Journal Description
Journal of Intelligence
Journal of Intelligence
is an international, peer-reviewed, open access journal on the study of human intelligence, published monthly online by MDPI.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, SSCI (Web of Science), PubMed, PMC, PsycInfo, PSYNDEX, and other databases.
- Journal Rank: JCR - Q1 (Psychology, Multidisciplinary) / CiteScore - Q2 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 36.5 days after submission; acceptance to publication is undertaken in 5.9 days (median values for papers published in this journal in the first half of 2024).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Impact Factor:
2.8 (2023)
Latest Articles
The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis
J. Intell. 2024, 12(8), 71; https://doi.org/10.3390/jintelligence12080071 - 23 Jul 2024
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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
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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.
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Open AccessArticle
Evaluating Large Language Models’ Ability Using a Psychiatric Screening Tool Based on Metaphor and Sarcasm Scenarios
by
Hiromu Yakura
J. Intell. 2024, 12(7), 70; https://doi.org/10.3390/jintelligence12070070 - 21 Jul 2024
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Metaphors and sarcasm are precious fruits of our highly evolved social communication skills. However, children with the condition then known as Asperger syndrome are known to have difficulties in comprehending sarcasm, even if they possess adequate verbal IQs for understanding metaphors. Accordingly, researchers
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Metaphors and sarcasm are precious fruits of our highly evolved social communication skills. However, children with the condition then known as Asperger syndrome are known to have difficulties in comprehending sarcasm, even if they possess adequate verbal IQs for understanding metaphors. Accordingly, researchers had employed a screening test that assesses metaphor and sarcasm comprehension to distinguish Asperger syndrome from other conditions with similar external behaviors (e.g., attention-deficit/hyperactivity disorder). This study employs a standardized test to evaluate recent large language models’ (LLMs) understanding of nuanced human communication. The results indicate improved metaphor comprehension with increased model parameters; however, no similar improvement was observed for sarcasm comprehension. Considering that a human’s ability to grasp sarcasm has been associated with the amygdala, a pivotal cerebral region for emotional learning, a distinctive strategy for training LLMs would be imperative to imbue them with the ability in a cognitively grounded manner.
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Open AccessEssay
Do Not Worry That Generative AI May Compromise Human Creativity or Intelligence in the Future: It Already Has
by
Robert J. Sternberg
J. Intell. 2024, 12(7), 69; https://doi.org/10.3390/jintelligence12070069 - 19 Jul 2024
Abstract
Technology alters both perceptions of human intelligence and creativity and the actual processes of intelligence and creativity. Skills that were once important for human intelligence, for example, computational ones, no longer hold anywhere near the same importance they did before the age of
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Technology alters both perceptions of human intelligence and creativity and the actual processes of intelligence and creativity. Skills that were once important for human intelligence, for example, computational ones, no longer hold anywhere near the same importance they did before the age of computers. The advantage of computers is that they may lead us to focus on what we believe to be more important things than what they have replaced. In the case of penmanship, spelling, or arithmetic computation, such an argument could bear fruit. But in the case of human creativity, the loss of creative skills and attitudes may be a long-term loss to humanity. Generative AI is replicative. It can recombine and re-sort ideas, but it is not clear that it will generate the kinds of paradigm-breaking ideas the world needs right now to solve the serious problems that confront it, such as global climate change, pollution, violence, increasing income disparities, and creeping autocracy.
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(This article belongs to the Special Issue Generative AI: Reflections on Intelligence and Creativity)
Open AccessEditorial
The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning: Editorial
by
Brenda R. J. Jansen
J. Intell. 2024, 12(7), 68; https://doi.org/10.3390/jintelligence12070068 - 19 Jul 2024
Abstract
Academic success is assumed to be both the start and outcome of a cycle in which affect, motivation, and effort strengthen each other (Vu et al [...]
