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J. Intell.
Special Issues
Skill Acquisition, Expertise, and Achievement
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Skill Acquisition, Expertise, and Achievement

A special issue of Journal of Intelligence (ISSN 2079-3200).

Deadline for manuscript submissions: closed (31 August 2024) | Viewed by 19469

Special Issue Editor

Dr. Alexander P. Burgoyne

E-Mail Website
Guest Editor
School of Psychology, Georgia Institute of Technology, Atlanta, GA, USA
Interests: individual differences; cognitive psychology; skill acquisition and expertise; intelligence; attention control; adverse impact; mindset

Special Issue Information

Dear Colleagues,

The Journal of Intelligence is pleased to offer a Special Issue on skill acquisition, expertise, and achievement. Researchers who study intelligence and its intersection with educational achievement, occupational success, sports, music, games, or other domains of skill are encouraged to submit manuscripts to this collection.

Research examining individual difference characteristics that are predictive of performance are welcome, as are experimental approaches aimed at uncovering the cognitive processes that support skill acquisition and expertise. Although we will consider literature reviews and theoretical position papers, priority will be given to reports containing original, empirical data. Contributions should attempt to address the multifactorial nature of expertise.

Possible topics for articles to be submitted to the Special Issue include:

  • Cognitive and non-cognitive predictors of individual differences in skill acquisition
  • The role of general intelligence vs. specific abilities
  • The relative contributions of cognitive ability, experience, and their interaction
  • Cognitive models of performance
  • Training and transfer of training

Please note that the “Planned Papers” Section on the webpage does not imply that these papers will eventually be accepted; all manuscripts will be subject to the journal’s normal and rigorous peer review process.

Dr. Alexander P. Burgoyne
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (7 papers)

