Search

Numeracy, the ability to understand and use basic probability and numerical concepts, is associated with diverse positive outcomes across the lifespan. Prior cross-sectional research on numeracy has generally found a negative association with age, but positive correlations with male gender, education attainment, and measures of fluid and crystallized intelligence have been more robust. Age effects on cognitive functioning are well established, but little is known about longitudinal trends of numeracy into older age. The present study investigates longitudinal age effects on numeracy using a sample of 524 adults (2008 Agerange = 20-78) from the RAND American Life Panel. Participants completed a numeracy measure in both 2008 and 2019, a span of 11 years. Using a linear mixed-effect model to predict numeracy scores, a significant interaction between the year of testing and the quadric age term shows a decline in numeracy scores beginning in later middle age, a trend that falls in between those previously found for crystallized and fluid cognitive abilities. Numeracy declines are somewhat mitigated for males and those with higher education, but the interaction of the two variables did not return a clear pattern of results. Prior research has shown that numeracy is positively related to the quality of health and financial decisions and, ultimately, more positive health and economic outcomes. The implications of age declines in numeracy are discussed in relation to health and financial decision-making, tasks that remain relevant into old age. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

We evaluated competing measurement models for the Psychopathy Checklist: Screening Version (PCL:SV), one of the most widely used assessment instruments of psychopathy, which applies to clinical, forensic, and community samples. With four all-male community and forensic samples collected in Germany and the United States (nTotal = 853), we evaluated several measurement models of the PCL:SV, including correlated factor models, higher-order models, and bifactor models, on numerous psychometric criteria including model fit, factor saturation, and predictive utility. Across the samples, we found that a bifactor model had better fit to the data and explained comparable or more variance in measures of fluid intelligence, crystallized intelligence, and characteristics of antisocial personality disorder relative to the four correlated factors model. The best bifactor structure model differed between forensic and community samples. With both populations, in addition to a g factor which loaded on all items, a nested factor representing the lifestyle and antisocial facets was also modeled. With the forensic sample, an additional orthogonal nested factor representing the interpersonal facet was needed. We conclude that there is strong communality across the 12 PCL:SV items, which is best captured by a bifactor structure. However, the specific nesting structure differs due to whether or not the sample includes a forensic or community population. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Studies on sociodemographic data and crystallized intelligence have often struggled to recruit enough participants to achieve sufficient validity. However, the advent of the internet now allows this problem to be solved through the creation of megastudies. Yet, this methodology so far has only been used in studies on vocabulary size, while general knowledge, another key component of crystallized intelligence, remains unexamined. In the present study, regression models were used to examine the impact of sociodemographic variables—gender, age, years of study and socioeconomic status—on general knowledge scores. The sample comprised 48,234 participants, each of whom answered 60 general knowledge questions, their data being fully available online. Men were found to score higher than women in general knowledge. Years of study and socioeconomic status acted as strong and weak positive predictors, respectively. Age acted as a strong positive predictor until the age of 50, where it became progressively detrimental. These results are discussed relative to other studies on crystallized intelligence, highlighting the need to study each of its components individually.

The Stochastic Becker-DeGroot-Marschak (SBDM) mechanism is a theoretically elegant way of eliciting incentive-compatible beliefs under a variety of risk preferences. However, the mechanism is complex and there is concern that some participants may misunderstand its incentive properties. We use a two-part design to evaluate the relationship between participants’ probabilistic reasoning skills, task complexity, and belief elicitation. We first identify participants whose decision-making is consistent and inconsistent with probabilistic reasoning using a task in which non-Bayesian modes of decision-making lead to violations of stochastic dominance. We then elicit participants’ beliefs in both easy and hard decision problems. Relative to Introspection, there is less variation in belief errors between easy and hard problems in the SBDM mechanism. However, there is a greater difference in belief errors between consistent and inconsistent participants. These results suggest that while the SBDM mechanism encourages individuals to think more carefully about beliefs, it is more sensitive to heterogeneity in probabilistic reasoning. In a follow-up experiment, we also identify participants with high and low fluid intelligence with a Raven task, and high and low proclivities for cognitive effort using an extended Cognitive Reflection Test. Although performance on these tasks strongly predict errors in both the SBDM mechanism and Introspection, there is no significant interaction effect between the elicitation mechanism and either ability or effort. Our results suggest that mechanism complexity is an important consideration when using elicitation mechanisms, and that participants’ probabilistic reasoning is an important consideration when interpreting elicited beliefs. Electronic supplementary material The online version of this article (10.1007/s10683-021-09722-x) contains supplementary material, which is available to authorized users.

We provide experimental evidence of behavior consistent with the sunk cost effect. Subjects who earned a lottery via a real-effort task were given an opportunity to switch to a dominant lottery; 23% chose to stick with their dominated lottery. The endowment effect accounts for roughly only one third of the effect. Subjects’ capacity for cognitive reflection is a significant determinant of sunk cost behavior. We also find stocks of knowledge or experience (crystallized intelligence) predict sunk cost behavior, rather than algorithmic thinking (fluid intelligence) or the personality trait of openness. We construct and validate a scale, the “SCE-8”, which encompasses many resources individuals can spend, and offers researchers an efficient way to measure susceptibility to the sunk cost effect.

