Human cognitive abilities: A survey of factor-analytic studies
... In sum, embedding divergent thinking in models of intelligence-most prominently below a factor of retrieval ability (Schneider & McGrew, 2018)-has a long tradition, and the significant role of retrieval of information from long-term memory in divergent thinking seems self-evident (Carroll, 1993;Guilford, 1956;Miroshnik, Forthmann, Karwowski, & Benedek, 2023). Figure 1 schematically displays the relationship between the three constructs and highlights methodological kinship in terms of performance appraisal. ...
... This model contains only three specific factors (S; in Figure 3: Speed, Secondary Memory, and Gc) and omits the fourth specific factor (WMC ) in favor of a reference factor. Given the importance of WMC/fluid abilities for general cognitive abilities (e.g., Carroll, 1993; .09], SRMR = .04; ...
... A long tradition of cognitive ability models, but also factor analytical approaches to human intelligence, subsumed key aspects of divergent thinking, such as originality, as part of a factor of the ability to retrieve information from long-term memory (e.g., Carroll, 1993;McGrew, 2009;Schneider & McGrew, 2018). Importantly, this classification has been neglected in creativity research and aspects of divergent thinking have mostly been studied disconnected from cognitive abilities (e.g., retrieval ability). ...
Creative fluency and originality are pivotal indicators of creative potential. Both have been embedded in hierarchical intelligence models as part of the ability to retrieve information from long‐term memory; an ability that is often measured with indicators of retrieval fluency. Creative fluency and retrieval fluency, both expressed by the count of correct responses, are procedurally highly similar. This raises the question how creative fluency and originality are related with retrieval fluency and how both are predicted by other cognitive abilities. In a multivariate study ( N = 320), we found that retrieval fluency is very strongly related with creative fluency ( r = .87) and substantially related with originality ( r = .59). A combined fluency factor still fitted the data well. Cognitive abilities accounted for 63% variance in fluency and 47% variance in originality. After controlling for established cognitive abilities, latent variables for fluency and originality were unrelated with one another. This suggests that the procedural proximity of the ability to fluently generate either information from long‐term memory or ad‐hoc solutions to unusual tasks and the ability to come up with original ideas needs reconsideration. Locating originality below an overarching retrieval factor is contradicted by the present data.
... The battery assesses three major dimensions of cognitive ability (Roid et al. 2013): nonverbal intelligence (IQ), measured by four main subtests; nonverbal memory, measured by two main subtests, and attention and interference control, measured by two main subtests. Despite encompassing three different factors, the battery follows a hierarchical approach, with a superordinate factor (i.e., the g-factor) at the top of the hierarchy (Carroll 1993). The rationale behind the development of Leiter-3 is to provide a nonverbal assessment tool suitable for participants with different disabilities, particularly those with limited verbal abilities (Roid et al. 2013). ...
... The nonverbal IQ encompasses tasks assessing fluid intelligence components following the classical hierarchical approach (Carroll 1993). Figure Ground (FG) requires the identification of embedded figures, or designs, within a complex stimulus. ...
... Tasks included in this battery are tapping processing speed, attention, and interference control. These tasks are related to the concept of speed as formulated by Carroll (1993). However, this battery is based on a more refined neuropsychological approach, stressing attention and control of interference over speed per se. ...
Research has shown that differences between males and females are not in general intelligence, but only in some specific factors and tasks. We used the Italian standardization of the Leiter-3, which is a completely nonverbal cognitive battery, to investigate the nature of sex/gender (we used sex/gender to reflect the awareness that the effects of biological ‘sex’ and socially constructed ‘gender’ cannot be easily separated and that most individuals’ identities are informed by both sex and gender) differences. In doing so we used a multigroup confirmatory factor analysis approach. Results confirmed that males and females perform similarly in general intelligence, but present with some specificities. Males perform better on some, but not all, tasks requiring the spatial manipulation of the stimuli, but females consistently outperform males in tasks such as the nonverbal Stroop, requiring inhibition and attention control to a larger extent. The clinical and practical implications of our findings are considerable. The identification of specific cognitive strengths and weaknesses in males and females underscores the importance of tailored approaches in clinical assessments and interventions.
... Studies by Yilmaz (2009) and Zhang and Lin (2015) further supported the significance of spatial skills in advanced mathematical understanding and arithmetic outcomes. The multidimensionality of spatial ability, as described by Hegarty & Waller (2005) and Linn andPeterson (1985, as cited in Yilmaz, 2009), aligns with Carroll's (1993) hierarchical model. Magno's (2009) taxonomy of test items provided a framework for delineating various constructs and creating aptitude test items, informing the development of the Multiple Aptitude Test (MAT) forms and their operational definitions (Magno, 2009). ...
... Inconsistencies in terminology and classification hinder clear delineation and effective operationalization within aptitude assessments. Carroll's (1993) factor analysis aimed to establish clear sub-factors, but subsequent efforts have been limited. Accurate definitions are crucial for addressing the ongoing challenge of defining visual-spatial ability. ...
... Object assembly, progressive series tasks, and surface development represent subsets of spatial visualization, engaging problem-solving, and visualization (Ivie & Embretson, 2010;Blum et al., 2016;Magno, 2009). Visual discrimination aids in figure distinctions, crucial in reading development (Carroll, 1993;Catts et al., 2001). However, topology's multifaceted nature challenges its inclusion in this study's scale development (Butner et al., 2015;de Freitas & McCarthy, 2014;Godoy & Rodríguez, 2004). ...
... It means that individuals that do well in one type of cognitive test tend to perform well in others as well. While there is still some disagreement regarding the causes of these positive correlations between tasks (see discussion by, e.g., [19,20]), the current consensus leans toward a hierarchical structure model of cognitive abilities (e.g., [21,22]). Raw task performances are organized into first-order factors corresponding to distinct cognitive domains, and on top of the hierarchy, there is a common underlying factor known as general mental ability, general cognitive factor, or simply the "g" factor, which accounts for the variance common to the first-order abilities. ...
... Furthermore, all studies used rotation when extracting the factors (mostly an orthogonal type), which could obscure the presence of a common underlying factor [38]. Moreover, none of these studies reported the reliability of the cognitive tasks, even though tasks with low within-individual reliability can obscure the cognitive structure and hinder the detection of a g factor [21,39]. Finally, the majority of previous studies relied solely on EFA to extract performance factors, which is an inadequate tool for this purpose as it is not a reliable instrument for causal inference [40][41][42]. ...
... However, their battery consisted of only three tasks, which did not allow for testing the structure of a broad variety of cognitive abilities [45]. One of their tasks had low reliability, suggesting that a higher portion of individual variance could be attributed to random or measurement error [39], potentially weakening the correlation matrix [21]. Moreover, their sample consisted only of border collies (with a relatively low sample size), limiting how much inter-individual variability could be captured. ...
The current study investigates whether there are statistically independent age-related influences on the canine cognitive structure and how individual factors moderate cognitive aging on both cross-sectional and longitudinal samples. A battery of seven tasks was administered to 129 pet dogs, on which exploratory and confirmatory factor analyses were employed to unveil the correlational structure underlying individual differences in cognitive performance. The best-fitting model featured a hierarchical structure with two first-order cognitive domains (individual problem solving, learning) and a second-order common factor. These higher order factors exhibited consistency over a period of at least 2.5 years. External validation linked the common factor positively to discrimination and reversal learning performance, exploration, neophilia, activity/excitability, and training level while negatively to cognitive dysfunction symptoms, suggesting that it is a good candidate for a general cognitive factor ( canine g ). Structural equation models identified three distinct age-related influences, operating on associative learning, on memory, and on canine g . Health status moderated the negative age- canine g relationship, with a stronger association observed in dogs with poorer health status, and no relationship for dogs in good health. On a longitudinal sample ( N = 99), we showed that the direction and magnitude of change in canine g over up to 3 years is affected by various interactions between the dogs’ age, communication score, baseline performance, and time elapsed since the baseline measurement. These findings underscore the presence of a general cognitive factor in dogs and reveal intriguing parallels between human and canine aging, affirming the translational value of dogs in cognition and aging research.
