Intelligence最新文献

{"title":"Humans peak in midlife: A combined cognitive and personality trait perspective","authors":"Gilles E. Gignac ,&nbsp;Marcin Zajenkowski","doi":"10.1016/j.intell.2025.101961","DOIUrl":"10.1016/j.intell.2025.101961","url":null,"abstract":"<div><div>Fluid intelligence, which peaks near age 20 and declines materially across adulthood, is often regarded as the most critical cognitive ability for predicting important life outcomes. Yet, human achievement in domains such as career success tends to peak much later, typically between the ages of 55 and 60. This discrepancy may reflect the fact that, while fluid intelligence may decline with age, other dimensions improve (e.g., crystallized intelligence, emotional intelligence). To examine this possibility, we analyzed age-related trends across nine constructs associated with life success: cognitive abilities, personality traits, emotional intelligence, financial literacy, moral reasoning, resistance to sunk cost bias, cognitive flexibility, cognitive empathy, and need for cognition. We extracted age-related findings from published studies for each dimension and standardized all scores to T-scores for comparability. We then constructed a Cognitive-Personality Functioning Index (CPFI) and compared two weighting approaches: a Conventional model, emphasizing intelligence and core personality traits, and a Comprehensive model, integrating a broader array of dimensions. Both models revealed a peak in overall functioning during late midlife (ages 55 to 60) but diverged at the younger and older ends of adulthood: under Conventional weighting, older adults scored well below young adults, whereas under Comprehensive weighting, the two groups were roughly equivalent. These findings suggest that functional capacity, defined in terms of key differential psychological traits, may peak in late midlife, closely aligning with the typical peak in career achievement. Also, individuals best suited for high-stakes decision-making roles are unlikely to be younger than 40 or older than 65.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101961"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109391","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":"Racial hereditarian research remains unjustified and harmful: A reply to Woodley et al. (2025a, b)","authors":"Kevin A. Bird ,&nbsp;John P. Jackson Jr. ,&nbsp;Andrew S. Winston","doi":"10.1016/j.intell.2025.101967","DOIUrl":"10.1016/j.intell.2025.101967","url":null,"abstract":"<div><div>In two simultaneously published articles in <em>Intelligence,</em> Woodley et al. (2025a, b) claimed that the RHR literature is very small, lacks impact and influence, and poses no special risks. The articles critiqued Bird, et al. (2024) which presented evidence of ongoing “racial hereditarian research” (RHR) in Psychology, its use by racial extremists, and the assistance of RHR psychologists to racial extremist groups. Woodley et al. (2025 a, b) ignored the evidence in Bird et al. (2024) and the past and present harm caused by long-discredited claims that African genes are associated with lower intelligence and morality. We correct false statements in Woodley et al. (2025a,b) and refute their claims that the application of rigorous standards would “undermine science” and constitutes “censorship.”</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101967"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525445","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":"Critical thinking disposition as a mediator in creativity and problem-solving: A MASEM study","authors":"Ayhan Koçoğlu ,&nbsp;Sedat Kanadlı","doi":"10.1016/j.intell.2025.101951","DOIUrl":"10.1016/j.intell.2025.101951","url":null,"abstract":"<div><div>Critical thinking disposition (CTD) is a higher-order thinking skill that plays a crucial role due to its direct and indirect effects on problem-solving (PS) and creative thinking (CT) skills. Studies in the field of education frequently emphasize critical thinking as an important component of 21st-century skills. Accordingly, this study examined the mediating role of critical thinking disposition between problem-solving and creative thinking skills. Utilizing the meta-analytic structural equation modeling (MASEM) method, this study synthesized 74 correlation values from 64 studies. These correlations examined the relationships between critical thinking disposition (CTD) and problem-solving skills (PSS) (k = 53), CTD and creative thinking skills (CTS) (k = 15), and PSS and CTS (k = 6). Correlation coefficients were considered to test the mediating role of CTD in the relationship between creative thinking and problem-solving. Data collected from a total population of 17,273 individuals were included in the analysis. The research results show that CTD is related to both PSS and CTS. Furthermore, it was determined that CTD acts as a partial mediator in the relationship between PSS and CTS. According to this result, creative thinking affects problem-solving both directly and indirectly through critical thinking disposition, with these pathways collectively explaining 22 % of the variance in problem-solving. The study findings also indicated that the scales used to measure CTD might yield different results concerning the relationships with PSS and CTS. Conversely, it was determined that the country where the studies were conducted, participant age, and gender were not significant moderators. These findings highlight the interconnectedness of these higher-order thinking skills and suggest that interventions targeting CTD could enhance both creative and problem-solving abilities, while also underscoring the need for careful consideration of measurement instruments.