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
Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence
J. Intell. 2024, 12(6), 53; https://doi.org/10.3390/jintelligence12060053 - 22 May 2024
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The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using
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The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using methods that do not reflect the full potential of individual differences that could be measured by the test. Recent advancements in technology, including eye-tracking, embedded sensor systems, and artificial intelligence, have provided new opportunities to measure and analyze data from the BDT. In this methodological review, we outline the information that BDT can assess, review several recent advancements in measurement and analytic methods, discuss potential future uses of these methods, and advocate for further research using these methods.
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Open AccessArticle
Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis
by
Shuangshuang Li, Ziyue Wang and Yijia Sun
J. Intell. 2024, 12(6), 52; https://doi.org/10.3390/jintelligence12060052 - 21 May 2024
Abstract
Previous studies have demonstrated that thinking dispositions and working memory are closely related to students’ critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect
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Previous studies have demonstrated that thinking dispositions and working memory are closely related to students’ critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect across two time points. Participants were 509 Chinese adolescents (mean age at Time 1 = 14.09 years; 59.7% girls). At Time 1, adolescents were administered the measures of thinking dispositions, working memory, and critical thinking ability. They were reassessed using these measures at Time 2 one year later. The results revealed a bidirectional longitudinal relationship between adolescents’ thinking dispositions and critical thinking ability, suggesting that thinking dispositions at Time 1 predicted critical thinking ability at Time 2; critical thinking ability at Time 1 also predicted subsequent thinking dispositions in adolescents. Furthermore, working memory at Time 1 showed a larger predictive effect on critical thinking ability at Time 2 compared with thinking dispositions at Time 1. These findings underscore the role of early thinking dispositions and working memory in promoting adolescents’ critical thinking ability.
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(This article belongs to the Special Issue Personality and Individual Differences)
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Open AccessOpinion
Ability-Related Emotional Intelligence: An Introduction
by
Michael D. Robinson
J. Intell. 2024, 12(5), 51; https://doi.org/10.3390/jintelligence12050051 - 19 May 2024
Abstract
Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional
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Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.
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(This article belongs to the Special Issue Ability-Related Emotional Intelligence: Knowns, Unknowns, and Future Directions)
Open AccessTutorial
Seeing without a Scene: Neurological Observations on the Origin and Function of the Dorsal Visual Stream
by
Robert D. Rafal
J. Intell. 2024, 12(5), 50; https://doi.org/10.3390/jintelligence12050050 - 11 May 2024
Abstract
In all vertebrates, visual signals from each visual field project to the opposite midbrain tectum (called the superior colliculus in mammals). The tectum/colliculus computes visual salience to select targets for context-contingent visually guided behavior: a frog will orient toward a small, moving stimulus
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In all vertebrates, visual signals from each visual field project to the opposite midbrain tectum (called the superior colliculus in mammals). The tectum/colliculus computes visual salience to select targets for context-contingent visually guided behavior: a frog will orient toward a small, moving stimulus (insect prey) but away from a large, looming stimulus (a predator). In mammals, visual signals competing for behavioral salience are also transmitted to the visual cortex, where they are integrated with collicular signals and then projected via the dorsal visual stream to the parietal and frontal cortices. To control visually guided behavior, visual signals must be encoded in body-centered (egocentric) coordinates, and so visual signals must be integrated with information encoding eye position in the orbit—where the individual is looking. Eye position information is derived from copies of eye movement signals transmitted from the colliculus to the frontal and parietal cortices. In the intraparietal cortex of the dorsal stream, eye movement signals from the colliculus are used to predict the sensory consequences of action. These eye position signals are integrated with retinotopic visual signals to generate scaffolding for a visual scene that contains goal-relevant objects that are seen to have spatial relationships with each other and with the observer. Patients with degeneration of the superior colliculus, although they can see, behave as though they are blind. Bilateral damage to the intraparietal cortex of the dorsal stream causes the visual scene to disappear, leaving awareness of only one object that is lost in space. This tutorial considers what we have learned from patients with damage to the colliculus, or to the intraparietal cortex, about how the phylogenetically older midbrain and the newer mammalian dorsal cortical visual stream jointly coordinate the experience of a spatially and temporally coherent visual scene.