... The top layer can relate to the embodiment of knowledge in real-world actions. This connects with the next layer, broad and general abstractions, which connects with detailed knowledge specific to a subject area, activity, or action (Carroll 1993;Tenenbaum et al. 2011). A key aspect of the CBRL framework is prioritizing the development of learners' overall reflective abilities across diverse domains by focusing on the interplay of these learning layers. ...
... These competencies, like design strategy and abstract computation [i.e., extracting the quantitative relations of the key parameters of an experience (Simon 1969; LaViers and Maguire 2023)], facilitate knowledge transfer across experiences. This transfer is crucial for associating disparate elements of complex challenges and is developed in tandem with domain-specific skills (Carroll 1993;Desai et al. 2018;Rikakis et al. 2020). ...
Traditional disciplinary and interdisciplinary educational models often fall short in enabling students to transform problems and solutions for real-world needs. They restrict learners’ ability to deconstruct problems and innovate beyond their subject-based expertise, hindering the development of reflective practice in new and unknown situations across domains. This paper introduces the Challenge-Based Reflective Learning (CBRL) framework that emphasizes context-driven, challenge-based experiential learning process. It presents a novel approach to understanding cross-boundary interactions and learning, overcoming the limitations of traditional, discipline-bounded models involving inter- and trans-disciplinarity. CBRL cultivates reflective practice by nurturing domain-general competencies and domain-specific skills inherent in concrete human experiences. This paper translates reflective practice theories into actionable methods for higher education, demonstrating their application at the Iovine and Young Academy at the University of Southern California—a school that integrates technology, arts and design, and business and entrepreneurship through its reflective, challenge-driven learning approach. The case study outlines a four-year college curriculum that flexibly incorporates student interests and societal challenges across domains. This paper enhances the scholarship of reflective practice and transdisciplinary education and research, discussing the implications for cultivating new kinds of expertise needed in a postdigital era.
... Spatial ability has been classified in different ways that have evolved over time by those working under the factorial model of intelligence (e.g., McGee, 1979;Linn and Petersen, 1985;Carroll, 1993). There is some agreement (e.g., Mix and Cheng, 2012;Lowrie et al., 2017) on the factors outlined in Table 2. ...
... Spatial Visualization Ability in manipulating visual patterns, as indicated by level of difficulty and complexity in visual stimulus material that can be handled successfully, without regard to the speed of task solution (Carroll, 1993) Mental rotation the ability to mentally rotate 2 or 3 dimensional images with speed being a key aspect of this factor (to distinguish between analytic and holistic rotation; Linn and Petersen, 1985) Spatial Orientation Determine spatial relationships with respect to the orientation of their own bodies, in spite of distracting information (Lowrie et al., 2017) Frontiers in Education 04 frontiersin.org against the same current took 3 hours. ...
Problem solving is important to many activities, both in a learning context and in everyday tasks. We can be challenged to solve what later turn out to be very simple problems. By understanding more about these challenges and what occurs at a cognitive level during the problem-solving process, we can better support the development of problem-solving skills. Spatial ability has been shown to be related to the ability to develop accurate and schematic mental representations of problems during the problem-solving process. The purpose of this study was to examine the role of spatial ability in solving word problems in mathematics among a cognitively diverse sample of engineering students. A set of five word problems, a test of mental rotation and set of five questions testing the core mathematical competencies needed to solve the word problems were administered to 115 first year engineering students. Using a knowledge framework for problem solving, key aspects of representation were extracted from solutions to the word problems and combined to create a mental representation scale. A large and significant correlation was measured between mental rotation and problem representation, larger than the correlation between spatial ability and problem-solving. Mental representation was found to mediate the relation between spatial ability and word problem-solving. This relation was not found to be significantly moderated by core competency in mathematics. For high levels of core competency only, there was an interaction between spatial ability and core competency.
... However, for team sports in this present study (such as badminton and volleyball, players), were often trained to perceive and analyze moving objects in relation to teammates and opponents. Thus, this requires a significant cognitive process, not only to understand one's environment and navigate within it, but also to perform a wide range of cognitive tasks that require the visualization of possible situational transitions [22] which could enhance the ability to mentally rotate objects in a visual environment [1]. Consequently, the benefits of team sports may arise from the combination of visual and motor training in MR tasks. ...
... A high occlusion rate in ball images between players often means that direct detection methods fail [59]. Additionally, Carroll [22] explains to locate teammates and opponents in the playing area, the players move around the smaller on a smaller playing field while engaging in technical and tactical tasks. Thus, this requires a significant cognitive process, not only to understand one's environment and move around in it, but also to perform a wide range of cognitive tasks that require the visualization of possible situational transitions. ...
Background
Changing from a static to a dynamic balance condition could affect the performance of a cognitive task such as mental rotation. Thus, the main goal of this study is to investigate aspects of visual-spatial cognition between two non-contact sports (i.e., badminton and volleyball) in different upright conditions (i.e., standing position, frontal balance, and sagittal balance).
Methods
Thirty-five volunteer female sports and physical education students, fourteen specialists in badminton and twenty-one specialists in volleyball agreed to participate in this study. Each of the assessments was a 3D cube mental rotation task with and/or without balance exercises (i.e., frontal and/or sagittal balance) on a wobble board. Five stimuli were used in the mental rotation task (i.e., 45°, 135°, 180°, 225° and 315° for objected-based cube condition with egocentric transformation) which included pairs of standard and comparison images.
Results
The findings indicate that there was a notable decrease (p < 0.001; d = 1.745) in response time in both dynamic balance conditions (i.e., frontal and sagittal balance) compared to standing position condition. In addition, results revealed significant interaction between balance conditions (i.e., frontal and/or sagittal balance) and groups (i.e., badminton and volleyball) in the response time at 225° angle and in the error percentage.
Conclusions
In sum, dynamic balance is also an activity that involves mental manipulation of objects in 3D space, which can enhance badminton and volleyball female players’ ability to rotate 3D cube stimuli.
... Decades of factor analytic research has linked Gc to semantic memory, particularly broad retrieval ability (Gr), i.e., the ability to efficiently retrieve information from long-term memory (Carroll, 1993) and knowledge (Beauducel & Kersting, 2002). Perhaps unsurprisingly, Gc and Gr are strongly correlated: people who know the meaning of more concepts tend to be better able to retrieve more concepts when asked to do so (Beauducel & Kersting, 2002;Carroll, 1993). ...
... Decades of factor analytic research has linked Gc to semantic memory, particularly broad retrieval ability (Gr), i.e., the ability to efficiently retrieve information from long-term memory (Carroll, 1993) and knowledge (Beauducel & Kersting, 2002). Perhaps unsurprisingly, Gc and Gr are strongly correlated: people who know the meaning of more concepts tend to be better able to retrieve more concepts when asked to do so (Beauducel & Kersting, 2002;Carroll, 1993). A recent metaanalysis also found broad retrieval ability moderately correlated with divergent thinking (r = 0.48; Miroshnik et al., 2023). ...