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(This article belongs to the Special Issue The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning)
Open AccessArticle
Delving into the Complexity of Analogical Reasoning: A Detailed Exploration with the Generalized Multicomponent Latent Trait Model for Diagnosis
by
Eduar S. Ramírez, Marcos Jiménez, Víthor Rosa Franco and Jesús M. Alvarado
J. Intell. 2024, 12(7), 67; https://doi.org/10.3390/jintelligence12070067 - 18 Jul 2024
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Research on analogical reasoning has facilitated the understanding of response processes such as pattern identification and creative problem solving, emerging as an intelligence predictor. While analogical tests traditionally combine various composition rules for item generation, current statistical models like the Logistic Latent Trait
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Research on analogical reasoning has facilitated the understanding of response processes such as pattern identification and creative problem solving, emerging as an intelligence predictor. While analogical tests traditionally combine various composition rules for item generation, current statistical models like the Logistic Latent Trait Model (LLTM) and Embretson’s Multicomponent Latent Trait Model for Diagnosis (MLTM-D) face limitations in handling the inherent complexity of these processes, resulting in suboptimal model fit and interpretation. The primary aim of this research was to extend Embretson’s MLTM-D to encompass complex multidimensional models that allow the estimation of item parameters. Concretely, we developed a three-parameter (3PL) version of the MLTM-D that provides more informative interpretations of participant response processes. We developed the Generalized Multicomponent Latent Trait Model for Diagnosis (GMLTM-D), which is a statistical model that extends Embretson’s multicomponent model to explore complex analogical theories. The GMLTM-D was compared with LLTM and MLTM-D using data from a previous study of a figural analogical reasoning test composed of 27 items based on five composition rules: figure rotation, trapezoidal rotation, reflection, segment subtraction, and point movement. Additionally, we provide an R package (GMLTM) for conducting Bayesian estimation of the models mentioned. The GMLTM-D more accurately replicated the observed data compared to the Bayesian versions of LLTM and MLTM-D, demonstrating a better model fit and superior predictive accuracy. Therefore, the GMLTM-D is a reliable model for analyzing analogical reasoning data and calibrating intelligence tests. The GMLTM-D embraces the complexity of real data and enhances the understanding of examinees’ response processes.
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Open AccessEditorial
Grounding Cognition in Perceptual Experience
by
Ivana Bianchi, Rossana Actis-Grosso and Linden J. Ball
J. Intell. 2024, 12(7), 66; https://doi.org/10.3390/jintelligence12070066 - 10 Jul 2024
Abstract
The aim of this Special Issue was to put forward a multifaceted reflection on the relevance of perceptual experience in affecting and modeling various aspects of cognitive performance [...]
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(This article belongs to the Special Issue Grounding Cognition in Perceptual Experience)
Open AccessArticle
Do Religiosity and Spirituality Differ in Their Relationship with Crystallized Intelligence? Evidence from the General Social Survey
by
Florian Dürlinger, Thomas Goetz and Jakob Pietschnig
J. Intell. 2024, 12(7), 65; https://doi.org/10.3390/jintelligence12070065 - 7 Jul 2024
Abstract
Negative associations of religiosity and intelligence are well established in psychological research. However, past studies have shown a substantial heterogeneity in reported effect strengths. Causes that may be able to explain the identified inconsistencies pertain to differing religiosity measurement modalities, participant ages, or
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Negative associations of religiosity and intelligence are well established in psychological research. However, past studies have shown a substantial heterogeneity in reported effect strengths. Causes that may be able to explain the identified inconsistencies pertain to differing religiosity measurement modalities, participant ages, or possibly cohort effects due to changing societal values in terms of being religious. Moreover, little is known about intelligence associations with the religiosity-related yet distinct construct of spirituality. Here, we provide evidence for religiosity and crystallized intelligence, as well as spirituality and crystallized intelligence associations, in 14 cohorts from 1988 to 2022 (N = 35,093) in the General Social Survey data by means of primary data analyses and meta-analytical approaches. As expected, religiosity was non-trivially negatively associated (r = −0.13, p < .001), but spirituality showed no meaningful association with crystallized intelligence (r = 0.03, p < .001). Our results broadly generalized across age groups, cohorts, and analytical approaches, thus suggesting that religiosity and intelligence may possibly be functionally equivalent to a certain extent whilst spirituality represents a distinct construct that is not functionally equivalent.
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Open AccessEditorial
Learning and Instruction: How to Use Technology to Enhance Students’ Learning Efficacy
by
Gyöngyvér Molnár
J. Intell. 2024, 12(7), 64; https://doi.org/10.3390/jintelligence12070064 - 28 Jun 2024
Abstract
Due to the rapid development of technology (see, e [...]