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(This article belongs to the Special Issue On the Origins and Development of Attention Networks)
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Open AccessArticle
An Empirical Test of the Concept of the Adaptively Intelligent Attitude
by
Robert J. Sternberg, Arezoo Soleimani Dashtaki and Banu Baydil
J. Intell. 2024, 12(5), 49; https://doi.org/10.3390/jintelligence12050049 - 30 Apr 2024
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This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of
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This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of each one an individual has. The attitudinal component deals with how an individual chooses to deploy the abilities they have. In other words, to what use are the abilities put? It is argued that it is impossible fully to separate the measurement of the ability component from the attitudinal one. In a diverse population, even taking an intelligence test will show itself to involve an attitude toward the test, which may enhance or detract from performance, as when one sees the test as irrelevant or harmful to one’s life, or as a sociocultural misfit to one’s life experience. To succeed, people need not only to have abilities, but attitudes that put those abilities to effective use to accomplish individuals’ life goals. In the study, we found that intelligent attitudes are related, but non-identical, to germane constructs, such as wisdom, the need for cognition, creativity, and openness to experience. Scores on the attitudinal measure were not related to scores on tests of fluid intelligence and academic abilities/achievement. Thus, the range of attitudes regarding how to deploy intelligence can vary over ability levels.
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Open AccessArticle
Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors
by
Jae Yup Jung and Jihyun Lee
J. Intell. 2024, 12(5), 48; https://doi.org/10.3390/jintelligence12050048 - 29 Apr 2024
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In this study, an investigation was conducted into the types of attitudes that parents may have of gifted students and gifted education, and the predictors of these attitudes. Using data collected from 331 parents of students enrolled in a Christian faith-based school system
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In this study, an investigation was conducted into the types of attitudes that parents may have of gifted students and gifted education, and the predictors of these attitudes. Using data collected from 331 parents of students enrolled in a Christian faith-based school system in one of the eight states/territories of Australia, multiple analyses, including exploratory factor analysis and latent profile analysis, were performed. The results revealed three subgroups of parents, each representing distinct attitude profiles (i.e., “strong”, “moderate” and “weak” supporters of gifted students and gifted education). Furthermore, we found nine variables to be potential predictors of parent attitudes, including perceptions of the giftedness of one’s child, and the anticipated socio-emotional and academic impacts of giftedness and gifted education. Some of the important contributions of the study to the research literature included the distinction made by parents between attitudes toward gifted education adaptations and attitudes toward special gifted education settings, and the comparatively large number of parents who are moderately (rather than strongly or weakly) supportive of gifted students and gifted education.
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Open AccessArticle
Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating?
by
Allison P. O’Leary and Wesley Fletcher
J. Intell. 2024, 12(5), 47; https://doi.org/10.3390/jintelligence12050047 - 28 Apr 2024
Abstract
People often cling to their beliefs even in the face of counterevidence. The current study explored metacognitive reflection as a potential driver for belief updating. In a randomized controlled experiment (n = 155), participants rated their degree of agreement with a statement
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People often cling to their beliefs even in the face of counterevidence. The current study explored metacognitive reflection as a potential driver for belief updating. In a randomized controlled experiment (n = 155), participants rated their degree of agreement with a statement regarding genetic modification in humans. Following this, participants were presented with a passage containing an argument counter to their indicated belief. Participants in the metacognition condition were asked to deeply reflect on the ways in which the passage was similar to or different from their current beliefs. Participants in the control condition were asked to engage in more shallow reflection on the composition of the passage. After reflecting on the counterevidence, participants were asked to again rate their agreement with the statement regarding human gene modification. Both groups updated their initial beliefs to be more consistent with the presented counterevidence. Although greater belief updating was observed in those who metacognitively reflected on the passage, this effect did not reach significance (p = .055). These findings suggest that reflecting on counterevidence has the potential to encourage belief updating, regardless of whether that reflection is metacognitive in nature, and provide promise for future work investigating the role of metacognition in belief updating.
