Journal of Intelligence最新文献_第2页

Are "Extracurricular" Activities Really Extracurricular? The Activities That Matter Least in School Are the Ones That Best Teach Real-World Critical and Creative Thinking.

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-27 DOI: 10.3390/jintelligence13010001

Robert J Sternberg, Sherry Lin, Eric C K Nguyen

引用次数: 0

Increasing IQ Test Scores and Decreasing g: The Flynn Effect and Decreasing Positive Manifold Strengths in Austria (2005-2018). IQ测试分数的增加和g的减少：奥地利的弗林效应和正多元优势的减少（2005-2018）。

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-23 DOI: 10.3390/jintelligence12120130

Denise Andrzejewski, Sandra Oberleiter, Marco Vetter, Jakob Pietschnig

{"title":"Increasing IQ Test Scores and Decreasing g: The Flynn Effect and Decreasing Positive Manifold Strengths in Austria (2005-2018).","authors":"Denise Andrzejewski, Sandra Oberleiter, Marco Vetter, Jakob Pietschnig","doi":"10.3390/jintelligence12120130","DOIUrl":"10.3390/jintelligence12120130","url":null,"abstract":"After almost a century of global generational IQ test score gains, the Flynn effect has, in the past decades, been observed to show stagnation and reversals in several countries. Tentative evidence from academic achievement data has suggested that these trajectory changes may be rooted in a decreasing strength of the positive manifold of intelligence due to increasing ability differentiation and specialization in the general population. Here, we provide direct evidence for generational IQ test score and positive manifold strength changes based on IQ test standardization data from 1392 Austrian residents between 2005 and 2018. Our analyses revealed positive Flynn effects across all domains of the IQ test (Cohen's d from 0.21 to 0.91) but a trend toward decreasing strength in the positive manifold of intelligence (R2 from .908 to .892), though these changes were not statistically significant. Our results are consistent with the idea that increasingly inconsistent Flynn effect trajectories may be attributed to increasing ability differentiation and specialization in the general population over time.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 12","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11676032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900258","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 Between Game-Related Assessment and Traditional Measures of Cognitive Ability-A Meta-Analysis. 游戏相关评估与传统认知能力测量的关系——meta分析

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-16 DOI: 10.3390/jintelligence12120129

Tanja Bipp, Serena Wee, Marvin Walczok, Laura Hansal

{"title":"The Relationship Between Game-Related Assessment and Traditional Measures of Cognitive Ability-A Meta-Analysis.","authors":"Tanja Bipp, Serena Wee, Marvin Walczok, Laura Hansal","doi":"10.3390/jintelligence12120129","DOIUrl":"10.3390/jintelligence12120129","url":null,"abstract":"Technological advances have introduced new methods for assessing psychological constructs, moving beyond traditional paper-pencil tests. Game-related assessments (GRAs) offer several advantages for research and practice, though questions about their construct validity persist. This meta-analysis investigated the relationship between indicators derived from computer-based games and traditional cognitive ability measures, examining whether measurement scope (single vs. multiple indicators) or measurement medium of cognitive ability (computer-based vs. paper-pencil) influences this relationship. We identified 52 eligible samples stemming from 44 papers, including data from over 6100 adult participants. The results from three-stage mixed-effects meta-analyses showed an overall observed correlation of r = 0.30 (p < 0.001; corrected r = 0.45) between GRA indicators and traditional cognitive ability measures with substantial heterogeneity in effect sizes. Stronger relationships were found when cognitive ability was measured by multiple indicators, but no differences emerged based on the measurement medium of cognitive ability. Furthermore, GRAs intended to assess cognitive ability did not show stronger relationships with traditional measures of cognitive ability than GRAs not specifically used to measure cognitive ability. Overall, our findings suggest that GRAs are related to traditional cognitive ability measures. However, the overall effect size raises questions about whether GRAs and traditional measures capture the same aspects of cognitive ability or if GRAs also measure other constructs beyond cognitive ability.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 12","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11676581/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900263","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

Yes, I Can: The Interplay of Need for Cognition and Task Confidence in Cognitive Task Performance. 是的，我能：认知需求和任务自信在认知任务表现中的相互作用。

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-15 DOI: 10.3390/jintelligence12120128

