Journal of Intelligence

12 pages, 475 KiB

Open AccessArticle

The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers

by Hasan Yücel Ertem

J. Intell. 2024, 12(10), 97; https://doi.org/10.3390/jintelligence12100097 - 1 Oct 2024

Abstract

Teachers’ goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in [...] Read more.

Teachers’ goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education. Full article

► Show Figures

Figure 1

13 pages, 310 KiB

Open AccessArticle

Cognitive Ability, Personality, and Psychopathology: A Stormy Relationship

by Roberto Colom and Pei-Chun Shih Ma

J. Intell. 2024, 12(10), 96; https://doi.org/10.3390/jintelligence12100096 - 29 Sep 2024

Abstract

Cognitive and non-cognitive traits are frequently analyzed in isolation. However, there is an increasing acknowledgment that their interplay should be considered for enhancing our understanding of human psychological differences. Testing both traits in the same sample of individuals is desirable when addressing their [...] Read more.

Cognitive and non-cognitive traits are frequently analyzed in isolation. However, there is an increasing acknowledgment that their interplay should be considered for enhancing our understanding of human psychological differences. Testing both traits in the same sample of individuals is desirable when addressing their relationships. Here, for that purpose, 299 university students from Spain (mean age = 18.5 years., 83% female) completed a cognitive ability battery comprised by nine tests, the NEO-FFI for assessing the big five personality traits, and the SCL-90-R for evaluating a range of subjective psychopathological symptoms. This resulted in 23 cognitive and non-cognitive variables that were submitted to a data reduction providing four factors: (1) neuroticism/p, (2) cognitive ability/g, (3) agreeableness/A, and (4) introversion/I. Summary factor scores revealed a positive correlation between p and I (0.47), along with negative correlations of A with p (−0.26) and with g (−0.24), and a negative correlation between A and I (−0.16). These factors were related to some degree even when the assessment of the cognitive and non-cognitive variables cannot be considered straightforwardly comparable because the former was performance based, whereas the later was based on self-reports. Conceptual and methodological implications are discussed regarding the three-way relationship among cognitive ability, personality, and subjective psychopathological symptoms. Full article

21 pages, 1568 KiB

Open AccessArticle

Decomposing the True Score Variance in Rated Responses to Divergent Thinking-Tasks for Assessing Creativity: A Multitrait–Multimethod Analysis

by David Jendryczko

J. Intell. 2024, 12(10), 95; https://doi.org/10.3390/jintelligence12100095 - 27 Sep 2024

Abstract

It is shown how the Correlated Traits Correlated Methods Minus One (CTC(M − 1)) Multitrait-Multimethod model for cross-classified data can be modified and applied to divergent thinking (DT)-task responses scored for miscellaneous aspects of creative quality by several raters. In contrast to previous [...] Read more.

It is shown how the Correlated Traits Correlated Methods Minus One (CTC(M − 1)) Multitrait-Multimethod model for cross-classified data can be modified and applied to divergent thinking (DT)-task responses scored for miscellaneous aspects of creative quality by several raters. In contrast to previous Confirmatory Factor Analysis approaches to analyzing DT-tasks, this model explicitly takes the cross-classified data structure resulting from the employment of raters into account and decomposes the true score variance into target-specific, DT-task object-specific, rater-specific, and rater–target interaction-specific components. This enables the computation of meaningful measurement error-free relative variance-parameters such as trait-consistency, object–method specificity, rater specificity, rater–target interaction specificity, and model-implied intra-class correlations. In the empirical application with alternate uses tasks as DT-measures, the model is estimated using Bayesian statistics. The results are compared to the results yielded with a simplified version of the model, once estimated with Bayesian statistics and once estimated with the maximum likelihood method. The results show high trait-correlations and low consistency across DT-measures which indicates more heterogeneity across the DT-measurement instruments than across different creativity aspects. Substantive deliberations and further modifications, extensions, useful applications, and limitations of the model are discussed. Full article

(This article belongs to the Special Issue Analysis of a Divergent Thinking Dataset)

► Show Figures

Figure 1

14 pages, 561 KiB

Open AccessArticle

Effects of Physical Exercise Input on the Exercise Adherence of College Students: The Chain Mediating Role of Sports Emotional Intelligence and Exercise Self-Efficacy

by Dongzhen An, Jianhua Pan, Feng Ran, Donghuan Bai and Jia Zhang

J. Intell. 2024, 12(10), 94; https://doi.org/10.3390/jintelligence12100094 - 26 Sep 2024

Abstract

Objective: The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence→sports self-efficacy. Methods: The Physical Exercise Input Scale, [...] Read more.