Crystallized intelligence (Gc)-knowledge acquired through education and experience-supports creativity. Yet whether Gc contributes to creativity beyond providing access to more knowledge, remains unclear. We explore the role of a "flexible" semantic memory network structure as a potential shared mechanism of Gc and creativity. Across two studies (N = 506 and N = 161) participants completed Gc tests of vocabulary knowledge and were divided into low, medium, and high Gc groups. They also completed two alternate uses task, to assess verbal creativity, and a semantic fluency task, to estimate semantic memory networks. Across both studies, the semantic memory network structure of the high Gc group was more flexible-less structured, more clustered, and more interconnected-than that of the low Gc group. The high Gc group also outperformed the low Gc group on the creativity tasks. Our results suggest that flexible access to semantic memory supports both verbal intelligence and creativity. Educational relevance statement: Crystallized intelligence (Gc)-knowledge acquired through education and experience-supports creativity, yet whether Gc contributes to creativity beyond providing access to more knowledge (semantic memory), remains unclear. In this two-part study, we find that individuals with higher Gc tended to have a more flexible semantic memory structure, which in turn supported greater verbal creativity. This finding suggests that building students' vocabulary knowledge and verbal skills may not just expand their knowledge base, but also increase creativity through enabling more flexible access to that knowledge. If supported by further research, this could mean educational interventions targeting growth in Gc and semantic flexibility may foster students' creative capacities beyond just improving content mastery. Overall, this research highlights the interplay between building domain knowledge and cultivating creative thinking, suggesting educators should aim to develop both abilities in tandem rather than treating them separately.
... However, SMPY eventually expanded the abilities it assessed, drawing on Guttman's radex model (Lubinski, 2000;. The radex model includes the primary specific aptitudes of mathematical, verbal, and spatial reasoning as core to the hierarchical model of cognitive abilities (Carroll, 1993). ...
... For Cohort 2 participants, SMPY investigators added measures of visuospatial reasoning, an aptitude that has been underappreciated for many decades , despite evidence for its psychological importance having been apparent since at least the late 19th century (e.g., Binet, 1892). Although the positive manifold dictates that the primary cognitive aptitudes will typically be positively correlated (Borg, 2018), the mean intercorrelation is roughly 0.30 (Carroll, 1993)-and lower in gifted samples (Reynolds, 2013)-meaning that individuals can vary widely across specific abilities. Within Project Talent, for example, about 70% of the top 1% of scorers in spatial reasoning are not in the top 1% of math or verbal reasoning based on a population representative sample (Wai et al., 2009;Webb et al., 2007), suggesting particular utility in measuring spatial reasoning in addition to more typically assessed aptitudes. ...
This article draws from longitudinal research on gifted students to provide method considerations for school psychology research. First, we provide some background of gifted and talented education in the United States. Then, drawing from multiple longitudinal samples of gifted students, in particular the Study of Mathematically Precocious Youth (SMPY), we illustrate the role of replications, including constructive replications. In the middle two sections, we highlight methodological design features focused first on predictors, and then on outcomes, considering types, magnitude, and breadth. Finally, we provide additional considerations and future directions, including expanding the outcome domain, overcoming the limitations of past gifted and talented research studies, and suggesting possibilities for future research. Our article may help improve school psychology research as well as assist school psychology researchers interested in conducting their own longitudinal studies using gifted samples.
... The modern CHC theory (see Carroll 1993Carroll , 2003Schneider and McGrew 2018) is a psychological taxonomy about the structure of cognitive abilities. It integrates multiple theories of intelligence structure to explain interindividual differences in cognitive abilities (Schneider and McGrew 2018). ...
... It integrates multiple theories of intelligence structure to explain interindividual differences in cognitive abilities (Schneider and McGrew 2018). The CHC model links Horn and Cattell's (1966) theory of fluid and crystallized intelligence with Carroll's (1993) three-stratum theory (McGrew 2009) and conceptualizes intelligence as a hierarchical structure of abilities, from narrow (specific abilities, such as inductive reasoning) to broad (global abilities, such as fluid intelligence) to general (g). ...
The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell–Horn–Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of a sample of 909 participants revealed that the RPT and LPT measured a unidimensional construct of FLC, while the PT was excluded due to insufficient fit. Combining RPT and LPT items, various models were evaluated, with a bifactor S-1 model showing the best fit, indicating the influence of a general factor (representing FLC) and test-specific method factors. The study explored FLC allocation within the CHC model, supporting its consideration as a distinct factor under the g factor. Examining the nomological network, significant correlations emerged between the Intellectual Curiosity and Aesthetic Sensitivity facets of Openness and FLC, which were comparable in size to the relation with general ability. In conclusion, the study enhances the understanding of FLC within the CHC model, advocating its recognition as a distinct factor. Correlations with Openness facets suggest valuable insights into the interplay between cognitive abilities and personality, necessitating further research for a deeper exploration of this relation.
... associations between representations of stimuli (Blair, 2006;Carroll, 1993;Deary et al., 2007;Marshalek et al., 1983;Miasnikova et al., 2019), thus, research often targets Gf by utilizing abstract and relational tasks such as matrix reasoning or propositional analogy tasks (Carroll, 1993;Ferrer et al., 2009;Gągol et al., 2018;Horn & Cattell, 1966;Wright et al., 2008). Prior studies suggest that fluid cognitive abilities are highly correlated with success in academic and professional environments (Deary et al., 2007;Furnham & Monsen, 2009;Kuncel & Hezlett, 2007;Laidra et al., 2007;Ones et al., 2005;Salgado et al., 2003;Schmidt & Hunter, 1998), as individuals with higher Gf tend to respond both faster and with higher accuracy on cognitive tasks probing executive function and working memory than those with lower Gf (Ackerman et al., 2005;Grabner et al., 2004;Horn & Cattell, 1966;Kane & Engle, 2002;Vernon, 1983). ...
... associations between representations of stimuli (Blair, 2006;Carroll, 1993;Deary et al., 2007;Marshalek et al., 1983;Miasnikova et al., 2019), thus, research often targets Gf by utilizing abstract and relational tasks such as matrix reasoning or propositional analogy tasks (Carroll, 1993;Ferrer et al., 2009;Gągol et al., 2018;Horn & Cattell, 1966;Wright et al., 2008). Prior studies suggest that fluid cognitive abilities are highly correlated with success in academic and professional environments (Deary et al., 2007;Furnham & Monsen, 2009;Kuncel & Hezlett, 2007;Laidra et al., 2007;Ones et al., 2005;Salgado et al., 2003;Schmidt & Hunter, 1998), as individuals with higher Gf tend to respond both faster and with higher accuracy on cognitive tasks probing executive function and working memory than those with lower Gf (Ackerman et al., 2005;Grabner et al., 2004;Horn & Cattell, 1966;Kane & Engle, 2002;Vernon, 1983). ...
Fluid intelligence (G f ) involves logical reasoning and novel problem‐solving abilities. Often, abstract reasoning tasks like Raven's progressive matrices are used to assess G f . Prior work has shown an age‐related decline in fluid intelligence capabilities, and although many studies have sought to identify the underlying mechanisms, our understanding of the critical brain regions and dynamics remains largely incomplete. In this study, we utilized magnetoencephalography (MEG) to investigate 78 individuals, ages 20–65 years, as they completed an abstract reasoning task. MEG data was co‐registered with structural MRI data, transformed into the time–frequency domain, and the resulting neural oscillations were imaged using a beamformer. We found worsening behavioral performance with age, including prolonged reaction times and reduced accuracy. MEG analyses indicated robust oscillations in the theta, alpha/beta, and gamma range during the task. Whole brain correlation analyses with age revealed relationships in the theta and alpha/beta frequency bands, such that theta oscillations became stronger with increasing age in a right prefrontal region and alpha/beta oscillations became stronger with increasing age in parietal and right motor cortices. Follow‐up connectivity analyses revealed increasing parieto‐frontal connectivity with increasing age in the alpha/beta frequency range. Importantly, our findings are consistent with the parieto‐frontal integration theory of intelligence (P‐FIT). These results further suggest that as people age, there may be alterations in neural responses that are spectrally specific, such that older people exhibit stronger alpha/beta oscillations across the parieto‐frontal network during abstract reasoning tasks.
... In sports, depending on the character and structure of motion activities, cognitive abilities to a lesser or greater extent have an influence on the quality and speed of mastering the required actions and represent an essential part of the success of a specification equation (Malacko & Rađo, 2004;Popović & Simonović, 2008). Although there is no general consensus in defining cognitive abilities, a number of studies, and the theoretical constructs based on them , indicate the existence of a general G factor, as well as certain specialized intelligence factors (Thurstone, 1938;Lazarević 1987;Carrol, 1993). This factor is usually interpreted as a general factor of intelligence and is defined as the ability to manage and resolve problems in new and unfamiliar situations (Malacko & Popović, 2001). ...
