Intelligence最新文献

{"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}

{"title":"Measuring general cognitive ability in early elementary students: A shortened version of the Raven's Standard Progressive Matrices","authors":"Charles Chiu Hung Yip ,&nbsp;Xiangzi Ouyang ,&nbsp;Xiao Zhang","doi":"10.1016/j.intell.2025.101949","DOIUrl":"10.1016/j.intell.2025.101949","url":null,"abstract":"<div><div>Raven's Standard Progressive Matrices (SPM) is widely used to assess fluid intelligence in developmental and educational research. Several short forms of the 60-item SPM have been proposed to address its lengthy design. However, an SPM short form for early elementary children is lacking, which is important given their distinct developmental milestones. To bridge this gap, the current study developed a 15-item SPM short form for children aged 6–8 years. The short form displayed a strong correlation with the 60-item SPM (<em>r</em> = 0.85). Monte Carlo simulation, Item Response Theory, and other validation methods collectively supported the short form as a reliable alternative to the full form SPM. Significant positive correlations between the short form with working memory and academic achievement dimensions further supported the validity of the short form. The current study complemented <span><span>Langener, Kramer, van den Bos, and Huizenga (2022)</span></span> to offer a complete collection of SPM short forms for developmental populations, enabling researchers to efficiently measure intelligence in these samples. The current short form minimizes participant fatigue intelligence assessments and facilitates more informative research designs, contributing to enhanced progress across developmental and educational research.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101949"},"PeriodicalIF":2.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830709","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":"Challenging assumptions: The complex interplay of gender, academic achievement, and teaching subject in pre-service teachers' anxiety","authors":"Alaattin Arıkan","doi":"10.1016/j.intell.2025.101950","DOIUrl":"10.1016/j.intell.2025.101950","url":null,"abstract":"<div><div>This study investigated the complex interplay of gender, academic achievement, and teaching subject on pre-service middle school teachers' spatial anxiety, also exploring their perceptions of its underlying causes and potential effects on future teaching practices. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 93 pre-service teachers using the Spatial Anxiety Scale, followed by qualitative data from semi-structured interviews with 12 participants. Two-way ANCOVA results, with GPA as a covariate, revealed significant main effects of gender and teaching subject on various facets of spatial anxiety. Specifically, female pre-service teachers reported higher overall and navigation anxiety than males. Science pre-service teachers exhibited lower overall, mental manipulation, and imagery anxiety compared to their peers in social studies and mathematics. Notably, no significant interaction effects between gender and teaching subject were found for any type of spatial anxiety. Correlation analyses indicated a striking positive relationship between GPA and navigation anxiety, while no significant correlations were found between GPA and other facets of spatial anxiety. This challenges the assumption that spatial anxiety uniformly decreases with higher academic achievement. Qualitative findings provided rich contextual explanations for these quantitative results, highlighting perceived cultural, environmental, and personal factors (including academic prioritization and perfectionism) associated with spatial anxiety experiences. The study underscores the importance of addressing these multifaceted anxieties in teacher education, offering insights for developing targeted interventions.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"112 ","pages":"Article 101950"},"PeriodicalIF":2.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780016","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":"Higher cognitive ability linked to weaker moral foundations in UK adults","authors":"Michael Zakharin,&nbsp;Timothy C. Bates","doi":"10.1016/j.intell.2025.101930","DOIUrl":"10.1016/j.intell.2025.101930","url":null,"abstract":"<div><div>Existing research on the relationship between cognitive ability and moral foundations has yielded contradictory results. While some studies suggest that higher cognitive ability is associated with more enlightened moral intuitions, others indicate it may weaken moral foundations. To address this ambiguity, we conducted two studies (total <em>N</em> = 1320) using the Moral Foundations Questionnaire-2 (MFQ-2) with UK residents. Both Study 1 and Study 2 (preregistered) revealed negative links between cognitive ability and moral foundations. In Study 1, structural models showed negative links between general intelligence (g) and both binding (−0.24) and individualizing (−0.19) foundations. These findings replicated closely in Study 2, with similar coefficients (−0.25 and − 0.18, respectively). Higher verbal ability was specifically associated with lower purity scores. These findings suggest a negative association between cognitive ability and moral foundations, challenging existing theories relating to intelligence and moral intuitions. However, causal direction remains uncertain.