Full article
(This article belongs to the Special Issue Learning and Instruction)
Open AccessArticle
Perceptions of Skills Needed for STEM Jobs: Links to Academic Self-Concepts, Job Interests, Job Gender Stereotypes, and Spatial Ability in Young Adults
by
Margaret L. Signorella and Lynn S. Liben
J. Intell. 2024, 12(7), 63; https://doi.org/10.3390/jintelligence12070063 - 27 Jun 2024
Abstract
Gender gaps in spatial skills—a domain relevant to STEM jobs—have been hypothesized to contribute to women’s underrepresentation in STEM fields. To study emerging adults’ beliefs about skill sets and jobs, we asked college students (N = 300) about the relevance of spatial,
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Gender gaps in spatial skills—a domain relevant to STEM jobs—have been hypothesized to contribute to women’s underrepresentation in STEM fields. To study emerging adults’ beliefs about skill sets and jobs, we asked college students (N = 300) about the relevance of spatial, mathematical, science and verbal skills for each of 82 jobs. Analyses of responses revealed four job clusters—quantitative, basic & applied science, spatial, and verbal. Students’ ratings of individual jobs and job clusters were similar to judgments of professional job analysts (O*NET). Both groups connected STEM jobs to science, math, and spatial skills. To investigate whether students’ interests in STEM and other jobs are related to their own self-concepts, beliefs about jobs, and spatial performance, we asked students in another sample (N = 292) to rate their self-concepts in various academic domains, rate personal interest in each of the 82 jobs, judge cultural gender stereotypes of those jobs, and complete a spatial task. Consistent with prior research, jobs judged to draw on math, science, or spatial skills were rated as more strongly culturally stereotyped for men than women; jobs judged to draw on verbal skills were more strongly culturally stereotyped for women than men. Structural equation modeling showed that for both women and men, spatial task scores directly (and indirectly through spatial self-concept) related to greater interest in the job cluster closest to the one O*NET labeled “STEM”. Findings suggest that pre-college interventions that improve spatial skills might be effective for increasing spatial self-concepts and the pursuit of STEM careers among students from traditionally under-represented groups, including women.
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(This article belongs to the Special Issue Spatial Intelligence and Learning)
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Open AccessArticle
Overturning Children’s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence
by
Mee-Kyoung Kwon, Eliza Congdon, Raedy Ping and Susan C. Levine
J. Intell. 2024, 12(7), 62; https://doi.org/10.3390/jintelligence12070062 - 22 Jun 2024
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Children have persistent difficulty with foundational measurement concepts, which may be linked to the instruction they receive. Here, we focus on testing various ways to support their understanding that rulers comprise spatial interval units. We examined whether evidence-based learning tools—disconfirming evidence and/or structural
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Children have persistent difficulty with foundational measurement concepts, which may be linked to the instruction they receive. Here, we focus on testing various ways to support their understanding that rulers comprise spatial interval units. We examined whether evidence-based learning tools—disconfirming evidence and/or structural alignment—enhance their understanding of ruler units. Disconfirming evidence, in this context, involves having children count the spatial interval units under an object that is not aligned with the origin of a ruler. Structural alignment, in this context, involves highlighting what a ruler unit is by overlaying plastic unit chips on top of ruler units when an object is aligned with the origin of a ruler. In three experiments employing a pre-test/training/post-test design, a total of 120 second graders were randomly assigned to one of six training conditions (two training conditions per experiment). The training conditions included different evidence-based learning principles or “business-as-usual” instruction (control), with equal allocation to each (N = 20 for each condition). In each experiment, children who did not perform above chance level on the pre-test were selected to continue with training, which resulted in a total of 88 students for the analysis of improvement. The children showed significant improvement in training conditions that included disconfirming evidence, but not in the structural alignment or control conditions. However, an exploratory analysis suggests that improvement occurred more rapidly and was retained better when structural alignment was combined with disconfirming evidence compared to disconfirming evidence alone.
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Open AccessArticle
A Novel Approach to Measuring an Old Construct: Aligning the Conceptualisation and Operationalisation of Cognitive Flexibility
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Jens F. Beckmann, Damian P. Birney and Robert J. Sternberg
J. Intell. 2024, 12(6), 61; https://doi.org/10.3390/jintelligence12060061 - 11 Jun 2024
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A successful adjustment to dynamic changes in one’s environment requires contingent adaptive behaviour. Such behaviour is underpinned by cognitive flexibility, which conceptually is part of fluid intelligence. We argue, however, that conventional approaches to measuring fluid intelligence are insufficient in capturing cognitive flexibility.