Monika Fleischhauer, Felix M Schweitzer, Sören Enge

{"title":"Yes, I Can: The Interplay of Need for Cognition and Task Confidence in Cognitive Task Performance.","authors":"Monika Fleischhauer, Felix M Schweitzer, Sören Enge","doi":"10.3390/jintelligence12120128","DOIUrl":"10.3390/jintelligence12120128","url":null,"abstract":"Need for Cognition (NFC) refers to the enjoyment of and the search for intellectual challenges. Although numerous studies suggest associations between NFC and cognitive performance, the processes and factors that may mediate the relationship are not yet well understood. Based on the literature suggesting that self-efficacy (SE) expectancies mediate the relationship between NFC and cognitive performance, we sought to investigate this relationship systematically under controlled laboratory conditions. Additionally, we were interested in whether the visibility of the test subject's performance to others (i.e., the experimenter) would influence these correlations. After an online questionnaire assessing NFC, 204 participants completed a set of highly demanding intelligence tasks in the laboratory. Following the sample tasks and prior to working through the task battery, task-specific SE about solving the tasks was assessed. To examine the role of visibility, participants either worked alone or were observed by the investigator while completing the tasks. We found a moderate positive association between NFC and task-specific SE, as well as a significant small positive association between NFC and task performance. Further analyses indicated that the relationship between NFC and task performance is fully mediated by task-specific SE, without any moderation effects related to the visibility of one's own task performance to others. Our study suggests that the relationship between NFC and cognitive performance is also due to the positive influence of NFC on task-specific SE, which in turn influences cognitive performance.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 12","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11677040/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900264","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

Planting the Seed of Epistemic Curiosity: The Role of the Satisfaction of the Needs for Autonomy and Competence. 认识论好奇心的种子：自主性和能力需求满足的作用。

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-13 DOI: 10.3390/jintelligence12120127

Lizbeth Puerta-Sierra, Rogelio Puente-Díaz

{"title":"Planting the Seed of Epistemic Curiosity: The Role of the Satisfaction of the Needs for Autonomy and Competence.","authors":"Lizbeth Puerta-Sierra, Rogelio Puente-Díaz","doi":"10.3390/jintelligence12120127","DOIUrl":"10.3390/jintelligence12120127","url":null,"abstract":"We posit that curiosity, an epistemic emotion, is an integral part of entrepreneurial education, entrepreneurial activities, and learning, which seek to develop an entrepreneurial mindset, a form of cognitive ability. The purpose of the present investigation was to examine the influence of autonomy and competence satisfaction on epistemic curiosity and the influence of epistemic curiosity on epistemic satisfaction and performance on epistemic activities in entrepreneurial education. Participants completed a battery of questionnaires in three waves of data collection. Results showed a positive relationship between the satisfaction of the need for autonomy and competence in times 1 and 2. The satisfaction of the need for competence at times 1 and 2 then had a positive relationship with epistemic curiosity at times 1 and 2. Curiosity at time 2 had a positive relationship with epistemic satisfaction at time 3. Our results supported the idea that autonomy and competence satisfaction facilitated the experience of epistemic curiosity and epistemic satisfaction. The implications of developing an entrepreneurial mindset were discussed.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 12","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11678359/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900259","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 Development and Application of an Intelligent Assessment and Strategy Implementation System for Non-Intellectual Factors in Mathematics Learning Among Senior High School Students. 高中数学非智力因素智能评估与策略实施系统的开发与应用

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-11 DOI: 10.3390/jintelligence12120126

Yueyuan Kang, Guangming Wang, Luxuan Liu, Jing Liu, Qianqian Gao

{"title":"The Development and Application of an Intelligent Assessment and Strategy Implementation System for Non-Intellectual Factors in Mathematics Learning Among Senior High School Students.","authors":"Yueyuan Kang, Guangming Wang, Luxuan Liu, Jing Liu, Qianqian Gao","doi":"10.3390/jintelligence12120126","DOIUrl":"10.3390/jintelligence12120126","url":null,"abstract":"Non-intellectual factors in mathematics are key psychological factors that influence students' cognitive activities and, consequently, their learning efficiency. While the assessment of these factors has gained increasing academic attention, research on the effective use of intelligent tools to assess and improve students' non-intellectual factors remains insufficient. This study employed intelligent technology to develop the Intelligent Assessment and Strategy Implementation System for Non-intellectual Factors in Mathematics Learning for Primary and Secondary School Students, which integrates an assessment index system, scales, regional norms, and personalized improvement strategies, enabling it to automatically generate bulk reports on students' non-intellectual factor scores across various dimensions and provide targeted improvement strategies. In order to test its effectiveness, the intelligent system was applied across several provinces, cities, and schools in China. Eleventh-grade students from X Middle School in T City served as a representative case study. The interventions were based on the strategies provided by the system, and the research consistently demonstrated that the \"Intelligent Assessment and Strategy Implementation System of Mathematics Non-intellectual Factors for Primary and Secondary School Students\" effectively delivers high-precision diagnoses and personalized intervention strategies.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 12","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11676365/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900262","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

