Intelligence最新文献

{"title":"Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores","authors":"Morten Nordmo ,&nbsp;Tore Nøttestad Norrøne ,&nbsp;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}

{"title":"Looking beyond students' exploration and learning strategies: The role of test-taking effort in complex problem-solving","authors":"Róbert Csányi ,&nbsp;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}

{"title":"Exploring the interplay of general and specific academic achievement in predicting college performance","authors":"Khalid ALMamari,&nbsp;Mohamed Al Siyabi,&nbsp;Abdullah Al Shibli,&nbsp;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}

{"title":"Reconsidering the search for alternatives to general mental ability tests","authors":"Jeffrey M. Cucina","doi":"10.1016/j.intell.2024.101892","DOIUrl":"10.1016/j.intell.2024.101892","url":null,"abstract":"<div><div>Cognitive ability tests that measure general mental ability (<em>g</em>-tests) are among the best predictors of academic, training, and job performance. One disadvantage of <em>g</em>-tests is the potential for adverse impact due to subgroup differences on general mental ability (<em>g</em>). For many years, psychologists have searched for high-validity low-adverse impact alternatives to traditional <em>g</em>-loaded cognitive ability tests (<em>g</em>-tests). This paper explores the mathematical possibility of developing such a test based on the known characteristics of <em>g</em>-tests. It was discovered that superior replacements to <em>g</em>-tests cannot mathematically exist. This is due to the fact that adverse impact and subgroup differences occur primarily on <em>g</em> rather than the specific factors and unique variance that cognitive ability tests measure. The reliable non-<em>g</em> variance in most <em>g</em>-tests is too small to offset the subgroup differences in <em>g</em>-test scores that is attributable to <em>g</em>.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"109 ","pages":"Article 101892"},"PeriodicalIF":3.3,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143350088","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":"Putting the Flynn effect under the microscope: Item-level patterns in NLSYC PIAT-math scores, 1986–2004","authors":"Joseph Lee Rodgers ,&nbsp;Linda Wänström ,&nbsp;Siew Ang","doi":"10.1016/j.intell.2024.101897","DOIUrl":"10.1016/j.intell.2024.101897","url":null,"abstract":"<div><div>Previous research has demonstrated the existence of a Flynn effect in the National Longitudinal Survey of Youth Children (NLSYC) responses to the PIAT-Math instrument. The PIAT-Math is at least partially linked to fluid intelligence, whereas other scales in the NLSYC – PIAT-Reading Recognition, PIAT-Reading Comprehension, the PPVT, and Digit Span – are primarily based on crystallized intelligence; these scales showed little or no Flynn effect in the NLSYC. We put the 84 PIAT-Math items “under the microscope” by evaluating the Flynn effect in relation to each item, and measured the Flynn effect by computing a slope across birth-year cohorts, using nine different age replications. Following, we use expert ratings of the items on eight different features – visual matching, recall/memory, computation/estimation, spatial visualization, real-world reasoning, manipulation of geometry, solving algebra, and counting – to identify what features are important in producing the Flynn effect. The highest correlations obtain for the links between the Flynn effect and the features real-world reasoning, counting and computation/estimation. There is a negative correlation between item-level Flynn effects and the features manipulation of geometry, solving algebra, and recall/memory. These results support previous findings ephasizing the role that fluid intelligence plays in relation to the Flynn effect.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"109 ","pages":"Article 101897"},"PeriodicalIF":3.3,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143130567","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":"The AI attribution gap: Encouraging transparent acknowledgment in the age of AI","authors":"Gilles E. Gignac","doi":"10.1016/j.intell.2024.101880","DOIUrl":"10.1016/j.intell.2024.101880","url":null,"abstract":"<div><div>The integration of Artificial Intelligence (AI), including large language models (LLMs) like ChatGPT, Claude, Gemini, and Mistral, along with specialized tools such as Google DeepMind's AlphaFold 3, is transforming the scientific discovery process. These advancements raise questions about attribution in scientific research, challenging traditional notions about the origins of discovery and the roles of human and machine collaboration. Anonymous surveys indicate that 50 to 70% of academics involved in research use AI tools. Yet, an analysis of 568 articles from three psychology Elsevier journals revealed that approximately 3.5% of these articles published since mid-2023 included an AI declaration. The reluctance of researchers to use or acknowledge AI tools can hinder scientific progress by promoting a culture wary of AI, slowing tool adoption, and limiting shared learning about their uses and limitations. Researchers are encouraged to use AI tools responsibly and detail such use in their acknowledgements to help foster a culture of transparency and innovation in scientific research.