Journal of Intelligence最新文献

{"title":"Enhancing Perceptual-Motor Skills in Sports: The Role of Ecological Sounds.","authors":"Tiziano Agostini, Fabrizio Sors, Mauro Murgia, Alessandra Galmonte","doi":"10.3390/jintelligence12020015","DOIUrl":"10.3390/jintelligence12020015","url":null,"abstract":"<p><p>Starting approximately from the beginning of the new millennium, a series of studies highlighted that auditory information deriving from biological motion can significantly influence the behavioral, cognitive and neurophysiological processes involved in the perception and execution of complex movements. In particular, it was observed that an appropriate use of sounds deriving from one's own movement promotes improvements in the movement execution itself. Two main approaches can be used, namely the sonification one or the ecological sound one; the former is based on the conversion of physiological and/or physical movement data into sound, while the latter is based on the use of auditory recordings of movement sounds as models. In the present article, some of the main applications of both approaches-especially the latter-to the domains of sport and motor rehabilitation are reviewed, with the aim of addressing two questions: Is it possible to consider rhythm as a Gestalt of human movement? If so, is it possible to build up cognitive strategies to improve/standardize movement performance from this Gestalt? As with most topics in science, a definitive answer is not possible, yet the evidence leads us to lean toward a positive answer to both questions.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 2","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10889727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139934135","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":"Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific.","authors":"Delphine Sasanguie, Charlotte Larmuseau, Fien Depaepe, Brenda R J Jansen","doi":"10.3390/jintelligence12020014","DOIUrl":"10.3390/jintelligence12020014","url":null,"abstract":"<p><p>It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (<i>M_age</i> = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into two halves. Confirmatory factor analyses showed that a three-factor model (factors: TA, MA, RA) had superior model fit compared with a one-factor model (factor: \"Academic anxiety\"), in both halves. The resulting anxiety factors were related to math performance measures using structural equation models. A scarcity of data on reading performance prevented the analysis of links between anxiety and reading performance. Anxiety-math performance relations were stronger for MA than for TA and MA. We concluded that TA, MA, and RA are separable constructs.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 2","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10890043/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139934133","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":"Conscientiousness, Students' Goal Orientation, and Reasoning Ability: Significance for Educational Standards.","authors":"Selina Weiss, Martin Böhnisch","doi":"10.3390/jintelligence12010011","DOIUrl":"10.3390/jintelligence12010011","url":null,"abstract":"<p><p>Previous studies show that students' goal orientation and conscientiousness are related to academic performance. Few studies, however, allow conclusions to be drawn about the factor structure of goal orientation and its distinctions from conscientiousness. In a study with <i>N</i> = 145 secondary school students (<i>M</i> = 13.9, <i>SD</i> = 0.85; 41% male), we investigated if the residuals of latent factors of goal orientation are still meaningfully correlated with academic performance and reasoning. Based on structural equation models, we have replicated the theoretically derived four-factor structure and showed that conscientiousness explains 29% of the variance in learning goals and 40% of the variance in work avoidance. Furthermore, we show that the residuals of goal orientation are mainly not significantly related to reasoning or educational standards (only work avoidance correlated with reasoning, and performance goals correlated with educational standards). Educational standards were highly correlated with reasoning. Implications for school practice and possible interventions are discussed.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10817624/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139565293","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":"Biclustering of Log Data: Insights from a Computer-Based Complex Problem Solving Assessment.","authors":"Xin Xu, Susu Zhang, Jinxin Guo, Tao Xin","doi":"10.3390/jintelligence12010010","DOIUrl":"10.3390/jintelligence12010010","url":null,"abstract":"<p><p>Computer-based assessments provide the opportunity to collect a new source of behavioral data related to the problem-solving process, known as log file data. To understand the behavioral patterns that can be uncovered from these process data, many studies have employed clustering methods. In contrast to one-mode clustering algorithms, this study utilized biclustering methods, enabling simultaneous classification of test takers and features extracted from log files. By applying the biclustering algorithms to the \"Ticket\" task in the PISA 2012 CPS assessment, we evaluated the potential of biclustering algorithms in identifying and interpreting homogeneous biclusters from the process data. Compared with one-mode clustering algorithms, the biclustering methods could uncover clusters of individuals who are homogeneous on a subset of feature variables, holding promise for gaining fine-grained insights into students' problem-solving behavior patterns. Empirical results revealed that specific subsets of features played a crucial role in identifying biclusters. Additionally, the study explored the utilization of biclustering on both the action sequence data and timing data, and the inclusion of time-based features enhanced the understanding of students' action sequences and scores in the context of the analysis.