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We investigate cross-temporal changes in associations between subscale scores in the four large-scale assessments NLSY, PISA, TIMSS, and PIRLS

Last year, Earl Hunt published an article on international differences in intelligence in Perspectives on Psychological Science. Hunt’s article reviewed the causes and consequences of international differences in cognitive ability, problems measuring international differences in cognitive ability, and the relevance of such differences to modern society. Robert Sternberg (2013) provided a commentary on Hunt’s (2012) article, and Sternberg‘s commentary is the focus of our letter.

Conclusions- Country IQs strongly predict productivity (r = .50 to .80)- Effects slightly stronger for intellectual classes (95%)- Freedom magnified IQ effects on STEM (both groups)- Virtuous cycle? High freedom may increase innovation by attracting STEM talent and stimulating investment

Liberal thinkers have stressed the positive effects of an open economy and society. However, past research has shown that cognitive competence seems to be more crucial for understanding wealth differences between countries. In the current research, economic liberty indirectly increased the positive effect of cognitive competence on technology, innovation and wealth.Poster presented at the APS Convention, San Francisco, May 22-25, 2014, Hilton SF Union Square; May 22, 8:00-9:00 PM, APS Exhibit Hall-Grand Ballroom, Board Number 133.

Introduction This poster examines expert opinions on the causes of international differences (InatD) in cognitive ability and intelligence using responses from a larger survey (overview of the 2013 Survey of Expert Opinion on Intelligence presented in Rindermann et al. at ISIR 2013).The survey of expert opinions consisted of 62 main questions with follow-up questions and space for comments. Experts were sampled from publications (including the journals Intelligence and Cognitive Psychology) on intelligence, cognitive abilities, and student achievement. Notice of the study was emailed to ISIR members and posted to the ISSID homepage, and colleagues were asked to inform other researchers of the study. Only people who received a participation code could participate.The poster is divided into four parts. Part 1 presents expert opinions on the causes of international differences. Parts 2 and 3 present opinions on the two as most important rated factors, on influences of genes, and on qualitative (ql.) and quantitative (qt.) aspects of education, both in different regions and groups. Part 4 presents regional and group-related deviations from the general average in expert ratings. All sections report mean expert ratings in percentages (M in %), and the number of responses (N). Poster presented at the 14th ISIR Conference, Melbourne, Australia, December 12-14, 2013.

A replication of the 30 year old study from Snyderman and Rothman in the 1980s (collected 1984; published 1987 & 1988). Update: Inclusion of in the last decades developed research agendas: FLynn effect, student assessment studies, international differences. Presented at the International Society for Intelligence Research, ISIR 2013, 14th Annual Conference, December 12 to 14, 2013, Melbourne, Swinburne University of Technology, Hawthorn Campus, Advanced Technology Centre, Australia, 14th December 2013.