Intelligence最新文献_第2页

Does test preparation mediate the effect of parents' level of educational attainment on medical school admission test performance?

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 DOI: 10.1016/j.intell.2024.101893

Markus Sommer , Martin E. Arendasy , Joachim Fritz Punter , Martina Feldhammer-Kahr , Anita Rieder

{"title":"Does test preparation mediate the effect of parents' level of educational attainment on medical school admission test performance?","authors":"Markus Sommer , Martin E. Arendasy , Joachim Fritz Punter , Martina Feldhammer-Kahr , 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}

引用次数: 0

The pursuit of equity and excellence: Advanced placement exam participation and performance by sex and by race/ethnicity, 1996–2022

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 DOI: 10.1016/j.intell.2024.101894

April Bleske-Rechek

{"title":"The pursuit of equity and excellence: Advanced placement exam participation and performance by sex and by race/ethnicity, 1996–2022","authors":"April Bleske-Rechek","doi":"10.1016/j.intell.2024.101894","DOIUrl":"10.1016/j.intell.2024.101894","url":null,"abstract":"<div><div>The Advanced Placement (AP) program was originally designed to provide advanced coursework to intellectually able students while still in high school. Given the attention paid to AP participation and performance in college admission decisions, it is important to consider sex and race/ethnicity differences in those measures. Here, I report on participation and performance for 19 different AP exams for even-numbered years from 1996 to 2022. Females are consistently overrepresented among examinees in many and in the most common AP exams. At the same time, for many exams, females are overrepresented among those scoring at the lower tail and underrepresented at the upper tail. Since 1996, Whites have been consistently overrepresented in some exams (e.g., Psychology) and underrepresented in others (e.g., Spanish Language) relative to their representation among U.S. high school students; Asians have become increasingly overrepresented in most, but especially STEM, exams; Hispanics have been consistently underrepresented except in Spanish Language and Spanish Literature; and Blacks have continued to be substantially underrepresented in all exams. For most courses and most years, the majority of White and Asian students earned a qualifying score while the majority of Hispanic and Black students did not. In the context of previous research showing that group disparities in AP participation and performance are greatly diminished after accounting for group disparities in intelligence, I discuss the future of AP.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101894"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180675","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

Shared reading aloud fosters intelligence: Three cluster-randomized control trials in elementary and middle school

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 DOI: 10.1016/j.intell.2024.101896

Federico Batini , Marco Bartolucci , Giulia Toti , Emanuele Castano

引用次数: 0

Tilt increases at higher ability levels: Support for differentiation theories

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 DOI: 10.1016/j.intell.2024.101891

Thomas R. Coyle

{"title":"Tilt increases at higher ability levels: Support for differentiation theories","authors":"Thomas R. Coyle","doi":"10.1016/j.intell.2024.101891","DOIUrl":"10.1016/j.intell.2024.101891","url":null,"abstract":"<div><div>Tilt refers to an ability pattern and is based on differences in two distinct abilities (e.g., math and verbal), yielding relative strength in one ability (e.g., math) and relative weakness in another (e.g., verbal). The current study is the first to examine linear and quadradic effects of ability level on diverse measures of tilt (e.g., math tilt, verbal tilt, tech tilt). Data were obtained from the National Longitudinal Survey of Youth (<em>N</em> = 1950), a representative sample of US students. Ability level was based on <em>g</em> (general intelligence) factor scores from the Armed Services Vocational Aptitude Battery (ASVAB). Tilt was based on math and verbal scores (math minus verbal) on college tests (SAT, ACT, PSAT), yielding math tilt (math>verbal) and verbal tilt (verbal>math). Tilt was also based on technical and academic (math or verbal) scores (tech minus academic) on the ASVAB, yielding tech tilt (tech>academic) and academic tilt (academic>tech). Linear effects of <em>g</em> on tilt were found for math tilt and verbal tilt but not tech tilt. Quadratic effects were not consistently observed for any specific type of tilt (i.e., math tilt, verbal tilt, tech tilt). The linear effects of <em>g</em> on math and verbal tilt suggest that exposure to academic subjects in school facilitates the acquisition of academic tilt at higher ability levels. The results support differentiation theories, which assume that tilt levels increase at higher ability levels due to ability specialization. The results do not support magnification theories, which assume that increases in tilt accelerate at higher ability levels, producing quadratic effects. Future research should examine the moderators and mediators of <em>g</em>-tilt relations (e.g., vocational interests and personality traits).</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101891"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180680","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

