Journal of Intelligence最新文献_第9页

Ability-Related Emotional Intelligence: An Introduction. 与能力相关的情商：简介。

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-05-19 DOI: 10.3390/jintelligence12050051

Michael D Robinson

引用次数: 0

An Empirical Test of the Concept of the Adaptively Intelligent Attitude. 适应性智能态度概念的实证检验。

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-04-30 DOI: 10.3390/jintelligence12050049

Robert J Sternberg, Arezoo Soleimani Dashtaki, Banu Baydil

{"title":"An Empirical Test of the Concept of the Adaptively Intelligent Attitude.","authors":"Robert J Sternberg, Arezoo Soleimani Dashtaki, Banu Baydil","doi":"10.3390/jintelligence12050049","DOIUrl":"10.3390/jintelligence12050049","url":null,"abstract":"This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of each one an individual has. The attitudinal component deals with how an individual chooses to deploy the abilities they have. In other words, to what use are the abilities put? It is argued that it is impossible fully to separate the measurement of the ability component from the attitudinal one. In a diverse population, even taking an intelligence test will show itself to involve an attitude toward the test, which may enhance or detract from performance, as when one sees the test as irrelevant or harmful to one's life, or as a sociocultural misfit to one's life experience. To succeed, people need not only to have abilities, but attitudes that put those abilities to effective use to accomplish individuals' life goals. In the study, we found that intelligent attitudes are related, but non-identical, to germane constructs, such as wisdom, the need for cognition, creativity, and openness to experience. Scores on the attitudinal measure were not related to scores on tests of fluid intelligence and academic abilities/achievement. Thus, the range of attitudes regarding how to deploy intelligence can vary over ability levels.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 5","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11122381/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141088691","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

Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors. 家长对资优学生和资优教育的态度：态度概况与预测因素。

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-04-29 DOI: 10.3390/jintelligence12050048

Jae Yup Jung, Jihyun Lee

{"title":"Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors.","authors":"Jae Yup Jung, Jihyun Lee","doi":"10.3390/jintelligence12050048","DOIUrl":"10.3390/jintelligence12050048","url":null,"abstract":"In this study, an investigation was conducted into the types of attitudes that parents may have of gifted students and gifted education, and the predictors of these attitudes. Using data collected from 331 parents of students enrolled in a Christian faith-based school system in one of the eight states/territories of Australia, multiple analyses, including exploratory factor analysis and latent profile analysis, were performed. The results revealed three subgroups of parents, each representing distinct attitude profiles (i.e., \"strong\", \"moderate\" and \"weak\" supporters of gifted students and gifted education). Furthermore, we found nine variables to be potential predictors of parent attitudes, including perceptions of the giftedness of one's child, and the anticipated socio-emotional and academic impacts of giftedness and gifted education. Some of the important contributions of the study to the research literature included the distinction made by parents between attitudes toward gifted education adaptations and attitudes toward special gifted education settings, and the comparatively large number of parents who are moderately (rather than strongly or weakly) supportive of gifted students and gifted education.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 5","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11122637/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141088790","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

Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating? 思考信念：元认知反思能否鼓励信念更新？

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-04-28 DOI: 10.3390/jintelligence12050047

Allison P O'Leary, Wesley Fletcher

{"title":"Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating?","authors":"Allison P O'Leary, Wesley Fletcher","doi":"10.3390/jintelligence12050047","DOIUrl":"10.3390/jintelligence12050047","url":null,"abstract":"People often cling to their beliefs even in the face of counterevidence. The current study explored metacognitive reflection as a potential driver for belief updating. In a randomized controlled experiment (n = 155), participants rated their degree of agreement with a statement regarding genetic modification in humans. Following this, participants were presented with a passage containing an argument counter to their indicated belief. Participants in the metacognition condition were asked to deeply reflect on the ways in which the passage was similar to or different from their current beliefs. Participants in the control condition were asked to engage in more shallow reflection on the composition of the passage. After reflecting on the counterevidence, participants were asked to again rate their agreement with the statement regarding human gene modification. Both groups updated their initial beliefs to be more consistent with the presented counterevidence. Although greater belief updating was observed in those who metacognitively reflected on the passage, this effect did not reach significance (p = .055). These findings suggest that reflecting on counterevidence has the potential to encourage belief updating, regardless of whether that reflection is metacognitive in nature, and provide promise for future work investigating the role of metacognition in belief updating.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 5","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11122332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141088794","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