Are intelligence and creativity distinct abilities, or do they rely on the same cognitive and neural systems? We sought to quantify the extent to which intelligence and creative cognition overlap in brain and behavior by combining machine learning of fMRI data and latent variable modeling of cognitive ability data in a sample of young adults (N = 186) who completed a battery of intelligence and creative thinking tasks. The study had 3 analytic goals: (a) to assess contributions of specific facets of intelligence (e.g., fluid and crystallized intelligence) and general intelligence to creative ability (i.e., divergent thinking originality), (b) to model whole-brain functional connectivity networks that predict intelligence facets and creative ability, and (c) to quantify the degree to which these predictive networks overlap in the brain. Using structural equation modeling, we found moderate to large correlations between intelligence facets and creative ability, as well as a large correlation between general intelligence and creative ability (r = .63). Using connectome-based predictive modeling, we found that functional brain networks that predict intelligence facets overlap to varying degrees with a network that predicts creative ability, particularly within the prefrontal cortex of the executive control network. Notably, a network that predicted general intelligence shared 46% of its functional connections with a network that predicted creative ability-including connections linking executive control and salience/ventral attention networks-suggesting that intelligence and creative thinking rely on similar neural and cognitive systems. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

It is mostly unclear which personal predispositions are associated with knowledge about how to protect one’s privacy online and actually protecting it. More elaborate knowledge on this topic may help in the design process of user interfaces. Therefore, we investigated person characteristics underlying individual differences in online privacy literacy and behavior. N = 1,073 (n = 500 men) participants completed the Online Privacy Literacy Scale, an Online Privacy Behavior Scale, the Big Five Inventory, and a test assessing crystallized intelligence in an online survey. Online privacy literacy and behavior were significantly, moderately positively related. Both were significantly positively related to crystallized intelligence. Online privacy behavior was additionally significantly positively related to Openness. The results give insights into individual factors associated with knowledge about online privacy settings and related behaviors. In addition, results can help optimizing design of user interfaces/assistive technologies that support (certain) users to implement their data protection rights.

Background Impairments in intelligence are more severe in patients with schizophrenia (SCZ) than in patients with bipolar disorder (BD) despite clinical and genetic similarities between the disorders. Genetic loci differentiating SCZ from BD, that is, SCZ-specific risk, have been identified. Polygenetic [risk] scores (PGSs) for SCZ-specific risk are higher in SCZ patients than in healthy controls (HCs). However, the influence of genetic risk on impaired intelligence is poorly understood. Here, we investigated whether SCZ-specific risk could predict impairments in intelligence in SCZ patients and HCs. Methods Large-scale genome-wide association study datasets related to SCZ vs BD, childhood intelligence (CHI), and adulthood intelligence (n = 12 441–282 014) were utilized to compute PGSs. PGSs derived from the genome-wide association studies were calculated for 130 patients with SCZ and 146 HCs. Premorbid and current intelligence and the decline were measured in SCZ patients and HCs. Correlations between PGSs and intelligence functions were investigated. Results High PGSs for SCZ-specific risk were correlated with low premorbid intelligence in SCZ patients and HCs (β = −0.17, P = 4.12 × 10–3). The correlation was still significant after adjusting for diagnostic status (β = −0.13, P = .024). There were no significant correlations between PGSs for SCZ-specific risk and current intelligence or intelligence decline (P > .05). PGSs for CHI were lower in SCZ patients than in HCs (R2 = 0.025, P = .025), while the PGSs for CHI were not significantly correlated with premorbid and current intelligence, the decline, or the PGSs for SCZ-specific risk (P > .05). Conclusions These findings suggest that genetic factors differentiating SCZ from BD might affect the pathogenesis of SCZ and/or pathological differences between SCZ and BD via the impairment of premorbid intelligence, that is, crystallized intelligence, while genetic factors for CHI might affect the pathogenesis of SCZ but not via impairments in intelligence.

Para entender el concepto general, es de vital importancia la división de cada una de sus partes, y definir a través de la historia su incidencia en la sociedad actual. Thurstone y Thorndike crearon un concepto de “inteligencia multifactorial”, la cual conecta un sin número de capacidades, pero cada una de ellas con tareas independientes; en cambio, Guilford desarrollo un modelo tridimensional, en la cual la inteligencia debe ser tomada en consideración por sus operaciones, contenidos y productos, esto en cualquier actividad en la cual se requiera de la misma. En el camino a una definición concreta, Horn y Cattell integran las concepciones de todos los estudios pasados y crean dos tipos de inteligencia, una inteligencia fluida responsable del aprendizaje de nuevos conceptos; y una inteligencia cristalizada responsable de la utilización de los aprendizajes previamente adquiridos, esto posicionando a la inteligencia como una serie de procesos psicológicos. Actualmente el concepto de inteligencia emocional ha sido reevaluado para dar lugar a un concepto en el cual confluyan, tanto psicólogos experimentales, como neurocientíficos y neuropsicólogos, dando lugar a una transición epistemológica y científica mucho más objetiva: las destrezas emocionales.

We report a study examining the role of linguistic context in modulating the influences of individual differences in fluid and crystalized intelligence on comprehension of literary metaphors. Three...

In this study, normative data for the age-range 18-40 years have been provided for the Verbal Judgment Test (VJT), which underpins abstract reasoning on the basis of four subtests: "Differences", "Proverbs", "Absurdities" and "Classifications". 554 participants (280 males and 274 females) were recruited and the following data were provided: means and standard deviations divided by gender, educational level (8, 13 and 18 years) and age group (18-20 years, 21-25 years, 26-30 years, 31-35 years and 36-40 years) for each subtest and the total score; percentiles for each subtest, divided by age group, and, when appropriate, educational level and/or gender; Rho correlations between age group, gender, educational level, intelligence and VJT scores. Age-, education- and gender differences were also assessed carrying out non parametric tests. Results showed that age and education positively affected performance in the subtests of Differences, Proverbs and Classifications, which are mostly based on previous knowledge, experience, and crystallized intelligence, but did not affect performance in the Absurdities subtest, which encompasses to some extent fluid intelligence. In addition, males showed higher scores than females in the subtests of Differences and Proverbs and in the total VJT, probably reflecting higher knowledge acquisition. Implications for future research are briefly discussed.