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101880"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180143","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":"Anti-Mertonian norms undermine the scientific ethos: A critique of Bird, Jackson Jr., and Winston's policy proposals and associated justification","authors":"Michael A. Woodley of Menie ,&nbsp;Mateo Peñaherrera-Aguirre ,&nbsp;Aurelio-José Figueredo ,&nbsp;Geoffrey F. Miller ,&nbsp;Thomas R. Coyle ,&nbsp;Noah Carl ,&nbsp;Fróði Debes ,&nbsp;Craig L. Frisby ,&nbsp;Federico R. Léon ,&nbsp;Guy Madison ,&nbsp;Heiner Rindermann","doi":"10.1016/j.intell.2024.101879","DOIUrl":"10.1016/j.intell.2024.101879","url":null,"abstract":"<div><div>We make the case that Bird, Jackson Jr., and Winston's (BJ&amp;W; 2024) policy proposals boil down to a rejection of Merton's (1942) traditional scientific norms of communality, universalism, disinterestedness, and organized skepticism, and a demand for anti-Mertonian norms to be imposed, top down, upon psychological science. Their anti-Mertonian norms (specifically secrecy, particularism, interestedness, and organized dogmatism) are at odds with the scientific ethos. We highlight problems with their argument that Racial Hereditarian Research (RHR) is uniquely \"socially pernicious\". We then discuss adverse effects that their imposition of anti-Mertonian norms would likely cause in relation to: 1) instances of research on racial and ethnic differences that have produced findings agreeable to egalitarianism, and which would be proscribed under their framework; 2) the fomenting of genuinely scientifically racist beliefs that are empirically at odds with RHR; and 3) the chilling effect on other areas of science whose findings have also been misused, including “mainstream human genetics”. Ultimately, we observe that BJ&amp;W's anti-Mertonian policy prescriptions are unworkable in practice, and would be highly damaging to psychological science if widely enforced.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101879"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180676","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":"More than g: Verbal and performance IQ as predictors of socio-political attitudes","authors":"Tobias Edwards ,&nbsp;Christopher T. Dawes ,&nbsp;Emily A. Willoughby ,&nbsp;Matt McGue ,&nbsp;James J. Lee","doi":"10.1016/j.intell.2024.101876","DOIUrl":"10.1016/j.intell.2024.101876","url":null,"abstract":"<div><div>Measures of intelligence predict socio-political attitudes and behaviors, such as liberalism, religiosity, and voter turnout. Little, however, is known about which cognitive abilities are responsible for these relationships. Employing several cohorts from the Minnesota Center for Twin and Family Research, we test the predictive performance of different broad abilities. Using multiple regression to compare verbal and performance IQ from Wechsler intelligence tests, we find verbal IQ more strongly predicts voter turnout, civic engagement, traditionalism, and measures of ideology. On average, the correlation between verbal IQ and our socio-political attitudes is twice as large as that of performance IQ. The same pattern appears after controlling for education and after performing the analysis within sibling pairs. This implies that the relationship cannot be entirely mediated through education, nor entirely confounded by upbringing. Positive and negative controls are employed to test the validity of our methodology. Importantly, we find verbal and performance IQ to be equally predictive of the ICAR-16, a distinct measure of general intelligence. The results imply that variation in cognitive abilities, which are orthogonal to general intelligence, influence socio-political attitudes and behaviors. The role of verbal ability in influencing attitudes may help to explain the ideological leanings of specific occupations. Its association with turnout and civic engagement suggests that those with a verbal tilt may have greater influence over politics and society.