Objective: The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence→sports self-efficacy. Methods: The Physical Exercise Input Scale, Exercise Adherence Scale, Sports Emotional Intelligence Scale, and Sports Self-Efficacy Scale were used to investigate 1390 college students in three universities in the Henan Province. Results: (1) Physical exercise input was a significant positive predictor of exercise adherence (β = 0.29, t = 5.78, p < 0.001); (2) sports emotional intelligence and sports self-efficacy mediated the relationship between physical exercise input and exercise adherence; (3) physical exercise input influenced exercise adherence through the separate mediating role of sports emotional intelligence (β = 0.10, t = 5.98, p < 0.001), the separate mediating role of sports self-efficacy (β = 0.13, t = 2.64, p < 0.01), and the chain mediating role of sports emotional intelligence→sports self-efficacy (β = 0.09, t = 2.80, p < 0.01). Conclusions: (1) Physical exercise input can positively predict the level of sports emotional intelligence and sports self-efficacy of college students; (2) Physical exercise input can not only directly influence college students’ exercise adherence but can also indirectly influence it through sports emotional intelligence or sports self-efficacy levels alone, as well as through the chain mediation of the two. Full article

► Show Figures

Figure 1

24 pages, 10071 KiB

Open AccessArticle

Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students’ Mathematics Literacy Performance

by Ying Huang, Ying Zhou, Jihe Chen and Danyan Wu

J. Intell. 2024, 12(10), 93; https://doi.org/10.3390/jintelligence12100093 - 26 Sep 2024

Abstract

The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the [...] Read more.

The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the top six among all participating countries or economies, with Taipei, Singapore, Japan, and Korea also demonstrating improved performance. Given the widespread concern about the factors influencing secondary-school students’ mathematical literacy, this paper adopts machine learning and the SHapley Additive exPlanations (SHAP) method to analyze 34,968 samples and 151 features from six East Asian education systems within the PISA 2022 dataset, aiming to pinpoint the crucial factors that affect middle-school students’ mathematical literacy. First, the XGBoost model has the highest prediction accuracy for math literacy performance. Second, 15 variables were identified as significant predictors of mathematical literacy across the student population, particularly variables such as mathematics self-efficacy (MATHEFF) and expected occupational status (BSMJ). Third, mathematics self-efficacy was determined to be the most influential factor. Fourth, the factors influencing mathematical literacy vary among individual students, including the key influencing factors, the direction (positive or negative) of their impact, and the extent of this influence. Finally, based on our findings, four recommendations are proffered to enhance the mathematical literacy performance of secondary-school students. Full article

► Show Figures

Figure 1

4 pages, 212 KiB

Open AccessCorrection

Correction: Grinschgl et al. (2023). Who Wants to Enhance Their Cognitive Abilities? Potential Predictors of the Acceptance of Cognitive Enhancement. Journal of Intelligence 11: 109

by Sandra Grinschgl, Anna-Lena Berdnik, Elisabeth Stehling, Gabriela Hofer and Aljoscha C. Neubauer

J. Intell. 2024, 12(10), 92; https://doi.org/10.3390/jintelligence12100092 - 24 Sep 2024

Abstract

There were errors in the original publication Grinschgl et al [...] Full article

17 pages, 694 KiB

Open AccessArticle

Do Confidence Ratings Reactively Modify Children’s Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study

by Jun Zheng, Ningxin Su, Tian Fan, Baike Li, Wenbo Zhao, Xiao Hu, Chunliang Yang and Liang Luo

J. Intell. 2024, 12(9), 91; https://doi.org/10.3390/jintelligence12090091 - 23 Sep 2024

Abstract

The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high [...] Read more.