... The results obtained by using the principal components analysis show the existence of a single, general factor of cognitive abilities, which is consistent with theories about the structure of the cognitive space, which define the existence of this factor and its relations with other subfactors (Thurstone, 1938;Momirović et al., 1978;Lazarević 1987;Carrol, 1993). The values of all three tests of cognitive parameters in the studied groups of athletes are statistically significant. ...
In modern sport, cognitive abilities are one of the key factors that affect the success rate of athletes. The goal of this study is to determine the statistically significant structures and differences in the area of cognitive abilities on a sample of top handball, volleyball, basketball and soccer players. The sample of participants consisted of 200 male athletes divided into four groups of 50 participants each. In order to assess the conative characteristics of the participants, the KOG 3 battery of tests was used. The structures and the differences in the athletes' test results were determined using the method of principal component analysis and canonical discriminant analysis. The observed structure of cognitive abilities indicates the existence of a single, general factor. The results of all the applied tests are significant at the entire sample level, predominantly on the input processor level, followed by serial and parallel processor test values which can be attributed to the requirements imposed by the top rank of the competition in which the participants perform. The differences in cognitive characteristics exhibited the isolation of one discriminant dimension. The values shown in the structure matrix suggest that the first discriminative function positively distinguishes the basketball and volleyball players from the other athletes based on the tests used to assess the efficiency of the input and the parallel processors. These results can be linked to the fact that volleyball and basketball are more dynamic sports, as well as that the specific nature of these sports requires solving complex tactical tasks.
... However, the focus lies on different aspects of mental speed. The distinction between both concepts can be illustrated based on the Cattell-Horn-Carroll (CHC) model (Carroll, 1993). In the CHC model, Draheim and colleagues' tasks align with the processing speed factor (Gs), while our tasks align with the reaction and decision speed factor (Gt). ...
... In the CHC model, Draheim and colleagues' tasks align with the processing speed factor (Gs), while our tasks align with the reaction and decision speed factor (Gt). Both of these factors belong to the CHC model's broader abilities in Stratum II and are considered to have separate contributions to general intelligence (e.g., Carroll, 1993). Because our battery of elementary cognitive tasks corresponds to the abilities represented in Carrol's Gt factor, the common factor of executive function tasks was completely explained by processing speed. ...
There is an ongoing debate about the unity and diversity of executive functions and their relationship with other cognitive abilities such as processing speed, working memory capacity, and intelligence. Specifically, the initially proposed unity and diversity of executive functions is challenged by discussions about (1) the factorial structure of executive functions and (2) unfavorable psychometric properties of measures of executive functions. The present study addressed two methodological limitations of previous work that may explain conflicting results: The inconsistent use of (a) accuracy-based vs. reaction time-based indicators and (b) average performance vs. difference scores. In a sample of 148 participants who completed a battery of executive function tasks, we tried to replicate the three-factor model of the three commonly distinguished executive functions shifting, updating, and inhibition by adopting data-analytical choices of previous work. After addressing the identified methodological limitations using drift–diffusion modeling, we only found one common factor of executive functions that was fully accounted for by individual differences in the speed of information uptake. No variance specific to executive functions remained. Our results suggest that individual differences common to all executive function tasks measure nothing more than individual differences in the speed of information uptake. We therefore suggest refraining from using typical executive function tasks to study substantial research questions, as these tasks are not valid for measuring individual differences in executive functions.
... We also chose to control for perceptual speed (PS; Ekstrom et al., 1976). PS is a facet of processing speed (Carroll, 1993) and represents the efficiency of processing visual information and executing elementary visual operations such as rapidly scanning and matching symbols, pictures, or words (Ackerman, 1988(Ackerman, , 1990Ackerman & Cianciolo, 2000;Ackerman et al., 2002). PS is a construct related to general intelligence (Ackerman et al., 2002;Redick et al., 2013;Salthouse & Babcock, 1991) and is well-positioned as a potential source of shared variance between EP and OR. ...
People can report summary statistics for various features about a group of objects. One theory is that different abilities support ensemble judgments about low-level features like color versus high-level features like identity. Existing research mostly evaluates such claims based on evidence of correlations within and between feature domains. However, correlations between two identical tasks that only differ in the type of feature that is used can be inflated by method variance. Another concern is that conclusions about high-level features are mostly based on faces. We used latent variable methods on data from 237 participants to investigate the abilities supporting low-level and high-level feature ensemble judgments. Ensemble judgment was measured with six distinct tests, each requiring judgments for a distinct low-level or high-level feature, using different task requirements. We also controlled for other general visual abilities when examining how low-level and high-level ensemble abilities relate to each other. Confirmatory factor analyses showed a perfect correlation between the two factors, suggesting a single ability. There was a unique relationship between these two factors beyond the influence of object recognition and perceptual speed. Additional results from 117 of the same participants also ruled out the role of working memory. This study provides strong evidence of a general ensemble judgment ability across a wide range of features at the latent level and characterizes its relationship to other visual abilities.
... Additionally, Spearman's perspective on intelligence emphasizes the ability to identify relationships and patterns, a skill central to reasoning and reflected in its strong association with general intelligence metrics [34]. Also, Carroll's framework [39] identifies three reasoning dimensions: Sequential Reasoning, where conclusions are deduced from given premises or conditions; Induction, involving the detection and application of underlying rules or patterns in presented materials; and Quantitative Reasoning, which entails logical operations with numerical or mathematical concepts. ...
Large Language Models (LLMs) have the potential to enhance Agent-Based Modeling by better representing complex interdependent cybersecurity systems, improving cybersecurity threat modeling and risk management. However, evaluating LLMs in this context is crucial for legal compliance and effective application development. Existing LLM evaluation frameworks often overlook the human factor and cognitive computing capabilities essential for interdependent cybersecurity. To address this gap, I propose OllaBench, a novel evaluation framework that assesses LLMs' accuracy, wastefulness, and consistency in answering scenario-based information security compliance and non-compliance questions. OllaBench is built on a foundation of 24 cognitive behavioral theories and empirical evidence from 38 peer-reviewed papers. OllaBench was used to evaluate 21 LLMs, including both open-weight and commercial models from OpenAI, Anthropic, Google, Microsoft, Meta and so on. The results reveal that while commercial LLMs have the highest overall accuracy scores, there is significant room for improvement. Smaller low-resolution open-weight LLMs are not far behind in performance, and there are significant differences in token efficiency and consistency among the evaluated models. OllaBench provides a user-friendly interface and supports a wide range of LLM platforms, making it a valuable tool for researchers and solution developers in the field of human-centric interdependent cybersecurity and beyond.
... To concretely understand GIA, numerous attempts has been made to model the structure of human cognition. John Carroll's Three-Stratum Model [9] elaborated on this with a hierarchical structure of intelligence, including a general "g" factor and specific cognitive abilities. Howard Gardner's Multiple Intelligence Theory [18] proposed diverse forms of intelligence, while Sternberg's Triarchic Theory [49] focused on practical, creative, and analytical aspects. ...
