Intelligence最新文献

{"title":"Corrigendum to ‘analysis of the intelligence quotient and its contribution to reactive violence: A systematic review and meta-analysis’ [intelligence 114 (2026) 101969]","authors":"Ángel Romero-Martínez, Carolina Sarrate-Costa, Luis Moya-Albiol","doi":"10.1016/j.intell.2025.101989","DOIUrl":"10.1016/j.intell.2025.101989","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101989"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836762","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 correlates: Longitudinal evidence of bidirectional effects between associative learning and fluid intelligence in elementary school children","authors":"Xuezhu Ren ,&nbsp;Shaochun Zhao ,&nbsp;Xinyu Huang ,&nbsp;Xiaojing Lv","doi":"10.1016/j.intell.2025.101993","DOIUrl":"10.1016/j.intell.2025.101993","url":null,"abstract":"<div><div>Associative learning enables children to flexibly acquire, organize, and retrieve structured knowledge, while fluid intelligence equips them with the ability to reason, adapt, and apply strategies in unfamiliar situations. Although these abilities have been extensively studied, the developmental relationship between associative learning and fluid intelligence remains underexplored. This three-year longitudinal study examined the bidirectional relationship between associative learning and fluid intelligence in elementary school children. Using a sample of 160 fourth-grade elementary school students assessed at three time points, we employed random intercept cross-lagged panel modeling to disentangle within-person from between-person effects in their relationship, while controlling for working memory and processing speed. Results revealed a significant positive correlation between associative learning and fluid intelligence at the between-person level. At the within-person level, analyses demonstrated reciprocal predictive effects: higher-than-expected associative learning predicted subsequent improvements in fluid intelligence, and vice versa. These bidirectional effects remained significant after controlling for working memory and processing speed. These results provide evidence that associative learning and reasoning ability are reciprocally linked during late childhood, suggesting that supporting both domains may promote broader cognitive development over time.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101993"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836763","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":"Analysis of the intelligence quotient and its contribution to reactive violence: A systematic review and meta-analysis","authors":"Ángel Romero-Martínez,&nbsp;Carolina Sarrate-Costa,&nbsp;Luis Moya-Albiol","doi":"10.1016/j.intell.2025.101969","DOIUrl":"10.1016/j.intell.2025.101969","url":null,"abstract":"<div><h3>Introduction</h3><div>It has been highlighted how low intellectual abilities, measured in terms of the intelligence quotient (IQ), play a facilitator role in antisocial behaviors. Despite this, less attention has been paid to the role of IQ in the perpetration of violence against others.</div></div><div><h3>Aim</h3><div>We conducted a systematic review and meta-analysis that analyzed whether there are differences in IQ between violent and non-violent individuals (or controls), as well as examining the association between IQ and different forms of violence against others.</div></div><div><h3>Methods</h3><div>The systematic review followed the PRISMA framework using PubMed, Scopus and Web of Knowledge complemented with the snowball technique. Additionally, a meta-analysis was conducted using random effects, including mean comparisons and correlational outcomes.</div></div><div><h3>Results</h3><div>The initial identification of 5.118 studies and after removing 2.372 duplicates led the inclusion of 131 papers. It appears that violent individuals (<em>n</em> = 1.860), particularly those characterized by reactive violence, present a lower IQ (full [(standardized mean difference or SMD): -1.86, 95 % CI [−2.51, −1.21] compared to controls (<em>n</em> = 3.888), particularly when violent individuals suffered mental or personality disorder (effect sizes ranging from moderate to large). Regarding the association between variables, the three measurements of IQ were negative (correlation coefficient for full IQ <em>r</em> = −0.10, 95 % CIs [−0.17, −0.04] in 33.118 participants) and significantly associated with reactive forms of violence, these conclusions being heterogeneous. These results reinforce the need to delve deeper into screening assessments of perpetrators of violence against others to adequately adjust the therapeutic modules to the needs of the violent population.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101969"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145486034","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":"Factor structure of the Japanese WAIS-IV: Evidence for the CHC theory using Bayesian analysis","authors":"Kazuo Shigemasu ,&nbsp;Masanori Kono ,&nbsp;Naru Shimazu ,&nbsp;Katsuo Yamanaka ,&nbsp;Osamu Matsuda ,&nbsp;Kazuhiko Ueno","doi":"10.1016/j.intell.2025.101973","DOIUrl":"10.1016/j.intell.2025.101973","url":null,"abstract":"<div><div>This study investigated the factor structure of the Japanese Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) using exploratory and Bayesian factor analysis. We compared six competing models: traditional four-factor models (basic, hierarchical, bi-factor) and Cattell-Horn-Carroll (CHC) theory-based five-factor models (basic, hierarchical, bi-factor). The analysis used standardization data from 1120 Japanese adults aged 16–90 years. Model-based reliability assessment was conducted to evaluate practical utility of derived scores. Prior distributions for factor loadings were specified through hyperparameter matrices based on theoretical