The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high self-confidence. It remains unknown whether CRs can improve students’ academic assessment performance in real educational settings. The current study recruited 795 fourth-grade elementary school children to explore if making CRs reactively affects students’ academic assessment performance in two main subjects (i.e., Chinese Language and Mathematics). The data were collected across six waves with half-year intervals. From Wave 2, children either provided (CR group) or did not provide CRs (no-CR group) when completing standardized academic assessments. The results showed Bayesian evidence supporting the claim that making CRs does not influence children’s academic assessment performance (both the average performance across waves 2–6 and the performance in each wave) in both subjects. Furthermore, children’s self-confidence did not moderate the reactive influence of CRs. The results from multilevel regression analyses re-confirmed the above conclusions. Possible explanations for the absence of the reactivity effect of CRs on children’s academic assessment performance are discussed. Full article

► Show Figures

Figure 1

14 pages, 343 KiB

Open AccessArticle

Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance

by Giselle Cordero-Arroyo, José A. Ramos-Carrasquillo, Imalay M. Cruz-Figueroa, Loggina Báez-Ávila, Manuel Gonzalez-Gonzalez, Mary A. Moreno-Torres and Mario E. Bermonti-Pérez

J. Intell. 2024, 12(9), 90; https://doi.org/10.3390/jintelligence12090090 - 21 Sep 2024

Abstract

Studies involving the Cognitive Assessment System (CAS) planning scale typically use only the subtest and scale scores without assessing the strategies employed by the participants. This study addressed this gap and examined the planning strategies used by children in the CAS2: Spanish version [...] Read more.

Studies involving the Cognitive Assessment System (CAS) planning scale typically use only the subtest and scale scores without assessing the strategies employed by the participants. This study addressed this gap and examined the planning strategies used by children in the CAS2: Spanish version and their relationship with planning performance. We conducted an exploratory cross-sectional study with 26 Puerto Rican children aged 8 to 11. Results showed that no strategies were consistently used by participants according to examinees’ reports (f = 0–46%), but examiners observed consistent use of some strategies such as “coded left to right, top to bottom”, f = 92%; “scanned the page for the next number or letter”, f = 100%. Welch’s t-tests did not show relationships between participants’ performance and the strategies observed by examiners, | mean differences | = 0.05–0.81, ps ≥ 0.05, nor with the strategies reported by participants, | mean differences | = 0.05–1.69, ps ≥ 0.05. These findings suggest that although the examiners may observe the use of strategies, the examinees are unaware of the strategies they use, and the strategies used are not associated with their performance. Future studies are needed to confirm these findings. Full article

(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)

15 pages, 1383 KiB

Open AccessArticle

Probabilistic Representation Differences between Decisions from Description and Decisions from Experience

by Dandan Nie, Zhujing Hu, Debiao Zhu and Jianyong Yang

J. Intell. 2024, 12(9), 89; https://doi.org/10.3390/jintelligence12090089 - 20 Sep 2024

Abstract

For mathematically identical risky decisions, different choices can be made depending on whether information about outcomes and their probabilities is learned by description or by experience, known as the description–experience gap. However, it is unclear whether different ways of obtaining information lead to [...] Read more.

For mathematically identical risky decisions, different choices can be made depending on whether information about outcomes and their probabilities is learned by description or by experience, known as the description–experience gap. However, it is unclear whether different ways of obtaining information lead to different representation forms of probability, resulting in a description–experience gap. The current study investigates the representation formats of the alternative options’ probability for decisions from description and decisions from experience. The experiments measured the relative error of probability estimation in percentage and frequency forms for the two types of decisions in low and medium-to-large probability situations. The results demonstrate that for decisions from description in medium-to-large probability scenarios, the estimation error was lower in percentage form than in frequency form, with equally near-perfect estimates in small-probability scenarios. Nevertheless, in decisions from experience, the accuracy of estimation in percentage form was lower than in frequency form in both low and medium-to-large probability situations. This suggests that decision makers in decisions from description tend to represent the probability information in percentage form. However, in decisions from experience, they tend to represent probability in frequency form. The utilization of different formats for probability representation is one of the factors that contribute to the description–experience gap. Full article

► Show Figures

Figure 1

26 pages, 1393 KiB

Open AccessArticle

Evidence for the Beneficial Effect of Reward on Working Memory: A Meta-Analytic Study

by Weiyu Wang, Xin Yan, Xinyu He and Jiehui Qian

J. Intell. 2024, 12(9), 88; https://doi.org/10.3390/jintelligence12090088 - 11 Sep 2024

Abstract

Rewards act as external motivators and can improve performance in various cognitive tasks. However, previous research demonstrated mixed findings regarding the effect of reward on working memory (WM) performance, and the question of whether reward enhances WM performance is arguable. It remains unclear [...] Read more.