"Show Me What You Got": The Nomological Network of the Ability to Pose Facial Emotion Expressions. "让我看看你有什么"：面部情绪表达能力的名词网络。

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-02-26 DOI: 10.3390/jintelligence12030027

Mattis Geiger, Sally Gayle Olderbak, Oliver Wilhelm

{"title":"\"Show Me What You Got\": The Nomological Network of the Ability to Pose Facial Emotion Expressions.","authors":"Mattis Geiger, Sally Gayle Olderbak, Oliver Wilhelm","doi":"10.3390/jintelligence12030027","DOIUrl":"10.3390/jintelligence12030027","url":null,"abstract":"Just as receptive emotional abilities, productive emotional abilities are essential for social communication. Although individual differences in receptive emotional abilities, such as perceiving and recognizing emotions, are well-investigated, individual differences in productive emotional abilities, such as the ability to express emotions in the face, are largely neglected. Consequently, little is known about how emotion expression abilities fit in a nomological network of related abilities and typical behavior. We developed a multitask battery for measuring the ability to pose emotional expressions scored with facial expression recognition software. With three multivariate studies (n1 = 237; n2 = 141; n3 = 123), we test competing measurement models of emotion posing and relate this construct with other socio-emotional traits and cognitive abilities. We replicate the measurement model that includes a general factor of emotion posing, a nested task-specific factor, and emotion-specific factors. The emotion-posing ability factor is moderately to strongly related to receptive socio-emotional abilities, weakly related to general cognitive abilities, and weakly related to extraversion. This is strong evidence that emotion posing is a cognitive interpersonal ability. This new understanding of abilities in emotion communication opens a gateway for studying individual differences in social interaction.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10971705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295237","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

A Comparative Study of Item Response Theory Models for Mixed Discrete-Continuous Responses. 离散-连续混合反应的项目反应理论模型比较研究。

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-02-25 DOI: 10.3390/jintelligence12030026

Cengiz Zopluoglu, J R Lockwood

{"title":"A Comparative Study of Item Response Theory Models for Mixed Discrete-Continuous Responses.","authors":"Cengiz Zopluoglu, J R Lockwood","doi":"10.3390/jintelligence12030026","DOIUrl":"10.3390/jintelligence12030026","url":null,"abstract":"Language proficiency assessments are pivotal in educational and professional decision-making. With the integration of AI-driven technologies, these assessments can more frequently use item types, such as dictation tasks, producing response features with a mixture of discrete and continuous distributions. This study evaluates novel measurement models tailored to these unique response features. Specifically, we evaluated the performance of the zero-and-one-inflated extensions of the Beta, Simplex, and Samejima's Continuous item response models and incorporated collateral information into the estimation using latent regression. Our findings highlight that while all models provided highly correlated results regarding item and person parameters, the Beta item response model showcased superior out-of-sample predictive accuracy. However, a significant challenge was the absence of established benchmarks for evaluating model and item fit for these novel item response models. There is a need for further research to establish benchmarks for evaluating the fit of these innovative models to ensure their reliability and validity in real-world applications.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10970766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295238","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

Are There Two Kinds of Reasoners? 有两种推理者吗？

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-02-22 DOI: 10.3390/jintelligence12030025

Henry Markovits

{"title":"Are There Two Kinds of Reasoners?","authors":"Henry Markovits","doi":"10.3390/jintelligence12030025","DOIUrl":"10.3390/jintelligence12030025","url":null,"abstract":"There is little consensus about the underlying parameters of human reasoning. Two major theories have been proposed that suppose very different mechanisms. The mental model theory proposes that people use working memory intensive processes in order to construct limited models of problem parameters. Probabilistic theories propose that reasoning is a process by which people use the sum of their existing knowledge in order to generate an estimate of the probability of a conclusion given problem parameters. Following an initial proposition by Verschueren et al., the dual-strategy model supposes that these different approaches to reasoning are in fact an important individual difference. Specifically, a recently developed diagnostic questionnaire has identified two major categories of reasoners: Counterexample reasoners use a mental model form of processing, while Statistical reasoners use a probabilistic form of processing. In the following, I describe results that show that the Counterexample/Statistical distinction affects information processing across a variety of reasoning and judgment tasks. In addition, strategy use correlates with performance on very different kinds of thinking, such as contingency judgments, processing of negative emotions, or susceptibility to social biases. Although this distinction is related to differences in cognitive ability, it has been found to predict performance over and above these differences. More recent results have shown that it is possible to experimentally modify strategy use. These results suggest that strategy use is an important individual difference that can affect performance in a wide variety of contexts.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10971091/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295239","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 Effect of Mindfulness on the Promotion of Graduate Students' Scientific Research Creativity: The Chain Mediating Role of Flow Experience and Creative Self-Efficacy. 正念对提升研究生科研创造力的影响：流动体验与创造性自我效能感的连锁中介作用