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(This article belongs to the Special Issue The Intersection of Metacognition and Intelligence)
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Open AccessArticle
Metacognitive Management of Attention in Online Learning
by
Matthew Jensen Hays, Scott Richard Kustes and Elizabeth Ligon Bjork
J. Intell. 2024, 12(4), 46; https://doi.org/10.3390/jintelligence12040046 - 22 Apr 2024
Abstract
Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences
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Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences that are suboptimal for producing actual learning. Computer-based educational training platforms can counter this unfortunate tendency by providing only productive conditions of instruction—even if they are unintuitive (e.g., spacing instead of massing). The use of such platforms, however, introduces a different liability: being easy to interrupt. An assessment of this possible liability is needed given the enormous disruption to modern education brought about by COVID-19 and the subsequent widespread emergency adoption of computer-based remote instruction. The present study was therefore designed to (a) explore approaches for detecting interruptions that can be reasonably implemented by an instructor, (b) determine the frequency at which students are interrupted during a cognitive-science-based digital learning experience, and (c) establish the extent to which the pandemic and ensuing lockdowns affected students’ metacognitive ability to maintain engagement with their digital learning experiences. Outliers in time data were analyzed with increasing complexity and decreasing subjectivity to identify when learners were interrupted. Results indicated that only between 1.565% and 3.206% of online interactions show evidence of learner interruption. And although classroom learning was inarguably disrupted by the pandemic, learning in the present, evidence-based platform appeared to be immune.
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(This article belongs to the Special Issue The Intersection of Metacognition and Intelligence)
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Open AccessArticle
Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene
by
Lisa A. Suzuki, Taymy J. Caso, Aysegul Yucel, Ahad Asad and Haruka Kokaze
J. Intell. 2024, 12(4), 45; https://doi.org/10.3390/jintelligence12040045 - 17 Apr 2024
Abstract
The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and
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The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and pave the way for a better future for generations to come, we must advance traditional theories and measures of higher-order abilities to reflect equity and inclusion. To this end, we must address global issues by integrating the complexities of intersectional identities as they impact our understanding of what constitutes intelligence in individuals, groups, and diverse communities. This re-envisioning of intelligence presents new complexities for understanding and challenges for our field beyond the boundaries of what has been previously touted by many disciplines, including psychology. It is an opportunity to re-envision what it means to be intelligent in a diverse global context while also honoring and recognizing the value of difference, positionality, and other ways of knowing.
Full article
(This article belongs to the Special Issue Understanding Higher-Order Cognitive Abilities and Their Development in the Anthropocene)
Open AccessArticle
Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study
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Baike Li, Bernhard Pastötter, Yongen Zhong, Ningxin Su, Ting Huang, Wenbo Zhao, Xiao Hu, Liang Luo and Chunliang Yang
J. Intell. 2024, 12(4), 44; https://doi.org/10.3390/jintelligence12040044 - 9 Apr 2024
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Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The
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Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect.
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Open AccessArticle
Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children
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George K. Georgiou, Sergios C. Sergiou and Charalambos Y. Charalambous
J. Intell. 2024, 12(4), 43; https://doi.org/10.3390/jintelligence12040043 - 5 Apr 2024
Abstract
This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were
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This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available.
Full article
(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)
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Open AccessArticle
Stimulus Complexity Can Enhance Art Appreciation: Phenomenological and Psychophysiological Evidence for the Pleasure-Interest Model of Aesthetic Liking
by
Tammy-Ann Husselman, Edson Filho, Luca W. Zugic, Emma Threadgold and Linden J. Ball
J. Intell. 2024, 12(4), 42; https://doi.org/10.3390/jintelligence12040042 - 3 Apr 2024
Abstract
We tested predictions deriving from the “Pleasure-Interest Model of Aesthetic Liking” (PIA Model), whereby aesthetic preferences arise from two fluency-based processes: an initial automatic, percept-driven default process and a subsequent perceiver-driven reflective process. One key trigger for reflective processing is stimulus complexity. Moreover,
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We tested predictions deriving from the “Pleasure-Interest Model of Aesthetic Liking” (PIA Model), whereby aesthetic preferences arise from two fluency-based processes: an initial automatic, percept-driven default process and a subsequent perceiver-driven reflective process. One key trigger for reflective processing is stimulus complexity. Moreover, if meaning can be derived from such complexity, then this can engender increased interest and elevated liking. Experiment 1 involved graffiti street-art images, pre-normed to elicit low, moderate and high levels of interest. Subjective reports indicated a predicted enhancement in liking across increasing interest levels. Electroencephalography (EEG) recordings during image viewing revealed different patterns of alpha power in temporal brain regions across interest levels. Experiment 2 enforced a brief initial image-viewing stage and a subsequent reflective image-viewing stage. Differences in alpha power arose in most EEG channels between the initial and deliberative viewing stages. A linear increase in aesthetic liking was again seen across interest levels, with different patterns of alpha activity in temporal and occipital regions across these levels. Overall, the phenomenological data support the PIA Model, while the physiological data suggest that enhanced aesthetic liking might be associated with “flow-feelings” indexed by alpha activity in brain regions linked to visual attention and reducing distraction.