Rewards act as external motivators and can improve performance in various cognitive tasks. However, previous research demonstrated mixed findings regarding the effect of reward on working memory (WM) performance, and the question of whether reward enhances WM performance is arguable. It remains unclear how the effect of reward on WM can be influenced by various factors, such as types of reward and experimental paradigms. In this meta-analytic study, we systematically investigated the effect of reward on WM by analyzing data from 51 eligible studies involving a total of 1767 participants. Our results showed that reward robustly enhanced WM performance, with non-monetary rewards inducing more benefits than monetary rewards. This may be because, while both types of reward could induce extrinsic motivation, non-monetary rewards enhanced intrinsic motivation while monetary rewards reduced it. Notably, all three reward methods—reward binding, reward expectation, and subliminal reward—effectively improved WM performance, with the reward binding paradigm exhibiting the greatest effects. This finding suggests that the reward effect can be attributed to both increasing the total amount of WM resources and improving the flexibility of resource reallocation. Moreover, the type of WM, the experimental paradigms, and the outcome measures are three moderators that should be jointly considered when assessing the reward effects on WM. Overall, this meta-analytic study provides solid evidence that reward improves WM performance and reveals possible mechanisms underlying these improvements. Full article

► Show Figures

Figure 1

14 pages, 996 KiB

Open AccessArticle

Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?

by Miriam A. Mosing, Karin J. H. Verweij, David Z. Hambrick, Nancy L. Pedersen and Fredrik Ullén

J. Intell. 2024, 12(9), 87; https://doi.org/10.3390/jintelligence12090087 - 8 Sep 2024

Abstract

The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease [...] Read more.

The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease as a function of practice. Here, we test this prediction using music as a model domain. Musical expertise (measured with a musical auditory discrimination test) and lifetime practice hours were determined in 6471 twins including 1302 complete twin pairs. We fitted a bivariate Cholesky decomposition with practice hours as a moderator to determine to what extent genetic and environmental influences on musical expertise are influenced by practice hours. On average, 50% of individual differences in musical expertise were due to genetic influences, whereas shared environmental and residual influences each explained about 25%. Importantly, music practice significantly moderated these estimates. Variation in musical expertise decreased with more practice hours due to decreased shared environmental and residual variance. In contrast, the overall genetic component was unaffected by the number of practice hours. Consequently, the relative genetic contribution (heritability) increased with more practice hours. These findings are in contrast with predictions from the DP theory and suggest that genetic predisposition remains important for musical expertise even after prolonged practice. Full article

(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)

► Show Figures

Figure 1

20 pages, 1349 KiB

Open AccessArticle

Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age

by Flavio Muñoz-Troncoso, Enrique Riquelme-Mella, Amy G. Halberstadt, Ignacio Montero, Valeria Sepúlveda-Bernales, Gerardo Fuentes-Vilugrón, Edgardo Miranda-Zapata, Ekaterina Legaz-Vladímisrkaya, Felipe Caamaño-Navarrete and Gerardo Muñoz-Troncoso

J. Intell. 2024, 12(9), 86; https://doi.org/10.3390/jintelligence12090086 - 3 Sep 2024

Abstract

The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the [...] Read more.

The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted. Full article

► Show Figures

Figure 1

15 pages, 1715 KiB

Open AccessArticle

Flexible Regulation of Positive and Negative Emotion Expression: Reexamining the Factor Structure of the Flexible Regulation of Emotional Expression Scale (FREE) Based on Emotion Valence

by Yanhua Zhao and Ping Wang

J. Intell. 2024, 12(9), 85; https://doi.org/10.3390/jintelligence12090085 - 2 Sep 2024

Abstract

The Flexible Regulation of Emotional Expression (FREE) Scale assesses individuals’ ability to enhance and suppress their emotional expressions across different situations. This study investigates the optimal factor structure of the FREE and emphasizes the importance of distinguishing between the regulation abilities for positive [...] Read more.