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-02-21 DOI: 10.3390/jintelligence12030024

Hao Yao, Yabing Fan, Shifei Duan

{"title":"The Effect of Mindfulness on the Promotion of Graduate Students' Scientific Research Creativity: The Chain Mediating Role of Flow Experience and Creative Self-Efficacy.","authors":"Hao Yao, Yabing Fan, Shifei Duan","doi":"10.3390/jintelligence12030024","DOIUrl":"10.3390/jintelligence12030024","url":null,"abstract":"Creativity is a universal core higher-order cognitive ability in the 21st century, which reflects a country's core competitiveness and soft power. Mindfulness, as an important concept in positive psychology, has also received attention for its potential effect on research creativity. Using structural equation modeling and bootstrap methods, this study investigated the relationship between mindfulness and research creativity among 1210 Chinese graduate students. Additionally, we explored the mediating effect of flow experience and creative self-efficacy in this relationship. The research results showed that mindfulness had a direct positive effect on graduate students' scientific research creativity. The mediating effect of flow experience and creative self-efficacy, as well as the chain mediating effect, were established, with the mediating ratio being 13.1% and 30.0%, respectively, and the indirect effect of chain mediating accounting for 34.1%. Interestingly, the effect mechanism at the gender level was various, with the mediating effect of mindfulness on scientific research creativity being higher among male graduate students. The results of this study revealed the mechanism of mindfulness on graduate students' scientific research creativity, offering valuable insights for enhancing their creative capabilities in the realm of scientific research.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10971428/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295240","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 Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children. 基本运动技能和空间能力在体育锻炼与小学生数学成绩之间关系中的作用。

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-02-16 DOI: 10.3390/jintelligence12020022

Jessica Scott, Tim Jay, Christopher M Spray

{"title":"The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children.","authors":"Jessica Scott, Tim Jay, Christopher M Spray","doi":"10.3390/jintelligence12020022","DOIUrl":"10.3390/jintelligence12020022","url":null,"abstract":"Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 2","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10889988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139934136","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

Conditional Dependence across Slow and Fast Item Responses: With a Latent Space Item Response Modeling Approach. 慢速和快速项目反应的条件依赖性：潜空间项目反应建模方法。

IF 3.5 3区心理学

Journal of Intelligence Pub Date : 2024-02-16 DOI: 10.3390/jintelligence12020023

Nana Kim, Minjeong Jeon, Ivailo Partchev

{"title":"Conditional Dependence across Slow and Fast Item Responses: With a Latent Space Item Response Modeling Approach.","authors":"Nana Kim, Minjeong Jeon, Ivailo Partchev","doi":"10.3390/jintelligence12020023","DOIUrl":"10.3390/jintelligence12020023","url":null,"abstract":"There recently have been many studies examining conditional dependence between response accuracy and response times in cognitive tests. While most previous research has focused on revealing a general pattern of conditional dependence for all respondents and items, it is plausible that the pattern may vary across respondents and items. In this paper, we attend to its potential heterogeneity and examine the item and person specificities involved in the conditional dependence between item responses and response times. To this end, we use a latent space item response theory (LSIRT) approach with an interaction map that visualizes conditional dependence in response data in the form of item-respondent interactions. We incorporate response time information into the interaction map by applying LSIRT models to slow and fast item responses. Through empirical illustrations with three cognitive test datasets, we confirm the presence and patterns of conditional dependence between item responses and response times, a result consistent with previous studies. Our results further illustrate the heterogeneity in the conditional dependence across respondents, which provides insights into understanding individuals' underlying item-solving processes in cognitive tests. Some practical implications of the results and the use of interaction maps in cognitive tests are discussed.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 2","pages":""},"PeriodicalIF":3.5,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10889770/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139934134","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