Although scholars take the view that intelligence is a necessary condition for wisdom, intelligent people tend to prioritize and focus on their own immediate goals and interests, and often act unwisely. In this study we focused on the moderating effect of Zhongyong thinking in the relationship between crystallized intelligence and wisdom. Zhongyong thinking is a Confucius interpersonal style, the use of which can help intelligent people to think of others as well as themselves. Participants in our study were 103 students at a Chinese college, who completed all measures in a laboratory setting. Results show there was both a significant positive relationship between Zhongyong thinking and wisdom, and a moderating effect of Zhongyong thinking in the relationship between crystallized intelligence and wisdom. These findings provide new insight into the effect of Zhongyong thinking on the intelligence–wisdom behavior transformation process.

The efficiency of the brain greatly contributes to a person’s intelligence quotient (IQ), which may ultimately affect one’s social status. Neurophysiological processes and IQ change during a person’s lifetime and depend on a number of factors, including fluid and crystalized intelligence, diet, physical activity and sleep. As described in the literature, the level of fluid intelligence decreases with age. This process can be delayed by implementing mental exercises and physical factors in one’s lifestyle. The SOMECO concept developed in Germany and described in this paper emphasizes the importance of following the most current scientific research in maintaining overall mental health.

Multitasking is ubiquitous in everyday life, which means there is value in developing measures that predict successful multitasking performance. In a large sample (N = 404 contributing data), we examined the predictive and incremental validity of placekeeping, which is the ability to perform a sequence of operations in a certain order without omissions or repetitions. In the context of multitasking, placekeeping should play a role in the performance of procedural subtasks and the interleaving of subtasks that interrupt each other. Regression analyses revealed that placekeeping ability accounted for 11% of the variance in multitasking performance, and had incremental validity relative to each of a diverse set of cognitive abilities (working memory capacity, fluid intelligence, perceptual speed, and crystallized intelligence). The predictive validity of placekeeping for multitasking was stable across samples of performance and robust to placekeeping practice. Broader measures of performance on our placekeeping task accounted for 21% of the variance in multitasking performance and had incremental validity relative to an estimate of psychometric g. The results provide evidence that placekeeping is a distinct cognitive ability with its own specific role to play in multitasking, and raise the possibility that measures of placekeeping ability could have utility in selecting personnel for occupations that require certain kinds of multitasking, such as interleaving of procedures.

Studies of the neural basis of intelligence have focused on comparing brain imaging variables with global scales instead of the cognitive domains integrating these scales or quotients. Here, the relation between mean tract‐based fractional anisotropy (mTBFA) and intelligence indices was explored. Deterministic tractography was performed using a regions of interest approach for 10 white‐matter fascicles along which the mTBFA was calculated. The study sample included 83 healthy individuals from the second wave of the Cuban Human Brain Mapping Project, whose WAIS‐III intelligence quotients and indices were obtained. Inspired by the “Watershed model” of intelligence, we employed a regularized hierarchical Multiple Indicator, Multiple Causes model (MIMIC), to assess the association of mTBFA with intelligence scores, as mediated by latent variables summarizing the indices. Regularized MIMIC, used due to the limited sample size, selected relevant mTBFA by means of an elastic net penalty and achieved good fits to the data. Two latent variables were necessary to describe the indices: Fluid intelligence (Perceptual Organization and Processing Speed indices) and Crystallized Intelligence (Verbal Comprehension and Working Memory indices). Regularized MIMIC revealed effects of the forceps minor tract on crystallized intelligence and of the superior longitudinal fasciculus on fluid intelligence. The model also detected the significant effect of age on both latent variables.

BACKGROUND: Relationships with peers and teachers are keys for children's psychosocial development. However, it is unclear whether this also applies for high-ability children. This study adds to the literature by longitudinally examining the role of interpersonal relationships in the educational context for high- and average-ability students. AIMS: In this study, we examined whether high- and average-ability students differ in terms of peer acceptance, teacher conflict, and school well-being. Further, we studied the potential bi-directional effects between school well-being, teacher conflict, and peer acceptance in late childhood and examined whether the relations between these concepts differ between high- and average-ability students. SAMPLE: The total sample consisted of 3,101 Belgian students (49.9% boys, Mage = 9.76 years), with 348 high-ability and 2,753 average-ability students. METHODS: Cognitive ability was assessed in Grade 3 with two cognitive ability tests (for crystallized intelligence and fluid intelligence, respectively). The students were followed for three years (Grades 4, 5, and 6), and each year their current teacher filled out questionnaires regarding teacher-child conflict, peer acceptance, and school well-being. RESULTS: High-ability students showed lower teacher conflict, higher peer acceptance, and better school well-being than average-ability students. Cross-lagged analyses showed that peer acceptance consistently predicted school well-being over time, while Grade 4 school well-being impacted Grade 5 teacher conflict. Also, better peer acceptance in Grade 5 predicted lower teacher-student conflict in Grade 6. Multigroup analyses revealed similar associations for both groups. CONCLUSIONS: Our results show that high-ability students in general display more positive school-based social relationships and school well-being than average-ability students. We found no differences in the links between these variables for both groups (i.e., high-ability students and average-ability students). ispartof: British Journal Of Educational Psychology vol:91 issue:4 pages:1127-1145 ispartof: location:England status: Published online

The concept of cognitive reserve –CR– postulates two forms that prevent cognitive impairment: neural reserve and neural compensation. Both have been primarily linked to the protective role played by genetic factors, educational level, occupation or socioeconomic status. Though it is true that it has been related to executive functions, so far very little attention has been paid to its predictive capacity with other variables more related to social cognition and psychosocial adaptation. Considering socially vulnerable contexts with reduced cultural capital and educational levels, the neural reserve function would be the most relevant and best predictor of aspects related to social cognition and executive functions. We suggest that variables such as fluid and crystallized intelligence influence social cognition and executive functions. This study included a sample of 27 participants over 60 years old from varied contexts of social vulnerability. The procedure included data collection using various cognitive measures. Results show that elderly people with high intelligence—mainly fluid intelligence—have better executive functions, emotional recognition and theory of mind. These results focus on cognitive reserve and its importance because they show that elderly people in vulnerable contexts who strengthen these aspects protect themselves against the deterioration of cognitive skills. This study is the first preliminary research to present a relationship between cognitive reserve and social cognition factors in elderly subjects. Fluid intelligence functions as a highly related factor to protect the performance of executive functions, along with other social-cognitive factors relevant to facilitating the conditions of social adaptation.