The Flexible Regulation of Emotional Expression (FREE) Scale assesses individuals’ ability to enhance and suppress their emotional expressions across different situations. This study investigates the optimal factor structure of the FREE and emphasizes the importance of distinguishing between the regulation abilities for positive and negative expressions. A sample of 607 undergraduates (Mage = 19.02, SD = 1.02, 72.2% female) from Mainland China completed the questionnaire survey. Confirmatory factor analyses tested eight competing models of the FREE structure. Results indicated that the second-order model, featuring two higher-order factors (expressive enhancement and suppression abilities), fit the data well. An alternative second-order model, with two different higher-order factors (positive and negative emotion expressive abilities) and the same four first-order factors, demonstrated an even better fit. Various types of expressive ability scores showed predictive validity regarding emotion regulation self-efficacy, mental health outcomes, and relationship stress. Regulation of emotional expression can be represented by either regulation type or emotion valence, with the latter providing more informative insights. Flexible regulation of positive and negative emotion expression predicted fewer symptoms of depression, anxiety, stress, and relationship stress beyond emotion regulation self-efficacy. These findings highlight the importance of considering emotional valence in understanding flexibility in expression regulation. Full article

(This article belongs to the Section Social and Emotional Intelligence)

► Show Figures

Figure 1

14 pages, 340 KiB

Open AccessEditorial

A Special Issue Introduction: The Intersection of Metacognition and Intelligence

by Lisa K. Son and Hannah Hausman

J. Intell. 2024, 12(9), 84; https://doi.org/10.3390/jintelligence12090084 - 31 Aug 2024

Abstract

What makes someone intelligent [...] Full article

(This article belongs to the Special Issue The Intersection of Metacognition and Intelligence)

14 pages, 1981 KiB

Open AccessArticle

Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory

by Dan Cai, Yongjing Ge, Lingling Wang and Ada W. S. Leung

J. Intell. 2024, 12(9), 83; https://doi.org/10.3390/jintelligence12090083 - 29 Aug 2024

Abstract

This study investigates the effects of math training on math and cognitive performance among 8–9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). [...] Read more.

This study investigates the effects of math training on math and cognitive performance among 8–9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). They completed math problem-solving, calculation fluency and PASS cognitive processing tests both before and after training. The children in the training group received 3 days of training per week for a total of 21 days using the math modules of The Children’s Mathematics and Cognition Training Manual in Chinese. The results showed that the training group’s math problem-solving performance improved significantly. Moreover, the cognitive performance on the CAS-2 in the planning and simultaneous processing tests for the training group was enhanced. The implications of these findings are discussed with consideration of the interpretability being constrained by the fact that no active control condition was applied. Full article

(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)

► Show Figures

Figure 1

27 pages, 822 KiB

Open AccessArticle

Large-Scale Item-Level Analysis of the Figural Matrices Test in the Norwegian Armed Forces: Examining Measurement Precision and Sex Bias

by Fredrik Helland-Riise, Tore Nøttestad Norrøne and Björn Andersson

J. Intell. 2024, 12(9), 82; https://doi.org/10.3390/jintelligence12090082 - 29 Aug 2024

Abstract

Figural matrices tests are common in intelligence research and have been used to draw conclusions regarding secular changes in intelligence. However, their measurement properties have seldom been evaluated with large samples that include both sexes. Using data from the Norwegian Armed Forces, we [...] Read more.