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101876"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180677","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":"Content meta-analysis of a racial hereditarian research “bibliography” reveals minimal support for Bird, Jackson Jr., and Winston's model of “scientific racism”","authors":"Michael A. Woodley of Menie ,&nbsp;Mateo Peñaherrera-Aguirre ,&nbsp;Aurelio-José Figueredo ,&nbsp;Geoffrey F. Miller ,&nbsp;Thomas R. Coyle ,&nbsp;Noah Carl ,&nbsp;Fróði Debes ,&nbsp;Craig L. Frisby ,&nbsp;Federico R. Léon ,&nbsp;Guy Madison ,&nbsp;Heiner Rindermann","doi":"10.1016/j.intell.2024.101878","DOIUrl":"10.1016/j.intell.2024.101878","url":null,"abstract":"<div><div>Bird, Jackson Jr., and Winston (BJ&amp;W; 2024) argue that a “racial hereditarian research” (RHR) program exists, is prominently represented in academic literature, and is socially harmful as it supports “scientific racism” and emboldens the far-right. Consequently, drastic steps should be taken by the American Psychological Association to curb its production. They support these claims with a bibliography of alleged RHR publications and other outputs appearing from 2012 on. To determine the validity of their claims, we conducted a content meta-analysis of the 268 peer-reviewed articles (excluding editorials, book reviews, etc.) listed in Section 1 of their bibliography. These were independently rated using the following dimensions (as explicated by BJ&amp;W): (1) use of “folk” racial categories; (2) biological race realism; (3) claims that differences between “races” are due to selection and/or genetic factors - these being the core of BJ&amp;W's definition of RHR. Additional criteria were: (4) discussion of racial “proxy” categories (e.g., nations); and (5) degree of interest shown in the articles by one White nationalist publication. Inter-rater reliability was acceptable (<em>ICC</em>_<em>3,k</em> = 0.711, 95% CI = 0.633, 0.773). A <em>Content factor</em> was identified among the averaged ratings exhibiting strong positive loadings for 1, 2, and 3 (indicating an RHR program), but a significant negative loading for 4 (indicating that nations, etc. tend not to be employed as racial proxies, but are typically used rather than race in such studies), and a null loading for 5. The last result (along with consideration of data presented elsewhere in the bibliography) counteracts the idea that RHR constitutes “scientific racism”, or supports White nationalism. Only 23 % of the publications unambiguously (based on 100 % convergence between raters for 1, 2, and 3) qualify as RHR, with the plurality (37 %) appearing in one niche journal, consistent with strong scientific taboos against RHR. Moreover, 30% of the publications unambiguously had nothing to do with RHR. BJ&amp;W's characterisation of their bibliography as evidencing wide scale “scientific racism” is therefore not compellingly supported by its contents.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101878"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180679","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":"Does test preparation mediate the effect of parents' level of educational attainment on medical school admission test performance?","authors":"Markus Sommer ,&nbsp;Martin E. Arendasy ,&nbsp;Joachim Fritz Punter ,&nbsp;Martina Feldhammer-Kahr ,&nbsp;Anita Rieder","doi":"10.1016/j.intell.2024.101893","DOIUrl":"10.1016/j.intell.2024.101893","url":null,"abstract":"<div><div>The finding that admission test performance correlates with parents' level of educational attainment raised concerns regarding their fair and valid use. Critics argued that this relationship may partly reflect socio-economic differences in test preparation. Using data from three cohorts of medical school applicants we directly tested the postulated mediation hypothesis. Latent class analysis was used to identify four classes of test-takers differing in their use of various test preparation methods. Mediation analyses revealed that although latent test preparation classes differed in admission test performance, test preparation was virtually unrelated to parents' level of educational attainment. This disconfirms the mediation hypothesis. The results were further corroborated by measurement invariance analyses indicating that although test preparation-based score gains were confined to the specific narrower traits, SES-related differences in subtest performance were fully explained by SES-related differences in higher-order traits. This pattern of finding is inconsistent with the hypothesis that SES-related differences in admission test performance largely reflect SES-related differences in the access to test preparation. However, it is consistent with theoretical accounts that attribute SES-related differences in admission test performance to processes that operate from infancy to adulthood, which eventually lead to actual knowledge and intelligence differences at the time-point of admission testing.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101893"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180297","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}