Journal of Intelligence

14 pages, 942 KiB

Open AccessArticle

The Predictive Role of Contemporary Filial Piety and Academic Achievement on Multidimensional Emotional Intelligence Among Chinese Undergraduates

by Longlong Zhao and Xiaohui Zhang

J. Intell. 2025, 13(7), 81; https://doi.org/10.3390/jintelligence13070081 (registering DOI) - 6 Jul 2025

Abstract

This study investigates the quantitative relationship between the four dimensions of emotional intelligence and the two types of contemporary filial piety, academic achievement in a Chinese university setting. Based on a sample of 240 Chinese undergraduates, the regression analysis was employed to examine [...] Read more.

This study investigates the quantitative relationship between the four dimensions of emotional intelligence and the two types of contemporary filial piety, academic achievement in a Chinese university setting. Based on a sample of 240 Chinese undergraduates, the regression analysis was employed to examine how academic achievement and the two types of contemporary filial piety, namely Pragmatic Obligation (PO) and Compassionate Reverence (CR), relate to four dimensions of emotional intelligence—Self-Emotional Monitoring (SEM), Emotional Utilization (EU), Social Competence (SC), and Others’ Emotional Appraisal (OEA). Results revealed that CR, PO, and Grade Point Average (GPA) predicted emotional intelligence positively and significantly. Notably, PO was the strongest predictor of emotional intelligence compared to CR and GPA. These findings advance theoretical understanding in two aspects. Firstly, they challenge the traditional dichotomy of filial piety by demonstrating that both CR and PO serve as cultural resources enhancing emotional competencies. Afterwards, the study bridges collectivistic values by filial piety with emotional intelligence, offering a culturally nuanced framework for interpreting academic success in Confucian societies. Full article

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

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24 pages, 813 KiB

Open AccessArticle

The Effects of (Dis)Similarities Between the Creator and the Assessor on Assessing Creativity: A Comparison of Humans and LLMs

by Martin op ‘t Hof, Ke Hu, Song Tong and Honghong Bai

J. Intell. 2025, 13(7), 80; https://doi.org/10.3390/jintelligence13070080 - 3 Jul 2025

Abstract

Current research predominantly involves human subjects to evaluate AI creativity. In this explorative study, we questioned the validity of this practice and examined how creator–assessor (dis)similarity—namely to what extent the creator and the assessor were alike—along two dimensions of culture (Western and English-speaking [...] Read more.

Current research predominantly involves human subjects to evaluate AI creativity. In this explorative study, we questioned the validity of this practice and examined how creator–assessor (dis)similarity—namely to what extent the creator and the assessor were alike—along two dimensions of culture (Western and English-speaking vs. Eastern and Chinese-speaking) and agency (human vs. AI) influences the assessment of creativity. We first asked four types of subjects to create stories, including Eastern participants (university students from China), Eastern AI (Kimi from China), Western participants (university students from The Netherlands), and Western AI (ChatGPT 3.5 from the US). Both Eastern participants and AI created stories in Chinese, which were then translated into English, while both Western participants and AI created stories in English, which were then translated into Chinese. A subset of these stories (2 creative and 2 uncreative per creator type, in total 16 stories) was then randomly selected as assessment materials. Adopting a within-subject design, we then asked new subjects from the same four types (n = 120, 30 per type) to assess these stories on creativity, originality, and appropriateness. The results confirmed that similarities in both dimensions of culture and agency influence the assessment of originality and appropriateness. As for the agency dimension, human assessors preferred human-created stories for originality, while AI assessors showed no preference. Conversely, AI assessors rated AI-generated stories higher in appropriateness, whereas human assessors showed no preference. Culturally, both Eastern and Western assessors favored Eastern-created stories in originality. And as for appropriateness, the assessors always preferred stories from the creators with the same cultural backgrounds. The present study is significant in attempting to ask an often-overlooked question and provides the first empirical evidence to underscore the need for more discussion on using humans to judge AI agents’ creativity or the other way around. Full article

(This article belongs to the Special Issue Generative AI: Reflections on Intelligence and Creativity)

