Journal of Intelligence最新文献

{"title":"The Approximate Number System and Mathematical Abilities in Chinese Preschoolers With and Without Autism Spectrum Disorder.","authors":"Lilan Chen, Zhiyong Zhong, Wenyuan Jiang","doi":"10.3390/jintelligence14040071","DOIUrl":"https://doi.org/10.3390/jintelligence14040071","url":null,"abstract":"<p><p>Mathematical abilities are critical for the developmental outcomes of children with autism spectrum disorder (ASD). However, little is known about these abilities and their association with the approximate number system (ANS) in preschoolers with ASD beyond Western samples, including Chinese children. This cross-sectional study examined whether formal and informal mathematical abilities differed between children with and without ASD and assessed the extent to which these abilities were associated with ANS acuity. Participants included 47 children with ASD and 47 typically developing (TD) children aged 3-7 years. All children were assessed on measures of formal and informal mathematical abilities, ANS acuity, and non-verbal IQ. No significant group differences in mathematical abilities were found among children aged 3-5 years. However, among children aged 6-7 years, the ASD group showed significantly lower performance in mathematical abilities compared to their TD peers. ANS acuity was significantly correlated with both formal and informal mathematical abilities in the ASD group, but only with informal mathematical abilities in the TD group. Furthermore, ANS acuity accounted for 5.4% of the unique variance in formal mathematical abilities specifically within the ASD group. The patterns of mathematical abilities and their relationship with ANS acuity differ between preschoolers with and without ASD. These findings suggest a differential association between ANS and formal mathematics learning in children with ASD, highlighting implications for the design of early numeracy interventions.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117484/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Neural Networks Architectures for Competency Prediction from Process Data Using PISA Computer-Based Mathematics Assessment.","authors":"Huan Kuang","doi":"10.3390/jintelligence14040070","DOIUrl":"https://doi.org/10.3390/jintelligence14040070","url":null,"abstract":"<p><p>Computer-based assessments generate rich process data that captures examinees' interactions with test items. Using process data from the U.S. PISA 2012 computer-based mathematics assessment sample, this study applied recurrent neural networks to predict item-level correctness and assessment-level latent proficiency. The analysis also examines the impact of expert-engineered features, levels of architectural complexity, action variability, and score variability on model performance. At the item level, most models achieved AUC values around 0.80, indicating good predictive performance. Moderate correlations were observed between latent proficiency from 30 items and predictions based on process data from a subset of items (<i>n</i> = 10). For item-level models, adding expert-engineered features reduces training time and may improve predictive performance with low action variability. For the assessment-level models, adding expert-engineered features improved performance. Model complexity, including model type (i.e., standard RNN, GRU, and LSTM), number of nodes, and number of layers, had little effect on accuracy and efficiency. Moreover, items with greater action variability were associated with better model performance. The findings suggest that simple neural network architectures are sufficient for modeling process data with limited action variability and that combining action sequences with expert-engineered features improves accuracy, efficiency, and interpretability.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13118180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Abstract to Domain-Specific: Development and Validation of Matrix Reasoning Tasks for Students in Biology.","authors":"Colin Peperkorn, Claas Wegner","doi":"10.3390/jintelligence14040069","DOIUrl":"https://doi.org/10.3390/jintelligence14040069","url":null,"abstract":"<p><p>Matrix reasoning tests are frequently used to measure intelligence and identify gifted students across domains. To date, there is limited evidence on the usefulness of contextualised tasks for identifying domain-specific giftedness. In the current study, matrix reasoning tasks tailored to biological contexts were developed and validated for students in grades 3-6. The tasks were evaluated across two research cycles, involving a total of <i>N</i> = 895 students (<i>n</i>₁ = 470; <i>n</i>₂ = 425). An item analysis based on item response theory indicated acceptable item parameters and fit indices for the final item pool. Correlation analyses revealed moderate-to-strong associations with IQ, assessed via abstract matrix reasoning, as well as with domain-specific achievement in biological inquiry processes. A known-groups comparison revealed that students identified as gifted in biology outperformed a comparison group of peers, providing preliminary known-groups validity evidence for the developed tasks. Overall, the matrix reasoning tasks tailored to biology showed acceptable psychometric properties, demonstrated positive correlations with achievement in biological inquiry, and the study provided initial evidence of their usefulness for identifying gifted students in biology.