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A successful adjustment to dynamic changes in one’s environment requires contingent adaptive behaviour. Such behaviour is underpinned by cognitive flexibility, which conceptually is part of fluid intelligence. We argue, however, that conventional approaches to measuring fluid intelligence are insufficient in capturing cognitive flexibility. We address the discrepancy between conceptualisation and operationalisation by introducing two newly developed tasks that aim at capturing within-person processes of dealing with novelty. In an exploratory proof-of-concept study, the two flexibility tasks were administered to 307 university students, together with a battery of conventional measures of fluid intelligence. Participants also provided information about their Grade Point Averages obtained in high school and in their first year at university. We tested (1) whether an experimental manipulation of a requirement for cognitive inhibition resulted in systematic differences in difficulty, (2) whether these complexity differences reflect psychometrically differentiable effects, and (3) whether these newly developed flexibility tasks show incremental value in predicting success in the transition from high school to university over conventional operationalisations of fluid intelligence. Our findings support the notion that cognitive flexibility, when conceptualised and operationalised as individual differences in within-person processes of dealing with novelty, more appropriately reflects the dynamics of individuals’ behaviour when attempting to cope with changing demands.
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Open AccessEditorial
Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity
by
Macarena-Paz Celume and Franck Zenasni
J. Intell. 2024, 12(6), 60; https://doi.org/10.3390/jintelligence12060060 - 7 Jun 2024
Abstract
According to Salovey and Mayer (1990), having high EI allows individuals to think clearly, supports intuition and insight, and ultimately enhances creative thinking [...]
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(This article belongs to the Special Issue Emotional Intelligence and Creativity)
Open AccessArticle
How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children
by
Ji Liu, Dahman Tahri and Faying Qiang
J. Intell. 2024, 12(6), 59; https://doi.org/10.3390/jintelligence12060059 - 5 Jun 2024
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Curiosity is one of the most fundamental biological drives that stimulates individuals’ intense desire to explore, learn, and create. Yet, mechanisms of how curiosity is influenced by instructional pedagogy remain unclear. To shed light on this gap, the present study sets out to
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Curiosity is one of the most fundamental biological drives that stimulates individuals’ intense desire to explore, learn, and create. Yet, mechanisms of how curiosity is influenced by instructional pedagogy remain unclear. To shed light on this gap, the present study sets out to investigate the underlying channels linking active learning pedagogy, learner engagement, and learner curiosity, employing a partial least-squares structural equation model leveraging the Social and Emotional Skills Survey dataset across ten sites (N = 45,972). Findings indicate that active learning pedagogy is positively associated with learner engagement (std. β = 0.016, p = 0.005), but there lacks a significant direct effect on learner curiosity (std. β = −0.001, p = 0.738). Structural mediation results show that learner engagement is a key mediating channel linking active learning pedagogy and learner curiosity (std. β = 0.013, p = 0.005).
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Open AccessArticle
Personality Traits and Family SES Moderate the Relationship between Media Multitasking and Reasoning Performance
by
Yuning Ma, Jinrong Yin, Hongzhou Xuan, Xuezhu Ren, Jie He and Tengfei Wang
J. Intell. 2024, 12(6), 58; https://doi.org/10.3390/jintelligence12060058 - 3 Jun 2024
Abstract
The prevalence of media multitasking has raised concerns regarding its potential impact on cognitive abilities. Despite increasing attention given to this topic, there remains no consensus on how media multitasking is related to cognitive performance. This study aims to shed light on this
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The prevalence of media multitasking has raised concerns regarding its potential impact on cognitive abilities. Despite increasing attention given to this topic, there remains no consensus on how media multitasking is related to cognitive performance. This study aims to shed light on this issue by examining whether and how personality traits and family socioeconomic status (SES) moderate the relationship between media multitasking and reasoning performance. To this end, a large sample of university students (n = 777) completed a battery of measures, including the Raven’s Advanced Progressive Matrices, the Media Multitasking Inventory, the Big Five Inventory, the Barratt Impulsiveness Scale, the Grit Scale, and the Family SES Questionnaire. Results revealed a negative correlation between media multitasking and reasoning performance. However, this relationship was substantially moderated by conscientiousness, extraversion, openness, and family SES. Specifically, media multitasking was more detrimental to reasoning performance among individuals with lower levels of conscientiousness, extraversion, openness, and family SES, whereas it was less detrimental to counterparts with higher levels of these personality traits and family SES. The proposed moderation model, for the first time, not only offers novel insights into the theoretical accounts regarding how media multitasking relates to cognitive abilities, but also identifies the protective factors that may buffer the negative impacts of media multitasking.
