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
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
J. Intell. 2024, 12(10), 92; https://doi.org/10.3390/jintelligence12100092 (registering DOI) - 24 Sep 2024
Abstract
There were errors in the original publication Grinschgl et al [...]
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Open AccessArticle
Do Confidence Ratings Reactively Modify Children’s Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study
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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 (registering DOI) - 23 Sep 2024
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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
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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.
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Open AccessArticle
Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance
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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 (registering DOI) - 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
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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.
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(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)
Open AccessArticle
Probabilistic Representation Differences between Decisions from Description and Decisions from Experience
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Dandan Nie, Zhujing Hu, Debiao Zhu and Jianyong Yang
J. Intell. 2024, 12(9), 89; https://doi.org/10.3390/jintelligence12090089 - 20 Sep 2024
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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
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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.
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Open AccessArticle
Evidence for the Beneficial Effect of Reward on Working Memory: A Meta-Analytic Study
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Weiyu Wang, Xin Yan, Xinyu He and Jiehui Qian
J. Intell. 2024, 12(9), 88; https://doi.org/10.3390/jintelligence12090088 - 11 Sep 2024
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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
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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.
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Open AccessArticle
Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?
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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
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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.
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(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
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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
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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
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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
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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.
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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
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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.
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(This article belongs to the Section Social and Emotional Intelligence)
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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 [...]
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(This article belongs to the Special Issue The Intersection of Metacognition and Intelligence)
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).
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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.
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(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)
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Open AccessArticle
Large-Scale Item-Level Analysis of the Figural Matrices Test in the Norwegian Armed Forces: Examining Measurement Precision and Sex Bias
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Fredrik Helland-Riise, Tore Nøttestad Norrøne and Björn Andersson
J. Intell. 2024, 12(9), 82; https://doi.org/10.3390/jintelligence12090082 - 29 Aug 2024
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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
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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.
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Open AccessSystematic Review
Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse
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Sabine Patzl, Sandra Oberleiter and Jakob Pietschnig
J. Intell. 2024, 12(9), 81; https://doi.org/10.3390/jintelligence12090081 - 28 Aug 2024
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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
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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.
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Open AccessArticle
Crossmodal Correspondence Mediates Crossmodal Transfer from Visual to Auditory Stimuli in Category Learning
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Ying Sun, Liansheng Yao and Qiufang Fu
J. Intell. 2024, 12(9), 80; https://doi.org/10.3390/jintelligence12090080 - 28 Aug 2024
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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
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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.
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Open AccessArticle
What Can Physiology Tell Us about State of Interest?
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Ksenia Babanova, Victor Anisimov and Alexander Latanov
J. Intell. 2024, 12(8), 79; https://doi.org/10.3390/jintelligence12080079 - 16 Aug 2024
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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
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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.
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Open AccessEditorial
Introduction to the Special Issue “Personality and Individual Differences”
by
Kay Brauer and René T. Proyer
J. Intell. 2024, 12(8), 78; https://doi.org/10.3390/jintelligence12080078 - 8 Aug 2024
Abstract
The study of intelligence is one of the foundations of scientific psychology, and for more than a century, researchers from psychology and other disciplines such as neuroscience, genetics, and education have been interested in extending the knowledge about the structure and correlates of
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The study of intelligence is one of the foundations of scientific psychology, and for more than a century, researchers from psychology and other disciplines such as neuroscience, genetics, and education have been interested in extending the knowledge about the structure and correlates of intelligence [...]
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(This article belongs to the Special Issue Personality and Individual Differences)
Open AccessArticle
PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition
by
Jack A. Naglieri and Tulio M. Otero
J. Intell. 2024, 12(8), 77; https://doi.org/10.3390/jintelligence12080077 - 6 Aug 2024
Abstract
The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive
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The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for intervention. We provide summaries of the research that informs our suggestions that intelligence testing should be theory-based, not constrained by the seminal work of test developers in the early 1900s, and neurocognitive processes should be measured based on brain function.
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(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)
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Open AccessEditor’s ChoiceSystematic Review
A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity
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María Leonor Conejeros-Solar, Sandra Catalán, María Paz Gómez-Arizaga, Tatiana López-Jiménez, Natalie Contador, Katia Sandoval-Rodríguez, Cristóbal Bustamante and Josefa Quijanes
J. Intell. 2024, 12(8), 76; https://doi.org/10.3390/jintelligence12080076 - 2 Aug 2024
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Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a
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Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors’ conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.