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10817361/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513733","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":"Measurement-Invariant Fluid Anti-Flynn Effects in Population-Representative German Student Samples (2012-2022).","authors":"Sandra Oberleiter, Sabine Patzl, Jonathan Fries, Jennifer Diedrich, Martin Voracek, Jakob Pietschnig","doi":"10.3390/jintelligence12010009","DOIUrl":"10.3390/jintelligence12010009","url":null,"abstract":"<p><p>Generational IQ test scores in the general population were observed to increase over time (i.e., the Flynn effect) across most of the 1900s. However, according to more recent reports, Flynn effect patterns have seemingly become less consistent. So far, most available evidence on this phenomenon has been categorized by drawing on the classic fluid vs. crystallized intelligence taxonomy. However, recent evidence suggests that subdomain-specific trajectories of IQ change may well be more complex. Here, we present evidence for cross-temporal changes in measurement-invariant figural reasoning tasks in three large-scale, population-representative samples of German secondary school students (total <i>N</i> = 19,474). Analyses revealed a consistent pattern of significant and meaningful declines in performance from 2012 to 2022. Results indicate a decrease in figural reasoning of 4.68 to 5.17 IQ points per decade (corresponding to small-to-medium effects, Cohen <i>d</i>s from 0.34 to 0.38). These findings may be interpreted as tentative evidence for a decreasing strength of the positive manifold of intelligence as a potential cause of the increasing number of recent reports about inconsistent IQ change trajectories.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10816863/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513831","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":"How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges.","authors":"David H Uttal, Kiley McKee, Nina Simms, Mary Hegarty, Nora S Newcombe","doi":"10.3390/jintelligence12010008","DOIUrl":"10.3390/jintelligence12010008","url":null,"abstract":"<p><p>Spatial thinking skills are associated with performance, persistence, and achievement in science, technology, engineering, and mathematics (STEM) school subjects. Because STEM knowledge and skills are integral to developing a well-trained workforce within and beyond STEM, spatial skills have become a major focus of cognitive, developmental, and educational research. However, these efforts are greatly hampered by the current lack of access to reliable, valid, and well-normed spatial tests. Although there are hundreds of spatial tests, they are often hard to access and use, and information about their psychometric properties is frequently lacking. Additional problems include (1) substantial disagreement about what different spatial tests measure-even two tests with similar names may measure very different constructs; (2) the inability to measure some STEM-relevant spatial skills by any existing tests; and (3) many tests only being available for specific age groups. The first part of this report delineates these problems, as documented in a series of structured and open-ended interviews and surveys with colleagues. The second part outlines a roadmap for addressing the problems. We present possibilities for developing shared testing systems that would allow researchers to test many participants through the internet. We discuss technological innovations, such as virtual reality, which could facilitate the testing of navigation and other spatial skills. Developing a bank of testing resources will empower researchers and educators to explore and support spatial thinking in their disciplines, as well as drive the development of a comprehensive and coherent theoretical understanding of spatial thinking.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10816932/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513818","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":"Modeling Sequential Dependencies in Progressive Matrices: An Auto-Regressive Item Response Theory (AR-IRT) Approach.","authors":"Nils Myszkowski, Martin Storme","doi":"10.3390/jintelligence12010007","DOIUrl":"10.3390/jintelligence12010007","url":null,"abstract":"<p><p>Measurement models traditionally make the assumption that item responses are independent from one another, conditional upon the common factor. They typically explore for violations of this assumption using various methods, but rarely do they account for the possibility that an item predicts the next. Extending the development of auto-regressive models in the context of personality and judgment tests, we propose to extend binary item response models-using, as an example, the 2-parameter logistic (2PL) model-to include auto-regressive sequential dependencies. We motivate such models and illustrate them in the context of a publicly available progressive matrices dataset. We find an auto-regressive lag-1 2PL model to outperform a traditional 2PL model in fit as well as to provide more conservative discrimination parameters and standard errors. We conclude that sequential effects are likely overlooked in the context of cognitive ability testing in general and progressive matrices tests in particular. We discuss extensions, notably models with multiple lag effects and variable lag effects.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10817306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513910","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":"Measurement Invariance of the WISC-V across a Clinical Sample of Children and Adolescents with ADHD and a Matched Control Group.","authors":"Angelika Beate Christiane Becker, Jenny Maurer, Monika Daseking, Franz Pauls","doi":"10.3390/jintelligence12010006","DOIUrl":"10.3390/jintelligence12010006","url":null,"abstract":"<p><p>Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10-primary subtest battery was analyzed across a group of children and adolescents with ADHD (<i>n</i> = 91) and a control group (<i>n</i> = 91) matched by sex, age, migration background, and parental education or type of school. First, confirmatory factor analyses (CFAs) were performed to establish the model fit for the WISC-V second-order five-factor model in each group. A sufficiently good fit of the model was found for the data in both groups. Subsequently, multigroup confirmatory factor analyses (MGCFAs) were conducted to test for measurement invariance across the ADHD and control group. Results of these analyses indicated configural and metric invariance but did not support full scalar invariance. However, after relaxing equality constraints on the Vocabulary (VC), Digit Span (DS), Coding (CD), Symbol Search (SS), and Picture Span (PS) subtest intercepts as well as on the intercepts of the first-order factors Working Memory (WM) and Processing Speed (PS), partial scalar invariance could be obtained. Furthermore, model-based reliability coefficients indicated that the WISC-V provides a more precise measurement of general intelligence (e.g., represented by the Full-Scale IQ, FSIQ) than it does for cognitive subdomains (e.g., represented by the WISC-V indexes). Group comparisons revealed that the ADHD group scored significantly lower than the control group on four primary subtests, thus achieving significantly lower scores on the corresponding primary indexes and the FSIQ. Given that measurement invariance across the ADHD and the control group could not be fully confirmed for the German WISC-V, clinical interpretations based on the WISC-V primary indexes are limited and should only be made with great caution regarding the cognitive profiles of children and adolescents with ADHD.