As recent multi-modality large language models (MLLMs) have shown formidable proficiency on various complex tasks, there has been increasing attention on debating whether these models could eventually mirror human intelligence. However, existing benchmarks mainly focus on evaluating solely on task performance, such as the accuracy of identifying the attribute of an object. Combining well-developed cognitive science to understand the intelligence of MLLMs beyond superficial achievements remains largely unexplored. To this end, we introduce the first cognitive-driven multi-lingual and multi-modal benchmark to evaluate the general intelligence ability of MLLMs, dubbed M3GIA. Specifically, we identify five key cognitive factors based on the well-recognized Cattell-Horn-Carrol (CHC) model of intelligence and propose a novel evaluation metric. In addition, since most MLLMs are trained to perform in different languages, a natural question arises: is language a key factor influencing the cognitive ability of MLLMs? As such, we go beyond English to encompass other languages based on their popularity, including Chinese, French, Spanish, Portuguese and Korean, to construct our M3GIA. We make sure all the data relevant to the cultural backgrounds are collected from their native context to avoid English-centric bias. We collected a significant corpus of data from human participants, revealing that the most advanced MLLM reaches the lower boundary of human intelligence in English. Yet, there remains a pronounced disparity in the other five languages assessed. We also reveals an interesting winner takes all phenomenon that are aligned with the discovery in cognitive studies. Our benchmark will be open-sourced, with the aspiration of facilitating the enhancement of cognitive capabilities in MLLMs.
... Хорна и модель трех страт Дж. Керролла (Carroll, 1993;Horn, 1976;McGrew, 2009). Тесты, имеющие в своей основе психометрические модели интеллекта, такие как тест Векслера (Wechsler Intelligence Scale for Children-V, WISC-V), тест Вудкока-Джонсона (Woodcock-Johnson-III), батарея тестов Кауфмана (Kaufman Adolescent and Adult Intelligence Test, KAIT; Kaufman Assessment Battery for Children, KABC), «Дифференциальный тест способностей» (Differential Ability Scales, DAS), корректируют свои теоретические обоснования в соответствии с СНС-моделью, так как она имеет сильные эмпирические основания, легко операционализируется для применения в психодиагностических целях, а накопленный эмпирический и практический опыт позволяет делать с ее помощью точные и развернутые интерпретации полученных индивидуальных результатов. ...
The assessment of intellectual development in children and adolescents is an essential component of psychodiagnostics, facilitating an understanding of the nature of learning difficulties. Intelligence tests have a history that spans more than a century, and even contemporary versions of widely used intelligence tests (such as the Wechsler or Stanford-Binet tests) are limited by the influence of their traditional paper-based formats. Nevertheless, the advent of computational capabilities and the digitalization of tests have led psychometrics to experience substantial development, opening new possibilities for assessment. The complete application of modern psychometrics holds the promise of revolutionizing the measurement of intelligence. This paper presents the current situation of measuring intelligence in children and adolescents in the world and in Russia. It describes the potentialities presented by modern psychometrics, including the utilization of innovative task formats such as technology-enhanced items, the integration of universal design principles in test development, the adoption of computerized adaptive testing (CAT) and multistage testing (MST) methodologies, the application of multidimensional IRT models to establish both construct and criterion validity, the shift from discrete norms to continuous scaling, and the incorporation of longitudinal measurements. The combination of these features within a computerized intelligence testing framework will enhance respondents' motivation and simplify the test administration process. It will facilitate frequent assessments of a child's progress by presenting varying test versions on each occasion, thereby significantly reducing errors in administration and scoring, while also safeguarding against misuse by non-professionals.
... They identified twelve cognitive skills required during preflight flight planning : calculating, estimating, noticing, organizing, processing, reasoning, problemsolving, scanning, predicting, recognizing, communicating, and prioritizing. Their results showed that An internal representation of the world, including oneself, objects, information, and situations (Gentner & Stevens, 2014;Norman, 1983) Cognitive task Mental activities direct toward a goal (Wei & Salvendy, 2004) or "any task in which correct and appropriate processing of mental information is critical to successful performance" (Carroll, 1993) Metacognitive skills ...
This research provides a current benchmark of the cognitive skills and cognitive processes needed for flight path management (FPM) in current commercial air transportation flight operations. While some cognitive skills for aviation have been identified, it remains unclear which skills are most pertinent for different phases of flight, for different tasks, across different aircraft types, and during operational complexity. Further, there is concern that flight deck automation may contribute to cognitive skill degradation. Two expert pilots participated in cognitive walkthroughs to establish a current benchmark of the cognitive skills and cognitive processes needed for FPM. The tasks involved seven different phases of flight and two different aircraft; the results from two phases are reported—Preflight Briefing and Initial Climb. The findings indicate nineteen cognitive skills, and three metacognitive skills are used by pilots for FPM. In addition, the cognitive process models needed for FPM are all very similar, regardless of the aircraft type, task, phase of flight, or increased operational complexity. These results provide a foundation for future efforts on cognitive skill degradation, training of FPM cognitive skills, and may be used to inform the design of new automated systems to support pilot cognition.
... This architecture overlaps with the currently dominant psychometric model of the human mind, the Cattell-Horn-Carroll model, sharing the hierarchical conception of the mind. Both models assume the combined use of task-specific, domain-specific, and general processes in understanding (Carroll, 1993;Haier, 2017;Jensen, 1998). ...
We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2–6 years, inferential control from 7–11 years, and truth control from 12–18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation.
... Pre-adolescence is a stage of multiple changes in which cognition plays a significant role in development [1,2]. Traditionally, the mental capacity responsible for reasoning, planning, and task resolution has been understood as intelligence, which has been further divided into two types: crystallized and fluid [3][4][5]. The former refers to the stored knowledge acquired throughout life, while fluid intelligence, also known as fluid reasoning, is defined as the ability to engage in thinking processes and solve problems in novel, unfamiliar, and unknown contexts [6,7]. ...
Previous research has highlighted that active lifestyles that contribute to improved physical fitness are positively related to cognitive functioning in children and adolescents. Specifically, the increase in physical condition at school age is considered relevant because it is related to better cognitive ability and greater academic performance. Thus, the aim of this study was to analyze the relationships between explosive strength, speed–agility, and fluid reasoning in schoolchildren. To achieve this objective, an associative, comparative, and predictive design was used in this research. A total of 129 children participated in this study (age: M = 9.48; SD = 0.99). To assess fluid reasoning, the Raven test’s Standard Progressive Matrices Subtest and the Wechsler Intelligence Scale for Children (WISC-V) were used. To assess physical fitness, the speed–agility test and the horizontal jump test (ALPHA-fitness battery tests), as well as the ball throw test (2 kg), were used. The results showed that the speed–agility test significantly predicted WISC-V Fluid Reasoning Index scores, and the medicine ball toss test significantly predicted Raven test scores. The results obtained highlight the associations between physical condition at these ages and fluid intelligence. This suggests that promoting active lifestyles that improve physical fitness could have a positive impact on children’s cognitive health.
... Thurstone daha sonraki yıllarda bu yedi zihinsel yeteneğe tümdengelimli akıl yürütme ve problem çözme şeklinde iki yeni faktör daha ekleyerek dokuz temel zihinsel yetenek türünün varlığından bahsetmiştir. Zekâ kuramları üzerine Galton ile tek boyutlu olarak başlayan bu serüven Thorndike ve Thurstone öncülüğünde çok boyutlu olarak devam etmiş ve günümüze kadar çeşitli zekâ kuramları ortaya atılmıştır (örn., Binet & Simon, 1905;Carroll, 1993;Cattel, 1963;Gagne, 2004;Galton, 1869;Gardner, 1983;Guilford, 1967;Piaget, 1972;Renzulli, 1977, Spearman, 1927Sternberg, 1985;Sternberg & Zhang, 1995;Tannenbaum, 1983;Terman, 1916;Thorndike, 1909;Thurstone, 1938;Vernon, 1961). ...