22 pages, 780 KiB

Open AccessArticle

Cognitive Ability and Non-Ability Trait Predictors of Academic Achievement: A Four-Year Longitudinal Study

by Phillip L. Ackerman and Ruth Kanfer

J. Intell. 2025, 13(7), 79; https://doi.org/10.3390/jintelligence13070079 - 30 Jun 2025

Abstract

Prediction of individual differences in academic achievement is one of the most prominent longstanding goals of differential psychology. Historically, the main source of prediction has been measures of intelligence and related cognitive abilities. Researchers have suggested that non-ability traits, such as personality, may [...] Read more.

Prediction of individual differences in academic achievement is one of the most prominent longstanding goals of differential psychology. Historically, the main source of prediction has been measures of intelligence and related cognitive abilities. Researchers have suggested that non-ability traits, such as personality, may also provide useful information in predicting academic achievement. Meta-analyses have indicated that there are significant correlations between such variables, but most of the existing studies have been conducted with cross-sectional designs, or with a limited inclusion of intelligence/cognitive ability variables, making it difficult to determine whether the non-ability measures provide incremental predictive validity for academic achievement. In this longitudinal study, both extensive cognitive ability and non-ability trait measures (personality, interests, self-concept/self-estimates of abilities, and motivational traits) were administered at the beginning of secondary school, and criterion measures of ability and academic achievement were obtained after four years of secondary school. The results indicate that although non-ability trait measures have significant and meaningful correlations with the criterion measures, their incremental predictive validity over cognitive abilities alone is somewhat diminished. Nonetheless, there is potential utility for including assessments of non-ability traits for predicting future academic performance and elective course enrollments. Full article

(This article belongs to the Special Issue Interplay of Intelligence and Non-cognitive Constructs in Predicting Achievement)

47 pages, 16522 KiB

Open AccessReview

A Systematic Review of User Attitudes Toward GenAI: Influencing Factors and Industry Perspectives

by Junjie Chen, Wei Xie, Qing Xie, Anshu Hu, Yiran Qiao, Ruoyu Wan and Yuhan Liu

J. Intell. 2025, 13(7), 78; https://doi.org/10.3390/jintelligence13070078 - 27 Jun 2025

Abstract

In the era of GenAI, user attitude—shaped by cognition, emotion, and behavior—plays a critical role in the sustainable development of human–AI interaction. Human creativity and intelligence, as core drivers of social progress, are important factors influencing user attitudes. This paper systematically reviews 243 [...] Read more.

In the era of GenAI, user attitude—shaped by cognition, emotion, and behavior—plays a critical role in the sustainable development of human–AI interaction. Human creativity and intelligence, as core drivers of social progress, are important factors influencing user attitudes. This paper systematically reviews 243 peer-reviewed studies on GenAI user attitudes published since 2019, identifying major research methods and theoretical perspectives, including the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the AI Device Use Acceptance (AIDUA) model. Drawing on contemporary creativity theories—such as Sternberg’s Theory of Successful Intelligence, the 4C Model by Kaufman and Beghetto, and the Dynamic Creativity Framework—we analyze how creativity and intelligence are conceptualized in current studies and how they affect user responses to GenAI. Through cross-cultural analysis and multimodal comparison, this review offers a comprehensive understanding of the interplay between GenAI and human creativity, aiming to support more inclusive and sustainable human–AI collaboration. Full article

(This article belongs to the Special Issue Generative AI: Reflections on Intelligence and Creativity)

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28 pages, 2996 KiB

Open AccessArticle

Individual Differences in Strategy and the Item-Position Effect in Reasoning Ability Measures

by Helene M. von Gugelberg and Stefan J. Troche

J. Intell. 2025, 13(7), 77; https://doi.org/10.3390/jintelligence13070077 - 26 Jun 2025

Abstract

Despite the high similarity of reasoning ability items, research indicates that individuals apply different strategies when solving them. The two distinct strategies are response elimination and constructive matching. The latter, frequently showing a positive correlation with reasoning ability, entails the individual systematically investigating [...] Read more.