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(This article belongs to the Special Issue Grounding Cognition in Perceptual Experience)
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Open AccessArticle
The Development of Cognitive Control in Preschoolers and Kindergarteners: The Case of Post-Error Slowing and Delayed Disinhibition
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Maor Yeshua and Andrea Berger
J. Intell. 2024, 12(4), 41; https://doi.org/10.3390/jintelligence12040041 - 1 Apr 2024
Abstract
This study aimed to investigate two specific behavioral manifestations of the executive attention systems in preschoolers and kindergarteners, beyond the unique contribution of intelligence. We tested post-error slowing [
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This study aimed to investigate two specific behavioral manifestations of the executive attention systems in preschoolers and kindergarteners, beyond the unique contribution of intelligence. We tested post-error slowing [ ] as a marker of reactive control and delayed disinhibition as a novel marker for proactive control. One hundred and eighty preschool- and kindergarten-aged children, as well as their mothers (final sample: 155 children and 174 mothers), performed an adapted task based on Go/NoGo and Stroop-like paradigms—the emotional day-night task. The children showed reliable post-error slowing and delayed disinhibition (mean size effects of 238.18 ms and 58.31 ms, respectively), while the adult size effects were 40–50% smaller. The post-error slowing effect was present for both sexes in all the tested ages, while the delayed disinhibition effect was present only for girls. Both effects showed large individual differences that became smaller in adulthood. Our findings emphasize the earlier maturation of reactive control compared to proactive control, and the earlier maturation of proactive cognitive control in girls compared to boys.
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(This article belongs to the Special Issue On the Origins and Development of Attention Networks)
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Open AccessArticle
Psychometric Modeling to Identify Examinees’ Strategy Differences during Testing
by
Clifford E. Hauenstein, Susan E. Embretson and Eunbee Kim
J. Intell. 2024, 12(4), 40; https://doi.org/10.3390/jintelligence12040040 - 29 Mar 2024
Abstract
Aptitude test scores are typically interpreted similarly for examinees with the same overall score. However, research has found evidence of examinee differences in strategies, as well as in the continued application of appropriate procedures during testing. Such differences can impact the correlates of
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Aptitude test scores are typically interpreted similarly for examinees with the same overall score. However, research has found evidence of examinee differences in strategies, as well as in the continued application of appropriate procedures during testing. Such differences can impact the correlates of test scores, making similar interpretations for equivalent scores questionable. This study presents some item response theory (IRT) models that are relevant to identifying examinee differences in strategies and understanding of test-taking procedures. First, mixture IRT models that identify latent classes of examinees with different patterns of item responses are considered; these models have long been available but unfortunately are not routinely applied. Strategy differences between the classes can then be studied separately by modeling the response patterns with cognitive complexity variables within each class. Secondly, novel psychometric approaches that leverage response time information (in particular, response time residuals) in order to identify both inter and intraindividual variability in response processes are considered. In doing so, a general method for evaluating threats to validity is proposed. The utility of the approach, in terms of providing more interpretable performance estimates and improving the administration of psychological measurement instruments, is then demonstrated with an empirical example.
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(This article belongs to the Topic Psychometric Methods: Theory and Practice)
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Open AccessReview
Sex Differences in Cognitive Reflection: A Meta-Analysis
by
Inmaculada Otero, Alexandra Martínez, Dámaris Cuadrado, Mario Lado, Silvia Moscoso and Jesús F. Salgado
J. Intell. 2024, 12(4), 39; https://doi.org/10.3390/jintelligence12040039 - 29 Mar 2024
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The current study presents a meta-analytic review of the differences between men and women in cognitive reflection (CR). The study also explores whether the type of CR test (i.e., numerical tests and verbal tests) moderates the relationship between CR and sex. The results
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The current study presents a meta-analytic review of the differences between men and women in cognitive reflection (CR). The study also explores whether the type of CR test (i.e., numerical tests and verbal tests) moderates the relationship between CR and sex. The results showed that men score higher than women on CR, although the magnitude of these differences was small. We also found out that the type of CR test moderates the sex differences in CR, especially in the numerical tests. In addition, the results showed that the length of numerical tests (i.e., number of items) does not affect the differences between men and women in CR. Finally, the implications of these results are discussed, and future research is suggested.