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117121/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Semantic Accessibility Is Associated with Reduced Experience-Induced Heuristic Fixation in Creative Problem Solving.","authors":"Shangqing Yuan, Yifei Fang, Luming Zheng, Jun Zhang, Hengrui Zhang, Tie Sun","doi":"10.3390/jintelligence14040068","DOIUrl":"https://doi.org/10.3390/jintelligence14040068","url":null,"abstract":"<p><p>Creative problem solving often fails because people rely on heuristic responses reinforced by prior experience. According to the default-interventionist account, analytic intervention can override these heuristic defaults only when the semantic system provides access to competing representations. We tested this prediction using a modified Chinese Remote Associates Task in which two factors were independently manipulated: semantic accessibility (high vs. low) and situational induction (strong vs. weak). A significant interaction emerged: strong induction impaired performance only under low semantic accessibility, whereas high semantic accessibility was associated with attenuated induction costs. This pattern is consistent with semantic accessibility serving as a cognitive buffer that may support analytic override of induced heuristic defaults. A separate comparison between induction and non-induction trials confirmed that induction reliably produced a mental set. These findings resolve conflicting claims about the role of semantic knowledge in creativity by showing that knowledge both constrains and enables insight depending on its interaction with experience-driven heuristics.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117359/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Executive Functioning as a Mediator Between Digital Media Exposure and Communication Outcomes in Children and Adolescents.","authors":"Csongor Toth, Brigitte Osser, Laura Ioana Bondar, Gyongyi Osser, Roland Fazakas, Nicoleta Anamaria Pascalau, Ramona Nicoleta Suciu, Liliana-Oana Pobirci, Corina Dalia Toderescu, Bombonica Gabriela Dogaru","doi":"10.3390/jintelligence14040067","DOIUrl":"https://doi.org/10.3390/jintelligence14040067","url":null,"abstract":"<p><strong>Background/objectives: </strong>The increasing prevalence of digital media use among children and adolescents has raised concerns regarding its potential impact on cognitive and communication development. Previous research has linked higher screen exposure to poorer language outcomes; however, the mechanisms underlying these associations remain insufficiently understood, particularly with respect to pragmatic communication. The present study aimed to examine the relationships between daily screen time, executive functioning (EF), and communication-related outcomes, and to test whether EF mediates the association between digital media exposure and pragmatic communication and language performance.</p><p><strong>Methods: </strong>A cross-sectional observational study was conducted with 240 children and adolescents aged 6-15 years. Caregivers reported children's daily screen time, digital consumption and communication skills. EF was assessed using performance-based tasks measuring inhibitory control, working memory, and cognitive flexibility. Language performance was evaluated using a standardized composite measure. Pearson correlations, mediation analyses with bootstrapped confidence intervals, and factorial analyses of variance were performed, controlling for age, sex, parental mediation, and educational content exposure.</p><p><strong>Results: </strong>Higher daily screen time was significantly associated with lower EF, weaker pragmatic communication, and poorer language performance. EF was positively related to both pragmatic and language outcomes and partially mediated the relationship between screen time and communication measures. Educational digital content and parental mediation showed positive associations with EF and communication outcomes, whereas recreational content exhibited negative associations. Group comparisons indicated that negative associations between screen exposure and developmental outcomes were more pronounced in younger children.</p><p><strong>Conclusions: </strong>These findings suggest that EF may represent a key intermediary mechanism underlying the association between digital media exposure and communication-related development. The results highlight the importance of considering not only the quantity but also the quality and context of children's digital media use, particularly during early developmental stages.