Journal of Intelligence

Spatial cognition refers to the mental processing, perception, and interpretation of spatial information. It is often operationalized through self-assessments like sense of direction and mental rotation ability or field-based real-world tasks like pointing to a specific building and wayfinding; however, the former and latter entail unclear ecological validity and high participant burdens, respectively. Since the advent of smartphones, this repertoire has been extended substantially through the use of sensors or apps. This study used a large longitudinal experience sampling method (ESM) in two different countries (Canada and Australia, N = 217) and analyzed spatial cognition both conventionally (i.e., sense of direction and speeded mental rotation test) and through new techniques like self-rated and objectively assessed daily Google Maps usage, movement patterns throughout the 14-day assessment phase (using H3 tiles for geolocation), and a Point North task. The Point North task objectively assessed deviation from the celestial direction, North, by using smartphone compass sensors. In both countries, spatial orientation was found to be associated only with the Point North task, while no significant associations were found for daily Google Maps usage (subjectively and objectively measured) and moving distance throughout the assessment phase. Although further validation is required, the Point North task shows promise as an objective, ecologically valid, and easily employable smartphone-based measure for assessing spatial cognition in real-world contexts.

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields has been a longstanding issue. Traditionally, research on sex differences in cognitive abilities has focused on mean scores, which are often trivial and do not appear to explain sex disparities in STEM participation. Recently, intraindividual strengths have been proposed as a more relevant factor; they reflect an individual’s relative advantage in one skill (e.g., literacy) compared with a set of related skills (literacy, numeracy, and problem-solving). Previous studies have primarily examined younger cohorts, and intraindividual strengths remain unexplored across the lifespan. In this study, we employed data from the second cycle of the Programme for the International Assessment of Adult Competencies (PIAAC) including 157,525 individuals from 30 countries to assess sex differences in literacy, numeracy, and problem-solving as intraindividual strengths across five age groups (16–24, 25–34, 35–44, 45–54, and 55+ years). Consistent with previous research, women outperformed men in literacy, while men outperformed women in numeracy. These patterns were observed universally across countries and age groups. In contrast, no sex differences were observed in problem-solving. Future research should move beyond mean scores to focus on intraindividual strengths, as they may be more relevant for understanding sex disparities in STEM.

Research on second language (L2) writing has primarily focused on linguistic skills, with limited attention to higher-order cognitive skills such as inference making. This study expands prior research by examining both concurrent and longitudinal effects of linguistic skills (vocabulary, grammatical knowledge, and morphological awareness) and inference making on L2 English writing quality among 135 Chinese high school English learners. Students’ linguistic skills, inference making, and writing were assessed in Grade 10 and Grade 11. Regression analyses showed that, in Grade 10, vocabulary, grammatical knowledge, and inference making significantly predicted writing quality, whereas in Grade 11, morphological awareness, grammatical knowledge, and inference making were significant predictors. Longitudinally, Grade 10 morphological awareness uniquely contributed to L2 writing quality in Grade 11 after controlling for the autoregressive effect of L2 writing quality in Grade 10. These findings highlight the key role of inference making in writing development and reveal that linguistic skills contribute to writing differently across grades. Pedagogically, the results underscore the importance of targeting grade-specific skills to support higher-quality English writing.