Despite the high similarity of reasoning ability items, research indicates that individuals apply different strategies when solving them. The two distinct strategies are response elimination and constructive matching. The latter, frequently showing a positive correlation with reasoning ability, entails the individual systematically investigating the presented problem matrix of an item before scanning the response alternatives. To further understand the sources of individual differences in strategy use during test taking, three different eye-tracking metrics were investigated in participants (N = 210) solving the Raven’s Advanced Progressive Matrices (APM). Relying on the fixed-links modeling approach, bifactor models were fit to the data. The latent model approach revealed, in line with other research, a positive correlation between reasoning ability and constructive matching. The results further indicated that a change in strategy use was correlated with the item-position effect and not reasoning ability. The former exhibited a different direction of effect, depending on the eye-tracking metric analyzed. When investigating the toggle rate, the participants used more constructive matching towards the end of the APM. The proportional time to first fixation on response alternatives indicated less constructive matching as the test progressed, and the proportional time on the problem matrix exhibited no distinct pattern regarding a change in strategy use. These diverging results point towards the possibility of a more nuanced problem-solving behavior than previously assumed. By including the item-position effect in the analyses, the increasing individuals differences in problem-solving behavior can be taken into account, which could be a necessary step in attaining a more comprehensive understanding of problem-solving behavior. Full article

(This article belongs to the Section Studies on Cognitive Processes)

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20 pages, 1147 KiB

Open AccessArticle

The Adaptation of the Wechsler Intelligence Scale for Children—5th Edition (WISC-V) for Indonesia: A Pilot Study

by Whisnu Yudiana, Marc P. H. Hendriks, Christiany Suwartono, Shally Novita, Fitri Ariyanti Abidin and Roy P. C. Kessels

J. Intell. 2025, 13(7), 76; https://doi.org/10.3390/jintelligence13070076 - 24 Jun 2025

Abstract

The Wechsler Intelligence Scale for Children (WISC) is a widely used instrument for assessing cognitive abilities in children. While the latest fifth edition (WISC-V) has been adapted in various countries, Indonesia still relies on the outdated first edition, a practice that raises substantial [...] Read more.

The Wechsler Intelligence Scale for Children (WISC) is a widely used instrument for assessing cognitive abilities in children. While the latest fifth edition (WISC-V) has been adapted in various countries, Indonesia still relies on the outdated first edition, a practice that raises substantial concerns about the validity of diagnoses, outdated norms, and cultural bias. This study aimed to (1) adapt the WISC-V to the Indonesian linguistic and cultural context (WISC-V-ID), (2) evaluate its psychometric properties in a pilot study with an Indonesian sample, (3) reorder the item sequence of the subtests according to the empirical item difficulty observed in Indonesian children’s responses, and (4) evaluate the factor structure of the WISC-V-ID using confirmatory factor analysis. The adaptation study involved a systematic translation procedure, followed by psychometric evaluation with respect to gender, age groups, and ethnicity, using a sample of 221 Indonesian children aged 6 to 16 years. The WISC-V-ID demonstrated good internal consistency. Analysis of item difficulty revealed discrepancies in item ordering compared to the original WISC-V, suggesting a need for item reordering in future studies. In addition, the second-order five-factor model, based on confirmatory factor analysis, indicated that the data did not adequately fit the model, stressing the need for further investigation. Overall, the WISC-V-ID appears to be a reliable measure of intelligence for Indonesian children, though a comprehensive norming study is necessary for full validation. Full article

(This article belongs to the Section Contributions to the Measurement of Intelligence)

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15 pages, 1949 KiB

Open AccessArticle

The Box Interaction Game: Action-Based Divergent Thinking Tests for Chinese Preschoolers

by Ying Du, Yiduo Xiao, Haoran Yang, Yunqi Ning, Fei Zhi, Jing Chen, Yinghui Guo and Qunlin Chen

J. Intell. 2025, 13(7), 75; https://doi.org/10.3390/jintelligence13070075 - 24 Jun 2025

Abstract

The current methodologies for assessing divergent thinking in children are predominantly based on verbal response, which limits their applicability for evaluating the creative potential of preschoolers and toddlers. This study introduces the Box Interaction Game (BIG), which is an adaptation of the Unusual [...] Read more.