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101930"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144147068","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":"Individual differences in spatial navigation and working memory","authors":"Alexa K. Bushinski,&nbsp;Thomas S. Redick","doi":"10.1016/j.intell.2025.101932","DOIUrl":"10.1016/j.intell.2025.101932","url":null,"abstract":"<div><div>Spatial navigation is a complex skill that relies on many aspects of cognition. Our study aims to clarify the role of working memory in spatial navigation, and particularly, the potentially separate contributions of verbal and visuospatial working memory. We leverage individual differences to understand how working memory differs among types of navigators and the predictive utility of verbal and visuospatial working memory. Data were analyzed from <em>N</em> = 253 healthy, young adults. Participants completed multiple measures of verbal and visuospatial working memory and a spatial navigation task called Virtual Silcton. We found that better navigators may rely more on visuospatial working memory. Additionally, using a relative weights analysis, we found that visuospatial working memory accounts for a large majority of variance in spatial navigation when compared to verbal working memory. Our results suggest individual differences in working memory are domain-specific in this context of spatial navigation, with visuospatial working memory being the primary contributor.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101932"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306984","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":"Heritability of metacognitive judgement of intelligence: A twin study on the Dunning-Kruger effect","authors":"Joseph L. Nedelec ,&nbsp;Curtis S. Dunkel ,&nbsp;Dimitri van der Linden","doi":"10.1016/j.intell.2025.101931","DOIUrl":"10.1016/j.intell.2025.101931","url":null,"abstract":"<div><div>Metacognition is a process that relates to thinking about thinking. Observed variation in metacognitive processes related to intelligence have often been referred to as the Dunning-Kruger effect (DKE). The DKE describes how individuals often overestimate their competence in a field where they lack expertise, while experts tend to slightly underestimate their competence. Applied to general intelligence, the DKE suggests discrepancies between self-assessed intelligence (SAI) and objective measures of intelligence. Recently, however, the methods used to assess the DKE have been subject to critique. The current study innovatively assessed the DKE by using a mechanistic and genetically informed approach. ACE decomposition models were estimated on a large sample of twins (<em>n</em> = 920; [<em>n</em>_MZ = 388; <em>n</em>_DZ = 532]) drawn from the restricted version of the National Longitudinal Study of Adolescent to Adult Health. Findings illustrated that about 44 % of the variance in a traditional measure of the DKE (difference scores: SAI – objective IQ) was accounted for by genetic factors in the full sample. However, the pattern differed over quartiles of objective IQ where genetic factors accounted for less of the variance in the lower quartiles (about 30 %) and increased to over 75 % of the variance in the highest quartile (remaining variance was due to nonshared environmental factors). Limitations notwithstanding (including a weak and relatively isolated DKE), the current study adds potential support for the validity of the DKE.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101931"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205195","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":"How accurately does self-reported intelligence reflect psychometrically measured IQ?","authors":"Jüri Allik,&nbsp;Helle Pullmann","doi":"10.1016/j.intell.2025.101933","DOIUrl":"10.1016/j.intell.2025.101933","url":null,"abstract":"<div><div>Studies have demonstrated that people's self-reported intelligence (SRI) is only weakly correlated with their psychometrically measured IQ, which challenges the idea that asking someone how intelligent they are can serve as a reliable proxy for formal ability testing. Data collected from a large sample of Estonian schoolchildren aged 7 to 18 years (<em>N</em> = 4544) showed that only by around age of 10 do children's cognitive abilities develop to a level that allows them to make reasonably accurate self-assessments, as measured by the Raven Standard Progressive Matrices (RSPM). We conclude that meaningful comparisons of one's intellectual abilities with those of peers are only possible once general cognitive development has reached a stage of reflective intelligence, capable of using formal operations and aligning mental concepts with reality. One way to improve the agreement between the SRI and IQ test scores is to increase the reliability of subjective ratings, either by using more items or by enhancing inter-item correlations. However, this agreement has an upper limit, as discrepancies remain between psychologists' definitions of intelligence and lay conceptions, which often conflate intelligence with self-esteem and other unrelated constructs.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"111 ","pages":"Article 101933"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144329659","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}