在儿童或成人中,没有证据表明瞳孔大小与流体智力之间存在关联。

IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Patricia Lorente, Veera Ruuskanen, Sebastiaan Mathôt, Antonio Crespo, Jonas Radl
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引用次数: 0

摘要

最近的研究调查了静息状态,或基线,瞳孔大小作为认知能力的一般衡量标准,基于早期的发现,更大的瞳孔可能预示着更高的一般智力或工作记忆容量。然而,这种关系的证据是混杂的,到目前为止,所有先前的研究都集中在成人样本上。目前的研究通过对儿童(10岁)和成人(他们的父母)的样本进行液体智力和基线瞳孔大小之间的相关性研究,增加了这一争论。重要的是,我们的样本在社会经济背景方面具有代表性,这在以前的研究中并非如此,因此解决了对样本选择和可变性的担忧。我们没有发现证据表明流体智力与基线瞳孔大小或儿童或成人瞳孔大小变异性之间存在关系。因此,我们的研究结果并没有重复先前研究中所报道的认知能力和基线瞳孔大小之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
No evidence for association between pupil size and fluid intelligence among either children or adults.

Recent studies have investigated resting-state, or baseline, pupil size as a general measure of cognitive abilities, based on the earlier finding that larger pupils might be predictive of higher general intelligence or working memory capacity. However, evidence for such relationships has been mixed, and all previous studies thus far have focused on adult samples. The present study adds to this debate by examining the correlation between fluid intelligence and baseline pupil size in a sample of both children (10 years old) and adults (their parents). Importantly, our sample is representative in terms of socioeconomic background, which was not the case in previous studies, thus addressing concerns about sample selection and variability. We did not find evidence for a relationship of fluid intelligence with baseline pupil size or with pupil-size variability for either children or adults. Therefore, our results do not replicate the relationship between cognitive abilities and baseline pupil size as reported in previous research.

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来源期刊
CiteScore
6.70
自引率
2.90%
发文量
165
期刊介绍: The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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