Journal of Intelligence最新文献_第10页

Emotional Intelligence and Language Learning Performance of ESL Learners: Mediating Effects of L2 Grit and L2 Motivation. 情绪智力与ESL学习者语言学习表现：二语毅力和二语动机的中介作用。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-13 DOI: 10.3390/jintelligence13110146

Qingshu Xu, Huaqing Hong

{"title":"Emotional Intelligence and Language Learning Performance of ESL Learners: Mediating Effects of L2 Grit and L2 Motivation.","authors":"Qingshu Xu, Huaqing Hong","doi":"10.3390/jintelligence13110146","DOIUrl":"10.3390/jintelligence13110146","url":null,"abstract":"This study examined the associations among emotional intelligence (EI), grit, motivation, and second language (L2) learning performance, with particular attention to the mediating roles of grit and motivation. A sample of 801 Chinese university students completed validated measures of EI, grit, and motivation, and their English test scores were collected as an indicator of performance. Using structural equation modeling (SEM), EI was positively associated with grit (β = 0.574, p < .001) and motivation (β = 0.426, p < .001), while grit was also positively related to motivation (β = 0.515, p < .001). In relation to performance, significant positive associations were observed with motivation (β = 0.635, p < .001), EI (β = 0.185, p < .001), and grit (β = 0.165, p < .001). Bootstrap analyses confirmed robust indirect associations of EI with performance through grit (β = 0.095), through motivation (β = 0.271), and via the sequential chain EI → grit → motivation → performance (β = 0.188). The model accounted for 33% of the variance in grit, 55% in motivation, and 79% in performance. These findings indicate that EI, grit, and motivation are closely interrelated constructs that jointly contribute to L2 performance, highlighting the importance of socio-emotional and motivational resources in second language learning.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653445/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607118","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}

引用次数: 0

Student Characteristics and ICT Usage as Predictors of Computational Thinking: An Explainable AI Approach. 作为计算思维预测因子的学生特征和ICT使用：一种可解释的人工智能方法。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-11 DOI: 10.3390/jintelligence13110145

Tongtong Guan, Liqiang Zhang, Xingshu Ji, Yuze He, Yonghe Zheng

{"title":"Student Characteristics and ICT Usage as Predictors of Computational Thinking: An Explainable AI Approach.","authors":"Tongtong Guan, Liqiang Zhang, Xingshu Ji, Yuze He, Yonghe Zheng","doi":"10.3390/jintelligence13110145","DOIUrl":"10.3390/jintelligence13110145","url":null,"abstract":"Computational thinking (CT) is recognized as a core competency for the 21st century, and its development is shaped by multiple factors, including students' individual characteristics and their use of information and communication technology (ICT). Drawing on large-scale international data from the 2023 cycle of the International Computer and Information Literacy Study (ICILS), this study analyzes a sample of 81,871 Grade 8 students from 23 countries and one regional education system who completed the CT assessment. This study is the first to apply a predictive modeling framework that integrates two machine learning techniques to systematically identify and explain the key variables that predict CT and their nonlinear effects. The results reveal that various student-level predictors-such as educational expectations and the number of books at home-as well as ICT usage across different contexts, demonstrate significant nonlinear patterns in the model, including U-shaped, inverted U-shaped, and monotonic trends. Compared with traditional linear models, the SHapley Additive exPlanations (SHAP)-based approach facilitates the interpretation of the complex nonlinear effects that shape CT development. Methodologically, this study expands the integration of educational data mining and explainable artificial intelligence (XAI). Practically, it provides actionable insights for ICT-integrated instructional design and targeted educational interventions. Future research can incorporate longitudinal data to explore the developmental trajectories and causal mechanisms of students' CT over time.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653487/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607275","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}

引用次数: 0

Beyond Global IQ: Identifying Subgroups of Intellectual Functioning in Dyslexia Through Latent Profile Analysis. 超越整体智商：通过潜在轮廓分析识别失读症的智力功能亚群。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-10 DOI: 10.3390/jintelligence13110144

Bartosz M Radtke, Ariadna Łada-Maśko, Paweł Jurek, Michał Olech, Shally Novita, Urszula Sajewicz-Radtke