Figural matrices tests are common in intelligence research and have been used to draw conclusions regarding secular changes in intelligence. However, their measurement properties have seldom been evaluated with large samples that include both sexes. Using data from the Norwegian Armed Forces, we study the measurement properties of a test used for selection in military recruitment. Item-level data were available from 113,671 Norwegian adolescents (32% female) tested between the years 2011 and 2017. Utilizing item response theory (IRT), we characterize the measurement properties of the test in terms of difficulty, discrimination, precision, and measurement invariance between males and females. We estimate sex differences in the mean and variance of the latent variable and evaluate the impact of violations to measurement invariance on the estimated distribution parameters. The results show that unidimensional IRT models fit well in all groups and years. There is little difference in precision and test difficulty between males and females, with precision that is generally poor on the upper part of the scale. In the sample, male latent proficiency is estimated to be slightly higher on average, with higher variance. Adjusting for measurement invariance generally reduces the sex differences but does not eliminate them. We conclude that previous studies using the Norwegian GMA data must be interpreted with more caution but that the test should measure males and females equally fairly. Full article

► Show Figures

Figure 1

21 pages, 7339 KiB

Open AccessSystematic Review

Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse

by Sabine Patzl, Sandra Oberleiter and Jakob Pietschnig

J. Intell. 2024, 12(9), 81; https://doi.org/10.3390/jintelligence12090081 - 28 Aug 2024

Abstract

Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people’s self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI–IQ link, yet [...] Read more.

Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people’s self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI–IQ link, yet the generality of this association remains unclear. Here, we provide evidence for SAI and IQ associations based on 278 effect sizes from 115 independent samples (N = 36,833) using a multi-level meta-analysis, revealing a moderate positive correlation (r = 0.30; 95% CI [0.27, 0.33]). Multiverse analyses demonstrated remarkable stability of this effect, with most summary effect specifications yielding significant positive correlations (96%), averaging r = 0.32. Notably, ability domain and sample type emerged as significant moderators, with numerical ability showing stronger correlations compared to general cognitive, verbal, and spatial abilities. Importantly, our study found that correlations in student samples were significantly higher than those in general samples. Our findings show a moderate positive association of SAI with IQ, unaffected by participant sex, publication year, administration order, neuroticism, and self-assessment method, yet significantly moderated by ability domain and sample type. Our results illustrate the importance of feedback in educational settings to help students accurately assess their cognitive abilities. Full article

► Show Figures

Figure 1

23 pages, 3156 KiB

Open AccessArticle

Crossmodal Correspondence Mediates Crossmodal Transfer from Visual to Auditory Stimuli in Category Learning

by Ying Sun, Liansheng Yao and Qiufang Fu

J. Intell. 2024, 12(9), 80; https://doi.org/10.3390/jintelligence12090080 - 28 Aug 2024

Abstract

This article investigated whether crossmodal correspondence, as a sensory translation phenomenon, can mediate crossmodal transfer from visual to auditory stimuli in category learning and whether multimodal category learning can influence the crossmodal correspondence between auditory and visual stimuli. Experiment 1 showed that the [...] Read more.

This article investigated whether crossmodal correspondence, as a sensory translation phenomenon, can mediate crossmodal transfer from visual to auditory stimuli in category learning and whether multimodal category learning can influence the crossmodal correspondence between auditory and visual stimuli. Experiment 1 showed that the category knowledge acquired from elevation stimuli affected the categorization of pitch stimuli when there were robust crossmodal correspondence effects between elevation and size, indicating that crossmodal transfer occurred between elevation and pitch stimuli. Experiments 2 and 3 revealed that the size category knowledge could not be transferred to the categorization of pitches, but interestingly, size and pitch category learning determined the direction of the pitch-size correspondence, suggesting that the pitch-size correspondence was not stable and could be determined using multimodal category learning. Experiment 4 provided further evidence that there was no crossmodal transfer between size and pitch, due to the absence of a robust pitch-size correspondence. These results demonstrated that crossmodal transfer can occur between audio-visual stimuli with crossmodal correspondence, and multisensory category learning can change the corresponding relationship between audio-visual stimuli. These findings suggest that crossmodal transfer and crossmodal correspondence share similar abstract representations, which can be mediated by semantic content such as category labels. Full article

► Show Figures

Figure 1

14 pages, 2432 KiB

Open AccessArticle

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

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

► Show Figures

Figure 1

Journal Description

Journal of Intelligence

Latest Articles

Journal Menu

Journal Browser

Highly Accessed Articles

Latest Books

E-Mail Alert

News

Topics

Conferences

Special Issues

Further Information

Guidelines

MDPI Initiatives

Follow MDPI