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(This article belongs to the Special Issue Personality and Individual Differences)
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Open AccessArticle
Social, Demographic, and Psychological Factors Associated with Middle-Aged Mother’s Vocabulary: Findings from the Millennium Cohort Study
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Helen Cheng and Adrian Furnham
J. Intell. 2024, 12(6), 57; https://doi.org/10.3390/jintelligence12060057 - 31 May 2024
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Based on a sample of 8271 mothers, this study explored a set of psychological and sociodemographic factors associated with their vocabulary, drawing on data from a large, nationally representative sample of children born in 2000. The dependent variable was maternal vocabulary assessed when
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Based on a sample of 8271 mothers, this study explored a set of psychological and sociodemographic factors associated with their vocabulary, drawing on data from a large, nationally representative sample of children born in 2000. The dependent variable was maternal vocabulary assessed when cohort members were at fourteen years of age, and the mothers were in their mid-forties. Data were also collected when cohort members were at birth, 9 months old, and at ages 3, 7, 11 and 14 years. Correlational analysis showed that family income at birth, parent–child relationship quality at age 3, maternal educational qualifications at age 11, and maternal personality trait Openness at age 14 were significantly and positively associated with maternal vocabulary. It also showed maternal malaise at 9 months and children’s behavioral adjustment at age 7, and maternal traits Neuroticism and Agreeableness at age 14 were significantly and negatively associated with maternal vocabulary. Maternal age was also significantly and positively associated with vocabulary. Regression analysis showed that maternal age, malaise, parent–child relationship quality, children’s behavioral adjustment, maternal educational qualifications, and traits Openness and Agreeableness were significant predictors of maternal vocabulary, accounting for 33% of total variance. The implications and limitations are discussed.
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Open AccessArticle
Mapping the Memory Structure of High-Knowledge Students: A Longitudinal Semantic Network Analysis
by
Simone A. Luchini, Shuyao Wang, Yoed N. Kenett and Roger E. Beaty
J. Intell. 2024, 12(6), 56; https://doi.org/10.3390/jintelligence12060056 - 31 May 2024
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Standard learning assessments like multiple-choice questions measure what students know but not how their knowledge is organized. Recent advances in cognitive network science provide quantitative tools for modeling the structure of semantic memory, revealing key learning mechanisms. In two studies, we examined the
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Standard learning assessments like multiple-choice questions measure what students know but not how their knowledge is organized. Recent advances in cognitive network science provide quantitative tools for modeling the structure of semantic memory, revealing key learning mechanisms. In two studies, we examined the semantic memory networks of undergraduate students enrolled in an introductory psychology course. In Study 1, we administered a cumulative multiple-choice test of psychology knowledge, the Intro Psych Test, at the end of the course. To estimate semantic memory networks, we administered two verbal fluency tasks: domain-specific fluency (naming psychology concepts) and domain-general fluency (naming animals). Based on their performance on the Intro Psych Test, we categorized students into a high-knowledge or low-knowledge group, and compared their semantic memory networks. Study 1 (N = 213) found that the high-knowledge group had semantic memory networks that were more clustered, with shorter distances between concepts—across both the domain-specific (psychology) and domain-general (animal) categories—compared to the low-knowledge group. In Study 2 (N = 145), we replicated and extended these findings in a longitudinal study, collecting data near the start and end of the semester. In addition to replicating Study 1, we found the semantic memory networks of high-knowledge students became more interconnected over time, across both domain-general and domain-specific categories. These findings suggest that successful learners show a distinct semantic memory organization—characterized by high connectivity and short path distances between concepts—highlighting the utility of cognitive network science for studying variation in student learning.