expectations. Sensitivity analysis demonstrated robust results across different prior specifications. Model comparisons used the Widely Applicable Information Criterion (WAIC) and Leave-One-Out Cross-Validation (LOO-CV). Results showed that while exploratory factor analysis supported the traditional four-factor structure, Bayesian analysis revealed superior fit of the CHC theory-based hierarchical model (WAIC = 1138.43). The hierarchical g-factor model demonstrated better fit than the bi-factor model, contrasting with previous findings in Western samples, suggesting potential cultural differences in cognitive ability manifestation. However, model-based reliability indices revealed important limitations: while general factor scores showed excellent reliability (ωt ≥ 0.92), most group factors demonstrated poor reliability (ωHS &lt; 0.50), limiting clinical utility for individual assessment. These findings suggest that while CHC theory provides a statistically superior framework, Full Scale IQ should remain the primary interpretive focus, with index scores providing supplementary ancillary. Arithmetic showed complex loading patterns requiring careful interpretation. These findings contribute to understanding universal and culture-specific aspects of cognitive ability measurement, emphasizing general intelligence primacy in the Japanese population.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101973"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145615847","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":"Low validity of lower ability test scores can mimic the Dunning-Kruger effect","authors":"Kimmo Sorjonen ,&nbsp;Marika Melin ,&nbsp;Emil Lager ,&nbsp;Gustav Nilsonne ,&nbsp;Bo Melin","doi":"10.1016/j.intell.2025.101985","DOIUrl":"10.1016/j.intell.2025.101985","url":null,"abstract":"<div><div>The Dunning-Kruger effect describes a phenomenon where individuals with low ability allegedly tend to overestimate their ability more than individuals with higher ability. According to a contemporary operationalization of the Dunning-Kruger effect, individuals with low measured ability are predicted to have higher self-rated ability in a LOESS (locally estimated scatterplot smoothing) model compared with a linear regression model. In simulations we show that a Dunning-Kruger effect can appear due to an impact of disturbance on measured ability, even when self-rated ability is a perfect measure of true ability. A higher self-rated than measured ability may be due to measured ability underestimating true ability rather than due to self-rated ability being an overestimation. Hence, Dunning-Kruger effects do not prove that individuals with low measured ability overestimate their true ability.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101985"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145733368","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":"Investigating retest effects in cognitive ability tests: An operation-specific approach","authors":"Vanessa S. Pallentin ,&nbsp;Jan Rummel ,&nbsp;Daniel Danner","doi":"10.1016/j.intell.2025.101988","DOIUrl":"10.1016/j.intell.2025.101988","url":null,"abstract":"<div><div>The term “retest effects” refers to score gains on cognitive ability as well as educational achievement tests upon repeated administration of the same or a similar test. Previous research on this phenomenon has focused mainly on general cognitive ability scores—often using manifest difference scores—and has neglected differences in retest effects across different types of cognitive operations underlying general cognitive abilities. Additionally, these studies have focused primarily on average group-level test scores, neglecting interindividual differences in retest effects. To address these gaps, we used latent growth curve modeling to examine retest effects in <em>N</em> = 203 participants across three test sessions, considering both general cognitive ability and its four underlying operations according to the Berlin intelligence structure model, namely, processing capacity, processing speed, creativity, and memory. Results show a linear improvement in overall performance of 53.60 points (about 10.45 IQ points) with each assessment, corresponding to two thirds of a standard deviation. Participants' slopes—that is, their rates of improvement across test sessions—did not vary significantly, and thus did not correlate with their initial cognitive ability levels. Statistically significant operation-specific differences in the magnitude of retest effects were found, with memory showing the largest retest effect and creativity the smallest. Although participants did not vary in their rates of improvement on the processing-capacity and memory operation, there was significant interindividual variation in the slopes of the other two operations. These findings highlight the importance of considering operation-specific scores in research on retest effects. Implications for cognitive ability retesting practices are discussed.