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101951"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144889822","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 principles to progress: One year of renewal at intelligence","authors":"Dragos Iliescu ,&nbsp;Samuel Greiff","doi":"10.1016/j.intell.2025.101972","DOIUrl":"10.1016/j.intell.2025.101972","url":null,"abstract":"","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101972"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575875","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":"Lack of measurement invariance in mental health assessment across intelligence levels: Investigation into nonlinearity reveals a broader issue","authors":"Stanisław K. Czerwiński,&nbsp;Roman Konarski,&nbsp;Paweł A. Atroszko","doi":"10.1016/j.intell.2025.101963","DOIUrl":"10.1016/j.intell.2025.101963","url":null,"abstract":"<div><div>The notion of individuals with extremely high intelligence experiencing specific psychological difficulties has been brought up many times by researchers, with no consensus being reached on this matter. Modeling the relationship between intelligence and mental health nonlinearly allows for revealing the possibility for extremely intelligent individuals to experience specific difficulties affecting their mental health while still having better mental health on average. Moreover, with gender roles ingrained in the social world, men and women are likely to have different experiences with how their social environments react to their high intelligence. This study used data from two cohort studies: the National Longitudinal Survey of Youth 1979 (NLSY79; <em>n</em> = 8474) and 1997 (NLSY97; <em>n</em> = 6472). Although, the results of polynomial and piecewise regression suggested that the relationship of intelligence with depression and distress is nonlinear, the results of local structural equation models showed the lack of measurement invariance of mental health measures across intelligence values for both men and women. The factor loadings for the measures decreased, as the intelligence values increased. As such, values of mental health are not comparable across different levels of intelligence. If this effect is also present on a larger number of psychometric instruments, the implications on psychological research could be substantial. The lack of measurement invariance of psychometric instruments across intelligence can compromise the results of studies, not only those testing for nonlinear relationships of intelligence, but also those testing for linear ones.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101963"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145154210","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":"An investigation into differences in general intelligence and coaches' subjective assessment of players' decision-making skills across different playing positions in EPPP association football academies","authors":"Scott Davies ,&nbsp;Rob Noonan ,&nbsp;Colin Robertson ,&nbsp;Sean Sankey","doi":"10.1016/j.intell.2025.101968","DOIUrl":"10.1016/j.intell.2025.101968","url":null,"abstract":"<div><div>With developments in tactical complexity in association football (soccer) general intelligence and decision-making are becoming increasingly important attributes for players at all levels. However, an absence of evidence regarding general intelligence and decision-making across different positions within English Academy soccer indicates that it is unknown how specific intelligence in soccer needs to be for successful performance. This study aimed to 1) examine differences in general intelligence scores between different playing positions, 2) investigate differences in coach assessed decision-making ability between different playing positions and 3) assess differences between general intelligence test score ranks and decision-making ranks awarded by coaches to each player per position. One hundred and one participants, aged 16–18 years were recruited from eight clubs in the English Football League. Participants completed an established psychometric test of general intelligence and the lead development phase coach at each club ranked players' decision-making ability. There were 99 outfield players who participated: 37 defenders, 34 midfielders and 28 attackers. No difference was found in general intelligence scores between playing positions. However, a significant difference was found in decision-making ranks, with coaches determining attacker's decision-making to be lower than midfielders and defenders. Likewise, no difference was found between general intelligence and decision-making ranks for either defenders or midfielders, but a difference was observed between attackers' general intelligence and decision-making ranks. In conclusion, attacker's game intelligence appears to be underestimated by coaches. Consequently, utilisation of a psychometric test of general intelligence could enhance identification of talented players in Academy soccer.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"113 ","pages":"Article 101968"},"PeriodicalIF":2.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415792","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":"Empathy in subjects with high intellectual potential (HIP): Rethinking stereotypes through a multidimensional and developmental review","authors":"Nathalie Lavenne-Collot ,&nbsp;Pascale Planche ,&nbsp;Laurence Vaivre-Douret","doi":"10.1016/j.intell.2025.101935","DOIUrl":"10.1016/j.intell.2025.101935","url":null,"abstract":"<div><h3>Background</h3><div>Empathy is often portrayed as a defining trait of individuals with High Intellectual Potential (HIP), frequently associated with heightened sensitivity, emotional depth, or altruistic tendencies. However, such generalizations oversimplify a multidimensional construct and overlook intra-group variability in empathic functioning.</div></div><div><h3>Objective and methods</h3><div>This review adopts a multidimensional and developmental perspective to examine empathy in HIP individuals. Drawing on cognitive neuroscience, developmental psychology, and psychopathology, it analyzes how emotional, motivational, cognitive, regulatory, and embodied components of empathy interact with high-level intellectual functioning. Specific focus is placed on developmental asynchrony, contextual modulation, and the cognitive–emotional balance of empathy.</div></div><div><h3>Results and discussion</h3><div>Current evidence suggests that empathy in HIP individuals may not conform to a uniform pattern. Rather, diverse and dynamic configurations appear to emerge, potentially involving a relative dominance of cognitive empathy (CE) over emotional empathy (EE), modulated by regulatory capacities, sensory traits, motivational states, and contextual demands. While such profiles could support analytical detachment in emotionally charged situations, they might also limit affective attunement. These possible configurations—some of which may intersect with neurodevelopmental or psychopathological traits—underscore the need for cautious interpretation, subgroup differentiation, and further empirical investigation.