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J. Intell.
Volume 12
Issue 8
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J. Intell., Volume 12, Issue 8 (August 2024) – 9 articles

Cover Story (view full-size image): In the following paper, we present a new psychometric perspective explaining the empirical statistical dependencies observed between response accuracy residuals (RARs) and response time residuals (RTRs). The perspective emphasizes RARs (or parts of the RARs) as exogenous with a directional influence on response time. Our simple and theoretically justifiable perspective reproduces many of the recently highlighted empirical findings concerning associations between RARs and RTRs. In contrast to prior work, our perspective also suggests that item parameter estimate heterogeneity in relation to response times may reflect more of a psychometric artifact (due to the exogenous effects of the RARs) as opposed to providing insights about the response process (e.g., the application of different response strategies). View this paper
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14 pages, 2432 KiB  
Article
What Can Physiology Tell Us about State of Interest?
by Ksenia Babanova, Victor Anisimov and Alexander Latanov
J. Intell. 2024, 12(8), 79; https://doi.org/10.3390/jintelligence12080079 - 16 Aug 2024
Viewed by 1088
Abstract
The state of interest as a positive emotion is associated with the ability to comprehend new information and/or to better consolidate already perceived information, to increase the attention level to the object, to increase informational processing, and also to influence such processes as [...] Read more.
The state of interest as a positive emotion is associated with the ability to comprehend new information and/or to better consolidate already perceived information, to increase the attention level to the object, to increase informational processing, and also to influence such processes as learning and motivation. The aim of this study was to reveal oculomotor correlates that can predict the locus of interest in cases of people perceiving educational information from different areas of knowledge presented as text or multimedia content. Sixty (60) volunteers participated in the study (50% males, mean age 22.20 ± 0.51). The stimuli consisted of 16 texts covering a wide range of topics, each accompanied by a comprehension question and an interest assessment questionnaire. It was found that the multimedia content type triggered more visual attention and gave an advantage in the early stages of information processing. The first fixation duration metric for the multimedia stimuli allowed u to characterize the subjective interest assessment. Overall, the results suggest the potential role of eye-tracking in evaluating educational content and it emphasizes the importance of developing solutions based on this method to enhance the effectiveness of the educational process. Full article
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4 pages, 227 KiB  
Editorial
Introduction to the Special Issue “Personality and Individual Differences”
by Kay Brauer and René T. Proyer
J. Intell. 2024, 12(8), 78; https://doi.org/10.3390/jintelligence12080078 - 8 Aug 2024
Viewed by 2202
Abstract
The study of intelligence is one of the foundations of scientific psychology, and for more than a century, researchers from psychology and other disciplines such as neuroscience, genetics, and education have been interested in extending the knowledge about the structure and correlates of [...] Read more.
The study of intelligence is one of the foundations of scientific psychology, and for more than a century, researchers from psychology and other disciplines such as neuroscience, genetics, and education have been interested in extending the knowledge about the structure and correlates of intelligence [...] Full article
(This article belongs to the Special Issue Personality and Individual Differences)
24 pages, 1334 KiB  
Article
PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition
by Jack A. Naglieri and Tulio M. Otero
J. Intell. 2024, 12(8), 77; https://doi.org/10.3390/jintelligence12080077 - 6 Aug 2024
Cited by 2 | Viewed by 2890
Abstract
The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive [...] Read more.
The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for intervention. We provide summaries of the research that informs our suggestions that intelligence testing should be theory-based, not constrained by the seminal work of test developers in the early 1900s, and neurocognitive processes should be measured based on brain function. Full article
(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)
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23 pages, 950 KiB  
Systematic Review
A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity
by María Leonor Conejeros-Solar, Sandra Catalán, María Paz Gómez-Arizaga, Tatiana López-Jiménez, Natalie Contador, Katia Sandoval-Rodríguez, Cristóbal Bustamante and Josefa Quijanes
J. Intell. 2024, 12(8), 76; https://doi.org/10.3390/jintelligence12080076 - 2 Aug 2024
Viewed by 2457
Abstract
Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a [...] Read more.
Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors’ conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions. Full article
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19 pages, 363 KiB  
Article
The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China
by Yilei Luo and Xinqi Chen
J. Intell. 2024, 12(8), 75; https://doi.org/10.3390/jintelligence12080075 - 1 Aug 2024
Cited by 1 | Viewed by 3306
Abstract
This study investigates the impact of math-gender stereotypes on students’ academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and [...] Read more.
This study investigates the impact of math-gender stereotypes on students’ academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields. Full article
16 pages, 3054 KiB  
Article
A Psychometric Perspective on the Associations between Response Accuracy and Response Time Residuals
by Weicong Lyu and Daniel Bolt
J. Intell. 2024, 12(8), 74; https://doi.org/10.3390/jintelligence12080074 - 31 Jul 2024
Viewed by 1638
Abstract
We provide an alternative psychometric perspective on the empirical statistical dependencies observed between response accuracy residuals (RARs) and response time residuals (RTRs) in the context of the van der Linden model. This perspective emphasizes the RAR (or parts of the RAR) as being [...] Read more.
