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 - Q2 (Psychology, Multidisciplinary) / CiteScore - Q2 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 32.8 days after submission; acceptance to publication is undertaken in 4.6 days (median values for papers published in this journal in the second half of 2023).
- 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:
3.5 (2022)
Latest Articles
The Six Challenges for Personality, Intelligence, Cognitive Skills, and Life Outcomes Research: An Introduction to the Special Issue
J. Intell. 2024, 12(3), 35; https://doi.org/10.3390/jintelligence12030035 - 18 Mar 2024
Abstract
Understanding how personality [...]
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(This article belongs to the Topic Personality, Intelligence, Cognitive Skills, and Life Outcomes)
Open AccessArticle
How Cognitive Ability Shapes Personality Differentiation in Real Job Candidates: Insights from a Large-Scale Study
by
Alina N. Stamate, Pascale L. Denis and Geneviève Sauvé
J. Intell. 2024, 12(3), 34; https://doi.org/10.3390/jintelligence12030034 - 16 Mar 2024
Abstract
The differentiation of personality by the cognitive ability hypothesis proposes that individuals with higher cognitive ability have more variability in their personality structure than those with lower cognitive ability. A large sample of actual job candidates (n = 14,462) who participated in
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The differentiation of personality by the cognitive ability hypothesis proposes that individuals with higher cognitive ability have more variability in their personality structure than those with lower cognitive ability. A large sample of actual job candidates (n = 14,462) who participated in an online proctored test session, providing socio-demographic information and completing cognitive ability, personality, and language proficiency assessments, was used to test this hypothesis. The total sample was divided into three equal groups (low, average, high) using percentiles as the cutoff point to investigate the effects of cognitive ability. An ANCOVA demonstrated the significant effect of cognitive ability on personality traits, controlling for language proficiency. Principal component analyses showed that the personality structure differed between the cognitive ability groups, with the high-cognitive-ability group having an additional personality component. Similarly, analyses across job complexity levels indicated more personality components for high-job-complexity positions. The implications, limitations, and future directions of this study are discussed.
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Open AccessArticle
Deductive Reasoning Skills in Children Aged 4–8 Years Old
by
Krisztián Józsa, Tun Zaw Oo, Diana Borbélyová and Judit Podráczky
J. Intell. 2024, 12(3), 33; https://doi.org/10.3390/jintelligence12030033 - 12 Mar 2024
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Young children possess the fundamental deductive reasoning skills for solving their upcoming problems in their daily lives. These skills are of great importance for their school readiness and academic development. Therefore, this study aimed to explore the age differences and predictive variables of
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Young children possess the fundamental deductive reasoning skills for solving their upcoming problems in their daily lives. These skills are of great importance for their school readiness and academic development. Therefore, this study aimed to explore the age differences and predictive variables of deductive reasoning skills in young Hungarian children aged 4–8 years old who reside in Hungary and Slovakia. Face-to-face data were collected from 3050 participants. The instrument of deductive reasoning skills assessment was extracted from the school readiness test, DIFER (Diagnostic System for Assessing Development). Utilizing various statistical analyses with R, AMOS, and MPlus8 packages, it was found that there were significant differences in young children’s deductive reasoning skills across countries and age groups. Parents’ education levels had significant positive relationships with children’s deductive reasoning skills development. And the variables of country and age were identified as significant predictors of children’s deductive reasoning skills. And children’s family background variables such as parental education played a significant role in predicting children’s deductive reasoning skills in Hungary. The implications of this study emphasize the importance of educational contexts, parental involvement, cross-cultural exchange, and further research, with the potential to enhance young children’s educational experiences and prospects in Hungary, Slovakia, and beyond.
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Open AccessArticle
Explanatory Cognitive Diagnosis Models Incorporating Item Features
by
Manqian Liao, Hong Jiao and Qiwei He
J. Intell. 2024, 12(3), 32; https://doi.org/10.3390/jintelligence12030032 - 11 Mar 2024
Abstract
Item quality is crucial to psychometric analyses for cognitive diagnosis. In cognitive diagnosis models (CDMs), item quality is often quantified in terms of item parameters (e.g., guessing and slipping parameters). Calibrating the item parameters with only item response data, as a common practice,
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Item quality is crucial to psychometric analyses for cognitive diagnosis. In cognitive diagnosis models (CDMs), item quality is often quantified in terms of item parameters (e.g., guessing and slipping parameters). Calibrating the item parameters with only item response data, as a common practice, could result in challenges in identifying the cause of low-quality items (e.g., the correct answer is easy to be guessed) or devising an effective plan to improve the item quality. To resolve these challenges, we propose the item explanatory CDMs where the CDM item parameters are explained with item features such that item features can serve as an additional source of information for item parameters. The utility of the proposed models is demonstrated with the Trends in International Mathematics and Science Study (TIMSS)-released items and response data: around 20 item linguistic features were extracted from the item stem with natural language processing techniques, and the item feature engineering process is elaborated in the paper. The proposed models are used to examine the relationships between the guessing/slipping item parameters of the higher-order DINA model and eight of the item features. The findings from a follow-up simulation study are presented, which corroborate the validity of the inferences drawn from the empirical data analysis. Finally, future research directions are discussed.