{"title":"Beyond Global IQ: Identifying Subgroups of Intellectual Functioning in Dyslexia Through Latent Profile Analysis.","authors":"Bartosz M Radtke, Ariadna Łada-Maśko, Paweł Jurek, Michał Olech, Shally Novita, Urszula Sajewicz-Radtke","doi":"10.3390/jintelligence13110144","DOIUrl":"10.3390/jintelligence13110144","url":null,"abstract":"Dyslexia, a heterogeneous neurodevelopmental disorder, is characterized by persistent reading and spelling difficulties despite average intellectual potential. Although intellectual functioning in dyslexia is often described as average, emerging evidence suggests meaningful within-group variability. This study examined whether children and adolescents with dyslexia exhibited distinct intellectual profiles based on the Stanford-Binet Intelligence Scales, Fifth Edition (SB5). Data were obtained from a large, diagnostically verified sample of 3458 individuals aged 10-19 years assessed in psychological-pedagogical counseling centers across Poland. We used latent profile analysis (LPA) of all 10 SB5 subtests and compared models that specified 2-6 latent classes. The optimal solution identified two profiles: (a) a small subgroup (5%) with globally reduced intellectual functioning and a profound deficit in verbal working memory (>3 standard deviations below the norm) and (b) the predominant subgroup (95%) with broadly average intellectual functioning and relatively preserved reasoning abilities. Profile membership was associated with socioeconomic status; the low-functioning subgroup was associated with lower parental education and age, as younger participants were more likely to belong to this group. These findings highlight the dimensional nature of intellectual heterogeneity in dyslexia and underscore the diagnostic value of profile-based approaches over global intelligence quotient (IQ) scores.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653252/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607453","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}

引用次数: 0

Personality Traits and Cognitive Abilities in Conflict Management: Preliminary Insights from a Situational Judgment Test of Emotional Intelligence. 冲突管理中的人格特质与认知能力：来自情绪智力情境判断测验的初步见解。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-07 DOI: 10.3390/jintelligence13110143

Juliane Völker, Katja Schlegel, Marcello Mortillaro

{"title":"Personality Traits and Cognitive Abilities in Conflict Management: Preliminary Insights from a Situational Judgment Test of Emotional Intelligence.","authors":"Juliane Völker, Katja Schlegel, Marcello Mortillaro","doi":"10.3390/jintelligence13110143","DOIUrl":"10.3390/jintelligence13110143","url":null,"abstract":"Previous studies suggested that people have stable conflict management styles which relate to their personality traits. However, recent research indicates that conflict management requires flexibility to switch between strategies and that this flexibility may relate to cognitive abilities. The interplay between stable preferences and a flexible performance in conflict management is a novel research avenue. We analyzed data from four studies (N = 1104) using a situational judgment test on emotional intelligence that presents conflict situations in the workplace. We tested whether preferences (selecting one's typical behavior) mainly relate to personality traits and performance (selecting the ideal behavior) to cognitive abilities. We found that preferences akin to conflict management styles emerged between individuals; however, these preferences did not reflect tangible differences in personality traits. Considering performance, cognitive abilities were consistently conducive to solving conflicts, while the contribution of personality traits varied across situations, with the possibility that some traits may even hinder conflict resolution in some situations. We provide preliminary evidence on the contributions of both traits and abilities to conflict management, arguing that conflict management research needs to adopt a holistic view that combines both a person's traits and abilities to explain their conflict behavior.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653337/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607159","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}

引用次数: 0

The Relationship of Need for Cognition and Typical Intellectual Engagement with Intelligence and Executive Functions: A Multi-Level Meta-Analysis. 认知需求、典型智力投入与智力和执行功能的关系：多层次元分析。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-06 DOI: 10.3390/jintelligence13110142

Felix M Schweitzer, Nele M Lindenberg, Monika Fleischhauer, Sören Enge

{"title":"The Relationship of Need for Cognition and Typical Intellectual Engagement with Intelligence and Executive Functions: A Multi-Level Meta-Analysis.","authors":"Felix M Schweitzer, Nele M Lindenberg, Monika Fleischhauer, Sören Enge","doi":"10.3390/jintelligence13110142","DOIUrl":"10.3390/jintelligence13110142","url":null,"abstract":"In this preregistered multi-level meta-analysis, we aim to clarify the association of need for cognition (NFC) and typical intellectual engagement (TIE) with intelligence and executive functions. Multi-level models with robust variance estimation were specified and risk of bias was assessed with the adapted Risk of Bias Utilized for Surveys Tool. NFC/TIE was associated with fluid intelligence (Gf; r = 0.18, p < .001, N = 25,367), crystallized intelligence (Gc; r = 0.26, p < .001, N = 14,651), general intelligence (r = 0.23, p < .001, N = 8479), and working memory (WM) capacity (r = 0.15, p < .001, N = 5921). Associations with WM updating (r = 0.08, p = .111, N = 1084), inhibition (r = 0.04, p = .077, N = 2895), and shifting (r = 0.01, p = 0.642, N = 1727) were non-significant. NFC (r = 0.19) was more strongly related to Gf than TIE (r = 0.12; F(1, 12.10) = 5.04, p = .045) whereas TIE (r = 0.35) was more strongly associated with Gc than NFC (r = 0.24; F(1, 13.10) = 10.70, p = .006). Correlations with Gc significantly declined over time (b1 = -0.006, β1 = -0.04, p = .010). Results provide strong evidence for small-to-moderate associations of NFC and TIE with Gf, Gc, general intelligence, and WM capacity, and at best small associations with core executive functions.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653876/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607354","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}