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Open AccessArticle
A Recent Development of a Network Approach to Assessment Data: Latent Space Item Response Modeling for Intelligence Studies
by
Inhan Kang and Minjeong Jeon
J. Intell. 2024, 12(4), 38; https://doi.org/10.3390/jintelligence12040038 - 28 Mar 2024
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This article aims to provide an overview of the potential advantages and utilities of the recently proposed Latent Space Item Response Model (LSIRM) in the context of intelligence studies. The LSIRM integrates the traditional Rasch IRT model for psychometric data with the latent
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This article aims to provide an overview of the potential advantages and utilities of the recently proposed Latent Space Item Response Model (LSIRM) in the context of intelligence studies. The LSIRM integrates the traditional Rasch IRT model for psychometric data with the latent space model for network data. The model has person-wise latent abilities and item difficulty parameters, capturing the main person and item effects, akin to the Rasch model. However, it additionally assumes that persons and items can be mapped onto the same metric space called a latent space and distances between persons and items represent further decreases in response accuracy uncaptured by the main model parameters. In this way, the model can account for conditional dependence or interactions between persons and items unexplained by the Rasch model. With two empirical datasets, we illustrate that (1) the latent space can provide information on respondents and items that cannot be captured by the Rasch model, (2) the LSIRM can quantify and visualize potential between-person variations in item difficulty, (3) latent dimensions/clusters of persons and items can be detected or extracted based on their latent positions on the map, and (4) personalized feedback can be generated from person-item distances. We conclude with discussions related to the latent space modeling integrated with other psychometric models and potential future directions.
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Open AccessArticle
Examining the Existence of Cognitive Thresholds in Highly Quantitative College Courses
by
You Zhou, Nathan R. Kuncel and Paul R. Sackett
J. Intell. 2024, 12(4), 37; https://doi.org/10.3390/jintelligence12040037 - 26 Mar 2024
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While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic
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While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic achievement. Given the significance of finding a threshold for understanding the relationship between cognitive ability and academic performance, and the limited studies on the topic, it is worth further investigating the possibility of cognitive thresholds. Using a multi-institutional dataset and the necessary condition analysis (NCA), we attempted to replicate previous findings of cognitive thresholds on the major GPA of mathematics and physics-majored students, as well as the course grade of organic chemistry, to examine whether high SAT math scores constitute a necessary condition for obtaining satisfactory grades in these courses. The results from the two studies do not indicate an absolute cognitive threshold point below which students are doomed to fail regardless of the amount of effort they devote into learning. However, we did find that the chance of students with a low level of quantitative ability to succeed in highly quantitative courses is very small, which qualifies for the virtually necessary condition.
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Open AccessCommentary
How Can the Current State of AI Guide Future Conversations of General Intelligence?
by
Tomoe Kanaya and Ali Magine
J. Intell. 2024, 12(3), 36; https://doi.org/10.3390/jintelligence12030036 - 20 Mar 2024
Abstract
Similar to the field of human intelligence, artificial intelligence (AI) has experienced a long history of advances and controversies regarding its definition, assessment, and application. Starting over 70 years ago, AI set out to achieve a single, general-purpose technology that could overcome many
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Similar to the field of human intelligence, artificial intelligence (AI) has experienced a long history of advances and controversies regarding its definition, assessment, and application. Starting over 70 years ago, AI set out to achieve a single, general-purpose technology that could overcome many tasks in a similar fashion to humans. However, until recently, implementations were based on narrowly defined tasks, making the systems inapplicable to even slight variations of the same task. With recent advances towards more generality, the contemplation of artificial general intelligence (AGI) akin to human general intelligence (HGI) can no longer be easily dismissed. We follow this line of inquiry and outline some of the key questions and conceptual challenges that must be addressed in order to integrate AGI and HGI and to enable future progress towards a unified field of general intelligence.
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Open AccessEditorial
The Six Challenges for Personality, Intelligence, Cognitive Skills, and Life Outcomes Research: An Introduction to the Topic
by
Konrad Kulikowski and Yoav Ganzach
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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Cognitive Motivation
Guest Editors: Anja Strobel, Alexander StrobelDeadline: 30 June 2024
Special Issue in
J. Intell.
Green Mind and Sustainable Actions: Exploring Cognitive, Personality, and Emotional Underpinnings of Pro-environmental Behaviours
Guest Editors: Marco Giancola, Simonetta D’AmicoDeadline: 20 July 2024
Special Issue in
J. Intell.
Skill Acquisition, Expertise, and Achievement
Guest Editor: Alexander P. BurgoyneDeadline: 31 August 2024