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Open AccessArticle
Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students
by
Jing Zhang, Yu Zhou, Bin Jing, Zhongling Pi and Hongliang Ma
J. Intell. 2024, 12(6), 55; https://doi.org/10.3390/jintelligence12060055 - 31 May 2024
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This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale,
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This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students’ mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students’ computational thinking and enhance their mathematical modeling skills.
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Open AccessArticle
Can Brief Listening to Mozart’s Music Improve Visual Working Memory? An Update on the Role of Cognitive and Emotional Factors
by
Vaitsa Giannouli, Juliana Yordanova and Vasil Kolev
J. Intell. 2024, 12(6), 54; https://doi.org/10.3390/jintelligence12060054 - 23 May 2024
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The aim of this research was to enhance understanding of the relationship between brief music listening and working memory (WM) functions. The study extends a previous large-scale experiment in which the effects of brief exposure to music on verbal WM were explored. In
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The aim of this research was to enhance understanding of the relationship between brief music listening and working memory (WM) functions. The study extends a previous large-scale experiment in which the effects of brief exposure to music on verbal WM were explored. In the present second phase of the experiment, these effects were assessed for the visuospatial subcomponent of WM. For that aim, visuospatial WM was measured using the Corsi blocks task-backwards and Visual Patterns Test in a large sample of 311 young and older adults after being exposed to musical excerpts coming from different music composers (Mozart, Vivaldi, Glass). To account for possible effects of arousal, a silence condition was used. Individual preference for music excerpts and emotional reactions to each condition were also subjectively rated using the Positive and Negative Affect Schedule (PANAS) to account for the role of emotional reactions in shaping subsequent cognitive performance. Results showed that music affected the visuospatial sketchpad of WM. In line with the previously described Mozart effect, only Mozart’s music had a significant positive impact on visuospatial WM in the two age groups, regardless of preferences, and on overall age-related WM decline in older adults. The Mozart effect was more prominent for the VPT than the Corsi task and was also expressed for the prevailing positive effect. These observations are in contrast to the selective influence of Vivaldi’s music on verbal WM that was detected in our first study. Together, the results demonstrate a differential music influence on the phonological loop and on the visuospatial sketchpad. They thus contribute to the debate of whether music has the potential to affect distinct processes within working memory in an excerpt- or composer-specific manner. Also, they suggest that emotional activation and central executive attention are essentially involved in modulating the influence of music on subsequent cognition. These findings can assist in the selection of music excerpts used in cognitive rehabilitation programs that focus on visuospatial skills.
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Open AccessReview
Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence
by
Kiley McKee, Danielle Rothschild, Stephanie Ruth Young and David H. Uttal
J. Intell. 2024, 12(6), 53; https://doi.org/10.3390/jintelligence12060053 - 22 May 2024
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The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using
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The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using methods that do not reflect the full potential of individual differences that could be measured by the test. Recent advancements in technology, including eye-tracking, embedded sensor systems, and artificial intelligence, have provided new opportunities to measure and analyze data from the BDT. In this methodological review, we outline the information that BDT can assess, review several recent advancements in measurement and analytic methods, discuss potential future uses of these methods, and advocate for further research using these methods.
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Open AccessArticle
Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis
by
Shuangshuang Li, Ziyue Wang and Yijia Sun
J. Intell. 2024, 12(6), 52; https://doi.org/10.3390/jintelligence12060052 - 21 May 2024
Abstract
Previous studies have demonstrated that thinking dispositions and working memory are closely related to students’ critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect
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Previous studies have demonstrated that thinking dispositions and working memory are closely related to students’ critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect across two time points. Participants were 509 Chinese adolescents (mean age at Time 1 = 14.09 years; 59.7% girls). At Time 1, adolescents were administered the measures of thinking dispositions, working memory, and critical thinking ability. They were reassessed using these measures at Time 2 one year later. The results revealed a bidirectional longitudinal relationship between adolescents’ thinking dispositions and critical thinking ability, suggesting that thinking dispositions at Time 1 predicted critical thinking ability at Time 2; critical thinking ability at Time 1 also predicted subsequent thinking dispositions in adolescents. Furthermore, working memory at Time 1 showed a larger predictive effect on critical thinking ability at Time 2 compared with thinking dispositions at Time 1. These findings underscore the role of early thinking dispositions and working memory in promoting adolescents’ critical thinking ability.
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(This article belongs to the Special Issue Personality and Individual Differences)
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