transitions. This dual pattern supports both a switch-dependency hypothesis (i.e., that task-switching is functionally involved in matrix processing) and a shared-resource hypothesis (i.e., that task-switching and matrix processing draw on a common cognitive resource). In study 2 (<em>N</em> = 258), we evaluated the convergent validity of the newly designed mixed-rule format against the traditional distinct-rule format. Test scores were highly correlated (<em>r</em> = 0.87), and test characteristics (e.g., reliability, IRT and TIF parameters) and external validity were very similar. Taken together, these findings suggest that although task-switching demands can vary depending on matrix design, relaxing rule constraints does not compromise psychometric validity. This flexibility in item development may be particularly useful in large-scale assessments or student selection tests that require continuous item renewal.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102020"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147797996","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}

{"title":"From school lessons to life lessons: School knowledge, life knowledge and their relation to biographical experiences","authors":"Elisa Altgassen ,&nbsp;Johanna Hartung ,&nbsp;Diana Steger ,&nbsp;Ulrich Schroeders ,&nbsp;Oliver Wilhelm","doi":"10.1016/j.intell.2026.102007","DOIUrl":"10.1016/j.intell.2026.102007","url":null,"abstract":"<div><div>Crystallized intelligence (gc) is typically defined as the breadth and depth of a person's knowledge and skills within a culture. Contemporary assessments of gc in adults often focus on school-based knowledge acquired through formal education. To broaden this scope, we developed a gc measure that captures life knowledge acquired through biographical experiences outside formal schooling. A sample of 348 adults completed items assessing school knowledge and newly developed items targeting life knowledge, tailored to specific biographical experiences, covering five areas: humanities, natural sciences, life sciences, arts, and social sciences. Besides the knowledge items, participants also answered questions about the associated biographical experiences. Latent factors for both knowledge item sets correlated perfectly with each other. Nonetheless, correlations between biographical experiences and corresponding life knowledge items were slightly stronger than correlations between biographical items and non-corresponding life or school knowledge items. We discuss the often-neglected relevance of the source of knowledge acquisition and biographical learning opportunities, and consider their implications for the psychometric modeling of gc.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102007"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147387783","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}

{"title":"No evidence for reversed publication bias in research on intelligence and school grades: Funnel plot asymmetry as an artifact of conditional standard errors","authors":"Hynek Cígler","doi":"10.1016/j.intell.2026.102005","DOIUrl":"10.1016/j.intell.2026.102005","url":null,"abstract":"<div><div>Reversed publication bias—the idea that politically sensitive findings may be selectively suppressed in favor of null effects—has recently gained attention in public and online discussions. <span><span>Roth et al.'s (2015)</span></span> meta-analysis of the association between intelligence and school grades (ρ = 0.54) has been frequently cited as supposed evidence, because its funnel plots appear to show larger correlations in studies with smaller sampling error. However, this study demonstrates that the pattern is entirely spurious. Reanalysis of the original data reveals that the asymmetry arises from the use of the conditional standard error of the correlation coefficient, which depends on the observed value of <em>r</em> and mechanically induces funnel-plot skew. When more appropriate methods, such as Fisher's <em>z</em>-transformation with unconditional standard errors, are applied, the asymmetry disappears and Egger's test becomes nonsignificant, <em>t</em>(238) = −1.41, <em>p</em> = .160. A complementary simulation study further confirms that conditional-error weighting can generate strong false signals of reversed publication bias and inflate total effect-size estimates even when no bias is present. Overall, these findings provide no evidence for reversed publication bias in research on intelligence and school grades. Using conditional standard errors of raw correlation coefficients in meta-analyses should be completely avoided.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102005"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147387873","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}