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Open AccessArticle
The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China
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Yilei Luo and Xinqi Chen
J. Intell. 2024, 12(8), 75; https://doi.org/10.3390/jintelligence12080075 - 1 Aug 2024
Abstract
This study investigates the impact of math-gender stereotypes on students’ academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and
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This study investigates the impact of math-gender stereotypes on students’ academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields.
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Open AccessArticle
A Psychometric Perspective on the Associations between Response Accuracy and Response Time Residuals
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Weicong Lyu and Daniel Bolt
J. Intell. 2024, 12(8), 74; https://doi.org/10.3390/jintelligence12080074 - 31 Jul 2024
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We provide an alternative psychometric perspective on the empirical statistical dependencies observed between response accuracy residuals (RARs) and response time residuals (RTRs) in the context of the van der Linden model. This perspective emphasizes the RAR (or parts of the RAR) as being
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We provide an alternative psychometric perspective on the empirical statistical dependencies observed between response accuracy residuals (RARs) and response time residuals (RTRs) in the context of the van der Linden model. This perspective emphasizes the RAR (or parts of the RAR) as being exogenous and having a directional influence on response time. Our simple and theoretically justifiable perspective adds to previous joint response time/accuracy models and comports with recent generalizations of the D-diffusion IRT model incorporating person-by-item interactions, and thus similarly reproduces many of the recently highlighted empirical findings concerning the associations between RARs and RTRs. Using both empirical and simulation-based results, we show how our psychometric perspective has both applied and interpretational implications. Specifically, it would suggest that (1) studies of item parameter estimate heterogeneity in relation to response times may reflect more of a psychometric artifact (due to the exogenous effects of the RARs) as opposed to providing insights about the response process (e.g., the application of different response strategies) and that (2) efforts to use RTRs as indicators of latent proficiency should attend to the anticipated interactions between the latent proficiency and RAR on response times. The validity of our psychometric perspective against alternatives likely relies on appeals to theory; the best perspective to take may vary depending on the test setting.
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Open AccessArticle
Verbal Perceptual Prompts Facilitate Children’s Sensitivity to False Beliefs
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Qiyu Huang and Xiuli Liu
J. Intell. 2024, 12(8), 73; https://doi.org/10.3390/jintelligence12080073 - 27 Jul 2024
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False belief understanding is always regarded as a milestone of Theory of Mind (ToM), which is an important aspect of social intelligence. Recently, some researchers have suggested the existence of two ToM systems in individuals: one that explicitly guides false belief understanding and
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False belief understanding is always regarded as a milestone of Theory of Mind (ToM), which is an important aspect of social intelligence. Recently, some researchers have suggested the existence of two ToM systems in individuals: one that explicitly guides false belief understanding and another that implicitly directs sensitivity to false beliefs. However, studies on sensitivity to false beliefs have encountered challenges with replicability, and the factors influencing the manifestation of sensitivity to false beliefs remain to be explored. Based on the anticipatory looking task, we investigated whether verbal perceptual prompts could improve children’s performance of sensitivity to false beliefs. Fifty-eight children aged 5 to 6 were randomly assigned tasks with or without verbal perceptual prompts, involving verbal descriptions and explanations of the protagonist’s perceptual state. The findings showed that verbal perceptual prompts could slightly reduce children’s propensity to look at the actual location of the object in false belief situations and increase the likelihood of exhibiting accurate anticipatory looking patterns across false belief and true belief situations. The results suggest that children’s sensitivity to false beliefs may be situation-dependent, yet further investigation is needed to determine which situational factors can most effectively trigger robust sensitivity to false beliefs in children. The results enlighten educational practice, indicating that introducing cues in social environments that convey insights into others’ mental states, akin to the use of learning scaffolding, is advantageous for the development of children’s social cognitive abilities.
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J. Intell.
Cognitive Ability Testing in the Workplace: Modern Approaches and Methods
Guest Editors: Charles Scherbaum, Harold Goldstein, Annie Kato, Yuliya ChebanDeadline: 30 September 2024
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J. Intell.
Emerging Digital Technologies for Intelligence and Emotional intelligence
Guest Editor: Athanasios DrigasDeadline: 15 November 2024
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J. Intell.
Generative AI: Reflections on Intelligence and Creativity
Guest Editors: Todd Lubart, Giovanni Emanuele Corazza, Ronald BeghettoDeadline: 27 November 2024
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J. Intell.
Green Mind and Sustainable Actions: Exploring Cognitive, Personality, and Emotional Underpinnings of Pro-environmental Behaviours
Guest Editors: Marco Giancola, Simonetta D’AmicoDeadline: 30 November 2024