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(This article belongs to the Topic Psychometric Methods: Theory and Practice)
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Psycho-Educational Assessments: Theory and Practice
by
Okan Bulut
J. Intell. 2024, 12(3), 31; https://doi.org/10.3390/jintelligence12030031 - 05 Mar 2024
Abstract
Psycho-educational assessments, such as intelligence tests, cognitive test batteries, and behavioral measures, serve as invaluable tools for school psychologists and educators [...]
Full article
(This article belongs to the Special Issue Psycho-Educational Assessments: Theory and Practice)
Open AccessArticle
Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing
by
Cynthia M. Fioriti, Raeanne N. Martell, Richard J. Daker, Eleanor P. Malone, H. Moriah Sokolowski, Adam E. Green, Susan C. Levine, Erin A. Maloney, Gerardo Ramirez and Ian M. Lyons
J. Intell. 2024, 12(3), 30; https://doi.org/10.3390/jintelligence12030030 - 04 Mar 2024
Abstract
Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in
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Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in these cognitive and affective aspects of spatial processing may be interrelated. Here, we tested for robust gender differences across six different datasets in spatial ability and spatial anxiety (N = 1257, 830 females). Further, we tested for bidirectional mediation effects. We identified indirect relations between gender and spatial skills through spatial anxiety, as well as between gender and spatial anxiety through spatial skills. In the gender → spatial anxiety → spatial ability direction, spatial anxiety explained an average of 22.4% of gender differences in spatial ability. In the gender → spatial ability → spatial anxiety direction, spatial ability explained an average of 25.9% of gender differences in spatial anxiety. Broadly, these results support a strong relation between cognitive and affective factors when explaining gender differences in the spatial domain. However, the nature of this relation may be more complex than has been assumed in previous literature. On a practical level, the results of this study caution the development of interventions to address gender differences in spatial processing which focus primarily on either spatial anxiety or spatial ability until such further research can be conducted. Our results also speak to the need for future longitudinal work to determine the precise mechanisms linking cognitive and affective factors in spatial processing.
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(This article belongs to the Special Issue Spatial Intelligence and Learning)
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Open AccessArticle
Adding a Piece to the Puzzle? The Allocation of Figurative Language Comprehension into the CHC Model of Cognitive Abilities
by
Andra Biesok, Matthias Ziegler, Christiane Montag and Ivan Nenchev
J. Intell. 2024, 12(3), 29; https://doi.org/10.3390/jintelligence12030029 - 01 Mar 2024
Abstract
The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell–Horn–Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of
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The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell–Horn–Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of a sample of 909 participants revealed that the RPT and LPT measured a unidimensional construct of FLC, while the PT was excluded due to insufficient fit. Combining RPT and LPT items, various models were evaluated, with a bifactor S-1 model showing the best fit, indicating the influence of a general factor (representing FLC) and test-specific method factors. The study explored FLC allocation within the CHC model, supporting its consideration as a distinct factor under the g factor. Examining the nomological network, significant correlations emerged between the Intellectual Curiosity and Aesthetic Sensitivity facets of Openness and FLC, which were comparable in size to the relation with general ability. In conclusion, the study enhances the understanding of FLC within the CHC model, advocating its recognition as a distinct factor. Correlations with Openness facets suggest valuable insights into the interplay between cognitive abilities and personality, necessitating further research for a deeper exploration of this relation.