Most of the studies of the effects of fluid intelligence and non-cognitive characteristics on crystalized intelligence examined additive effects. The results of the few studies that examined interactive effects are inconsistent. Some find a positive (facilitating) interaction and some find a negative (compensatory) interaction. We improve on these previous studies by examining non-cognitive characteristics that were not studied before and by using a very large representative sample (n = 11,266). We find a positive/facilitating interaction. We discuss the implication of these results to theories about the joint effect of fluid intelligence and non-cognitive characteristics on crystalized intelligence.

Objective: To investigate cognitive correlates of instrumental activities of daily living (IADL) performance among people with Parkinson disease (PD) without dementia. Design: Cross-sectional. Setting: Academic medical center. Participants: Volunteer sample (N=161) comprising participants with PD without dementia (n=102) and healthy comparison (HC) participants (n=59). Interventions: Not applicable. Main Outcome Measures: Performance-based assessment of cognitively-demanding IADL (meal preparation, bill paying, shopping, medication management, small home repair), neuropsychological tests (attentional control/flexibility, planning, working memory, memory, crystallized intelligence), and measures of motor function and other characteristics (eg, depressive symptoms). Results: There were no group differences in neuropsychological test performance (P>.06). The PD group performed more poorly than the HC group on a number of cognitive IADL tasks (P

AIM To investigate whether children with perinatal brain injury have impairments in specific components of visual attention, and whether early dietary supplementation can reduce any deficits. METHOD Children participating in the Dolphin neonatal trial of dietary supplementation were tested at age 6 months with the Infant Fixation Shift Attention Test, and at 4 to 5 years with four subtests of the Early Childhood Attention Battery (ECAB) assessing different components of attention (selective, sustained, and executive function), and the Fluid Crystallized Intelligence Index of the Kaufman Assessment Battery for Children, Second Edition (KABC-II). From 59 children originally assigned to trial groups, 33 were available for testing at 4 to 5 years (18 treatment group of whom seven, six, and five showed mild, moderate, or severe neonatal brain injury; 15 controls with one, seven, and seven in the neonatal brain injury categories respectively). Given the imbalance in numbers with mild brain injury, analysis of trial group differences is restricted to moderate and severe brain injury severities (n=25). RESULTS Children with perinatal brain injury showed poorer attention across all components relative to age norms (mean standard scores 75-87; p

Aging entails a multifaceted complex of changes in macro- and micro-structural properties of human brain gray matter (GM) and white matter (WM) tissues, as well as in intellectual abilities. To better capture tissue-specific brain aging, we combined volume and distribution properties of diffusivity indices to derive subject-specific age scores for each tissue. We compared age-related variance between younger and older adults for GM and WM age scores, and tested whether tissue-specific age scores could explain different effects of aging on fluid (Gf) and crystalized (Gc) intelligence in younger and older adults. Chronological age was strongly associated with GM (R2=0.73) and WM (R2=0.57) age scores. The GM age score accounted for significantly more variance in chronological age in younger relative to older adults (p&nbsp

Understanding the perspectives of others is a critical skill. Theory of mind (ToM) is an essential ability for social competence and communication, and it is necessary for understanding behaviors that differ from our own (Premack and Woodruff, 1978). Although all individuals possess a ToM to varying degrees, bilinguals are especially adept to perspective-taking. Research has reported that bilinguals outperform monolinguals in ToM tasks (e.g., Goetz, 2003; Rubio-Fernandez & Glucksberg, 2012). However, the mechanisms underlying this effect are unclear. Studying individual differences in ToM performance between bilinguals and monolinguals can help explain these mechanisms. Yet this promising area of research faces an important challenge: the lack of psychometric research on ToM measurement. Recent research suggests that tests that measure the ToM construct might not be as reliable as previously thought (Warnell & Redcay, 2019). This hinders the interpretation of experimental and correlational findings and puts into question the validity of the ToM construct. This dissertation addresses these two questions empirically to improve our understanding of what constitutes ToM. Study 1 examines the structure of ToM, crystallized intelligence (Gc), and fluid intelligence (Gf) to understand (a) whether ToM constitutes a construct separate from other cognitive abilities and (b) to explore whether tasks of ToM present adequate construct validity. For this, three confirmatory factor analyses (CFAs) were conducted. The results demonstrated that a model with three latent factors (ToM, Gf and Gc) did not adequately fit the data and was not significantly different from a model with only two latent factors (ToM-Gf and Gc). In addition, an exploratory factor analysis (EFA) showed that two of the ToM tasks loaded onto a Gf factor whereas one of the tasks loaded onto a third factor by itself. Finally, an exploratory network analysis (NMA) was conducted to observe relationships among the tasks. The results showed that the ToM tasks were no more related to each other than to some tasks of Gf and Gc, and that ToM tasks did not form a consistent cluster. Overall, the results of Study 1 suggest that ToM tasks are likely not measuring a monolithic ToM construct. Study 2 examines individual differences in metalinguistic awareness, executive function, and bilingualism as predictors of ToM. The results showed that all variables significantly predicted ToM, but bilingualism was not a significant moderator of ToM. Overall, the findings suggest that in this sample there was no difference in the processes used to predict ToM based on being bilingual or monolingual. Implications for measurement and individual differences in ToM are discussed.