The current methodologies for assessing divergent thinking in children are predominantly based on verbal response, which limits their applicability for evaluating the creative potential of preschoolers and toddlers. This study introduces the Box Interaction Game (BIG), which is an adaptation of the Unusual Box Test (UBT) to make it more suitable for Chinese children. By simplifying, reorganizing, and expanding the actions in the UBT, the BIG employs action-based assessments that are relevant to the Chinese context and evaluate validity and test-retest reliability in preschoolers. The results revealed statistically significant but modest correlations between the verbal Unusual Uses Task (UUT) and the BIG test. Specifically, total scores (τ = 0.24, p = 0.02), fluency scores (τ = 0.23, p = 0.029), and originality scores (τ = 0.21, p = 0.04) showed low-to-moderate associations, indicating preliminary support for convergent validity, although further refinement is needed to strengthen these relationships. Additionally, the BIG demonstrates strong internal consistency (Cronbach’s alpha = 0.83 for both fluency and originality) and moderate test-retest reliability (ICC for fluency = 0.67, for originality = 0.74). These findings suggest that BIG is a promising and developmentally appropriate tool for assessing divergent thinking in Chinese preschoolers, offering a foundation for future work on early creative thinking in China. Full article

(This article belongs to the Special Issue Understanding Creativity and Stimulating Creativity)

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35 pages, 6199 KiB

Open AccessArticle

The Effect of the Reading Circle Method on Curiosity and Exploration, Creative Reading and Visual Literacy

by Yasemin Baki

J. Intell. 2025, 13(7), 74; https://doi.org/10.3390/jintelligence13070074 - 23 Jun 2025

Abstract

This study examined the effects of the reading circle method on the curiosity and discovery perceptions, creative reading skills and visual literacy competencies of Turkish teacher candidates. The study group of the study conducted for this purpose consists of 48 teacher candidates studying [...] Read more.

This study examined the effects of the reading circle method on the curiosity and discovery perceptions, creative reading skills and visual literacy competencies of Turkish teacher candidates. The study group of the study conducted for this purpose consists of 48 teacher candidates studying in the Turkish language teaching department of a university in the north of Türkiye. A sequential mixed design was used in this study, which was conducted with mixed methods. In the quantitative dimension of this study, a pre-test and post-test, control-group-free experimental design was used, while in the qualitative dimension, a case study design was used. The Life Skills Scale, Individual Innovation Scale and semi-structured interview form were used to collect the data in this study. To examine the effect of the experimental process in this study, the data obtained were analyzed with a t-test for dependent groups; the data obtained from the interviews were analyzed with content analysis. According to the results obtained from this study, the reading circle method significantly affected the curiosity and discovery perceptions of teacher candidates. It was determined that creative reading skills have a significant effect on the sum of the scales and all other subdimensions except for the dimension of interpreting the text and the dimension of giving importance to visuality and interpreting visuals using Office software in visual literacy competencies. Full article

(This article belongs to the Section Studies on Cognitive Processes)

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19 pages, 910 KiB

Open AccessEssay

Why Critical Thinking Can and Often Does Fail Us in Solving Serious Real-World Problems: A Three-Track Model of Critical Thinking

by Robert J. Sternberg and Aurora Jo Hayes

J. Intell. 2025, 13(7), 73; https://doi.org/10.3390/jintelligence13070073 - 23 Jun 2025

Abstract

This article deals with how love and hatred of ideas can influence, and often distort or suppress, critical thinking. Love and hate can serve adaptive intellectual functions, but in practice, they often manifest in maladaptive ways. The article reviews the role of critical [...] Read more.

