Intelligence最新文献_第8页

Does test preparation mediate the effect of parents' level of educational attainment on medical school admission test performance? 备考是否介导父母受教育程度对医学院入学考试成绩的影响？

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 Epub Date: 2025-01-02 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

Shared reading aloud fosters intelligence: Three cluster-randomized control trials in elementary and middle school 大声朗读有助于提高智力：小学和中学的三个集群随机对照试验

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 Epub Date: 2025-01-02 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 能力水平越高，倾斜度越高：对分化理论的支持

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 Epub Date: 2024-12-30 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 教育、智力、安置和选择：悖论与公平的讨论

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 Epub Date: 2024-12-16 DOI: 10.1016/j.intell.2024.101881

David Lubinski

引用次数: 0

Cognitive rationality is heritable and lies under general cognitive ability 认知理性具有遗传性，属于一般认知能力范畴

IF 3.3 2区心理学

Intelligence Pub Date : 2025-01-01 Epub Date: 2024-12-28 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 : 2025-01-01 Epub 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":"2025-01-01","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

Investment theory and tilt: Evidence from jobs and job families 投资理论与倾斜：来自工作和工作家庭的证据

IF 3.3 2区心理学

Intelligence Pub Date : 2024-11-01 Epub Date: 2024-10-19 DOI: 10.1016/j.intell.2024.101872

Thomas R. Carretta , Malcolm James Ree

{"title":"Investment theory and tilt: Evidence from jobs and job families","authors":"Thomas R. Carretta , Malcolm James Ree","doi":"10.1016/j.intell.2024.101872","DOIUrl":"10.1016/j.intell.2024.101872","url":null,"abstract":"<div><div>Cattell's (1987) investment theory states that individuals make choices to “invest” their cognitive ability in some areas but not in others. The theory suggests that individuals should gravitate to training and occupations that align with their investments. To test this theory, scores reflecting academic ability (ACAD) and technical knowledge (TECH) were derived from the Armed Services Vocational Aptitude Battery for a large sample of United States Air Force enlistees. The ACAD and TECH scores were used to create an index of ACAD-TECH tilt. Analyses were performed separately for 19 training courses with a technical knowledge requirement (mechanical or electronic) and 34 courses with no technical knowledge requirement. Consistent with investment theory, most of the technical training courses (63 %) had a technical tilt (TECH > ACAD), whereas most of the non-technical training courses (88 %) had an academic tilt (ACAD > TECH). ACAD had the strongest correlation with training grades for both the technical (<em>r</em> = 0.386) and non-technical (<em>r</em> = 0.318) courses. Tilt demonstrated weaker correlations with training grades than either ACAD or TECH for both the technical and non-technical courses. Final School Grade (FSG) was regressed on ACAD, TECH, and Sex. Similar results were observed for all courses, technical courses only, and non-technical courses only. ACAD was significantly correlated with FSG, with little incremental validity for either TECH (Δ <em>r</em> from 0.000 to 0.010) or the contribution of TECH and Sex (Δ <em>r</em> from 0.001 to 0.012).</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101872"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528446","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 : 2024-11-01 Epub 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":"2024-11-01","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

IF 3.3 2区心理学

Intelligence Pub Date : 2024-11-01 Epub Date: 2024-11-16 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

Inconsistent Flynn effect patterns may be due to a decreasing positive manifold: Cohort-based measurement-invariant IQ test score changes from 2005 to 2024 不一致的弗林效应模式可能是由于正流形递减造成的：2005 年至 2024 年基于队列的测量变量智商测试分数变化

IF 3.3 2区心理学

Intelligence Pub Date : 2024-11-01 Epub Date: 2024-09-19 DOI: 10.1016/j.intell.2024.101867

Sandra Oberleiter , Jonathan Fries , Florence Dejardin , Johanna Heller , Christian Schaible , Marco Vetter , Martin Voracek , Jakob Pietschnig

{"title":"Inconsistent Flynn effect patterns may be due to a decreasing positive manifold: Cohort-based measurement-invariant IQ test score changes from 2005 to 2024","authors":"Sandra Oberleiter , Jonathan Fries , Florence Dejardin , Johanna Heller , Christian Schaible , Marco Vetter , Martin Voracek , Jakob Pietschnig","doi":"10.1016/j.intell.2024.101867","DOIUrl":"10.1016/j.intell.2024.101867","url":null,"abstract":"<div><p>Generational IQ test score changes in the general population (i.e., the Flynn effect, typically reported as increases of 2–4 IQ points per decade) have recently been observed to behave inconsistently. It has been speculated that these inconsistencies may be attributable to the well-established negative relation of test score gains with psychometric <em>g</em>. Here, we provide the first direct empirical investigation of cross-temporal changes in the positive manifold of intelligence. In this cohort-comparison study, we examined performance changes in two population-representative Germanophone samples (<em>N</em> = 1267) across six measurement-invariant intelligence subscales from 2005 to 2024. Our analyses revealed substantial declines in single-factor analysis-based <em>g</em> assessments (Δ<em>R</em><sup>2</sup> range: ‐.037 to -.066) from 2005 to 2024. Despite this decrease in the positive manifold strength, we observed meaningful test score increases in all domains (<em>d</em> range: 0.18 to 1.24), with the largest gains in the lower tail of the intelligence distribution (i.e., conforming to Rodgers', 1998, idea of narrowing ability distributions). Our findings provide direct evidence for a decreasing strength of the positive manifold of intelligence as a noticeable driver of the accumulating evidence for negative Flynn effects, which may be a consequence of increasing ability differentiation in the general population.</p></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101867"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0160289624000618/pdfft?md5=a8260e2b3ed8b833cca81e41bd73d121&pid=1-s2.0-S0160289624000618-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142271186","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