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(This article belongs to the Special Issue Personality and Individual Differences)
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Open AccessArticle
Progressing the Development of a Collaborative Metareasoning Framework: Prospects and Challenges
by
Beth H. Richardson and Linden J. Ball
J. Intell. 2024, 12(3), 28; https://doi.org/10.3390/jintelligence12030028 - 01 Mar 2024
Abstract
Metareasoning refers to processes that monitor and control ongoing thinking and reasoning. The “metareasoning framework” that was established in the literature in 2017 has been useful in explaining how monitoring processes during reasoning are sensitive to an individual’s fluctuating feelings of certainty and
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Metareasoning refers to processes that monitor and control ongoing thinking and reasoning. The “metareasoning framework” that was established in the literature in 2017 has been useful in explaining how monitoring processes during reasoning are sensitive to an individual’s fluctuating feelings of certainty and uncertainty. The framework was developed to capture metareasoning at an individual level. It does not capture metareasoning during collaborative activities. We argue this is significant, given the many domains in which team-based reasoning is critical, including design, innovation, process control, defence and security. Currently, there is no conceptual framework that addresses the nature of collaborative metareasoning in these kinds of domains. We advance a framework of collaborative metareasoning that develops an understanding of how teams respond to the demands and opportunities of the task at hand, as well as to the demands and opportunities afforded by interlocuters who have different perspectives, knowledge, skills and experiences. We point to the importance of a tripartite distinction between “self-monitoring”, “other monitoring” and “joint monitoring”. We also highlight a parallel distinction between “self-focused control”, “other-focused control” and “joint control”. In elaborating upon these distinctions, we discuss the prospects for developing a comprehensive collaborative metareasoning framework with a unique focus on language as a measure of both uncertainty and misalignment.
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(This article belongs to the Special Issue Metareasoning: Theoretical and Methodological Developments)
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Open AccessArticle
“Show Me What You Got”: The Nomological Network of the Ability to Pose Facial Emotion Expressions
by
Mattis Geiger, Sally Gayle Olderbak and Oliver Wilhelm
J. Intell. 2024, 12(3), 27; https://doi.org/10.3390/jintelligence12030027 - 26 Feb 2024
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Just as receptive emotional abilities, productive emotional abilities are essential for social communication. Although individual differences in receptive emotional abilities, such as perceiving and recognizing emotions, are well-investigated, individual differences in productive emotional abilities, such as the ability to express emotions in the
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Just as receptive emotional abilities, productive emotional abilities are essential for social communication. Although individual differences in receptive emotional abilities, such as perceiving and recognizing emotions, are well-investigated, individual differences in productive emotional abilities, such as the ability to express emotions in the face, are largely neglected. Consequently, little is known about how emotion expression abilities fit in a nomological network of related abilities and typical behavior. We developed a multitask battery for measuring the ability to pose emotional expressions scored with facial expression recognition software. With three multivariate studies (n1 = 237; n2 = 141; n3 = 123), we test competing measurement models of emotion posing and relate this construct with other socio-emotional traits and cognitive abilities. We replicate the measurement model that includes a general factor of emotion posing, a nested task-specific factor, and emotion-specific factors. The emotion-posing ability factor is moderately to strongly related to receptive socio-emotional abilities, weakly related to general cognitive abilities, and weakly related to extraversion. This is strong evidence that emotion posing is a cognitive interpersonal ability. This new understanding of abilities in emotion communication opens a gateway for studying individual differences in social interaction.
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Open AccessArticle
A Comparative Study of Item Response Theory Models for Mixed Discrete-Continuous Responses
by
Cengiz Zopluoglu and J. R. Lockwood
J. Intell. 2024, 12(3), 26; https://doi.org/10.3390/jintelligence12030026 - 25 Feb 2024
Abstract
Language proficiency assessments are pivotal in educational and professional decision-making. With the integration of AI-driven technologies, these assessments can more frequently use item types, such as dictation tasks, producing response features with a mixture of discrete and continuous distributions. This study evaluates novel
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Language proficiency assessments are pivotal in educational and professional decision-making. With the integration of AI-driven technologies, these assessments can more frequently use item types, such as dictation tasks, producing response features with a mixture of discrete and continuous distributions. This study evaluates novel measurement models tailored to these unique response features. Specifically, we evaluated the performance of the zero-and-one-inflated extensions of the Beta, Simplex, and Samejima’s Continuous item response models and incorporated collateral information into the estimation using latent regression. Our findings highlight that while all models provided highly correlated results regarding item and person parameters, the Beta item response model showcased superior out-of-sample predictive accuracy. However, a significant challenge was the absence of established benchmarks for evaluating model and item fit for these novel item response models. There is a need for further research to establish benchmarks for evaluating the fit of these innovative models to ensure their reliability and validity in real-world applications.