This article deals with how love and hatred of ideas can influence, and often distort or suppress, critical thinking. Love and hate can serve adaptive intellectual functions, but in practice, they often manifest in maladaptive ways. The article reviews the role of critical thinking in adaptation, then discusses how love and hate can influence critical thinking. The article suggests that teaching critical thinking needs to take into account that real-world critical thinking often bears little resemblance to that shown in tests or in school. We need to teach critical thinking as it exists in the world, not in rarefied settings. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

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33 pages, 946 KiB

Open AccessReview

Intelligence and Moral Development: A Critical Historical Review and Future Directions

by Frank Fair and Daniel Fasko

J. Intell. 2025, 13(7), 72; https://doi.org/10.3390/jintelligence13070072 - 22 Jun 2025

Abstract

This paper is a critical, historical review of the literature on intelligence and moral development. In this review we come to a number of conclusions. For example, we identify methodological issues in past research on intelligence in relation to moral development, from Wiggam’s [...] Read more.

This paper is a critical, historical review of the literature on intelligence and moral development. In this review we come to a number of conclusions. For example, we identify methodological issues in past research on intelligence in relation to moral development, from Wiggam’s paper in 1941 through the first quarter of the 21st century, and we commend research done with methodological improvements we specify. Also, we conclude that Heyes’ evolutionary psychology that humans have a specifiable “starter kit” of processes that produce “cognitive gadgets,” including those used in normative thinking, should be given further attention. But, importantly, we note that these “gadgets” may be “malware” or be missing. Another conclusion is that Gert’s account of harms and benefits, of the moral rules, of how the rules are justified, and of how violations are justified, can be a fruitful component of the study of moral development. Furthermore, we argue that the work on wisdom by Sternberg, Kristjansson, and others is important to grasp for its relevance to putting morality into action. Lastly, we discuss areas for future research, especially in neuroscience, and we recommend paying attention to practices for the building of practical wisdom and morality. Full article

(This article belongs to the Section Changes in Intelligence Across the Lifespan)

17 pages, 2050 KiB

Open AccessArticle

Clustering Analysis of Cognitive Profiles of Clinical Groups Using the CAS: An Examination of Japanese Clinical Populations

by Shinji Okazaki, Shiho Okuhata, Masumi Aoki and Hisao Maekawa

J. Intell. 2025, 13(6), 71; https://doi.org/10.3390/jintelligence13060071 - 19 Jun 2025

Abstract

This study examined the distribution characteristics of the standard scores on the Japanese version of the Cognitive Assessment System (CAS)’s Planning, Attention, Simultaneous Processing, and Successive Processing (PASS) scale by clustering the scores using the k-means method, focusing on clinical groups. In Study [...] Read more.

This study examined the distribution characteristics of the standard scores on the Japanese version of the Cognitive Assessment System (CAS)’s Planning, Attention, Simultaneous Processing, and Successive Processing (PASS) scale by clustering the scores using the k-means method, focusing on clinical groups. In Study 1, 140 clinical cases evaluated using the CAS at University A’s educational counseling service were analyzed. The k-means clustering method was applied based on the full-scale standard scores, PASS scale scores, score discrepancies, and subtest scaled scores. Study 2 applied the same clustering method to a clinical group of 91 cases with ADHD, ASD, or comorbid ADHD–ASD, excluding those with intellectual developmental disorders or other disorders. In Study 1, a group with lower full-scale standard scores indicating general intellectual development was identified. Study 2 identified a cluster of cases with ADHD, ASD, or comorbid ADHD–ASD that showed distinct discrepancies among the four standard scores. In addition, there were no significant differences in the diagnoses across clusters. The Japanese version of the CAS provides valid cognitive profile insights in clinical settings, which can aid in planning support interventions beyond clinical diagnosis. Full article

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

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18 pages, 1075 KiB

Open AccessArticle

Emotional Factors in the Psychological Well-Being of Future Teachers: A Structural Model

by Raquel Gilar-Corbi, Andrea Izquierdo and Juan-Luis Castejón

J. Intell. 2025, 13(6), 70; https://doi.org/10.3390/jintelligence13060070 - 19 Jun 2025

Abstract

Scientific research has examined relationships between various emotional factors in teachers; however, few studies have analyzed these relationships jointly. This study aimed to explore mechanisms through which emotional intelligence, resilience, stress, and burnout influence the psychological well-being of 338 trainee teachers (comprising 72.8% [...] Read more.