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explainable Patient-Level Cognitive Impairment Screening via Temporal, Semantic, and Psycholinguistic Multimodal AI.","authors":"Abdullah, Zulaikha Fatima, Miguel Jesús Torres Ruiz, Osvaldo Espinosa-Sosa, Carlos Guzmán Sánchez-Mejorada, Rolando Quintero Téllez, José Luis Oropeza Rodríguez, Grigori Sidorov","doi":"10.3390/jintelligence14040066","DOIUrl":"https://doi.org/10.3390/jintelligence14040066","url":null,"abstract":"<p><p>Early diagnosis of cognitive decline is vital for timely treatment of mild cognitive impairment (MCI) and Alzheimer's disease (AD), yet standard clinical assessments often miss subtle longitudinal language changes. We propose a hierarchical hybrid intelligence framework integrating long-context language modeling, temporal progression, semantic graph reasoning, psycholinguistic biomarkers, and contrastive progression learning to classify patient states (Normal, MCI, AD) from longitudinal electronic health record (EHR) notes. The model was trained on 4500 patients and 68,000 clinical notes from Medical Information Mart for Intensive Care III (MIMIC-III) and externally validated on the Medical Information Mart for Intensive Care IV (MIMIC-IV) clinical notes dataset (5200 patients, 72,000 notes). Inputs combined Biomedical and Clinical Bidirectional Encoder Representations from Transformers (BioClinicalBERT) embeddings, Bidirectional Long Short-Term Memory (Bi-LSTM) temporal encodings, Graph Sample and Aggregate (GraphSAGE)-based Unified Medical Language System (UMLS) concept graphs, and psycholinguistic vectors (lexical diversity, grammatical complexity, discourse coherence). On the MIMIC-III hold-out set, the model achieved 99.999% accuracy, a macro F1-score of 0.999, a Receiver Operating Characteristic Area Under the Curve (ROC AUC) of 0.999, and a temporal stability variance of 0.0008. Monte Carlo cross-validation (10,000 folds) yielded 99.997±0.003% accuracy and 0.999±0.001 macro F1. Feature ablation confirmed distinct gains from temporal, semantic, and psycholinguistic modules, improving performance by 1.1% over text-only baselines. Cross-cohort zero-shot testing on MIMIC-IV showed strong generalization with minimal decline in macro F1 and balanced accuracy. Explainability analyses, such as SHapley Additive exPlanations (SHAP) token/concept attribution, attention maps, counterfactual perturbations, and psycholinguistic importance, revealed clinically interpretable markers, such as pronoun overuse, reduced lexical diversity, and syntactic simplification, as predictors of decline. Our framework supports scalable, non-invasive early screening in a variety of healthcare settings by providing longitudinally stable predictions.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117362/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generative AI as an External Cognitive Tool for Developing Creative Intelligence in Visual Design: A Mixed-Methods Randomized Study Using Cognitive Load Indicators and Motivational Modeling.","authors":"Ziyang Huang, Jiajia Zhao, Xuan Fu","doi":"10.3390/jintelligence14040065","DOIUrl":"https://doi.org/10.3390/jintelligence14040065","url":null,"abstract":"<p><p>Generative artificial intelligence (GenAI) is rapidly transforming design education by enabling new forms of human-AI collaborative learning. However, how GenAI relates to cognitive and motivational processes in design learning contexts remains insufficiently understood. This study examines whether integrating GenAI into visual design instruction is associated with improvements in domain-specific creative performance and explores the relationships among cognitive load, learning motivation, and learning outcomes. A six-week randomized instructional experiment was conducted with 120 undergraduate students majoring in visual communication design. Creative performance was evaluated through blind expert ratings, and the relationships among key variables were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that GenAI-integrated instruction is associated with higher levels of learning motivation, engagement, and expert-rated creative performance compared with traditional instruction, whereas cognitive-load indicators show comparatively limited predictive strength within the overall model. In addition, Integrated Teaching Alignment (ITA) significantly moderates the relationship between perceived relevance and learning satisfaction. These findings suggest that GenAI may function as an external cognitive support tool, with learning outcomes appearing to be associated with motivational and instructional factors, while cognitive-load indicators show comparatively limited associations within this instructional context.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117136/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness of an Augmented Reality-Based Early Intervention Program Using Interactive Games to Enhance Eye Contact as a Nonverbal Communication Skill in Children with Autism: A Single-Case Experimental Design.","authors":"Shoeb Saleh, Rommel AlAli","doi":"10.3390/jintelligence14040064","DOIUrl":"https://doi.org/10.3390/jintelligence14040064","url":null,"abstract":"<p><p>Children with Autism Spectrum Disorder (ASD) frequently exhibit marked impairments in nonverbal communication, particularly in eye contact, which serves as a foundational element for social interaction and relational development. This study evaluated the effectiveness of an early intervention program utilizing interactive games supported by Augmented Reality (AR) technology to enhance eye contact behaviors, specifically initiation and maintenance, in children with autism. Using a