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(This article belongs to the Topic Psychometric Methods: Theory and Practice)
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Are There Two Kinds of Reasoners?
by
Henry Markovits
J. Intell. 2024, 12(3), 25; https://doi.org/10.3390/jintelligence12030025 - 22 Feb 2024
Abstract
There is little consensus about the underlying parameters of human reasoning. Two major theories have been proposed that suppose very different mechanisms. The mental model theory proposes that people use working memory intensive processes in order to construct limited models of problem parameters.
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There is little consensus about the underlying parameters of human reasoning. Two major theories have been proposed that suppose very different mechanisms. The mental model theory proposes that people use working memory intensive processes in order to construct limited models of problem parameters. Probabilistic theories propose that reasoning is a process by which people use the sum of their existing knowledge in order to generate an estimate of the probability of a conclusion given problem parameters. Following an initial proposition by Verschueren et al., the dual-strategy model supposes that these different approaches to reasoning are in fact an important individual difference. Specifically, a recently developed diagnostic questionnaire has identified two major categories of reasoners: Counterexample reasoners use a mental model form of processing, while Statistical reasoners use a probabilistic form of processing. In the following, I describe results that show that the Counterexample/Statistical distinction affects information processing across a variety of reasoning and judgment tasks. In addition, strategy use correlates with performance on very different kinds of thinking, such as contingency judgments, processing of negative emotions, or susceptibility to social biases. Although this distinction is related to differences in cognitive ability, it has been found to predict performance over and above these differences. More recent results have shown that it is possible to experimentally modify strategy use. These results suggest that strategy use is an important individual difference that can affect performance in a wide variety of contexts.
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Open AccessArticle
The Effect of Mindfulness on the Promotion of Graduate Students’ Scientific Research Creativity: The Chain Mediating Role of Flow Experience and Creative Self-Efficacy
by
Hao Yao, Yabing Fan and Shifei Duan
J. Intell. 2024, 12(3), 24; https://doi.org/10.3390/jintelligence12030024 - 21 Feb 2024
Abstract
Creativity is a universal core higher-order cognitive ability in the 21st century, which reflects a country’s core competitiveness and soft power. Mindfulness, as an important concept in positive psychology, has also received attention for its potential effect on research creativity. Using structural equation
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Creativity is a universal core higher-order cognitive ability in the 21st century, which reflects a country’s core competitiveness and soft power. Mindfulness, as an important concept in positive psychology, has also received attention for its potential effect on research creativity. Using structural equation modeling and bootstrap methods, this study investigated the relationship between mindfulness and research creativity among 1210 Chinese graduate students. Additionally, we explored the mediating effect of flow experience and creative self-efficacy in this relationship. The research results showed that mindfulness had a direct positive effect on graduate students’ scientific research creativity. The mediating effect of flow experience and creative self-efficacy, as well as the chain mediating effect, were established, with the mediating ratio being 13.1% and 30.0%, respectively, and the indirect effect of chain mediating accounting for 34.1%. Interestingly, the effect mechanism at the gender level was various, with the mediating effect of mindfulness on scientific research creativity being higher among male graduate students. The results of this study revealed the mechanism of mindfulness on graduate students’ scientific research creativity, offering valuable insights for enhancing their creative capabilities in the realm of scientific research.
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(This article belongs to the Special Issue Understanding Higher-Order Cognitive Abilities and Their Development in the Anthropocene)
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Open AccessArticle
Conditional Dependence across Slow and Fast Item Responses: With a Latent Space Item Response Modeling Approach
by
Nana Kim, Minjeong Jeon and Ivailo Partchev
J. Intell. 2024, 12(2), 23; https://doi.org/10.3390/jintelligence12020023 - 16 Feb 2024
Abstract
There recently have been many studies examining conditional dependence between response accuracy and response times in cognitive tests. While most previous research has focused on revealing a general pattern of conditional dependence for all respondents and items, it is plausible that the pattern
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There recently have been many studies examining conditional dependence between response accuracy and response times in cognitive tests. While most previous research has focused on revealing a general pattern of conditional dependence for all respondents and items, it is plausible that the pattern may vary across respondents and items. In this paper, we attend to its potential heterogeneity and examine the item and person specificities involved in the conditional dependence between item responses and response times. To this end, we use a latent space item response theory (LSIRT) approach with an interaction map that visualizes conditional dependence in response data in the form of item–respondent interactions. We incorporate response time information into the interaction map by applying LSIRT models to slow and fast item responses. Through empirical illustrations with three cognitive test datasets, we confirm the presence and patterns of conditional dependence between item responses and response times, a result consistent with previous studies. Our results further illustrate the heterogeneity in the conditional dependence across respondents, which provides insights into understanding individuals’ underlying item-solving processes in cognitive tests. Some practical implications of the results and the use of interaction maps in cognitive tests are discussed.