</div></div><div><h3>Conclusion</h3><div>Understanding empathy in HIP individuals requires a flexible, integrative framework that accounts for developmental plasticity, regulatory diversity, and contextual influences. Such an approach refines empathy models and supports individualized interventions in educational and clinical settings. Future research should prioritize ecologically valid, embodied, and neurophysiological methods to better capture empathic variability across developmental stages.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101935"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703562","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 Short And Free Reasoning Ability assessmeNt (SAFRAN): Multidimensional, publicly available and only 15 minutes testing time","authors":"Patrick Mussel ,&nbsp;Philipp Schäpers ,&nbsp;Niklas Schulte ,&nbsp;Johannes Hewig ,&nbsp;Stefan Krumm","doi":"10.1016/j.intell.2025.101947","DOIUrl":"10.1016/j.intell.2025.101947","url":null,"abstract":"<div><div>The assessment of cognitive abilities is one of the cornerstones of psychological diagnostics. However, most assessments are expensive in terms of both testing time and money and, thus, not conducted as often as they could be, relating to both research as well as applied settings. Here, we report about the development of a new reasoning ability test, the Short And Free Reasoning Ability assessmeNt (SAFRAN). As its name suggests, it assesses reasoning ability in a short time and is free to use. Additionally, using a slightly modified testing procedure, the SAFRAN allows for the assessment of lower order, content-specific reasoning ability factors. We evaluate the SAFRAN across seven samples (total <em>N</em> = 920) with respect to correlations with demographic variables, reliability, internal and external construct-related validity as well as criterion-related validity. Among others, results show that both the reasoning factor as well as content-specific ability factors converge with corresponding indicators from traditional intelligence tests. Thus, the SAFRAN could be a useful instrument for the assessment of multidimensional reasoning ability in situations where resources in terms of time or money are limited.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101947"},"PeriodicalIF":2.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144863745","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":"Two psychometric profiles of gifted children in referred samples: The need to distinguish between homogeneous and crystallized profiles","authors":"Corentin Gonthier ,&nbsp;Emma Tourreix ,&nbsp;Maud Besançon ,&nbsp;Jacques Grégoire ,&nbsp;Jacques-Henri Guignard","doi":"10.1016/j.intell.2025.101948","DOIUrl":"10.1016/j.intell.2025.101948","url":null,"abstract":"<div><div>Detecting giftedness is a high-stake issue in psychological assessment. Often defined as intellectual performance in the top 2.5 %, giftedness concerns a substantial share of the general population; giftedness identification is also one of the most frequent motivations for intelligence testing in children. Despite the importance of this topic, there has rarely been consistent research in the methods used to classify an individual as gifted in the context of psychological assessment. Psychometric profiles associated with giftedness, in particular, have not been systematically explored, despite the possibility that there are subtypes of giftedness with different implications for research and practice. We collected the assessment results of a sample of 739 children identified as gifted after completing Wechsler's Intelligence Scale for Children (WISC-IV or WISC-V), in one of five different testing locations in France or Belgium. Profile analyses revealed the existence of two distinct psychometric profiles, each comprising roughly half the sample. One group of children had consistently high performance on all indices; whereas the other group had very high performance specifically on verbal comprehension subtests tapping into crystallized intelligence, but mild performance everywhere else. These results clearly support the idea that there are two roads to giftedness: some children reach the cutoff of giftedness based on high cognitive abilities overall, whereas others are particularly adept at leveraging a capital of acquired knowledge in verbal tasks. These two profiles have different implications for the real-life achievement of gifted individuals, leading to major consequences for both research and clinical practice.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101948"},"PeriodicalIF":2.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890808","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":"Measurement invariance of Bildiren non-verbal cognitive ability (BNV) test across gender, grade level, age, and ethnicity","authors":"Ahmet Bildiren ,&nbsp;Derya Akbaş","doi":"10.1016/j.intell.2025.101946","DOIUrl":"10.1016/j.intell.2025.101946","url":null,"abstract":"<div><div>Testing measurement invariance is crucial when working with diverse samples and making critical decisions about individuals, as accurate and meaningful cross-group comparisons are essential. This study investigates the measurement invariance of the Bildiren Non-Verbal Cognitive Ability (BNV) Test across gender, grade level, age, and ethnicity. The analyses utilized data from two samples comprising students aged 4 to 13: Sample 1 (<em>N</em> = 7745), consisting solely of Turkish students, was used for gender (boys and girls), grade level (primary and elementary), and age (4–5, 6–7, 8–9, 10–11, and 12–13 years old) comparisons, while Sample 2 (<em>N</em> = 1719), comprising both Turkish and Syrian students, was used for ethnicity comparisons. Measurement invariance was assessed separately for each group using a multigroup confirmatory factor analysis (MG-CFA) approach. The results indicated scalar invariance, demonstrating that factor loadings and thresholds were equivalent across gender, grade level, age, and ethnic subgroups. These findings support the comparability of factor means across these groups. The results provide validity evidence for the BNV Test scores, supporting valid comparisons across subgroups and enabling their use for diagnostic, evaluative, and selection purposes. This study underscores the importance of assessing measurement invariance to ensure test scores are interpreted fairly and accurately across diverse test-taker groups.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101946"},"PeriodicalIF":2.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739128","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}