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10817318/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513830","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 Bilingual Is Not Two Monolinguals of Same Age: Normative Testing Implications for Multilinguals.","authors":"Samuel O Ortiz, Sarah K Cehelyk","doi":"10.3390/jintelligence12010003","DOIUrl":"10.3390/jintelligence12010003","url":null,"abstract":"&lt;p&gt;&lt;p&gt;A fundamental concept in psychological and intelligence testing involves the assumption of comparability in which performance on a test is compared to a normative standard derived from prior testing on individuals who are comparable to the examinee. When evaluating cognitive abilities, the primary variable used for establishing comparability and, in turn, validity is age, given that intellectual abilities develop largely as a function of general physical growth and neuromaturation. When an individual has been raised only in the language of the test, language development is effectively controlled by age. For example, when measuring vocabulary, a 12-year-old will be compared only to other 12-year-olds, all of whom have been learning the language of the test for approximately 12 years-hence, they remain comparable. The same cannot be said when measuring the same or other abilities in a 12-year-old who has been raised only in a different language or raised partly with a different language and partly with the language of the test. In such cases, a 12-year-old may have been learning the language of the test at some point shortly after birth, or they might have just begun learning the language a week ago. Their respective development in the language of the test thus varies considerably, and it can no longer be assumed that they are comparable in this respect to others simply because they are of the same age. Psychologists noted early on that language differences could affect test performance, but it was viewed mostly as an issue regarding basic comprehension. Early efforts were made to address this issue, which typically involved simplification of the instructions or reliance on mostly nonverbal methods of administration and measurement. Other procedures that followed included working around language via test modifications or alterations (e.g., use of an interpreter), testing in the dominant language, or use of tests translated into other languages. None of these approaches, however, have succeeded in establishing validity and fairness in the testing of multilinguals, primarily because they fail to recognize that language difference is not the same as language development, much like cultural difference is not the same as acquisition of acculturative knowledge. Current research demonstrates that the test performance of multilinguals is moderated primarily by the amount of exposure to and development in the language of the test. Moreover, language development, specifically receptive vocabulary, accounts for more variance in test performance than age or any other variable. There is further evidence that when the influence of differential language development is examined and controlled, historical attributions to race-based performance disappear. Advances in fairness in the testing of multilinguals rest on true peer comparisons that control for differences in language development within and among multilinguals. The BESA and the Ortiz PVAT are the only","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":3.5,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10817557/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513721","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":"Social Understanding beyond the Familiar: Disparity in Visual Abilities Does Not Impede Empathy and Theory of Mind.","authors":"Eva Landmann, Alina Krahmer, Anne Böckler","doi":"10.3390/jintelligence12010002","DOIUrl":"10.3390/jintelligence12010002","url":null,"abstract":"<p><p>Feeling with our conspecifics and understanding their sentiments and intentions is a crucial part of our lives. What is the basis for these forms of social understanding? If individuals ground their understanding of others' thoughts and feelings in their own perceptual and factual experiences, it could present a challenge to empathize and mentalize with those whose reality of life is significantly different. This preregistered study compared two groups of participants who differed in a central perceptual feature, their visual abilities (visually impaired vs. unimpaired; total N = 56), concerning their social understanding of others who were themselves either visually impaired or unimpaired. Employing an adjusted version of the EmpaToM task, participants heard short, autobiographic narrations by visually impaired or unimpaired individuals, and we assessed their empathic responding and mentalizing performance. Our findings did not reveal heightened empathy and mentalizing proclivities when the narrator's visual abilities aligned with those of the participant. However, in some circumstances, cognitive understanding of others' narrations benefitted from familiarity with the situation. Overall, our findings suggest that social understanding does not mainly rely on perceptual familiarity with concrete situations but is likely grounded in sharing emotions and experiences on a more fundamental level.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10816830/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513622","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}