Education, intelligence, placement, and selection: A discussion of paradoxes and fairness

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 DOI: 10.1016/j.intell.2024.101881

David Lubinski

引用次数: 0

Cognitive rationality is heritable and lies under general cognitive ability

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 DOI: 10.1016/j.intell.2024.101895

Timothy C. Bates

引用次数: 0

Past reflections, present insights: A systematic review and new empirical research into the working memory capacity (WMC)-fluid intelligence (Gf) relationship 工作记忆容量（WMC）与流体智力（Gf）关系的系统回顾与新的实证研究

IF 3.3 2区心理学

Intelligence Pub Date : 2024-11-30 DOI: 10.1016/j.intell.2024.101874

Ratko Đokić , Maida Koso-Drljević , Merim Bilalić

{"title":"Past reflections, present insights: A systematic review and new empirical research into the working memory capacity (WMC)-fluid intelligence (Gf) relationship","authors":"Ratko Đokić , Maida Koso-Drljević , Merim Bilalić","doi":"10.1016/j.intell.2024.101874","DOIUrl":"10.1016/j.intell.2024.101874","url":null,"abstract":"<div><div>According to the capacity account, working memory capacity (WMC) is a causal factor of fluid intelligence (Gf) in that it enables simultaneous activation of multiple relevant information in the aim of reasoning. Consequently, correlation between WMC and Gf should increase as a function of capacity demands of reasoning tasks. Here we systematically review the existing literature on the connection between WMC and Gf. The review reveals conceptual incongruities, a diverse range of analytical approaches, and mixed evidence. While some studies have found a link (e.g., Little et al., 2014), the majority of others did not observe a significant increase in correlation (e.g., Burgoyne et al., 2019; Salthouse, 1993; Unsworth, 2014; Unsworth & Engle, 2005; Wiley et al., 2011). We then test the capacity hypothesis on a much larger, non-Anglo-Saxon culture sample (<em>N</em> = 543). Our WMC measures encompassed Operation, Reading, and Symmetry Span task, whereas Gf was based on items from Raven's Advanced Progressive Matrices (Raven). We could not confirm the capacity hypothesis either when we employed the analytical approach based on the Raven's item difficulty or when the number of rule tokens required to solve a Raven's item was used. Finally, even the use of structural equation modeling (SEM) and its variant, latent growth curve modeling (LGCM), which provide more “process-pure” latent measures of constructs, as well as an opportunity to control for all relevant interrelations among variables, could not produce support for the capacity account. Consequently, we discuss the limitations of the capacity hypothesis in explaining the WMC-Gf relationship, highlighting both theoretical and methodological challenges, particularly the shortcomings of information processing models in accounting for human cognitive abilities.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"108 ","pages":"Article 101874"},"PeriodicalIF":3.3,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142756631","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

IF 3.3 2区心理学

Intelligence Pub Date : 2024-11-01 DOI: 10.1016/j.intell.2024.101877

Stephen Aichele , Antony Payton , Andrew C. Robinson , Patrick Rabbitt

{"title":"Occupation-related differences in cognitive aging: Comparative effects of job type, skill level, and education","authors":"Stephen Aichele , Antony Payton , Andrew C. Robinson , Patrick Rabbitt","doi":"10.1016/j.intell.2024.101877","DOIUrl":"10.1016/j.intell.2024.101877","url":null,"abstract":"<div><div>A century of psychometric research has shown that intelligence is robustly associated with occupational status. Despite a rapidly aging global workforce, occupational differences in cognitive decline remain under-investigated. In a large sample of middle-aged and older adults (<em>N</em> = 5542; age 41–97 years; 70.6 % female), we compared age-based trajectories of general fluid cognition across occupational groups (categorized both by specialization area and skill level). Occupational grouping accounted for 18.6 % of variability in baseline cognitive performance and 3.9 % of variability in rates of decline. Cognitive differences across occupational groups generally followed a skill gradient. These differences were largely retained with increasing age—although between-group variability in rates of decline were also present. Moreover, occupation-cognition associations remained significant after adjustment for education (occupation contributed an additional 5.9 % and 1.8 % to explained variation in baseline cognitive performance and decline in performance, respectively). Having more hobbies in later life accounted for an additional 2.7 % and 1.2 % in explained variation for baseline differences and declines in cognition, respectively. These associations were minimally affected by further adjustment for sociodemographic and lifestyle covariates, including retirement status. The marked contrast between the cognitive trajectories of academic professionals vs. those of other occupational groups suggests that long-term immersive intellectual engagement may provide tangible benefits for cognitive aging.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101877"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658770","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