引用次数: 0

Teachers' Perceptions of Shared Leadership and Their Relationship with Organizational Attractiveness and Identification: A Structural Equation Modeling Approach. 教师共享领导感知及其与组织吸引力和认同的关系：结构方程模型方法。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-05 DOI: 10.3390/jintelligence13110141

Nesip Demirbilek

{"title":"Teachers' Perceptions of Shared Leadership and Their Relationship with Organizational Attractiveness and Identification: A Structural Equation Modeling Approach.","authors":"Nesip Demirbilek","doi":"10.3390/jintelligence13110141","DOIUrl":"10.3390/jintelligence13110141","url":null,"abstract":"This study examined the relationships among shared leadership, organizational attractiveness, and organizational identification among teachers in Malatya, Türkiye. Using a relational design and structural equation modeling, the research explored how these variables interact. Data were collected via validated scales, revealing positive and significant associations among shared leadership, organizational attractiveness, and organizational identification. Shared leadership and organizational identification were found to significantly predict organizational attractiveness, explaining a substantial portion of its variance. The model demonstrated a good fit, supporting theoretical frameworks related to social identity and shared leadership. Findings highlight that participative leadership is positively associated with teachers' perceptions of their organizations within a centralized education system. This study offers valuable implications for school leaders and policymakers seeking to enhance teacher engagement and organizational culture. Limitations include the study's regional focus and cross-sectional design, underscoring the need for broader, longitudinal research to deepen understanding in diverse contexts.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653969/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607347","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}

引用次数: 0

Construction of Learning Pathways and Learning Progressions for High School English Reading Comprehension Based on Cognitive Diagnostic Assessment. 基于认知诊断评价的高中英语阅读理解学习路径与学习进阶构建

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-04 DOI: 10.3390/jintelligence13110140

Fei Wang, Zhaosheng Luo, Ying Miao, Shuting Zhou, Lang Zheng

{"title":"Construction of Learning Pathways and Learning Progressions for High School English Reading Comprehension Based on Cognitive Diagnostic Assessment.","authors":"Fei Wang, Zhaosheng Luo, Ying Miao, Shuting Zhou, Lang Zheng","doi":"10.3390/jintelligence13110140","DOIUrl":"10.3390/jintelligence13110140","url":null,"abstract":"To meet the growing demands for competency-based and personalized instruction in high school English reading, this study investigates a quantitative approach to modeling learning pathways and progressions. Traditional assessments often fail to capture students' fine-grained cognitive differences and provide limited guidance for individualized teaching. Based on cognitive diagnostic theory, this study analyzes large-scale empirical data to construct a progression framework reflecting both the sequencing of cognitive skill development and the hierarchical structure of reading abilities. A Q-matrix was calibrated through expert consensus. A hybrid cognitive diagnostic model was used to infer students' knowledge states, followed by cluster analysis and item response theory to define progression levels, which were mapped to national curriculum standards. The findings reveal that students' mastery of cognitive attributes follows a stepwise developmental pattern, with dominant learning trajectories. The constructed learning progression aligns well with curriculum-based academic quality levels, while uncovering potential misalignments in the positioning of some skill levels. Students with identical scores also showed significant variation in cognitive structures. The proposed model provides a data-informed foundation for adaptive instruction and offers new tools for personalized learning in English reading comprehension.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653377/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145606830","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}

引用次数: 0

FLUX (Fluid Intelligence Luxembourg): Development and Validation of a Fair Tablet-Based Test of Cognitive Ability in Multicultural and Multilingual Children. FLUX（流体智力卢森堡）：开发和验证一个公平的基于平板电脑的多元文化和多语言儿童认知能力测试。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-11-03 DOI: 10.3390/jintelligence13110139