Bu bölümde öncelikle, özel yetenek kavramı üzerinde durulmuş ve geçmişten
günümüze bazı zekâ kuramları sunulmuştur. Her bireyin güçlü ve zayıf yönlerini,
özel yetenek alanlarını ve zekâsını kendine özgü kullanma biçimlerinin
bulunduğuna dair vurgu yapılmış; bireylerin bu özel yönlerinin tespit edilmesi
ve doğru eğitimin alınmasının gerekliliği tartışılmıştır. Bu bağlamda, hedeflerin
ve stratejilerin de iyi planlanmasının, uygulanmasının ve değerlendirilmesinin
gerekliliği üzerine yapılan araştırmalara yer verilmiştir. Ardından, yalnızca sayıların
ve soyut matematiksel kavramların yer aldığı durumlarda değil, aynı zamanda
günlük yaşamın içinde de yer alan matematiksel düşünme kavramı üzerinde
durulmuş ve özelleştirme, genelleme, varsayımda bulunma ve ispatlama
bileşenleri çerçevesinde matematiksel düşünme kavramı sunulmuştur. Devamında,
bireylerin matematiksel düşünme düzeylerinin geliştirilmesinde önemli
rol oynayan ve matematiksel düşünmenin özel bir formu olan cebirsel düşünme
üzerine açıklamalarda bulunulmuştur. Günlük yaşamda karşılaşılan matematiksel
yapı ve durumları matematiksel modeller ve semboller yardımıyla temsil
etme ve analiz etme süreci olan cebirsel düşünme; gösterim, model/örüntü ve
değişken bileşenleri çerçevesinde ele alınmıştır. Daha sonra cebirsel düşünmenin
bileşenleri ile matematiksel düşünme bileşenleri literatür destekli olarak
ilişkilendirilmiştir. Bunu takiben gerek kavram öğretiminde gerekse problem
çözme sürecinde farklı temsil türlerinin kullanılmasının bilgi ve bilişsel açıdan
üst düzey düşünme becerilerinin gelişmesine zemin hazırlayacağı belirtilmiştir.
Birçok konu ve kavramın öğretiminde çoklu temsillerden yararlanılması üzerine
vurgu yapılmış, iç ve dış temsillerden bahsedilmiş ve temsil dönüşüm sürecine
yer verilmiştir. Ardından matematikte üstün yetenekli bireylerin gösterim, model/örüntü ve değişken becerisi bağlamında cebirsel düşünme düzeylerinin
belirlenmesi adına temsil dönüşüm süreci ile ilgili sınıf içi uygulama örneği verilmiş
ve uygulamada elde edilen dönütler ayrıntılı olarak sunulmuştur. Son bölümde
ise elde edilen bulgular ışığında matematikte üstün yetenekli bireylerin
cebirsel düşünme ve temsil dönüşüm süreci yeterliklerine yönelik tartışmalara
ve önerilere yer verilmiştir.
Anahtar Kelimeler: cebirsel düşünme, çoklu temsiller, değişken, gösterim, matematiksel düşünme, model, örüntü, üstün yetenekli bireyler
... Many definitions of spatial thinking exist. Carroll (1993) emphasized the aspect of spatial visualization, the process of searching "the visual field, apprehending the forms, shapes, and positions of objects as visually perceived, forming mental representations of those forms, shapes, and positions, and manipulating such representations 'mentally" (p. 304). ...
Spatial ability is malleable and belongs in the preschool. For preschoolers, many analytical activities with one correct answer such as tangram have been developed. Less is known about employing open-ended design assignments to creatively practice spatial thinking. Little attention has been paid to the mutual qualitative differences between children when engaged in spatial thinking and insight in children’s motivation is lacking. As design and play have much in common, our first study investigated play orientations during free play of 49 Dutch preschoolers during free play in a low and a high SES school. Participative interviews and observations in the construction and home corners of two schools uncovered different play orientations– construction and pretend play - and either a focus on open-ended objects or on defined objects. In a subsequent study, the influence of these play and object orientations on how children design was investigated. This study with 13 children also used generative design research methods grounded in ethnographic research and therapeutic practices. Using an empathic, story-based, open-ended design challenge, results showed that play-orientations of children influence the length and nature of the design activities as well as the design outcomes. Children with a pretend-play orientation are longer engaged and talk more about the character involved. They usually built organic structures with a variety of objects, while construction-oriented children mainly built sturdy and geometrical structures and mainly used open-ended objects. In all play orientations, spatial thinking was practiced and children were spatially challenged. For example, in all orientations difficulties arose around getting the character in out the structure, however, as different structures were build, the nature of these difficulties were also different. Open-ended design activities that contain characters and problems children can empathize with are a valuable addition to the palette of activities to develop spatial thinking in early classrooms. Our study shows that design activities stimulate children to practice spatial thinking in a creative context and have the ability to engage children with a pretend-play orientation who are otherwise less engaged in construction. The play-orientations and object-orientations are informative for research and the development of spatial educational interventions aiming at a diversity of learners.
... O klasičnoj (psihometrijskoj) inteligenciji sve se manje piše u medijima, a u stručnoj i znanstvenoj psihološkoj publicistici vlada neka vrsta zatišja otkako je etabliran vrlo dobro dokumentiran i testovima inteligencije potkrijepljen "krovni" model Carroll-Horn-Cattell (Carroll, 1993). Najviše se radi na traže-nju neuralnih i bioloških osnova inteligencije, osobito one visoke, jer o uzrocima oštećenja IQ-a znamo znatno više. ...
U radu se postavlja pitanje je li u stručnoj psihologijskoj praksi, komunikologiji i medijima jako popularan konstrukt emocionalne inteligencije (EI) dovoljno psihometrijski validiran, te u kojoj se mjeri razlikuje od kombinacije odavno dobro etabliranih konstrukata socijalne inteligencije (SI) i metakognicje. Sve definicije EI, i one koje na nju gledaju kao sposobnost, kao i one upitničke, sadrže pojmove koji se lako mogu prepoznati kao facete SI, odnosno oblici metakognicije. Stoga je predložena obuhvatnija definicija emocionalne inteligencije, u koju su uključeni i socijalna inteligencija i neki metakognicijski aspekti: emocionalna inteligencija je sposobnost da se točno procijene osjećaji, raspoloženja i motivacija samog sebe i drugih ljudi u cilju ostvarivanja ugodnih društvenih odnosa i vlastite dobrobiti. Drugačije rečeno, ono što se danas smatra emocionalnom inteligencijom zapravo je konstrukt koji ima obilježja interakcija dobre socijalne inteligencije i metakognicije. No, s obzirom na to koliko je široke medijske pažnje, a i pažnje psihologa, komunikologa, psihijatara i sličnih struka, dobio taj konstrukt, vjerojatno će i dalje opstati pod svojim imenom.
Ključne riječi
emocionalna inteligencija, mediji, metakognicija, socijalna inteligencija, teorija uma
... Since deductive reasoning, ability plays a crucial role in engineering education [16] [17] [19] and is related to analytical thinking [18], a 12-item version of the Raven test (APM-I) was used in this research. ...
... Nonetheless, nonverbal intelligence is a central cognitive factor that influences a wide range of cognitive abilities (Carroll, 1993;Gottfredson, 2002;Spearman, 1961), it is therefore likely to also contribute to the ability of generalization, in and beyond language usage. ...
The ability to generalize previously learned knowledge to novel situations is fundamental for adaptive behavior. When encountering the novel word “un-reject-able-ish” for the first time, one can swiftly infer its meaning by generalizing from the known elements and integrating them based on abstract structural rules, such as the sequential arrangement of word parts. How do we generate such novel, compositional meaning? To address this question, we developed a behavioral paradigm to quantify structural inference for the creation of word meaning. Participants were taught compositional pseudo-words from an artificial language and subsequently tested with a new set of pseudo-words from the same language. Across three behavioral experiments, we demonstrate that participants can efficiently learn and apply structural rules to infer novel, compositional meanings spontaneously. Moreover, our findings reveal two distinct behavioral patterns during this compositional generalization process. Some individuals employ a rule-based “building” strategy that takes into account sequential order rules, while others adopt a “mixing” strategy that combines individual elements’ meanings but places less emphasis on the structural rules. We further demonstrated that this individual variability in reliance on the rule-based building strategy for meaning composition is partially explained by individual differences in stable trait factors, including general nonverbal intelligence and vocabulary. By investigating the mechanisms of compositional generalization within the realm of language, our research bridges the gap between linguistic compositionality and other domain-general cognitive processes, such as structural inference, visual composition and decision making.
