You are currently viewing a new version of our website. To view the old version click .

Journal of Intelligence, Volume 11, Issue 8

August 2023 - 19 articles

Cover Story: It is unique among play types because children can combine different play types and natural or manufactured materials in one occurrence. While educators and policymakers promote the benefits of loose parts play, no previous research has explored the direct relationship between preschool-age children’s indoor loose parts play experiences and cognitive development. We address this gap by bringing together the relevant literature and synthesizing the empirical studies on common play types with loose parts, namely object and exploratory, symbolic and pretend, and constructive play. By examining the existing literature and synthesizing empirical evidence, we aim to deepen our understanding of the relationship between children’s play with loose parts and its impact on cognitive development. View this paper
  • Issues are regarded as officially published after their release is announced to the table of contents alert mailing list .
  • You may sign up for email alerts to receive table of contents of newly released issues.
  • PDF is the official format for papers published in both, html and pdf forms. To view the papers in pdf format, click on the "PDF Full-text" link, and use the free Adobe Reader to open them.

Articles (19)

  • Article
  • Open Access
3 Citations
3,997 Views
17 Pages

Modernization and meritocratic theories contend that with modernization, socioeconomic background (SES) becomes less important for educational and socioeconomic attainments, while cognitive ability becomes more important. However, the evidence is mix...

  • Article
  • Open Access
5 Citations
3,628 Views
21 Pages

A Novel Approach to Assessing Infant and Child Mental Rotation

  • Aaron G. Beckner,
  • Mary Katz,
  • David N. Tompkins,
  • Annika T. Voss,
  • Deaven Winebrake,
  • Vanessa LoBue,
  • Lisa M. Oakes and
  • Marianella Casasola

Mental rotation is a critically important, early developing spatial skill that is related to other spatial cognitive abilities. Understanding the early development of this skill, however, requires a developmentally appropriate assessment that can be...

  • Article
  • Open Access
4 Citations
3,757 Views
17 Pages

The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children

  • Yoshifumi Ikeda,
  • Yosuke Kita,
  • Yuhei Oi,
  • Hideyuki Okuzumi,
  • Silvia Lanfranchi,
  • Francesca Pulina,
  • Irene Cristina Mammarella,
  • Katie Allen and
  • David Giofrè

There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school childre...

  • Article
  • Open Access
16 Citations
6,328 Views
16 Pages

Ability Emotional Intelligence and Subjective Happiness in Adolescents: The Role of Positive and Negative Affect

  • Desirée Llamas-Díaz,
  • Rosario Cabello,
  • Raquel Gómez-Leal,
  • María José Gutiérrez-Cobo,
  • Alberto Megías-Robles and
  • Pablo Fernández-Berrocal

Adolescence is an increasingly vulnerable period for the onset of affective disorders and other mental health issues that can significantly impact an individual’s subjective well-being. This study aims to examine the relationship between emotio...

  • Article
  • Open Access
8 Citations
5,007 Views
19 Pages

Mental rotation (MR) and perspective taking (PT) are important spatial abilities and predictive of performance in other cognitive domains. Yet, age-appropriate measures to assess these spatial abilities in children are still rare. This study examined...

  • Article
  • Open Access
9 Citations
2,983 Views
13 Pages

Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance

  • Michelle L. Rivers,
  • Jessica L. Janes,
  • John Dunlosky,
  • Amber E. Witherby and
  • Sarah K. Tauber

Making judgments of learning (JOLs) while studying related word pairs can enhance performance on tests that rely on cue-target associations (e.g., cued recall) compared to studying alone. One possible explanation for this positive JOL reactivity effe...

  • Article
  • Open Access
6 Citations
2,360 Views
17 Pages

Noncognitive constructs are commonly assessed in educational and organizational research. They are often measured by summing scores across items, which implicitly assumes a dominance item response process. However, research has shown that the unfoldi...

  • Article
  • Open Access
12 Citations
8,229 Views
20 Pages

Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking

  • Lan Jiang,
  • Chunliang Yang,
  • Zhongling Pi,
  • Yangping Li,
  • Shaohang Liu and
  • Xinfa Yi

Is metacognitive ability a predictor of creative performance? Previous studies have produced conflicting findings. To clarify whether this relationship exists, the current study used eye tracking techniques and vocal thinking reports to explore creat...

  • Article
  • Open Access
2 Citations
5,009 Views
18 Pages

Building Numeracy Skills: Associations between DUPLO® Block Construction and Numeracy in Early Childhood

  • Katie A. Gilligan-Lee,
  • Elian Fink,
  • Lewis Jerrom,
  • Megan P. Davies,
  • Caoimhe Dempsey,
  • Claire Hughes and
  • Emily K. Farran

Research shows that children’s block construction skills are positively associated with their concurrent and later mathematics performance. Furthermore, there is evidence that block construction training is particularly beneficial for improving...

  • Article
  • Open Access
4 Citations
2,410 Views
21 Pages

Since the seminal work of Spearman, exploratory and confirmatory factor analysis represents the standard method of examining the dimensionality of psychological instruments. Recently, within the network psychometrics approach, a new procedure was pro...

of 2

Get Alerted

Add your email address to receive forthcoming issues of this journal.

XFacebookLinkedIn
J. Intell. - ISSN 2079-3200