A special contribution from spatial ability to math word problem solving: Evidence from structural equation modelling and network analysis 空间能力对数学单词解题的特殊贡献：来自结构方程模型和网络分析的证据

IF 3.3 2区心理学

Intelligence Pub Date : 2024-11-01 DOI: 10.1016/j.intell.2024.101875

Maxim Likhanov , Fang Wang , Jianing Lyu , Li Wang , Xinlin Zhou

{"title":"A special contribution from spatial ability to math word problem solving: Evidence from structural equation modelling and network analysis","authors":"Maxim Likhanov , Fang Wang , Jianing Lyu , Li Wang , Xinlin Zhou","doi":"10.1016/j.intell.2024.101875","DOIUrl":"10.1016/j.intell.2024.101875","url":null,"abstract":"<div><div>There is a growing body of research into the factors contributing to math word problem solving. However, these studies usually use limited number of potential predictors (precluding assessing of their contribution in comparison with other factors or “g” general intelligence) and some predictors (such as analogical and hypothetical reasoning) are largely omitted. Thus, the aim of the current study was to explore contributions of different types of reasoning to math word problem solving and whether these contributions have added value compared with each other and general cognitive ability. Chinese schoolchildren in Grades 3 (<em>N</em> = 199; Mage = 102.4 months), 4 (<em>N</em> = 162; Mage = 114.6), 5 (<em>N</em> = 174; Mage = 126.1) and 6 (<em>N</em> = 180; Mage = 138.6) completed 8 tasks tapping into spatial, mechanical, verbal, mathematic, hypothetical and analogical reasoning. Our data showed that when 6 general cognitive factors load onto General cognitive ability factor in a Structural Equation Model (SEM), only spatial visualization has additional contribution to Word problem solving factor. Gaussian Graphical models (GGMs) showed that 2 verbal tasks and spatial visualization showed stable (present in at least 3 out of 4 grades) contributions to both word problem solving tasks. Analogical reasoning showed contribution to process of word problem solving only. To sum up, both SEM and GGMs converged on the importance of spatial ability for math word problems solving. Our results call for verbal and spatial ability to be routinely assessed and targeted by educational interventions within math curriculum.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101875"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594146","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

Investigating measurement invariance of the IDS-2 intelligence scales between migrant and non-migrant groups 研究 IDS-2 智力测验量表在移民群体和非移民群体之间的测量不变性

IF 3.3 2区心理学

Intelligence Pub Date : 2024-10-25 DOI: 10.1016/j.intell.2024.101873

Lily Gantscheva, Martin Steppan, Alexander Grob

{"title":"Investigating measurement invariance of the IDS-2 intelligence scales between migrant and non-migrant groups","authors":"Lily Gantscheva, Martin Steppan, Alexander Grob","doi":"10.1016/j.intell.2024.101873","DOIUrl":"10.1016/j.intell.2024.101873","url":null,"abstract":"<div><div>Intelligence plays a crucial role in various aspects of human life, impacting health, academic achievement, and socio-economic success. However, cultural and linguistic disparities in intelligence testing pose challenges, particularly for individuals from migrant backgrounds. This study replicates and extends the landmark study by Wicherts and Dolan (2010) exploring measurement invariance of the German language intelligence test, the Intelligence and Development Scales – 2 (IDS-2), between children and adolescents from migrant (<em>N</em> = 132) and non-migrant (<em>N</em> = 1898) groups. The results revealed partial strict measurement invariance in the IDS-2 intelligence scale subtests across the examined groups. The breach of full strict measurement invariance is primarily due to intercept differences on the verbally loaded subtests—Naming Categories, Naming Opposites, and Story Recall—highlighting the confounding impact of language complexity on test outcomes. These discrepancies resulted in a cumulative intercept difference disadvantaging migrant participants of approximately 4 IQ points on the Full-Scale IQ Score. The findings indicate that while the IDS-2 scales generally assess intelligence consistently across diverse groups, the influence of language complexity on the verbal subtests may result in a disadvantage for children and adolescents with migration backgrounds. To address these biases, we propose the development of non-verbal and culturally fair intelligence tests.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101873"},"PeriodicalIF":3.3,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528448","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