Scientific research has examined relationships between various emotional factors in teachers; however, few studies have analyzed these relationships jointly. This study aimed to explore mechanisms through which emotional intelligence, resilience, stress, and burnout influence the psychological well-being of 338 trainee teachers (comprising 72.8% women) from the University of Alicante. Structural equation modeling was used to assess the direct and indirect effects among the variables included in the model. The instruments employed were the Trait Meta-Mood Scale, the Connor–Davidson Resilience Scale, the Perceived Stress Scale, the Maslach Burnout Inventory, and Ryff’s Psychological Well-being Scale. The results indicated that resilience had a direct and positive effect on psychological well-being, while burnout had a direct but negative effect. In addition, emotional intelligence and stress influenced psychological well-being indirectly: emotional intelligence exerted a positive impact through resilience, whereas stress had a negative impact through burnout. The model explained a high percentage (85.3%) of variance in psychological well-being. This study provides empirical evidence on how these variables interact and highlights the importance of incorporating these abilities into teacher training programs to enhance teachers’ psychological well-being and thereby improve the quality of the educational process. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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19 pages, 1815 KiB

Open AccessArticle

Controlling Rater Effects in Divergent Thinking Assessment: An Item Response Theory Approach to Individual Response and Snapshot Scoring

by Gerardo Pellegrino, Janika Saretzki and Mathias Benedek

J. Intell. 2025, 13(6), 69; https://doi.org/10.3390/jintelligence13060069 - 17 Jun 2025

Abstract

Scoring divergent thinking (DT) tasks poses significant challenges as differences between raters affect the resulting scores. Item Response Theory (IRT) offers a statistical framework to handle differences in rater severity and discrimination. We applied the IRT framework by re-analysing an open access dataset [...] Read more.

Scoring divergent thinking (DT) tasks poses significant challenges as differences between raters affect the resulting scores. Item Response Theory (IRT) offers a statistical framework to handle differences in rater severity and discrimination. We applied the IRT framework by re-analysing an open access dataset including three scored DT tasks from 202 participants. After comparing different IRT models, we examined rater severity and discrimination parameters for individual response scoring and snapshot scoring using the best-fitting model—Graded Response Model. Secondly, we compared IRT-adjusted scores with non-adjusted average and max-scoring scores in terms of reliability and fluency confound effect. Additionally, we simulated missing data to assess the robustness of these approaches. Our results showed that IRT models can be applied to both individual response scoring and snapshot scoring. IRT-adjusted and unadjusted scores were highly correlated, indicating that, under conditions of high inter-rater agreement, rater variability in severity and discrimination does not substantially impact scores. Overall, our study confirms that IRT is a valuable statistical framework for modeling rater severity and discrimination for different DT scores, although further research is needed to clarify the conditions under which it offers the greatest practical benefit. Full article

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

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3 pages, 662 KiB

Open AccessEditorial

Cognitive Ability Testing in the Workplace: Modern Approaches and Methods

by Anne E. Kato, Yuliya M. Cheban-Gore, Charles A. Scherbaum and Harold W. Goldstein

J. Intell. 2025, 13(6), 68; https://doi.org/10.3390/jintelligence13060068 - 11 Jun 2025

Abstract

Despite the increasing importance of cognitive abilities in today’s workplaces and growing dissatisfaction with the status quo of cognitive ability assessment, the ways that cognitive abilities are conceptualized and measured in the workplace have changed very little over the past century (Scherbaum et [...] Read more.

Despite the increasing importance of cognitive abilities in today’s workplaces and growing dissatisfaction with the status quo of cognitive ability assessment, the ways that cognitive abilities are conceptualized and measured in the workplace have changed very little over the past century (Scherbaum et al [...] Full article

(This article belongs to the Special Issue Cognitive Ability Testing in the Workplace: Modern Approaches and Methods)

18 pages, 4767 KiB

Open AccessArticle

Intelligence and Dietary Habits: An International Study of Mensa Members

by Anna Csák and Péter Przemyslaw Ujma

J. Intell. 2025, 13(6), 67; https://doi.org/10.3390/jintelligence13060067 - 10 Jun 2025

Abstract

Numerous studies have shown a positive relationship between intelligence and health, with higher intelligence quotient (IQ) linked to better health outcomes, longer life expectancy, and lower rates of non-communicable diseases. Better health behaviour in the more intelligent (either due to better health knowledge [...] Read more.