Dzenita Kijamet, Rachel Wollschläger, Ulrich Keller, Sonja Ugen

{"title":"FLUX (Fluid Intelligence Luxembourg): Development and Validation of a Fair Tablet-Based Test of Cognitive Ability in Multicultural and Multilingual Children.","authors":"Dzenita Kijamet, Rachel Wollschläger, Ulrich Keller, Sonja Ugen","doi":"10.3390/jintelligence13110139","DOIUrl":"10.3390/jintelligence13110139","url":null,"abstract":"Nonverbal tests assess cognitive ability in multicultural and multilingual children, but language-based instructions disadvantage non-proficient children. This is a growing concern worldwide due to the increasing number of multilingual classrooms. The tablet-based FLUX (Fluid Intelligence Luxembourg) test was developed within a highly multicultural and multilingual educational context to offer not only nonverbal test content but also language-fair animated video instructions. A total of 703 third graders (Mage = 8.85, SD = 0.66; 48.8% females, 51.1% males, 0.1% with no gender specified) were included in the standardisation sample and were assessed with tasks measuring figural fluid intelligence, quantitative fluid intelligence, visual processing and short-term memory. The test proved sufficiently reliable (FLUX Full-scale: McDonald's Omega = 0.94; split-half = 0.95). Test fairness was ensured by analysing each item for Differential Item Functioning (DIF) on children's background characteristics (language spoken at home, socioeconomic status, gender). Its factorial structure was confirmed using Confirmatory Factor Analysis (CFA). Further validity evidence was provided by determining its concurrent and criterion-related validity (correlations with a test of cognitive ability and educational achievement scores). Research implications and future prospects in promoting equal opportunities in a heterogeneous multilingual educational context are discussed.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653186/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607241","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}

引用次数: 0

Cross-Lagged Relationships Between Cognitive Ability and Math Achievement. 认知能力与数学成绩的交叉滞后关系。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-10-31 DOI: 10.3390/jintelligence13110138

Daniela Fiedler, Samantha Barton, Ulrike Kipman

{"title":"Cross-Lagged Relationships Between Cognitive Ability and Math Achievement.","authors":"Daniela Fiedler, Samantha Barton, Ulrike Kipman","doi":"10.3390/jintelligence13110138","DOIUrl":"10.3390/jintelligence13110138","url":null,"abstract":"The relationship between cognitive abilities and students' achievement in math is well documented. However, theoretical views on the chronological development of cognitive ability and math success remain controversial. Empirically, mutual effects between these concepts amongst primary school children have not yet been adequately addressed, because longitudinal data have mostly been limited to two measurement time points. The present study aims to fill this gap by investigating whether cognitive abilities can predict math success across time (unidirectional effect) or whether a reciprocal effect according to the theory of mutualism is more in line with longitudinal data. It also provides information on the stability of intelligence and mathematics achievement in primary school children. Taking into account four measurement occasions, cognitive ability, and achievement in math, N = 1726 primary school students were annually examined. We analyzed construct-specific latent variables and cross-lagged effects over four years. Results indicate a unidirectional cross-lagged relationship pattern rather than a mutual effect between reasoning ability and math achievement. However, over time, the influence of math achievement on cognitive ability increases slightly, which stresses the importance of knowledge acquisition in math for cognitive development over time, and a fairly high stability of cognitive ability and mathematics achievement in primary school age.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653100/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607046","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}

引用次数: 0

Pre-Training Effects on Sleep-Dependent Consolidation of Novel Word Learning in Immersive Virtual Reality. 沉浸式虚拟现实环境下新单词学习睡眠依赖性巩固的预训练效应

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2025-10-29 DOI: 10.3390/jintelligence13110137

Zhengyu Liu, Lu Jiao

{"title":"Pre-Training Effects on Sleep-Dependent Consolidation of Novel Word Learning in Immersive Virtual Reality.","authors":"Zhengyu Liu, Lu Jiao","doi":"10.3390/jintelligence13110137","DOIUrl":"10.3390/jintelligence13110137","url":null,"abstract":"The present study employed immersive virtual reality (iVR) technology to create a multimodal enriched learning environment and investigated the effects of pre-training on sleep-dependent consolidation of novel word learning. Native Chinese speakers were randomly assigned to either a pre-training group or a control group. Both groups learned two sets of novel words, one on Day 1 and the other on Day 2. All participants completed an explicit recognition task and an implicit semantic priming task on Day 2. The results reveal the sleep-dependent consolidation effects in the implicit measures, with enhanced semantic priming observed for words learned on the previous day following a sleep interval. Moreover, the pre-training yielded additional benefits for sleep-dependent consolidation, as evidenced by the improved sleep-dependent consolidation effects of the pre-training group as compared with the control group. However, no sleep-dependent consolidation and pre-training effects were observed in the explicit recognition task. These findings suggested that pre-training serves as an effective strategy to reduce cognitive load and facilitate novel word learning in iVR environments. This study provides new evidence for the pre-training principle of cognitive load theory from the perspective of sleep-dependent consolidation.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"13 11","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12653823/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607225","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}

引用次数: 0