Intelligence最新文献

{"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":"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}

{"title":"Intelligence testing across cultures: When scores stop meaning the same thing","authors":"Dragos Iliescu ,&nbsp;Samuel Greiff","doi":"10.1016/j.intell.2026.102004","DOIUrl":"10.1016/j.intell.2026.102004","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"116 ","pages":"Article 102004"},"PeriodicalIF":2.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147387872","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 good judge of intelligence","authors":"Christoph Heine ,&nbsp;Johannes Zimmermann ,&nbsp;Daniel Leising ,&nbsp;Michael Dufner","doi":"10.1016/j.intell.2025.101994","DOIUrl":"10.1016/j.intell.2025.101994","url":null,"abstract":"<div><div>Accurately judging others' intelligence is important, yet little is known about individual differences in this ability. In this study we investigated these differences and the attributes that are associated with greater accuracy in judging intelligence. Participants (perceivers; <em>N</em> = 198) rated the intelligence of 50 target persons whom they saw in one minute video clips, and also completed measures of their own attributes. In a cross-classified mixed model, judgment accuracy was defined as the within-perceiver relationship between intelligence ratings and targets' intelligence test results. Judgment accuracy varied significantly across participants, indicating individual differences in the <em>good judge of intelligence</em>. Higher accuracy was associated with greater perceiver intelligence, emotion perception abilities, and life satisfaction. These findings underscore the importance of perceivers' cognitive and socio-emotional abilities in social evaluation, and support the idea that being a good judge of intelligence is linked to psychological adjustment.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"115 ","pages":"Article 101994"},"PeriodicalIF":2.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145974674","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":"Heterogeneous relationships between working speed and ability on the Reasoning and Intelligence Online Test (RIOT)","authors":"Russell T. Warne","doi":"10.1016/j.intell.2025.101990","DOIUrl":"10.1016/j.intell.2025.101990","url":null,"abstract":"<div><div>Mental speed is a multidimensional construct that encompasses three distinct time-related measures: reaction time, processing speed, and tempo, the latter of which is defined as the rate at which individuals respond to items varying in difficulty. This study jointly analyzes item responses and response times from 1467 adults taking the nine core subtests of the Reasoning and Intelligence Online Test (RIOT; <span><span>https://riotiq.com</span><svg><path></path></svg></span>). Using a joint hierarchical model of responses and response times, results indicated good model fit across subtests, with weak correlations between examinee ability and examinee tempo for verbal tasks (<em>r</em> = −0.208 to 0.317) and stronger negative correlations for visuospatial tasks (<em>r</em> = −0.504 to −0.774), supporting predictions from dual process theory. Item intensity positively correlated with response times with difficulty on most subtests, indicating that item characteristics were the cause of longer response times for more difficult items. Few examinees (2.5 %) exhibited dual misfit in responses and times, but the Figure Weights subtest revealed anomalous slow responding. Findings are consistent with tempo (i.e., examinee response times) being largely independent of cognitive ability, with observed correlations influenced by item characteristics. Implications for intelligence testing and future experimental validation are discussed. A preprint of this article is available at <span><span>https://osf.io/preprints/psyarxiv/c82b7</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"115 ","pages":"Article 101990"},"PeriodicalIF":2.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908831","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":"Braided pathways: Parental education and occupation as parallel channels to children's intelligence","authors":"Ugur Sak,&nbsp;Semra Demir Durdağı,&nbsp;Ayşenur Genç","doi":"10.1016/j.intell.2026.102002","DOIUrl":"10.1016/j.intell.2026.102002","url":null,"abstract":"<div><div>Family socioeconomic status (SES) is often described as a combination of parental education, occupational status, and income, but few studies have examined how parental education and occupation jointly relate to individually assessed intelligence. This study tested how maternal and paternal education and occupational status predict children's general intelligence (GIQ), whether education and occupation change each other's effects, and whether each helps to explain the other's association with GIQ. Participants were 1480 children referred to a university-based assessment center, along with their parents. Children's intelligence was assessed using the Anadolu–Sak Intelligence Scale (ASIS), and parents reported their education and occupation. We used hierarchical regressions to examine the added contributions of maternal and paternal education and occupation to GIQ, and mediation analyses (PROCESS) to estimate indirect paths between education and occupation for mothers and fathers separately. Both maternal and paternal education and occupational status significantly predicted children's GIQ beyond demographic covariates, with parental education showing stronger associations than occupational status. The results also showed partial mediation in both directions: parental education partly explained the link between occupational status and GIQ, and occupational status partly explained the link between parental education and GIQ, especially for mothers. Evidence that education and occupation changed each other's effects was limited and small in size. These findings support a braided view of SES in which parental education and occupational complexity act together to shape children's intelligence.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"115 ","pages":"Article 102002"},"PeriodicalIF":2.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397291","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}