Numerous studies have shown a positive relationship between intelligence and health, with higher intelligence quotient (IQ) linked to better health outcomes, longer life expectancy, and lower rates of non-communicable diseases. Better health behaviour in the more intelligent (either due to better health knowledge or more advantageous social-financial opportunities) and system integrity theory (overlaps in the background causes of intelligence and health, such as genetic factors) are competing explanations for this link. This study aimed to examine the dietary habits of high-IQ individuals compared to a control group. An online questionnaire was completed by Mensa members (IQ ≥ 130) and control group participants from three countries, assessing various lifestyle factors, especially dietary habits. Key findings include lower smoking rates among Mensa members, special diets primarily for personal rather than medical reasons, and more frequent consumption of some national staples. There was no clear trend for healthier nutritional habits among Mensa members, suggesting that this aspect of health behavior does not account for better health in the more intelligent and supporting system integrity theory instead. Full article

(This article belongs to the Section Approaches to Improving Intelligence)

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13 pages, 793 KiB

Open AccessFeature PaperArticle

From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls

by Nairy Kazandjian, Kianoush Harandian, Stéfanie Routhier-Guilmette, Marie-Michèle Dufour, Isabelle Archambault and Linda S. Pagani

J. Intell. 2025, 13(6), 66; https://doi.org/10.3390/jintelligence13060066 - 10 Jun 2025

Abstract

Cross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. This study tests long-term associations between toddler [...] Read more.

Cross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. This study tests long-term associations between toddler literacy enrichment and later student engagement across key academic transitions, from kindergarten to the end of high school. Using the Quebec Longitudinal Study of Child Development (QLSCD) population-based birth cohort data, we examined whether parent-reported experiences of shared reading, looking at picture books or illustrated stories, and pretend writing at age 2 years predict later teacher- and self-reported student engagement at ages 6, 12, and 17 years. The results from multiple regression models, stratified by sex and adjusted for pre-existing and concurrent child and family characteristics, revealed significant associations between early literacy enrichment and later engagement. For boys and girls, literacy enrichment in toddlerhood predicted increases in classroom engagement from kindergarten to the end of high school. These findings highlight the lasting influence of early literacy exposure on subsequent learning-related behaviors, both in and beyond the classroom. They underscore the importance of promoting enrichment in early childhood as a family strategy toward individual readiness to learn, a cornerstone of crystalized intelligence. Full article

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25 pages, 1092 KiB

Open AccessArticle

General Ability Level Moderates Cognitive–Achievement Relations for Mathematics

by Christopher R. Niileksela, Jacob Robbins and Daniel B. Hajovsky

J. Intell. 2025, 13(6), 65; https://doi.org/10.3390/jintelligence13060065 - 5 Jun 2025

Cited by 1

Abstract

Spearman’s Law of Diminishing Returns (SLODR) suggests general intelligence would be a stronger predictor of academic skills at lower general ability levels, and broad cognitive abilities would be stronger predictors of academic skills at higher general ability levels. Few studies have examined how [...] Read more.

Spearman’s Law of Diminishing Returns (SLODR) suggests general intelligence would be a stronger predictor of academic skills at lower general ability levels, and broad cognitive abilities would be stronger predictors of academic skills at higher general ability levels. Few studies have examined how cognitive–mathematics relations may vary for people with different levels of general cognitive ability. Multi-group structural equation modeling tested whether cognitive–mathematics relations differed by general ability levels for school-aged children (grades 1–5 and grades 6–12) using the Woodcock-Johnson Third Edition (n = 4470) and Fourth Edition (n = 3891) standardization samples. Results suggested that relationships between cognitive abilities and mathematics varied across general ability groups. General intelligence showed a stronger relative effect on mathematics for those with lower general ability compared to those with average or high general ability, and broad cognitive abilities showed a stronger relative effect on mathematics for those with average or high general ability compared to those with lower general ability. These findings provide a more nuanced understanding of cognitive–mathematics relations. Full article