... However, the first factor grouped together six memory tasks, representing both episodic and semantic skills. This merging of such similar tasks was not unexpected (Carroll, 1993;Kane & Miyake, 2008); however, to maximize the theoretical applicability of the derived factors, we proposed to split this large memory factor into two theory-motivated subfactors: episodic memory and semantic memory ( Figure 1B). To ensure that the theoretically modified four-factor model was not a result of biases introduced by our equipercentile-equated variables, two additional EFAs were run in a subset of individuals (n = 406) who had completed both UDS2 and UDS3 versions of the Knight ADRC cognitive batteries in two sequential visits within 2 years. ...
Objective: We aimed to illustrate how complex cognitive data can be used to create domain-specific and general cognitive composites relevant to Alzheimer disease research. Method: Using equipercentile equating, we combined data from the Charles F. and Joanne Knight Alzheimer Disease Research Center that spanned multiple iterations of the Uniform Data Set. Exploratory factor analyses revealed four domain-specific composites representing episodic memory, semantic memory, working memory, and attention/processing speed. The previously defined preclinical Alzheimer disease cognitive composite (PACC) and a novel alternative, the Knight-PACC, were also computed alongside a global composite comprising all available tests. These three composites allowed us to compare the usefulness of domain and general composites in the context of predicting common Alzheimer disease biomarkers. Results: General composites slightly outperformed domain-specific metrics in predicting imaging-derived amyloid, tau, and neurodegeneration burden. Power analyses revealed that the global, Knight-PACC, and attention and processing speed composites would require the smallest sample sizes to detect cognitive change in a clinical trial, while the Alzheimer Disease Cooperative Study-PACC required two to three times as many participants. Conclusions: Analyses of cognition with the Knight-PACC and our domain-specific composites offer researchers flexibility by providing validated outcome assessments that can equate across test versions to answer a wide range of questions regarding cognitive decline in normal aging and neurodegenerative disease.
... This basic principle is referred to as multi-trait determination of intelligence and is described in the works of Vernon (1961), Guttman (1965), Guilford (1967), Cattell (1987), and others, followed by the assumption of the proposed model as a hierarchical structure. The convergence of these two principles (Carroll, 1993) is the foundation for rationality in the development of IST-2000R (Beauducel et al., 2010. ...
The Intelligence Structure Test (IST-2000R) is created to measure reasoning abilities and knowledge through verbal, numerical, and figural domains. The qualities of IST-2000R have shown its potential to be adapted and standardized in a Latvian sample to be used in psychological evaluation and research, thus satisfying the need for reliable measurement. The aim of this study was to investigate the psychometric properties of the Latvian version of IST-2000R. The adaptation sample consisted of 1,017 participants aged 15–65 (M = 31.8; SD = 10.94), of whom 36% were male. Participants were tested using the supervised offline administration mode (exploro.lv). The Ethics Committee of Riga Stradins University (RSU), Riga, Latvia, approved the study. The data show that the psychometric properties of the Latvian version of IST-2000R are in line with scientific norms. Thus, the test is considered to be reliable and may be used for psychological evaluation and research.
... Selection processes into medical schools and postgraduate residency programs involve assessment of both cognitive abilities (CAs) and non-cognitive abilities (NCAs). The cognitive abilities (CAs) refer to general intelligence and learned knowledge [4] and the non-cognitive abilities (NCAs), sometimes referred to as socio-emotional skills [5], personal and professional characteristics [6], personal qualities [7], non-academic attributes [8], soft skills, or character skills are rather broad and include mindsets, attitudes, integrity, personality traits, learning strategies and social skills including communication and empathy. The CAs and NCAs are not mutually exclusive [9], are somewhat overlapping constructs [10] and both are required for effective practice of medicine [11]. ...
Background
Computer-based assessment for sampling personal characteristics (Casper), an online situational judgement test, is a broad measure of personal and professional qualities. We examined the impact of Casper in the residency selection process on professionalism concerns, learning interventions and resource utilization at an institution.
Methods
In 2022, admissions data and information in the files of residents in difficulty (over three years pre- and post- Casper implementation) was used to determine the number of residents in difficulty, CanMEDS roles requiring a learning intervention, types of learning interventions (informal learning plans vs. formal remediation or probation), and impact on the utilization of institutional resource (costs and time). Professionalism concerns were mapped to the 4I domains of a professionalism framework, and their severity was considered in mild, moderate, and major categories. Descriptive statistics and between group comparisons were used for quantitative data.
Results
In the pre- and post- Casper cohorts the number of residents in difficulty (16 vs. 15) and the number of learning interventions (18 vs. 16) were similar. Professionalism concerns as an outcome measure decreased by 35% from 12/16 to 6/15 (p < 0.05), were reduced in all 4I domains (involvement, integrity, interaction, introspection) and in their severity. Formal learning interventions (15 vs. 5) and informal learning plans (3 vs. 11) were significantly different in the pre- and post-Casper cohorts respectively (p < 0.05). This reduction in formal learning interventions was associated with a 96% reduction in costs f(rom hundreds to tens of thousands of dollars and a reduction in time for learning interventions (from years to months).
Conclusions
Justifiable from multiple stakeholder perspectives, use of an SJT (Casper) improves a clinical performance measure (professionalism concerns) and permits the institution to redirect its limited resources (cost savings and time) to enhance institutional endeavors and improve learner well-being and quality of programs.
... Reasoning can be deductive, in which a conclusion is drawn from premises believed to be true, or inductive, in which a conclusion is drawn from a pattern of evidence or specific examples [27] . ...
The rapid advancements in technology and changes in the labor market underscore the importance of higher-order thinking skills such as creativity, analytic thinking, problem-solving, and communication. This book not only outlines the theoretical underpinnings of these skills but also presents practical methods for their enhancement, with a special focus on the use of the Redmenta educational platform. Redmenta is shown as a versatile tool for educators to create tasks that assess and foster higher-order thinking skills. The authors provide a collection of strategies and task types in Redmenta that can be employed to develop these skills, illustrating how technology can play a pivotal role in educating future generations to thrive in a digitally-dominated world. This work aims to guide educators in integrating higher-order thinking skills development into their teaching practices, leveraging digital technology for a more engaging and effective learning experience.
... Más adelante, una variedad de modelos ha sido presentada para explicar el concepto de inteligencia, incluyendo sus componentes. Entre los que se enfatizan a los seguidores del enfoque factorialanalítico, pudiendo ser las teorías del procesamiento de la información (Carroll, 1993); las teorías del aprendizaje (Perkins, 2001); las teorías del desarrollo cognitivo (Piaget, 1989); pluralistas (Ackerman y Goff, 1994); o monistas (Acito y Anderson, 1980). Todas ellas continúan actualmente en el debate en relación con la temática intelectual, produciéndose nuevos descubrimientos que tratan diferentes constructos de inteligencia: académica, práctica, exitosa, social, múltiples, emocional, etc. Estas tres últimas son particularmente importantes por la temática de este trabajo. ...
... Cognitive ability was measured using the Work Applied Cognitive Ability Test (WA-CAT, COMPMETRICA 2008a), a test that draws theoretical influence from Carroll's threestratum theory (Carroll 1993(Carroll , 1996. The WACAT is designed to assess an individual's ability to generalize their learning and knowledge to different situations, to think logically, and to perform mental operations of a verbal, spatial, and mathematical nature. ...
The differentiation of personality by the cognitive ability hypothesis proposes that individuals with higher cognitive ability have more variability in their personality structure than those with lower cognitive ability. A large sample of actual job candidates (n = 14,462) who participated in an online proctored test session, providing socio-demographic information and completing cognitive ability, personality, and language proficiency assessments, was used to test this hypothesis. The total sample was divided into three equal groups (low, average, high) using percentiles as the cutoff point to investigate the effects of cognitive ability. An ANCOVA demonstrated the significant effect of cognitive ability on personality traits, controlling for language proficiency. Principal component analyses showed that the personality structure differed between the cognitive ability groups, with the high-cognitive-ability group having an additional personality component. Similarly, analyses across job complexity levels indicated more personality components for high-job-complexity positions. The implications, limitations, and future directions of this study are discussed.