GenAI Creativity in Narrative Tasks: Exploring New Forms of Creativity. 叙事任务中的创造性：探索创造性的新形式。

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-06 DOI: 10.3390/jintelligence12120125

Florent Vinchon, Valentin Gironnay, Todd Lubart

引用次数: 0

Predicting the Performance of Students Using Deep Ensemble Learning. 使用深度集成学习预测学生的表现。

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-03 DOI: 10.3390/jintelligence12120124

Bo Tang, Senlin Li, Changhua Zhao

{"title":"Predicting the Performance of Students Using Deep Ensemble Learning.","authors":"Bo Tang, Senlin Li, Changhua Zhao","doi":"10.3390/jintelligence12120124","DOIUrl":"10.3390/jintelligence12120124","url":null,"abstract":"Universities and schools rely heavily on the ability to forecast student performance, as it enables them to develop efficient strategies for enhancing academic results and averting student attrition. The automation of processes and the management of large datasets generated by technology-enhanced learning tools can facilitate the analysis and processing of these data, which provides crucial insights into the knowledge of students and their engagement with academic endeavors. The method under consideration aims to forecast the academic achievement of students through an ensemble of deep neural networks. The proposed method presents a new feature-ranking mechanism based on existing approaches. This mechanism is effective in identifying the most pertinent features and their correlation with the academic performance of students. The proposed method employs an optimization strategy to concurrently configure and train the deep neural networks within our ensemble system. Furthermore, the proposed ensemble model uses weighted voting among its learning components for more accurate prediction. Put simply, the suggested approach enhances the accuracy of academic performance predictions for students not only by employing weighted ensemble techniques, but also by optimizing the parameters of deep learning models. These experimental outcomes provide evidence that the proposed method outperformed the alternative approaches, accurately predicting student performance with a root-mean-square error (RMSE) value of 1.66, a Mean Absolute Percentage Error (MAPE) value of 9.75, and an R-squared value of 0.7430. These results show a significant improvement compared to the null model (RMSE = 4.05, MAPE = 24.89, and R-squared = 0.2897) and prove the efficiency of the techniques employed in the proposed method.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 12","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11677974/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900261","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

Does Students' Level of Intelligence Moderate the Relationship Between Socio-Economic Status and Academic Achievement? 学生智力水平是否调节社会经济地位与学业成绩的关系？

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-12-01 DOI: 10.3390/jintelligence12120123

Ricarda Steinmayr, Ursula Kessels

{"title":"Does Students' Level of Intelligence Moderate the Relationship Between Socio-Economic Status and Academic Achievement?","authors":"Ricarda Steinmayr, Ursula Kessels","doi":"10.3390/jintelligence12120123","DOIUrl":"10.3390/jintelligence12120123","url":null,"abstract":"The association between school students' social background and school achievement is well documented. Recent studies demonstrated that this association might be moderated by the level of cognitive potential. Based on these results, we recruited an elementary school sample (N = 837) and an adolescent sample at the end of their compulsory school time (N = 2100) to investigate whether the associations between students' social background and their academic achievement in math and language arts were moderated by the level of their general cognitive competencies, i.e., intelligence. To this end, we assessed intelligence, math and reading competencies, teacher-reported grades, and students' socio-economic background (number of books at home). In both samples, the association between students' socio-economic background and language arts grades was moderated by their intelligence level but not the ones with math grades, reading, and math competencies. The association between socio-economic background and language arts grades was strongest in the average intelligence sample and smaller in the above-average intelligence sample. Results are discussed with regard to their implications for the discussion of social injustice in schools.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 12","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11727768/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900326","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

Gaming Platforms for People with ASD. 面向ASD患者的游戏平台

IF 2.8 3区心理学

Journal of Intelligence Pub Date : 2024-11-27 DOI: 10.3390/jintelligence12120122

Irini Chaidi, Pantelis Pergantis, Athanasios Drigas, Charalampos Karagiannidis

引用次数: 0