(This article belongs to the Section Studies on Cognitive Processes)

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19 pages, 1662 KiB

Open AccessArticle

Scoring German Alternate Uses Items Applying Large Language Models

by Janika Saretzki, Thomas Knopf, Boris Forthmann, Benjamin Goecke, Ann-Kathrin Jaggy, Mathias Benedek and Selina Weiss

J. Intell. 2025, 13(6), 64; https://doi.org/10.3390/jintelligence13060064 - 29 May 2025

Abstract

The alternate uses task (AUT) is the most popular measure when it comes to the assessment of creative potential. Since their implementation, AUT responses have been rated by humans, which is a laborious task and requires considerable resources. Large language models (LLMs) have [...] Read more.

The alternate uses task (AUT) is the most popular measure when it comes to the assessment of creative potential. Since their implementation, AUT responses have been rated by humans, which is a laborious task and requires considerable resources. Large language models (LLMs) have shown promising performance in automatically scoring AUT responses in English as well as in other languages, but it is not clear which method works best for German data. Therefore, we investigated the performance of different LLMs for the automated scoring of German AUT responses. We compiled German data across five research groups including ~50,000 responses for 15 different alternate uses objects from eight lab and online survey studies (including ~2300 participants) to examine generalizability across datasets and assessment conditions. Following a pre-registered analysis plan, we compared the performance of two fine-tuned, multilingual LLM-based approaches [Cross-Lingual Alternate Uses Scoring (CLAUS) and the Open Creativity Scoring with Artificial Intelligence (OCSAI)] with the Generative Pre-trained Transformer (GPT-4) in scoring (a) the original German AUT responses and (b) the responses translated to English. We found that the LLM-based scorings were substantially correlated with human ratings, with higher relationships for OCSAI followed by GPT-4 and CLAUS. Response translation, however, had no consistent positive effect. We discuss the generalizability of the results across different items and studies and derive recommendations and future directions. Full article

(This article belongs to the Special Issue Generative AI: Reflections on Intelligence and Creativity)

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17 pages, 2547 KiB

Open AccessArticle

Log File Times as Indicators of Structured Figural Matrix Processing

by Dominik Weber, Marco Koch, Frank M. Spinath, Florian Krieger and Nicolas Becker

J. Intell. 2025, 13(6), 63; https://doi.org/10.3390/jintelligence13060063 - 28 May 2025

Abstract

Previous research has shown individual differences in (a) time on task (ToT) and (b) the degree of structuredness in processing figural matrices. The goal of this article was to integrate these two lines of research by analyzing log files from a computer-based assessment [...] Read more.

Previous research has shown individual differences in (a) time on task (ToT) and (b) the degree of structuredness in processing figural matrices. The goal of this article was to integrate these two lines of research by analyzing log files from a computer-based assessment (N = 198) to examine the role of three ToT sub-components: onset times (before engaging with the first matrix rule), interrule times (between the rules), and intrarule times (within a single rule). We tested three clues that support the assumptions that the interrule times reflect the cognitive construction of a rule-specific solution plan, while the onset times represent a global orientation reaction, and the intrarule times capture the behavioral execution of the plan: (1) based on the interrule times, we identified two clusters of participants, of which one processed the matrices in a more structured fashion; (2) only the accelerating effect of the interrule times across the test was associated with test performance, indicating higher reasoning saturation; (3) a mediated path analysis revealed that faster interrule times propagate in faster intrarule times and more structured processing of matrix rules, resulting in better performance. Confirming internal validity, the three log file times accounted for an incremental 24.30% of test performance variance beyond the traditional ToT. Confirming external validity, two clusters were also identified based on the interrule times from the first test and performance scores from a second matrix test. Full article

(This article belongs to the Special Issue Intelligence Testing and Assessment)

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