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101988"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145733366","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 should replicate in intelligence research? Setting the bar for a cumulative science","authors":"Dragos Iliescu ,&nbsp;Samuel Greiff","doi":"10.1016/j.intell.2025.101992","DOIUrl":"10.1016/j.intell.2025.101992","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101992"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836764","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":"Can wisdom guide intelligence and creativity toward prosocial ends? Evidence from humanistic, domain-aligned assessments","authors":"Jingmin Zhang ,&nbsp;Yuling Wang ,&nbsp;Liuqing Tian","doi":"10.1016/j.intell.2025.101971","DOIUrl":"10.1016/j.intell.2025.101971","url":null,"abstract":"<div><div>Wisdom is theorized to regulate the ethical use of cognitive strengths, but empirical evidence for its moderating role remains limited and inconsistent. This research investigates whether wisdom guides the application of intelligence and creativity toward prosocial ends, using domain-consistent, humanistic assessments across two studies (<em>N</em> = 933). Study 1 employed performance-based measures to examine how state-level wisdom influences the prosocial deployment of social intelligence and real-life creativity in morally complex scenarios. Study 2 used self-report measures to explore trait-level associations among integrative wisdom, social intelligence, creativity, and social mindfulness. Across both studies, wisdom consistently moderated the link between creativity and prosociality: higher wisdom predicted either stronger positive associations (Study 2) or buffered against ethically problematic use (Study 1). In contrast, no consistent evidence was found that wisdom similarly guided the use of intelligence. These findings suggest that wisdom functions as a selective moral regulator, more effectively shaping the ethical expression of open-ended, generative capacities such as creativity than of structured, instrumental capacities such as intelligence. The results underscore the importance of aligning constructs within shared evaluative domains and provide preliminary empirical support for wisdom as a meta-capacity that channels value-sensitive strengths toward socially constructive ends.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"114 ","pages":"Article 101971"},"PeriodicalIF":2.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569973","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 effect of processing speed on academic fluency in children with neurodevelopmental disorders","authors":"Soo Youn Kim ,&nbsp;Jordyn Esprit ,&nbsp;Ann Levine ,&nbsp;Kevin G. Stephenson","doi":"10.1016/j.intell.2025.101965","DOIUrl":"10.1016/j.intell.2025.101965","url":null,"abstract":"<div><div>Poor processing speed (PS) is frequently observed in individuals with neurodevelopmental disorders. However, mixed findings exist on the predictive validity of such processing speed impairment and the role of working memory (WM). We conducted a retrospective chart review of patients evaluated at a developmental assessment clinic between March 2018 and December 2022. Patients with available data on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) and the Woodcock-Johnson, Fourth Edition, Tests of Achievement (WJ IV ACH) were included (<em>n</em> = 77, 69 % male; <em>M</em>_<em>age</em> = 10.6, <em>SD</em>_<em>age</em> = 2.5; FSIQ range = 47–129). We performed a mediation analysis with academic fluency (AF) as the dependent variable, PS as the predictor, WM as the mediator, and academic skills and general intelligence as covariates. Both the direct and indirect effects of PS were significant prior to adding covariates. However, only the direct effect of PS was robust, independent of the effects of academic skills and general intelligence. The indirect effect of PS through WM was insignificant after accounting for the general academic skills and intelligence. Therefore, PS explains a unique variance in AF. This finding suggests that PS may be an exception to the criticism of cognitive profile analysis. Interpreting the PS score as a relative strength or weakness within a cognitive profile may uniquely predict their timed academic performance in youth with neurodevelopmental disorders.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101965"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266347","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":"Cloze test performance and cognitive abilities: A comprehensive meta-analysis","authors":"Friederike Busse ,&nbsp;Luc Zimny ,&nbsp;Ulrich Schroeders ,&nbsp;Oliver Wilhelm","doi":"10.1016/j.intell.2025.101962","DOIUrl":"10.1016/j.intell.2025.101962","url":null,"abstract":"<div><div>Cloze tests have a long history and have been used to measure various abilities, including intelligence, reading comprehension, and language proficiency. To locate cloze tests within a nomological network of cognitive abilities, we conducted a multilevel random effects meta-analysis covering 110 years of research. Studies were eligible if they provided a measure of association between a cognitive fill-in-the-blank test and any cognitive ability test. We synthesized manifest correlations from 89 studies (<em>N</em> = 37,912, <em>k</em> = 634) and found an average correlation of <em>r</em> = .54 (95% CI [.49, .59], <em>k</em> = 485) with crystallized intelligence, <em>r</em> = .48 (95% CI [.42, .54], <em>k</em> = 69) with fluid intelligence, and <em>r</em> =.61 (95% CI [.46, .77], <em>k</em> = 32) with general intelligence. While today's application of the typical cloze is to measure reading comprehension, our results revealed a similarly strong association with a broad range of crystallized abilities. Of the key moderators we investigated—text base, administration mode, deletion pattern, and response type—only the response type showed a significant effect. Sensitivity analyses supported the robustness of our findings. We conclude by revisiting the origin of the cloze test and highlighting the need for systematic studies on how different cloze test designs affect construct validity. Whereas the meta-analytic database predominantly originates from language research, where cloze tests are entrenched as markers of language proficiency, we propose reframing cloze tests as a versatile intelligence test format—just like multiple-choice tests constitute a testing method—that can be tailored to assess various specific cognitive abilities.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101962"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266348","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}