Age-related cognitive decline has been linked to alterations of the dopaminergic system and its subcortical trajectories. Recent work suggests a critical role of iron accumulation within the basal ganglia (BG) in verbal memory performance, and increased iron levels have been related to demyelination. However, the specificity of age-related iron increases with respect to cognitive functions remains unclear. Therefore, we investigated the interplay of age, cognitive performance, and structural integrity of the BG. In total, 79 healthy older participants underwent a broad cognitive assessment (fluid and crystallized intelligence, verbal and numeric memory, processing speed, executive functions) and structural MRI. As expected, performance in most cognitive tests had a negative relationship with age. Moreover, BG grey matter volume and magnetization transfer (MT, indicative of myelin) decreased, and R2* (indicative of iron) increased with age. Importantly, R2* and demyelination negatively correlated with verbal memory and executive functions. Within the SN/VTA, age correlated negatively with MT, but there was no clear evidence in favor of a relationship between behavior and R2* or MT. Our results suggest that age-related increases in iron and demyelination within the BG, which are part of a fronto-striatal network, not only impact on verbal memory but also executive functions.

Three aspects of cognition (fluid intelligence, executive functioning, and crystallized intelligence) in pre-K were examined as predictors of math and reading achievement in kindergarten among an economically diverse sample of 198 African American children. From a variable-centered perspective, confirmatory factor analyses revealed that the three aspects of cognition can be distinguished. Subsequent regression analyses indicated that only executive functioning and crystallized intelligence predicted math and reading achievement in kindergarten. From a person-centered perspective, three profiles of cognition were identified: low fluid and crystallized intelligence with average executive functioning, average abilities in all three areas, and high abilities in all three areas, but particularly higher in executive functioning. Children with low fluid and crystallized intelligence during pre-K had the lowest math and reading skills in kindergarten, whereas children with the highest cognitive skills had the highest math and reading skills in kindergarten. Together, the variable-centered and person-centered results suggest that perhaps there should be increased focus on crystallized intelligence in early education programs, policies, and interventions in addition to a focus on executive functioning. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

Cognitive deficits are a core feature of psychiatric disorders like schizophrenia and bipolar disorder. Evidence supports a genome-wide polygenic score (GPS) for educational attainment (GPSEDU) can be used to explain variability in cognitive performance. We aimed to identify different cognitive domains associated with GPSEDU in a transdiagnostic clinical cohort of chronic psychiatric patients with known cognitive deficits. Bipolar and schizophrenia patients from the PsyCourse cohort (N = 730; 43% female) were used. Likewise, we tested whether GPSs for schizophrenia (GPSSZ) and bipolar disorder (GPSBD) were associated with cognitive outcomes. GPSEDU explained 1.5% of variance in the backward verbal digit span, 1.9% in the number of correctly recalled words of the Verbal Learning and Memory Test, and 1.1% in crystallized intelligence. These effects were robust to the influences of treatment and diagnosis. No significant associations between GPSSZ or GPSBD with cognitive outcomes were found. Furthermore, these risk scores did not confound the effect of GPSEDU on cognitive outcomes. GPSEDU explains a small fraction of cognitive performance in adults with psychiatric disorders, specifically for domains related to linguistic learning and working memory. Investigating such a proxy-phenotype longitudinally, could give intriguing insight into the disease course, highlighting at what time genes play a more influential role on cognitive performance. Better understanding the origin of these deficits might help identify those patients at risk for lower levels of functioning and poor social outcomes. Polygenic estimates may in the future be part of predictive models for more personalized interventions.

We examined the role of personality and health as time-invariant and time-varying predictors of changes in different cognitive domains based on data from the Interdisciplinary Longitudinal Study on Adult Development. Our sample consisted of 500 individuals born between 1930 and 1932 (baseline age: M = 62.87 years, SD = 0.89 years) who were assessed up to 4 times over an interval of up to 20 years. Cognitive abilities were measured by multiple well-established tests representing crystallized intelligence, fluid intelligence, and information processing speed. Because of poor psychometric properties of openness in our sample, only 4 of the Big Five personality traits (neuroticism, extraversion, agreeableness, and conscientiousness) were used. Based on in-depth medical examinations, physicians rated study participants' health. When considered as time-invariant predictors, lower baseline neuroticism and extraversion scores were associated with better baseline performance on the crystallized and fluid ability tests. Higher initial extraversion was associated with less steep decline in information processing speed. Worse baseline physician health was associated with lower baseline scores on fluid abilities and information processing speed. Moreover, worse initial health was associated with steeper decline in crystallized and fluid abilities. From a time-varying perspective, crystallized abilities were lower on measurement occasions when individuals revealed poorer health. Our findings suggest that late-life cognitive abilities are differentially related with personality and health. Overall, personality characteristics are associated with late-life cognitive abilities, but less so from a time-varying perspective. They also seem to be of limited importance for the prediction of long-term change in cognitive abilities. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Most applications of machine intelligence have focused on demonstrating crystallized intelligence. Crystallized intelligence relies on accessing problem-specific knowledge, skills and experience stored in long term memory. In this paper, we challenge the AI community to design AIs to completely take tests of fluid intelligence which assess the ability to solve novel problems using problem-independent solving skills. Tests of fluid intelligence such as the NNAT are used extensively by schools to determine entry into gifted education programs. We explain the differences between crystallized and fluid intelligence, the importance and capabilities of machines demonstrating fluid intelligence and pose several challenges to the AI community, including that a machine taking such a test would be considered gifted by school districts in the state of California. Importantly, we show existing work on seemingly related fields such as transfer, zero-shot, life-long and meta learning (in their current form) are not directly capable of demonstrating fluid intelligence but instead are task-transductive mechanisms.