{"title":"Construct-signature validity (CSV) for intelligence testing","authors":"Ugur Sak","doi":"10.1016/j.intell.2026.102022","DOIUrl":"10.1016/j.intell.2026.102022","url":null,"abstract":"<div><div>Construct validation in intelligence testing is often driven by factor-analytic models. Yet global fit can coexist with weak evidence that item demands represent the target attribute. This article introduces Construct-Signature Validity (CSV), a design-based framework. Within the CSV framework, one source of evidence for construct validity is the degree to which pre-specified ability-by-complexity patterns are observed in test data. CSV treats intelligence as observable in person-by-task-demand patterns rather than only as a trait inferred from undifferentiated covariation. CSV outlines three nested signatures: a within-subtest signature (SCI), indexed by ordered correlations among low-, medium-, and high-complexity band scores across ability levels; a within-domain signature (DCI), indexed by a shift of the peak cross-subtest coherence to the complexity level matching group ability; and an item-level signature (ICI), indexed by ordered success probabilities and drop-contrast conditions across complexity bands. CSV is demonstrated with a secondary analysis of norming data from the Anadolu-Sak Intelligence Scale (ASIS). Items from four nonverbal subtests were classified a priori into three complexity levels, and children were divided into three IQ groups. SCI matched the predicted order at both low- and high-ability bands. However, the evidence was partial because the adjacent correlations were close and the key differences were small. The medium band showed adjacency without the predicted transition. DCI supported the expected peak shift in the high-ability group, but only partially in the low-ability group, and was absent in the medium-ability group. At the item level, percent-correct profiles and a binomial GEE model showed a reliable ability-by-complexity interaction. CSV complements factor models by providing testable evidence about where construct representation and calibration hold or fail across the ability distribution.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102022"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849608","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}

{"title":"Creative self-beliefs and critical thinking disposition: A network analysis approach","authors":"Paula Álvarez-Huerta ,&nbsp;Alexander Muela ,&nbsp;Inaki Larrea","doi":"10.1016/j.intell.2026.102021","DOIUrl":"10.1016/j.intell.2026.102021","url":null,"abstract":"<div><div>This study examined the relationship between creative self-beliefs and critical thinking disposition using a network analysis approach. The sample comprised 672 final-year undergraduates who completed the Short Scale of Creative Self (SSCS) and the Critical Thinking Disposition Scale (CTDS). A regularized partial correlation network estimated via EBICglasso revealed that the two domains were largely organized into distinct but weakly connected communities. Although cross-construct associations were generally small, bridge centrality analyses identified specific items—particularly those reflecting openness to new ideas and perceived capacity to cope with complex situations—as key connectors between the two systems. Classical centrality indices further indicated that creative personal identity constituted the structural core of the creative self-beliefs network, whereas reflective self-monitoring emerged as central within critical thinking disposition. Community detection analysis further supported a two-community structure consistent with partial segregation between constructs. Overall, the findings suggest that creative self-beliefs and critical thinking disposition function as relatively differentiated yet selectively integrated systems. These results highlight the importance of targeting specific bridge processes when designing educational interventions aimed at fostering both creative and critical thinking in higher education.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102021"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147797994","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}

{"title":"Corrigendum to ‘Creative self-beliefs and critical thinking disposition: A network analysis approach’ [Intelligence 116 (2026) 102021]","authors":"Paula Álvarez-Huerta ,&nbsp;Alexander Muela ,&nbsp;Inaki Larrea","doi":"10.1016/j.intell.2026.102025","DOIUrl":"10.1016/j.intell.2026.102025","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102025"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147991878","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}

{"title":"What questions should a contemporary construct validation of an intelligence test address?","authors":"Robert J. Sternberg","doi":"10.1016/j.intell.2026.102003","DOIUrl":"10.1016/j.intell.2026.102003","url":null,"abstract":"<div><div>Construct validations of intelligence tests tend to embrace traditional psychometric theories of intelligence, old methods for validation, and questionable conceptualizations of intelligence as merely lying within the person. A different approach to construct validation views intelligence as a person x task x situation x audience interaction and asks questions that have not always been addressed in previous construct validations, including whether what tests of intelligence have been measuring is really intelligence as adaptive skills over time and place, or really, in any time and place.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102003"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147387871","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}