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Research

18 pages, 1584 KiB  
Article
Applying a Support Vector Machine (SVM-RFE) Learning Approach to Investigate Students’ Scientific Literacy Development: Evidence from Asia, Europe, and South America
by Jian Li, Jianing Wang and Eryong Xue
J. Intell. 2024, 12(11), 111; https://doi.org/10.3390/jintelligence12110111 - 5 Nov 2024
Viewed by 828
Abstract
Cultivating scientific literacy is a goal widely shared by educators and students around the world. Many studies have sought to enhance students’ proficiency in scientific literacy through various approaches. However, there is a need to explore the attributes associated with advanced levels of [...] Read more.
Cultivating scientific literacy is a goal widely shared by educators and students around the world. Many studies have sought to enhance students’ proficiency in scientific literacy through various approaches. However, there is a need to explore the attributes associated with advanced levels of scientific literacy, especially the influence of contextual factors. In this context, our study employs a machine learning technique—the SVM-RFE algorithm—to identify the critical characteristics of students with strong scientific literacy in Asia, Europe, and South America. Our research has pinpointed 30 key factors from a broader set of 162 contextual factors that are indicative of outstanding scientific literacy among 15-year-old secondary school students. By utilizing student samples from the three continents, our study provides a comprehensive analysis of these factors across the entire dataset, along with a comparative examination of the optimal set of key factors between continents. The findings highlight the importance of these key factors, which should be considered by educational policymakers and school leaders when developing educational policies and instructional strategies to foster the most effective development of scientific literacy. Full article
(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
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21 pages, 2825 KiB  
Article
Executive Functioning in Different Types of Reading Disabilities
by Irene Cadime, Bruna Rodrigues, Iolanda Ribeiro and María Teresa Martín-Aragoneses
J. Intell. 2024, 12(10), 101; https://doi.org/10.3390/jintelligence12100101 - 14 Oct 2024
Viewed by 917
Abstract
Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; [...] Read more.
Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children. Full article
(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
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14 pages, 996 KiB  
Article
Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?
by Miriam A. Mosing, Karin J. H. Verweij, David Z. Hambrick, Nancy L. Pedersen and Fredrik Ullén
J. Intell. 2024, 12(9), 87; https://doi.org/10.3390/jintelligence12090087 - 8 Sep 2024
Viewed by 2212
Abstract
The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease [...] Read more.
The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease as a function of practice. Here, we test this prediction using music as a model domain. Musical expertise (measured with a musical auditory discrimination test) and lifetime practice hours were determined in 6471 twins including 1302 complete twin pairs. We fitted a bivariate Cholesky decomposition with practice hours as a moderator to determine to what extent genetic and environmental influences on musical expertise are influenced by practice hours. On average, 50% of individual differences in musical expertise were due to genetic influences, whereas shared environmental and residual influences each explained about 25%. Importantly, music practice significantly moderated these estimates. Variation in musical expertise decreased with more practice hours due to decreased shared environmental and residual variance. In contrast, the overall genetic component was unaffected by the number of practice hours. Consequently, the relative genetic contribution (heritability) increased with more practice hours. These findings are in contrast with predictions from the DP theory and suggest that genetic predisposition remains important for musical expertise even after prolonged practice. Full article
(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
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28 pages, 423 KiB  
Article
Individual Responses versus Aggregate Group-Level Results: Examining the Strength of Evidence for Growth Mindset Interventions on Academic Performance
by Mariel K. Barnett and Brooke N. Macnamara
J. Intell. 2023, 11(6), 104; https://doi.org/10.3390/jintelligence11060104 - 30 May 2023
Cited by 1 | Viewed by 3121
Abstract
Mindset theory assumes that students’ beliefs about their intelligence—whether these are fixed or can grow—affects students’ academic performance. Based on this assumption, mindset theorists have developed growth mindset interventions to teach students that their intelligence or another attribute can be developed, with the [...] Read more.
Mindset theory assumes that students’ beliefs about their intelligence—whether these are fixed or can grow—affects students’ academic performance. Based on this assumption, mindset theorists have developed growth mindset interventions to teach students that their intelligence or another attribute can be developed, with the goal of improving academic outcomes. Though many papers have reported benefits from growth mindset interventions, others have reported no effects or even detrimental effects. Recently, proponents of mindset theory have called for a “heterogeneity revolution” to understand when growth mindset interventions are effective and when—and for whom—they are not. We sought to examine the whole picture of heterogeneity of treatment effects, including benefits, lack of impacts, and potential detriments of growth mindset interventions on academic performance. We used a recently proposed approach that considers persons as effect sizes; this approach can reveal individual-level heterogeneity often lost in aggregate data analyses. Across three papers, we find that this approach reveals substantial individual-level heterogeneity unobservable at the group level, with many students and teachers exhibiting mindset and performance outcomes that run counter to the authors’ claims. Understanding and reporting heterogeneity, including benefits, null effects, and detriments, will lead to better guidance for educators and policymakers considering the role of growth mindset interventions in schools. Full article
(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
12 pages, 2320 KiB  
Article
Ability and Nonability Predictors of Real-World Skill Acquisition: The Case of Rubik’s Cube Solving
by Elizabeth J. Meinz, David Z. Hambrick, James J. Leach and Prairie J. Boschulte
J. Intell. 2023, 11(1), 18; https://doi.org/10.3390/jintelligence11010018 - 16 Jan 2023
Cited by 1 | Viewed by 3931
Abstract
Most research on skilled performance is correlational, with skill and predictors measured at a single point in time, making it difficult to draw conclusions about the acquisition of skill. By contrast, in this study, we trained novice participants (N = 79) to [...] Read more.
Most research on skilled performance is correlational, with skill and predictors measured at a single point in time, making it difficult to draw conclusions about the acquisition of skill. By contrast, in this study, we trained novice participants (N = 79) to solve Rubik’s Cubes using a 7-step solution method. Participants also completed measures of fluid intelligence (Gf), working memory capacity (WMC), and nonability factors (grit, growth mindset, NFC, and the “big five”). Overall, higher Gf (but not WMC) was predictive of efficient and accurate Rubik’s cube skill. No nonability variables were associated with skill. Our results provide compelling evidence for the importance of intellectual talent (cognitive ability) in developing expertise in a complex task. Full article
(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
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16 pages, 763 KiB  
Article
The ACT Predicts Academic Performance—But Why?
by Alexander P. Burgoyne, Kelly M. Stec, Kimberly M. Fenn and David Z. Hambrick
J. Intell. 2023, 11(1), 9; https://doi.org/10.3390/jintelligence11010009 - 3 Jan 2023
Viewed by 3062
Abstract
Scores on the ACT college entrance exam predict college grades to a statistically and practically significant degree, but what explains this predictive validity? The most obvious possibility is general intelligence—or psychometric “g”. However, inconsistent with this hypothesis, even when independent measures [...] Read more.
Scores on the ACT college entrance exam predict college grades to a statistically and practically significant degree, but what explains this predictive validity? The most obvious possibility is general intelligence—or psychometric “g”. However, inconsistent with this hypothesis, even when independent measures of g are statistically controlled, ACT scores still positively predict college grades. Here, in a study of 182 students enrolled in two Introductory Psychology courses, we tested whether pre-course knowledge, motivation, interest, and/or personality characteristics such as grit and self-control could explain the relationship between ACT and course performance after controlling for g. Surprisingly, none could. We speculate about what other factors might explain the robust relationship between ACT scores and academic performance. Full article
(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
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13 pages, 3923 KiB  
Article
Learning and Transfer in Problem Solving Progressions
by Jonathan S. Daniels, David Moreau and Brooke N. Macnamara
J. Intell. 2022, 10(4), 85; https://doi.org/10.3390/jintelligence10040085 - 12 Oct 2022
Cited by 1 | Viewed by 3475
Abstract
Do individuals learn more effectively when given progressive or variable problem-solving experience, relative to consistent problem-solving experience? We investigated this question using a Rubik’s Cube paradigm. Participants were randomly assigned to a progression-order condition, where they practiced solving three progressively more difficult Rubik’s [...] Read more.
Do individuals learn more effectively when given progressive or variable problem-solving experience, relative to consistent problem-solving experience? We investigated this question using a Rubik’s Cube paradigm. Participants were randomly assigned to a progression-order condition, where they practiced solving three progressively more difficult Rubik’s Cubes (i.e., 2 × 2 × 2 to 3 × 3 × 3 to 4 × 4 × 4), a variable-order condition, where they practiced solving three Rubik’s Cubes of varying difficulty (e.g., 3 × 3 × 3 to 2 × 2 × 2 to 4 × 4 × 4), or a consistent-order condition, where they consistently practiced on three 5 × 5 × 5 Rubik’s Cubes. All the participants then attempted a 5 × 5 × 5 Rubik’s Cube test. We tested whether variable training is as effective as progressive training for near transfer of spatial skills and whether progressive training is superior to consistent training. We found no significant differences in performance across conditions. Participants’ fluid reasoning predicted 5 × 5 × 5 Rubik’s Cube test performance regardless of training condition. Full article
(This article belongs to the Special Issue Skill Acquisition, Expertise, and Achievement)
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