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(This article belongs to the Topic Psychometric Methods: Theory and Practice)
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The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children
by
Jessica Scott, Tim Jay and Christopher M. Spray
J. Intell. 2024, 12(2), 22; https://doi.org/10.3390/jintelligence12020022 - 16 Feb 2024
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Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this
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Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children’s PA participation were collected. Children’s FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.
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Open AccessReview
The Subjective Experience of Autobiographical Remembering: Conceptual and Methodological Advances and Challenges
by
Carlo Chiorri and Manila Vannucci
J. Intell. 2024, 12(2), 21; https://doi.org/10.3390/jintelligence12020021 - 12 Feb 2024
Abstract
The investigation of the phenomenology of autobiographical memories (i.e., how a memory is subjectively experienced and its meaning) has provided an important contribution to our understanding of autobiographical remembering. Over the last two decades, the study of phenomenology has received widespread scientific attention,
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The investigation of the phenomenology of autobiographical memories (i.e., how a memory is subjectively experienced and its meaning) has provided an important contribution to our understanding of autobiographical remembering. Over the last two decades, the study of phenomenology has received widespread scientific attention, and the field has undergone quite relevant conceptual and methodological changes. In the present work, we (1) review some basic and well-established research findings and methodological achievements; (2) discuss new theoretical and methodological challenges, with a special focus on the issue of the phenomenological experience of the retrieval process and its relationship with the phenomenology of the products of retrieval; and (3) propose an alternative way of conceptualizing and understanding it in the framework of experimental phenomenology.
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(This article belongs to the Special Issue Grounding Cognition in Perceptual Experience)
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Inclusive Education, Intellectual Disabilities and the Demise of Full Inclusion
by
Garry Hornby and James M. Kauffman
J. Intell. 2024, 12(2), 20; https://doi.org/10.3390/jintelligence12020020 - 11 Feb 2024
Abstract
Inclusive education has developed worldwide popularity in education for learners with various disabilities but is particularly controversial for students with intellectual disabilities because of their unique needs. The foremost of these are the development of the social, vocational and life skills needed to
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Inclusive education has developed worldwide popularity in education for learners with various disabilities but is particularly controversial for students with intellectual disabilities because of their unique needs. The foremost of these are the development of the social, vocational and life skills needed to facilitate their transition to adulthood. This article presents a discussion that focuses on theory, practice and research relevant to inclusive education for students with intellectual disabilities. It points out that the movement for full inclusion started by focusing on students with intellectual disabilities and has encountered roadblocks to further progress because of its difficulties in addressing their special needs. This is explored by considering the theory underpinning the international drivers of the full inclusion movement, the reality of the implementation of inclusion policies worldwide, and research on the effects of inclusion of students with intellectual disabilities in mainstream schools.
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Open AccessReview
Changes in the Networks of Attention across the Lifespan: A Graphical Meta-Analysis
by
Raymond M. Klein, Samantha R. Good and John J. Christie
J. Intell. 2024, 12(2), 19; https://doi.org/10.3390/jintelligence12020019 - 10 Feb 2024
Abstract
Three Posnerian networks of attention (alerting, orienting, and executive control) have been distinguished on the bases of behavioural, neuropsychological, and neuroscientific evidence. Here, we examined the trajectories of these networks throughout the human lifespan using the various Attention Network Tests (ANTs), which were
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Three Posnerian networks of attention (alerting, orienting, and executive control) have been distinguished on the bases of behavioural, neuropsychological, and neuroscientific evidence. Here, we examined the trajectories of these networks throughout the human lifespan using the various Attention Network Tests (ANTs), which were specifically developed to measure the efficacy of these networks. The ANT Database was used to identify relevant research, resulting in the inclusion of 36 publications. We conducted a graphical meta-analysis using network scores from each study, based on reaction time plotted as a function of age group. Evaluation of attentional networks from childhood to early adulthood suggests that the alerting network develops relatively quickly, and reaches near-adult level by the age of 12. The developmental pattern of the orienting network seems to depend on the information value of the spatial cues. Executive control network scores show a consistent decrease (improvement) with age in childhood. During adulthood (ages 19–75), changes in alerting depend on the modality of the warning signal, while a moderate increase in orienting scores was seen with increasing age. Whereas executive control scores, as measured in reaction time, increase (deterioration) from young adulthood into later adulthood an opposite trend is seen when scores are based on error rates.
