Why g matters: The complexity of everyday life
TL;DR: In this paper, the authors provide evidence that intelligence has pervasive utility in work settings because it is essentially the ability to deal with cognitive complexity, in particular, with complex information processing, and the more complex a work task, the greater the advantages that higher g confers in performing it well.
About: This article is published in Intelligence.The article was published on 1997-01-01 and is currently open access. It has received 1300 citations till now. The article focuses on the topics: Everyday life & Cognitive complexity.
Summary (1 min read)
Jump to: [Why g Matters: The Complexity of Everyday Life] – [WHAT DOES “IMPORTANT” MEAN?] – [INFLUENCE OF INTELLIGENCE ON OVERALL LIFE OUTCOMES] and [THE FUTURE]
Why g Matters: The Complexity of Everyday Life
- This article provides evidence that g has pervasive utility in work settings because it is essentially the ability to deal with cognitive complexity, in particular, with complex information processing.
- Few claims in the social sciences are backed by such massive evidence but remain so hotly contested in public discourse.
- Besides demonstrating that g is important in practical affairs, I seek to demonstrate why intelligence has such surprisingly pervasive importance in the lives of individuals.
- I then use both the employment and literacy data to sketch a portrait of life’s challenges and opportunities at different levels of intelligence.
WHAT DOES “IMPORTANT” MEAN?
- The nature of the job and its context seem to determine whether g has any direct effect on task proficiency, net of job knowlege.
- As is well known in psychometrics (see also Gordon, 1997), the fact that an individual passes or fails any single test item says little about that person’s general intelligence level.
INFLUENCE OF INTELLIGENCE ON OVERALL LIFE OUTCOMES
- The effects of intelligence-like other psychological traits-are probabilistic, not deterministic.
- White adults in this range marry, work, and have children (Hermstein & Murray, 1994), but, as Table 10 shows, they are nonetheless at great risk of living in poverty (30%), bearing children out of wedlock (32%), and becoming chronic welfare dependents (31%).
- At this IQ level, fewer than half the high school graduates and none of the dropouts meet the military’s minimum AFQT enlistment standards.
- Most occupations are within reach cognitively, because these individuals learn complex material fairly easily and independently.
- Such as divorce, illness, and occasional unemployment, they rarely become trapped in poverty or social pathology.
THE FUTURE
- Complexity enriches social and cultural life, but it also risks leaving some individuals behind.
- Society has become more complex-and g loaded-as the authors have entered the information age and postindustrial economy.
- Accordingly, organizations are “flatter” (have fewer hierarchical levels), and increasing numbers of jobs require high-level cognitive and interpersonal skills (Camevale, 1991; Cascio, 1995; Hunt, 1995; Secretary’s Commission on Achieving Necessary Skills, 1991).
- There is evidence that increasing proportions of individuals with below-average IQs are having trouble adapting to their increasingly complex modern life (Granat & Granat, 1978) and that social inequality along IQ lines is increasing (Herrnstein & Murray, 1994).
- As the military experience also illustrates, however, what is good pedagogy for the low-aptitude learner may be inappropriate for the high-aptitude person.
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TL;DR: It was found that compared to controls, pathological gamblers had higher scores on Neuroticism and lower scores on Conscientiousness and on self-esteem scale, and lower general cognitive ability.
Abstract: Due to changes in gambling accessibility during the last decade gambling has become more widespread in Estonia and the prevalence of pathological gambling has sharply increased. The present study attempts to identify psychological characteristics of Estonian pathological gamblers. It has been shown that a wide range of social, economic, and individual factors (e.g. personality traits and emotional states) predict the likelihood of becoming a pathological gambler. In the present study, pathological gamblers’ (N = 33) personality traits, self-esteem, self-reported emotional states and cognitive ability were compared to the respective characteristics in a non-gambling control group (N = 42) matched for age, gender and educational level. It was found that compared to controls, pathological gamblers had higher scores on Neuroticism (especially on its immoderation facet) and lower scores on Conscientiousness (especially on its dutifulness and cautiousness facets) and on self-esteem scale. They reported more negative emotional states during the previous month (especially depression and anxiety). Finally, pathological gamblers had lower general cognitive ability. In a logistic regression model, the likelihood of being a pathological gambler was best predicted by high immoderation score and low cognitive ability.
61 citations
Cites background from "Why g matters: The complexity of ev..."
...In accordance with the hypothesis, it has been shown that intelligence is related to coping with a wide range of everyday situations (Gottfredson 1997; Jensen 1998)....
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TL;DR: It is found that an individual’s grit was negatively related to the regional fALFF in the right dorsomedial prefrontal cortex (DMPFC), which is involved in self-regulation, planning, goal setting and maintenance, and counterfactual thinking for reflecting on past failures.
