How we Think

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

where A represents the magnetic vector potential, is an integral of the hydromagnetic equations. This -integral made it possible to formulate a variational principle for the force-free magnetic fields. The integral expresses the fact that motions cannot transform a given field in an entirely arbitrary different field, if the conductivity of the medium isconsidered infinite. In this paper we shall show that the full set of hydromagnetic equations admit five more integrals, besides the energy integral, if dissipative processes are absent. These integrals, as we shall presently verify, are I2 =fbHvdV, (2)

Proceedings of the National Academy of Sciences

The saimie paper suggests how susceptible individuals could reduce their total intake of aluminium. In presenting the cpidemiological evidence for a link betveen aluminium and Alzheimcr's, Nart'n suggests that although definite proof is still lacking, there is more than enough positixe evidence to fuel further epidemiological investigation. It states that such investigations might specificallx address the issue of the confounding cffect of silicon and an assessment of exposure to spccific

https://jech.bmj.com/content/jech/47/6/511.4.full.pdf

Methodology for Genetic Studies of Twins and Families

在翟象俊主编的《大学英语》第2册第5单元中，有这样一个句子：“As a boy and then as an adult, I never lost my wonder at the personality that was Einstein.”教参中指出“the personality that was Einstein”应理解为“the personality which was the most striking characteristic of Einstein”，该句译为“作为一个孩子，到后来作为一个成人，我一直对爱因斯坦的个性惊叹不已”。很明显，在这里译者把“personality”理解为“个性，人格”，但本人认为应译为“人物，名人”更妥。“personality”可作“个性，人格”讲，但它还有另外一个重要意思。在陆谷孙主编的《英汉大词典》（1993年版）中，“personality”第3条释义为：“个人，人物，名人”：“appoint a personality to lead a campaign，派一个人去领导一场运动”。“a personality in the news，新闻人物”。在...

此处“personality”译法探析

Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants. In this article, we propose expanding on the traditional set of predictors by adding a third agency: intellectual curiosity. A series of path models based on a meta-analytically derived correlation matrix showed that (a) intelligence is the single most powerful predictor of academic performance; (b) the effects of intelligence on academic performance are not mediated by personality traits; (c) intelligence, Conscientiousness (as marker of effort), and Typical Intellectual Engagement (as marker of intellectual curiosity) are direct, correlated predictors of academic performance; and (d) the additive predictive effect of the personality traits of intellectual curiosity and effort rival that the influence of intelligence. Our results highlight that a “hungry mind” is a core determinant of individual differences in academic achievement.

https://www.hungrymindlab.com/wp-content/uploads/2015/10/von-Stumm-et-al-2011.pdf

The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance

Intelligence - the ability to learn, reason and solve problems - is at the forefront of behavioural genetic research. Intelligence is highly heritable and predicts important educational, occupational and health outcomes better than any other trait. Recent genome-wide association studies have successfully identified inherited genome sequence differences that account for 20% of the 50% heritability of intelligence. These findings open new avenues for research into the causes and consequences of intelligence using genome-wide polygenic scores that aggregate the effects of thousands of genetic variants.

The new genetics of intelligence

https://research.gold.ac.uk/11187/1/PSY-vonStum2014.pdf

Socioeconomic status and the growth of intelligence from infancy through adolescence

Cognitive or intellectual investment theories propose that the development of intelligence is partially influenced by personality traits, in particular by so-called investment traits that determine when, where, and how people invest their time and effort in their intellect. This investment, in turn, is thought to contribute to individual differences in cognitive growth and the accumulation of knowledge across the life span. We reviewed the psychological literature and identified 34 trait constructs and corresponding scales that refer to intellectual investment. The dispositional constructs were further classified into 8 related trait categories that span the construct space of intellectual investment. Subsequently, we sought to estimate the association between the identified investment traits and indicators of adult intellect, including measures of crystallized intelligence, academic performance (e.g., grade point average), college entry tests, and acquired knowledge. A meta-analysis of 112 studies with 236 coefficients and an overall sample of 60,097 participants indicated that investment traits were mostly positively associated with adult intellect markers. Meta-analytic coefficients ranged considerably, from 0 to .58, with an average estimate of .30. We concluded that investment traits are overall positively related to adult intellect; the strength of investment–intellect associations differs across trait scales and markers of intellect; and investment traits have a diverse, multifaceted nature. The meta-analysis also identified areas of inquiry that are currently lacking in empirical research. Limitations, implications, and future directions are discussed.

https://www.hungrymindlab.com/wp-content/uploads/2015/10/von-Stumm-and-Ackerman-2012.pdf

Investment and intellect: A review and meta-analysis

Recent advances in genomics are producing powerful DNA predictors of complex traits, especially cognitive abilities. Here, we leveraged summary statistics from the most recent genome-wide association studies of intelligence and educational attainment, with highly genetically correlated traits, to build prediction models of general cognitive ability and educational achievement. To this end, we compared the performances of multi-trait genomic and polygenic scoring methods. In a representative UK sample of 7,026 children at ages 12 and 16, we show that we can now predict up to 11% of the variance in intelligence and 16% in educational achievement. We also show that predictive power increases from age 12 to age 16 and that genomic predictions do not differ for girls and boys. We found that multi-trait genomic methods were effective in boosting predictive power. Prediction accuracy varied across polygenic score approaches, however results were similar for different multi-trait and polygenic score methods. We discuss general caveats of multi-trait methods and polygenic score prediction, and conclude that polygenic scores for educational attainment and intelligence are currently the most powerful predictors in the behavioural sciences.

/pdf/genomic-prediction-of-cognitive-traits-in-childhood-and-3opeo49nea.pdf

Sophie von Stumm

Papers

The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance

The new genetics of intelligence

Socioeconomic status and the growth of intelligence from infancy through adolescence

Investment and intellect: A review and meta-analysis

Genomic prediction of cognitive traits in childhood and adolescence