Human intelligence can be broadly subdivided into fluid (gf) and crystallized (gc) intelligence, each tapping into distinct cognitive abilities. Although neuroanatomical correlates of intelligence have been previously studied, differential contribution of cortical morphologies to gf and gc has not been fully delineated. Here, we tried to disentangle the contribution of cortical thickness, cortical surface area, and cortical gyrification to gf and gc in a large sample of healthy young subjects (n = 740, Human Connectome Project) with high-resolution MRIs, followed by replication in a separate data set with distinct cognitive measures indexing gf and gc. We found that while gyrification in distributed cortical regions had positive association with both gf and gc, surface area and thickness showed more regional associations. Specifically, higher performance in gf was associated with cortical expansion in regions related to working memory, attention, and visuo-spatial processing, while gc was associated with thinner cortex as well as higher cortical surface area in language-related networks. We discuss the results in a framework where “horizontal” cortical expansion enables higher resource allocation, computational capacity, and functional specificity relevant to gf and gc, while lower cortical thickness possibly reflects cortical pruning facilitating “vertical” intracolumnar efficiency in knowledge-based tasks relevant mostly to gc.

The nature of the mental processes involved in metaphor comprehension has been the focus of debate, with controversy focusing on the relative role of general analogical reasoning versus language-specific conceptual combination. In the present set of studies, we take an individual-differences approach to examine the comprehension of a variety of metaphors, some taken from literary sources, using several types of comprehension tests. In a series of metaphor-comprehension studies with college students, we measured both fluid intelligence (using the nonverbal Raven’s Progressive Matrices test) and crystalized verbal intelligence (using a new Semantic Similarities Test as well as the Vocabulary subscale of the Wechsler Adult Intelligence Scale). Previous work has shown that measures of fluid intelligence are closely linked to individual differences in analogical reasoning, whereas measures of crystalized verbal intelligence are linked to language-specific abilities. We found that each measure had a dissociable predictive relationship to metaphor comprehension. The pattern of individual differences indicated that crystalized intelligence influences metaphor comprehension across a broad range of metaphor types, whereas individual differences in fluid intelligence mainly impact comprehension of more cognitively complex metaphors, such as those that arise in literary sources.

The relationship between biracial status, color, and crystallized intelligence was examined in a nationally representative sample of adult Black and White Americans. First, it was found that self-identifying biracial individuals, who were found to be intermediate in color and in self-reported ancestry, had intermediate levels of crystallized intelligence relative to self-identifying White (mostly European ancestry) and Black (mostly sub-Saharan African ancestry) Americans. The results were transformed to an IQ scale: White (M = 100.00, N = 7569), primarily White&ndash, biracial (M = 96.07, N = 43, primarily Black&ndash, biracial (M = 94.14 N = 50), and Black (M = 89.81, N = 1381). Next, among self-identifying African Americans, a statistically significant negative correlation of r = &minus, 0.102 (N = 637) was found between interviewer-rated darker facial color and vocabulary scores. After correction for the reliability of the measures, this correlation increased to r = &minus, 0.21. Corrections for the validity of color as an index of African ancestry would raise this correlation to around r = &minus, 0.48. This association among self-identifying African Americans was not accounted for by confounding factors, such as region of residence and interviewer race, or by parental socioeconomic status and individual educational attainment. In the multivariate models, the standardized betas for color and crystallized intelligence among African Americans ranged from &beta, = &minus, 0.112 to &beta, 0.142. Based on the coefficients from the multivariate analysis, it was further found that cognitive ability was a significant mediator in the context of color and education, while education was not in the context of color and cognitive ability. It is concluded that these results further substantiate the statistical relation between intelligence and biogeographic ancestry in African and European American populations.

The definition of human intelligence and its underlying psychological constructs have long been debated. Although previous studies have investigated the fundamental cognitive functions determining intellectual abilities, such as the broadly defined executive functions including working memory, the core process has yet to be identified. A potential candidate for such a role might be cognitive control, a psychological construct for the coordination of thoughts and actions under conditions of uncertainty. In this study, we tested a cognitive control model of intellectual ability by examining the association between cognitive control, measured by a perceptual decision-making task and by the attention network test, and general intelligence including components of fluid intelligence (Gf, concerning the ability to solve problems by abstraction) and crystalized intelligence (Gc, related to learning from prior knowledge and experience) measured by the Wechsler Adult Intelligence Scale. We also examined the potential role of cognitive control as a core process involved in another determinant of intellectual abilities, the working memory, measured by the N-back tasks and the working memory complex span tasks. The relationship among intelligence, cognitive control, and working memory was examined using structural equation modeling. Results showed that cognitive control shared a large amount of variance with working memory and both measures were strongly associated with Gf and Gc, with a stronger association with Gf than Gc. These findings suggest that cognitive control, serving as a core construct of executive functions, contributes substantially to general intellectual ability, especially fluid intelligence.

Abstract. Need for Cognition (NFC) signifies “the tendency for an individual to engage in and enjoy thinking” ( Cacioppo & Petty, 1982, p. 116 ). Up to now, no scale of sufficient psychometric quality existed to assess NFC in children. Using data from three independent, diverse cross-sectional samples from Germany, Luxembourg, and Finland, we examined the psychometric properties of a new NFC scale intended to fill in this gap. In all samples, across grade levels ranging from 1 to 9, confirmatory factor analysis confirmed the hypothesized nested factor structure based on Mussel’s (2013) Intellect model, with one general factor Think influencing all items and two specific factors Seek and Conquer each influencing a subset of items. At least partial scalar measurement invariance with regard to grade level and sex could be demonstrated. The scale exhibited good psychometric properties and showed convergent and discriminant validity with an established NFC scale and other noncognitive traits such as academic self-concept and interests. It incrementally predicted mostly statistically significant but relatively small portions of academic achievement variance over and above academic self-concept and interest. Implications for research on the development of NFC and its role as an investment trait in intellectual development are discussed.

