Showing papers in "Intelligence in 2014"

TL;DR: Assessment of three specific executive abilities for creative thought provided direct support for the executive involvement in creative thought and shed further light on the functional relationship between intelligence and creativity.

TL;DR: The authors showed that deliberate practice is not sufficient to explain individual differences in performance in the two most widely studied domains in expertise research (chess and music) and proposed a theoretical framework that takes into account several potentially relevant explanatory constructs.

TL;DR: The International Cognitive Ability Resource (ICAR) as discussed by the authors was developed to evaluate the prospects for such a public-domain measure and the psychometric properties of the first four item types were evaluated based on administrations to both an offline university sample and a large online sample.

TL;DR: There are genetic contributions to intelligence and education with near-complete overlap between common additive SNP effects on these traits (genetic correlation ~ 1), and genetic influences on socioeconomic status are also associated with the genetic foundations of intelligence.

TL;DR: A discussion of the science of individual differences related to talent, the fundamental characteristics of talent and the role of talent in predicting individual differences in expert/elite performance is presented in this paper.

TL;DR: Results suggest that neural efficiency reflects an (ability-dependent) adaption of brain activation to the respective task demands, and not when comparing tasks with the same person-specific task difficulty.

TL;DR: Using a new technique applied to DNA from 3000 unrelated children, significant genetic influence on family SES is shown, and on its association with children's IQ at ages 7 and 12, and the results emphasize the need to consider genetics in research and policy onfamily SES and its associations with children' IQ.

TL;DR: The expert-performance approach as discussed by the authors is based on the assumption of underlying general latent factors of cognitive ability and personality that correlate with performance across levels of acquired skill, and it has been used to study the acquisition of expert memory.

TL;DR: This paper conducted a meta-analysis to investigate whether or not a relationship exists between intelligence and performance on the reading the mind in the eyes test (RMET) and concluded that intelligence does play a significant role in performance on RMET and that verbal and performance abilities contribute to this relationship equally.

TL;DR: For example, this paper found that the structure of executive functions significantly differed between testing periods, and that the factor structure ofexecutive functions changed from a one-factor (i.e. unitary) model to a two-factor model where working memory was separable yet related to an inhibition/shifting factor.

TL;DR: In this article, an integrative research agenda for creative achievement that combines the expertise-acquisition framework with individual differences in cognitive abilities and dispositional traits as well as the genetic and environmental factors underlying the development of those same individual-difference variables was sketched.

TL;DR: The authors investigated the relationship between verbal ability and declarative knowledge under consideration of individual differences in fluid intelligence in a large-scale assessment study with 6,701 adolescents and found that verbal ability is closely related to knowledge and knowledge are empirically distinguishable facets of crystallized intelligence.

TL;DR: In this article, the authors posit that fluid intelligence (Gf) develops in four cycles, with two phases in each cycle, each distinctly connected with changes in processing speed and working memory.

TL;DR: By directly testing multiple competing models of the relationships among cognitive tests in a genetically-informative design, this work is able to provide stronger support than in prior studies for g being a valid latent construct.

TL;DR: To the extent that the IGT indeed mimics "real-world" decision-making, the findings may highlight the role of deliberate, cognitive capacities over implicit, emotional processes in contributing to at least some domains of decision- making relevant to everyday life.

TL;DR: The distinction between verbal and nonverbal cognitive abilities has been a defining feature of psychometric theories of intelligence for the past century as discussed by the authors, however, these theories have not included functional connections that are necessary if they are to explain performance in intellectual tasks involving interactions between language and non-verbal knowledge.

TL;DR: In this paper, cognitive ability was found to matter in the acquisition of educational and occupational expertise, and cognitive ability differences at a younger age made a difference in the attainment of a higher percentage of educational degrees and specifically doctorates.

TL;DR: The conceptual and empirical distinctiveness of health literacy has been evaluated in this article, where a sample of 167 students from a southeastern urban university (117 females and 50 males) between the ages of 18 and 53 (M = 21.31, SD = 5.61) completed a cognitive ability battery, three health literacy tests, two knowledge tests, and a questionnaire assessing 12 health behaviors and health outcomes.

TL;DR: The authors showed that verbal intelligence is positively correlated with socially liberal beliefs and negatively correlated with religious beliefs, and that higher intelligence among classically liberal Republicans compensates for lower intelligence among socially conservative Republicans.

TL;DR: This paper reviewed the evidence that indicates a unique relation between cognitive style and religious belief and concluded that cognitive style did not add unique effects to the prediction of religiosity once cognitive ability was taken into account.

TL;DR: Kuncel et al. as mentioned in this paper explored how scores on the GRE have fared over time as a function of test-taker gender and ethnicity, and investigated whether enrollment patterns over time implicate the GRE as obstructing efforts toward increasing parity in higher education.

TL;DR: The low heritability of number sense, observed in this study, is consistent with the directional selection explanation whereby additive genetic variance for evolutionary important traits is reduced.

TL;DR: For instance, the authors investigated whether gender stereotypes affect cognitive sex differences differently in STEM (chemistry, engineering) and arts (English, philosophy) students and found that female arts students would be particularly vulnerable to stereotype threat and would show the lowest performance of all groups in a male cognitive domain (i.e., mental rotation).

TL;DR: This paper used profile similarity metrics (i.e., shape, elevation, and scatter) to evaluate the construct-related validity for rating-based judgment tests, and found that the MSCEIT is best described by a single factor that is highly g -loaded, ( r ǫ = Ã 0.79), not multiple factors with low g -loadings as hypothesized by its measurement model.

TL;DR: Using meta-analytic databases of ethological observations of cognitive abilities involving 69 primate species, it is found that cognitive abilities that load more strongly on a common factor (which is here termed G) are associated with significantly bigger interspecies differences and bigger inter species variance.

TL;DR: The twin method is used to investigate the genetic and environmental origins of exceptional performance in reading, a skill that is a major focus of educational training in the early school years and suggests that reading expertise is the quantitative extreme of the same genetic and environment factors that affect reading performance for normal readers.

TL;DR: This paper examined the validity of ability tilt, measured as within-subject differences in math and verbal scores on the SAT and ACT, and found that ability tilt scores were correlated with academic abilities (math and verbal) and college majors (STEM and humanities), both drawn from the National Longitudinal Survey of Youth.

TL;DR: In this paper, the association between working memory capacity (WMC) and fluid intelligence (gf) was estimated based on well validated adult Wechsler scale subtests and a large, normative sample.

TL;DR: This paper found that the GFP was significantly correlated with g and this association was stronger with more extensive tests of g, with a California Personality Inventory based GFP in comparison to a Minnesota Multiphasic Personality Inventory-based GFP, when socially desirable responding was included as a statistical control.

TL;DR: The positive manifold associated with correlation matrices of diverse batteries of cognitive abilities has garnered a substantial amount of psychometric and theoretical consideration as mentioned in this paper, and the strength of the g factor (as estimated by omega hierarchical, ωh) was plotted across the ages of 2.5 to 90 years (N = 5200).