Abstract: As a personality trait, grit involves the tendency to strive to achieve long-term goals with continual passion and perseverance and plays an extremely crucial role in personal achievement. However, the neural mechanisms of grit remain largely unknown. In this study, we aimed to explore the association between grit and the fractional amplitude of low-frequency fluctuations (fALFF) in 217 healthy adolescent students using resting-state functional magnetic resonance imaging (RS-fMRI). We found that an individual's grit was negatively related to the regional fALFF in the right dorsomedial prefrontal cortex (DMPFC), which is involved in self-regulation, planning, goal setting and maintenance, and counterfactual thinking for reflecting on past failures. The results persisted even after the effects of general intelligence and the 'big five' personality traits were adjusted for. More importantly, the fALFF of the right DMPFC played a mediating role in the association between grit and academic performance. Overall, these findings reveal regional fALFF as a neural basis of grit and highlight the right DMPFC as a neural link between grit and academic performance.
61 citations
Cites background or methods from "Why g matters: The complexity of ev..."
...…as a confounding variable because the significant associations between grit, resting-state brain activity and academic performance may be caused by the indirect correlations between general intelligence, resting-state brain activity and academic performance (Gottfredson, 1997; Song et al., 2008)....
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...Many psychological attributes, such as general intelligence (Gottfredson, 1997) and conscientiousness (Tett et al., 1991), are consistently related to achievement....
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...Here, we used the RAPM as a confounding variable because the significant associations between grit, resting-state brain activity and academic performance may be caused by the indirect correlations between general intelligence, resting-state brain activity and academic performance (Gottfredson, 1997; Song et al., 2008)....
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...Many psychological attributes, such as general intelligence (Gottfredson, 1997) and conscientiousness (Tett et al....
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TL;DR: In this article, the authors summarize current brain research on intelligence and creativity that may be relevant to education in the near future, and five issues are addressed: (a) Why is there a neuroscience interest in intelligence? (b) Can intelligence be located in the brain? (c) Why are some brains smarter than others? (d) What do we know about creativity and brain? and (e) Can information about an individual's brain structure and function be useful to benefit his or her education.
Abstract: The goal of this article is to summarize current brain research on intelligence and creativity that may be relevant to education in the near future. Five issues are addressed: (a) Why is there a neuroscience interest in intelligence? (b) Can intelligence be located in the brain? (c) Why are some brains smarter than others? (d) What do we know about creativity and the brain? and (e) Can information about an individual's brain structure and function be useful to benefit his or her education? As we enter the 21st century, old controversies about measurement of intelligence are less relevant. Integrating neuroscience findings into education practices is a daunting challenge that will require educators to reexamine old ideas and acquire fundamental backgrounds in new areas.
61 citations
Cites background from "Why g matters: The complexity of ev..."
...Psychometric intelligence testing is the subject of debate and controversy, but there is overwhelming data that such assessments have considerable construct and predictive validity (Gottfredson, 1997)....
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TL;DR: In this paper, the authors investigated the influence of dispositional mindfulness on operators' safety behaviors and its boundary conditions and found that both safety compliance and safety participation behaviors were positively influenced by mindfulness as measured by the 14-item Freiburg Mindfulness Inventory.
60 citations
TL;DR: This study examined the cognitive and motivational antecedents and outcomes of learner-controlled practice difficulty in relation to learning a complex task and shows that training difficulty operationalized in terms of task complexity is positively related to both knowledge and performance outcomes.
Abstract: An inherent aspect of learner-controlled instructional environments is the ability of learners to affect the degree of difficulty faced during training. However, research has yet to examine how learner-controlled practice difficulty affects learning. Based on the notion of desirable difficulties (Bjork, 1994), this study examined the cognitive and motivational antecedents and outcomes of learner-controlled practice difficulty in relation to learning a complex task. Using a complex videogame involving both strong cognitive and psychomotor demands, 112 young adult males were given control over their practice difficulty, which was reflected in the complexity of the training task. Results show that general mental ability, prior experience, pre-training self-efficacy, and error encouragement were positively related to learner-controlled practice difficulty. In turn, practice difficulty was directly related to task knowledge and post-training performance, and it was related to adaptive performance through the mediating influences of task knowledge and post-training performance. In general, this study supports the notion that training difficulty operationalized in terms of task complexity is positively related to both knowledge and performance outcomes. Results are discussed with respect to the need for more research examining how task complexity and other forms of difficulty could be leveraged to advance learner-controlled instructional practices.
59 citations
References
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TL;DR: The ten-year edition of the 10th anniversary edition as mentioned in this paper is devoted to the theory of multiple intelligences and its application in the socialization of human intelligence through Symbols Implications And Applications.
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Book•
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