This study investigated the longitudinal relationship between children’s digital game use and fluid and crystallized intelligence. Specifically, this study examined whether digital games affect children’s fluid and crystallized intelligence (an effects perspective), whether children with higher levels of fluid or crystallized intelligence are more attracted to digital games (a selection perspective), or whether evidence supports a reciprocal relationship between digital game play and intelligence. Using data from 934 children aged 3 to 7 years (52% girls) across four waves with one-year intervals, our evidence for fluid intelligence indicates partial support for the effects perspective and no support for the selection perspective. For crystallized intelligence, our findings did not reveal any significant relationship with digital game use. The results suggest that digital games can move the needle for fluid intelligence, but more insight is needed to identify how this effect occurs, in which situations, and for which children this is most likely.

Crystallized intelligence (gc) is a prominent factor in consensual theories on the structure of intelligence. Although declarative knowledge is arguably a core aspect of gc, little is known about the dimensionality of knowledge in adults; the proposed dimensional models vary broadly from unidimensionality, to three-dimensional models (science, humanities, and civics), to a six-dimensional model with an overarching g-factor. While previous studies were mostly based on narrow item samples once administered to a specific sample within a restricted time frame, we used a smartphone-based approach to investigate the dimensionality of knowledge based on a large set of items administered to a heterogeneous sample. More specifically, questions were randomly drawn from a pool of 4050 items from 34 subject domains such as chemistry, arts, and politics and administered to an age- and ability-heterogeneous sample of 1117 participants. We calculated Weighted Likelihood Estimates separately for each domain and then estimated a series of principal component analyses with increasing number of factors. The component solution at different levels match models reported in previous studies on the dimensionality of knowledge. We conclude that the dimensionality of declarative knowledge highly depends on the item and person sample. Finally, we discuss different approaches to model gc, give advice on the measurement of gc in general and discuss weaknesses and strengths of mobile assessments.

Mindset refers to a person’s beliefs about the nature of their abilities—whether they believe their ability in a given domain is malleable or fixed. We investigated whether a brief, online intervention could alter ability and non-ability traits, including mindset of intelligence, locus of control, challenge-approach motivation, grit, and performance on cognitive ability tests. Exploratory factor analysis indicated that measures of mindset, grit, and locus of control loaded onto a common self-determination factor, which was independent of a second factor reflecting fluid intelligence and crystallized intelligence. Multilevel modeling further revealed that participants who received a mindset intervention reported more growth mindset, internal locus of control, challenge-approach motivation, and self-determination. The mindset intervention did not alter cognitive ability scores or grittiness.

We meta-analytically investigated relations between the four-branch model of ability emotional intelligence (EI) with fluid (Gf) and crystallized intelligence (Gc; 352 effect sizes; ntotal = 15,333). We found that for each branch, the strength of relations with Gf and Gc were equivalent. Understanding emotions has the strongest relation with Gf/Gc combined (ρ = .43, k = 81, n = 11,524), relative to facilitating thought using emotion (ρ = .19, k = 51, n = 7,254), managing emotions (ρ = .20, k = 74, n = 11,359), and perceiving emotion (ρ = .20, k = 79, n = 9,636); for the latter, relations were also moderated by stimulus type. We conclude with implications and recommendations for the study of ability EI.

Variation in cognitive ability arises from subtle differences in underlying neural architecture. Understanding and predicting individual variability in cognition from the differences in brain networks requires harnessing the unique variance captured by different neuroimaging modalities. Here we adopted a multi-level machine learning approach that combines diffusion, functional, and structural MRI data from the Human Connectome Project (N = 1050) to provide unitary prediction models of various cognitive abilities: global cognitive function, fluid intelligence, crystallized intelligence, impulsivity, spatial orientation, verbal episodic memory and sustained attention. Out-of-sample predictions of each cognitive score were first generated using a sparsity-constrained principal component regression on individual neuroimaging modalities. These individual predictions were then aggregated and submitted to a LASSO estimator that removed redundant variability across channels. This stacked prediction led to a significant improvement in accuracy, relative to the best single modality predictions (approximately 1% to more than 3% boost in variance explained), across a majority of the cognitive abilities tested. Further analysis found that diffusion and brain surface properties contribute the most to the predictive power. Our findings establish a lower bound to predict individual differences in cognition using multiple neuroimaging measures of brain architecture, both structural and functional, quantify the relative predictive power of the different imaging modalities, and reveal how each modality provides unique and complementary information about individual differences in cognitive function., Author summary Cognition is a complex and interconnected process whose underlying mechanisms are still unclear. In order to unravel this question, studies usually look at one neuroimaging modality (e.g., functional MRI) and associate the observed brain properties with individual differences in cognitive performance. However, this approach is limiting because it fails to incorporate other sources of brain information and does not generalize well to new data. Here we tackled both problems by using out-of-sample testing and a multi-level learning approach that can efficiently integrate across simultaneous brain measurements. We tested this scenario by evaluating individual differences across several cognitive domains, using five measures that represent morphological, functional and structural aspects of the brain network architecture. We predicted individual cognitive differences using each brain property group separately and then stacked these predictions, forming a new matrix with as many columns as separate brain measurements, that was then fit using a regularized regression model that isolated unique information among modalities and substantially helped enhance prediction accuracy across most of the cognitive domains. This holistic approach provides a framework for capturing non-redundant variability across different imaging modalities, opening a window to easily incorporate more sources of brain information to further understand cognitive function.