We provide an alternative psychometric perspective on the empirical statistical dependencies observed between response accuracy residuals (RARs) and response time residuals (RTRs) in the context of the van der Linden model. This perspective emphasizes the RAR (or parts of the RAR) as being exogenous and having a directional influence on response time. Our simple and theoretically justifiable perspective adds to previous joint response time/accuracy models and comports with recent generalizations of the D-diffusion IRT model incorporating person-by-item interactions, and thus similarly reproduces many of the recently highlighted empirical findings concerning the associations between RARs and RTRs. Using both empirical and simulation-based results, we show how our psychometric perspective has both applied and interpretational implications. Specifically, it would suggest that (1) studies of item parameter estimate heterogeneity in relation to response times may reflect more of a psychometric artifact (due to the exogenous effects of the RARs) as opposed to providing insights about the response process (e.g., the application of different response strategies) and that (2) efforts to use RTRs as indicators of latent proficiency should attend to the anticipated interactions between the latent proficiency and RAR on response times. The validity of our psychometric perspective against alternatives likely relies on appeals to theory; the best perspective to take may vary depending on the test setting. Full article
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20 pages, 2260 KiB  
Article
Verbal Perceptual Prompts Facilitate Children’s Sensitivity to False Beliefs
by Qiyu Huang and Xiuli Liu
J. Intell. 2024, 12(8), 73; https://doi.org/10.3390/jintelligence12080073 - 27 Jul 2024
Viewed by 1357
Abstract
False belief understanding is always regarded as a milestone of Theory of Mind (ToM), which is an important aspect of social intelligence. Recently, some researchers have suggested the existence of two ToM systems in individuals: one that explicitly guides false belief understanding and [...] Read more.
False belief understanding is always regarded as a milestone of Theory of Mind (ToM), which is an important aspect of social intelligence. Recently, some researchers have suggested the existence of two ToM systems in individuals: one that explicitly guides false belief understanding and another that implicitly directs sensitivity to false beliefs. However, studies on sensitivity to false beliefs have encountered challenges with replicability, and the factors influencing the manifestation of sensitivity to false beliefs remain to be explored. Based on the anticipatory looking task, we investigated whether verbal perceptual prompts could improve children’s performance of sensitivity to false beliefs. Fifty-eight children aged 5 to 6 were randomly assigned tasks with or without verbal perceptual prompts, involving verbal descriptions and explanations of the protagonist’s perceptual state. The findings showed that verbal perceptual prompts could slightly reduce children’s propensity to look at the actual location of the object in false belief situations and increase the likelihood of exhibiting accurate anticipatory looking patterns across false belief and true belief situations. The results suggest that children’s sensitivity to false beliefs may be situation-dependent, yet further investigation is needed to determine which situational factors can most effectively trigger robust sensitivity to false beliefs in children. The results enlighten educational practice, indicating that introducing cues in social environments that convey insights into others’ mental states, akin to the use of learning scaffolding, is advantageous for the development of children’s social cognitive abilities. Full article
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3 pages, 194 KiB  
Editorial
Assessment of Human Intelligence—The State of the Art in the 2020s
by Johanna M. deLeyer-Tiarks, Jacqueline M. Caemmerer, Melissa A. Bray and Alan S. Kaufman
J. Intell. 2024, 12(8), 72; https://doi.org/10.3390/jintelligence12080072 - 27 Jul 2024
Cited by 1 | Viewed by 1893
Abstract
Contemporary intelligence theory and assessment in the United States—a century after Lewis Terman published the Stanford–Binet in 1916—has evolved in ways that even David Wechsler could not have envisioned [...] Full article
(This article belongs to the Special Issue Assessment of Human Intelligence—State of the Art in the 2020s)
14 pages, 950 KiB  
Article
The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis
by Li Cheng, Xinmei Liu, Yujuan Liu and Yilin Wu
J. Intell. 2024, 12(8), 71; https://doi.org/10.3390/jintelligence12080071 - 23 Jul 2024
Cited by 1 | Viewed by 2800
Abstract
The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10–13 years (M [...] Read more.
The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10–13 years (M = 11.29, SD = 0.68) were selected from an experimental class of gifted children in a middle school. The results showed that (1) the trait emotional intelligence and creative self-efficacy of gifted children decreased with age and that (2) trait emotional intelligence at time 1 (T1) positively and significantly predicted creative self-efficacy at time 2 (T2). The Self-Description Questionnaire was added at the second follow-up, which revealed that (3) T2 non-academic self-concept fully mediated the relationship between T1 trait emotional intelligence and T2 creative self-efficacy. This study revealed a lasting positive effect of trait emotional intelligence on the development of creative self-efficacy in gifted children. Additionally, trait emotional intelligence was found to indirectly influence creative self-efficacy through non-academic self-concept. Full article
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