multiple baseline across participants single-case experimental design, four boys (aged 5-7 years) diagnosed with ASD participated in an 8-week intervention at a specialized center in Saudi Arabia. The intervention featured tablet-based, gamified AR tasks incorporating real-time visual feedback, graduated difficulty levels, and reinforcement mechanisms designed to elicit social gaze and sustained eye contact. Eye contact duration and frequency were measured during structured social interactions via systematic direct observation. The results demonstrated significant improvements across all participants, with the mean duration of eye contact increasing from a baseline of 2.0 s to 5.8 s post-intervention. Visual analysis revealed robust treatment effects, further supported by substantial Tau-U effect sizes (range = 0.89-0.96; M = 0.93). Follow-up data collected three weeks post-intervention confirmed the maintenance of gains for three of the four participants. These findings suggest that AR-based interventions provide an effective and culturally responsive approach for enhancing specific nonverbal communication behaviors among children with autism in Middle Eastern contexts. Implications for clinical practice and directions for future research are discussed.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13118226/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Socioeconomic Differences in Cognitive Ability Across Childhood and Adolescence: An Investigation of Genetic, Individual, and Environmental Factors.","authors":"Lena Paulus, Charlotte K L Dißelkamp, Andreas J Forstner, Frank M Spinath","doi":"10.3390/jintelligence14040063","DOIUrl":"https://doi.org/10.3390/jintelligence14040063","url":null,"abstract":"<p><p>The level and development of cognitive ability are associated with parental socioeconomic status (SES). Some of these cognitive differences are presumably due to individual differences in genetic predispositions, but the potential mechanisms and influencing factors are still relatively unclear. Previous research has identified factors that show a relation with both cognitive abilities and SES (e.g., parental cognitive ability, home environment, and polygenic scores). Regarding these factors, we analysed three age cohorts (<i>N</i> = 6715; 5, 11, and 17 years old) at a 6-year interval using multiple regressions and decomposition analyses. Firstly, results indicated that cognitive differences linked to SES emerged particularly between the ages of 5 and 11. A substantial part of the SES effect was associated with parental cognitive ability. Secondly, particularly in the oldest cohort, the polygenic score for cognitive ability was related to the SES-associated change in cognitive ability. Finally, in several analyses, the influence of SES on cognitive ability was no longer significant after considering the attendance of the academic track in secondary school. This pattern could indicate that SES-associated differences in secondary school recommendations shown in previous studies may also be associated with SES-related differences in cognitive ability, which should be investigated in future studies.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13118255/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working Memory, Attention Control, and Vocabulary Retention in AI (ChatGPT)-Assisted Foreign Language Learning: A Structural Cognitive Modelling Approach.","authors":"Mohammad Hamad Al-Khresheh, Mayez Almayez, Shatha F Alruwaili","doi":"10.3390/jintelligence14040062","DOIUrl":"https://doi.org/10.3390/jintelligence14040062","url":null,"abstract":"<p><p>This study examined how working memory, attention control, and frequency of ChatGPT-4 use are structurally associated with vocabulary retention in foreign language learning. A quantitative cross-sectional survey design was employed, with data collected from 1002 EFL learners via stratified random sampling. Validated self-report instruments measured working memory, attention control, frequency of ChatGPT use, and vocabulary retention (immediate recall, delayed retention, semantic integration, and productive use). Structural equation modelling was used to test the proposed model. The results showed that working memory was strongly associated with attention control and exerted a direct effect on vocabulary retention across all dimensions. Attention control explained a substantial share of the relationship between working memory and retention, indicating that regulatory allocation of attention, rather than memory capacity alone, governs whether lexical information is stabilised during ChatGPT-assisted learning. The frequency of ChatGPT use conditioned these cognitive pathways by strengthening links between working memory and attention control, and between attention control and vocabulary retention, at higher levels of engagement. Frequency did not predict retention independently, indicating that repeated use supports learning only to the extent that it reinforces cognitive regulation rather than increasing exposure. Vocabulary learning with AI relies more on cognitive regulation and engagement than exposure.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117997/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}