Individuals encounter problems daily wherein varying numbers of constraints require delimitation of memory to target goal-satisfying information. Multiply-constrained problems, such as the compound remote associates, are commonly used to study this type of problem solving. Since their development, multiply-constrained problems have been theoretically and empirically related to creative thinking, analytical problem solving, insight problem solving, and a multitude of other cognitive abilities. In the present study, we empirically evaluated the range of cognitive abilities previously associated with multiply-constrained problem solving to assess common versus unique predictive variance (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence). Additionally, we sought to determine whether problem-solving ability and self-reported strategy adoption (analytical or insightful) were task specific or task general through the use of novel multiply-constrained problem-solving tasks (TriBond and Location Bond). Performance across these tasks was shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the sole cognitive ability that provided unique predictive value after accounting for all other abilities.

The present work provides robust insights into how cognitive ability is correlated to personality traits. We investigated how cognitive ability (operationalized as facets of working memory capacity) is linked to the Big Five personality traits on broader domain- and facet-levels, as well as with individual personality inventory items. The effective sample comprised 1211 people (55% female; age M = 31.39, SD = 11.76) who participated in the study via a smartphone application where they filled out a personality test, and solved six working memory capacity tasks (based on two binding paradigms with different stimulus types). In addition to bivariate analyses, we used network analysis to model cognitive ability in relation to personality on different aggregation levels. We found that Openness, its facet Intellectual and some items of the Openness domain were consistently associated with cognitive ability tasks. While some of the earlier findings were replicated, we also provide novel findings with robust methodology across different levels of personality and by differentiating the facets of cognition. All in all, personality is not substantially correlated with cognitive ability, and the links with Openness are weak.

Functional connectivity studies have demonstrated that creative thinking builds upon an interplay of multiple neural networks involving the cognitive control system. Theoretically, cognitive control has generally been discussed as the common basis underlying the positive relationship between creative thinking and intelligence. However, the literature still lacks a detailed investigation of the association patterns between cognitive control, the factors of creative thinking as measured by divergent thinking (DT) tasks, i.e., fluency and originality, and intelligence, both fluid and crystallized. In the present study, we explored these relationships at the behavioral and the neural level, based on N = 77 young adults. We focused on brain-signal complexity (BSC), parameterized by multi-scale entropy (MSE), as measured during a verbal DT and a cognitive control task. We demonstrated that MSE is a sensitive neural indicator of originality as well as inhibition. Then, we explore the relationships between MSE and factor scores indicating DT and intelligence. In a series of across-scalp analyses, we show that the overall MSE measured during a DT task, as well as MSE measured in cognitive control states, are associated with fluency and originality at specific scalp locations, but not with fluid and crystallized intelligence. The present explorative study broadens our understanding of the relationship between creative thinking, intelligence, and cognitive control from the perspective of BSC and has the potential to inspire future BSC-related theories of creative thinking., publishedVersion

Significance Mastering diverse cognitive tasks is crucial for humans. We study how the brain’s functional organization at rest is configured to support diverse cognitive phenotypes. Emphasizing the multilevel, hierarchical modular structure of brain’s functional connectivity to derive eigenmode-based measures, we demonstrate that the resting brain’s functional organization in healthy young adults is configured to maintain a balance between network segregation and integration. This functional balance is associated with better memory. Furthermore, brains tending toward stronger segregation versus integration foster different cognitive abilities. Thus, the segregation–integration balance empowers the brain to support diverse cognitive abilities. These findings yield high potential to understand the role of whole-brain resting state dynamics in human cognition and to develop neural biomarkers of atypical cognition., Diverse cognitive processes set different demands on locally segregated and globally integrated brain activity. However, it remains an open question how resting brains configure their functional organization to balance the demands on network segregation and integration to best serve cognition. Here we use an eigenmode-based approach to identify hierarchical modules in functional brain networks and quantify the functional balance between network segregation and integration. In a large sample of healthy young adults (n = 991), we combine the whole-brain resting state functional magnetic resonance imaging (fMRI) data with a mean-filed model on the structural network derived from diffusion tensor imaging and demonstrate that resting brain networks are on average close to a balanced state. This state allows for a balanced time dwelling at segregated and integrated configurations and highly flexible switching between them. Furthermore, we employ structural equation modeling to estimate general and domain-specific cognitive phenotypes from nine tasks and demonstrate that network segregation, integration, and their balance in resting brains predict individual differences in diverse cognitive phenotypes. More specifically, stronger integration is associated with better general cognitive ability, stronger segregation fosters crystallized intelligence and processing speed, and an individual’s tendency toward balance supports better memory. Our findings provide a comprehensive and deep understanding of the brain’s functioning principles in supporting diverse functional demands and cognitive abilities and advance modern network neuroscience theories of human cognition.

This paper examined the effects of training in creative problem-solving on intelligence. We revisited Stankov’s report on the outcomes of an experiment carried out by R. Kvashchev in former Yugoslavia that reported an IQ increase of seven points, on average, across 28 tests of intelligence. We argue that previous analyses were based on a conservative analytic approach and failed to take into account the reductions in the IQ test variances at the end of the three-years’ training. When standard deviations of the initial test and 2nd retest were pooled in the calculation of the effect sizes, the experimental group’s performance was 10 IQ points higher on average than that of the control group. Further, with the properly defined measures of fluid and crystallized intelligence, the experimental group showed a 15 IQ points higher increase than the control group. We concluded that prolonged intensive training in creative problem-solving can lead to substantial and positive effects on intelligence during late adolescence (ages 18–19).