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(This article belongs to the Special Issue On the Origins and Development of Attention Networks)
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Why Do Bi-Factor Models Outperform Higher-Order g Factor Models? A Network Perspective
by
Kees-Jan Kan, Anastasios Psychogyiopoulos, Lennert J. Groot, Hannelies de Jonge and Debby ten Hove
J. Intell. 2024, 12(2), 18; https://doi.org/10.3390/jintelligence12020018 - 04 Feb 2024
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Bi-factor models of intelligence tend to outperform higher-order g factor models statistically. The literature provides the following rivalling explanations: (i) the bi-factor model represents or closely approximates the true underlying data-generating mechanism; (ii) fit indices are biased against the higher-order g factor model
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Bi-factor models of intelligence tend to outperform higher-order g factor models statistically. The literature provides the following rivalling explanations: (i) the bi-factor model represents or closely approximates the true underlying data-generating mechanism; (ii) fit indices are biased against the higher-order g factor model in favor of the bi-factor model; (iii) a network structure underlies the data. We used a Monte Carlo simulation to investigate the validity and plausibility of each of these explanations, while controlling for their rivals. To this end, we generated 1000 sample data sets according to three competing models—a bi-factor model, a (nested) higher-order factor model, and a (non-nested) network model—with 3000 data sets in total. Parameter values were based on the confirmatory analyses of the Wechsler Scale of Intelligence IV. On each simulated data set, we (1) refitted the three models, (2) obtained the fit statistics, and (3) performed a model selection procedure. We found no evidence that the fit measures themselves are biased, but conclude that biased inferences can arise when approximate or incremental fit indices are used as if they were relative fit measures. The validity of the network explanation was established while the outcomes of our network simulations were consistent with previously reported empirical findings, indicating that the network explanation is also a plausible one. The empirical findings are inconsistent with the (also validated) hypothesis that a bi-factor model is the true model. In future model selection procedures, we recommend that researchers consider network models of intelligence, especially when a higher-order g factor model is rejected in favor of a bi-factor model.
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Open AccessEssay
Mindware: Critical Thinking in Everyday Life
by
John Eigenauer
J. Intell. 2024, 12(2), 17; https://doi.org/10.3390/jintelligence12020017 - 02 Feb 2024
Abstract
Humans make many decisions in everyday life, some of which require careful use of evidence. Because emotional and heuristic mental processes dominate human cognition, it is common to suggest that there is little hope that critical thinking tools will be widely used. However,
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Humans make many decisions in everyday life, some of which require careful use of evidence. Because emotional and heuristic mental processes dominate human cognition, it is common to suggest that there is little hope that critical thinking tools will be widely used. However, the concept of “mindware” gives hope to the idea that critical thinking skills may be more widely deployed than they currently are. This article reflects on some impediments to critical thinking, assesses some future challenges to critical thinking being more widely used, and suggests that “mindware” modules can be used widely both in and out of educational settings to significantly enhance critical thinking in everyday life.
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(This article belongs to the Special Issue Critical Thinking in Everyday Life)
Open AccessReview
Predicting Everyday Critical Thinking: A Review of Critical Thinking Assessments
by
Heather A. Butler
J. Intell. 2024, 12(2), 16; https://doi.org/10.3390/jintelligence12020016 - 01 Feb 2024
Abstract
Our ability to think critically and our disposition to do so can have major implications for our everyday lives. Research across the globe has shown the impact of critical thinking on decisions about our health, politics, relationships, finances, consumer purchases, education, work, and
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Our ability to think critically and our disposition to do so can have major implications for our everyday lives. Research across the globe has shown the impact of critical thinking on decisions about our health, politics, relationships, finances, consumer purchases, education, work, and more. This chapter will review some of that research. Given the importance of critical thinking to our everyday lives, the fair and unbiased assessment of critical thinking is useful for guiding educators in their classrooms, for the sake of self-improvement, and in employment decisions. This chapter will also review the psychometric properties of several critical thinking assessments, with a special emphasis on the everyday behaviors predicted by these assessments. The practical challenges faced by test adopters and future directions in the assessment of critical thinking will be discussed.
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(This article belongs to the Special Issue Critical Thinking in Everyday Life)
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Guest Editors: Marco Giancola, Simonetta D’AmicoDeadline: 20 July 2024
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J. Intell.
Skill Acquisition, Expertise, and Achievement
Guest Editor: Alexander P. BurgoyneDeadline: 31 August 2024