... Starting with Sir Francis Galton, who wrote one of the first verifiable publications on spatial ISSN 1433-8157/ © 2023 Heldermann Verlag ability in 1879 [7], to a variety of scientists from different disciplines on all continents (e.g., Sherly Sorby (USA), Tom Lowrie (Australia) and Jeff Buckley (Ireland)). A wide variety of models of spatial ability have been formulated [5,15,16,22,31,40] based on diverse models of intelligence [12,39], and manifold studies of trainability [10,27] and strategy use [19,38] have been conducted. The structure of current models of spatial thinking is mostly minimalist [31] or maximalist [2], or they are conceptualized as cross-domain models [22]. ...
Since 2019, the online platform RIF has collected anonymous results from more than 2.5 million individual tasks completed by students from 33 countries around the world. This large amount of data allows analyses, various evaluations, and interpretations of users’ spatial thinking skills. Since the majority of students participating in RIF are between the ages of 12 and 27, the results of this age group in particular were examined with regard to age- and gender-specific differences and performance in the different areas of spatial thinking. The results of the analyses show clear trends: (1) Girls and boys have (cum grano salis) equally good spatial thinking skills. (2) The analysis of all nine domains of spatial thinking included in RIF shows that boys have an advantage only in the domain of mental rotation. (3) The largest difference between boys and girls in the area of mental rotation is noticeable at the age of 15 to 17. (4) The gender difference in mental rotation decreases considerably with increasing age of students. (5) With increasing age, the average probability of solving the tasks correctly increases for all students in all domains of spatial thinking.
... It was taken into account that reading comprehension is predicted by different underlying language skills and knowledge. Vocabulary knowledge is strongly correlated with reading comprehension [6,39,[54][55][56]. Several studies have shown that vocabulary is a strong predictor of the development of reading comprehension in the early years of school [57,58]. ...
One important internal factor influencing reading comprehension is a child’s executive functioning. The primary objective of this paper is to evaluate the effectiveness of a cognitive stimulation program, ExeFun-READ (a program focusing on executive functioning stimulation via the L1 (Slovak language) curriculum with a specific focus on enhancing reading comprehension). The program is explicitly based on the assumed bi-directional relationship between executive functioning and language abilities related to reading comprehension. The program is domain-specific; the curriculum of L1 (Slovak) is a curricular area in which cognitive mediation occurs. The study will investigate whether the domain-specific ExeFun-READ intervention had a positive effect on children’s executive functioning and language subcomponents of reading comprehension. Keeping in mind ecological validity, ExeFun-READ was designed primarily for educational purposes, specifically professional tutoring for low-performing students. The intervention consists of 30 units; each unit lasts for 45–60 min. A stimulation unit approximates a teaching unit rather than a clinical experimental intervention. In total, 151 low-performing students attending grade four from seven elementary schools took part in the project. The study employs a pre-test–training–post-test design with three conditions: experimental, active control, and passive control. In the current study, the intervention led to improved language abilities related to reading comprehension. Significant improvements were found in vocabulary (semantic knowledge), completion of sentences (syntactic knowledge), and classification of terms (verbal fluency and inferencing) in the group of children that received the ExeFun-READ intervention. In terms of executive functioning, the improvement only extended to switching fluency.
... Available metaanalyses of concurrent validity indicate that DT relates to creative achievements in the range of 0.20, with this relation being moderated by several factors such as employed tasks and samples (Kim, 2008;Said-Metwaly et al., 2022). Meta-analyses focusing on intelligence facets according to Carroll's three stratum model of intelligence (Carroll, 1993) found that associations with creative achievement tend to be higher for broad retrieval ability (Gr; i.e., the ability to fluently retrieve concepts from memory) and fluid intelligence (Gf; i.e., the ability to reason), compared to crystallized intelligence (Gc; i.e., knowledge and learnt procedures) with associations of 0.20, 0.17, and 0.11, respectively cf. Kim, 2008). ...
... By constraining the general factor to be orthogonal to the specific factors, bifactor models can identify a general factor independent of the specific factors. The general factor captures the shared variance, while the specific factors capture the distinct variances that are unique to subsets of activation maps 28 . We used the specific factors from the EFA and a general factor with all maps loaded onto it. ...
Despite the widespread use of the Research Domain Criteria (RDoC) framework in psychiatry and neuroscience, recent studies suggest that the RDoC is insufficiently specific, or excessively broad, relative to the underlying brain circuitry it seeks to elucidate, leading to potential misrepresentation of circuit-function relations. We used a latent variable approach to address this issue, specifically utilizing bifactor analysis. We examined a total of 84 whole-brain task-based fMRI (tfMRI) activation maps from 19 studies with a total of 6,192 participants. Within this set of 84 maps, a curated subset of 37 maps with a balanced representation of RDoC domains constituted the training set of our analysis, and the remaining held-out maps formed the internal validation set. Furthermore, we externally validated the factor solutions from our curated training dataset using an independent set of 36 coordinate maps sourced through Neurosynth. We used RDoC constructs as seed terms for Neurosynth’s topic meta-analysis. We hypothesized that if boundaries of RDoC domains warrant refinement, this would be indicated by the presence of overlapping domains or domains lacking specificity. Our findings suggest that a bifactor data-driven structure fits better with the current corpus of tfMRI data, with a general domain representing task-general patterns of brain activation. The data-driven model also proposes a different group of major domains, particularly splitting the RDoC cognitive systems domain into distinct domains. Data-driven models are useful for revising the posited circuit-function relations outlined in the current RDoC framework.
هدفت هذه الدراسة إلى تعرف العلاقة بين أبعاد المستوى المعرفي وأبعاد الذكاء في التصنيف الثلاثي (باناتين) لمجموعات من ذوي الاحتياجات الخاصة (التخلف العقلي، بطيئي التعلم، المضطربين انفعالياً)، كما هدفت إلى تعرف الفروق بين هذه المجموعات في متغيرات الدراسة وإمكانية التمييز بين المجموعات وقد طُبق اختبار المستوى المعرفي واختبار وكسلر على ثلاث مجموعات من ذوي الاحتياجات الخاصة تتراوح أعمارهم بين 9 و 12 سنة وشملت المجموعات: التخلف العقلي 60 طفلاً وطفلة (30 ذكوراً و 30 إناثاً)، بطيئي التعلم 22 طفلاً (12 ذكوراً، 10 إناثاً)، ومجموعة الاضطراب الانفعالي 60 طفلاً (30 ذكوراً، 30 إناثاً) وتوصلت الدراسة إلى وجود ارتباطات موجبة مرتفعة بين أبعاد المستوى المعرفي وأبعاد الذكاء في تصنيف باناتين، وكذلك وجود فروق دالة بين المجموعات الثلاث في التصنيف الثلاثي للذكاء (باناتين): العلاقات، والمفاهيم، والتتابع، وفي الذكاء اللفظي والعملي والمجموع الكلي على اختبار وكسلر لذكاء الأطفال لصالح مجموعة الاضطراب الانفعالي وتوجد أيضاً فروق دالة في متغيرات الدراسة ترجع إلى العمر الزمني; حيث كان الأطفال الأكبر عمراً أعلى من الأصغر وتدل نتائج الدراسة على أن أبعاد المستوى المعرفي يمكن استخدامها في تصنيف مجموعات ذوي الاحتياجات الخاصة. المصطلحات الأساسية: المستوى المعرفي، تصنيف باناتين للذكاء، ذوي الاحتياجات الخاص.
The circumplex offers a useful paradigm for simultaneously modeling relationships between latent variables and visually representing an individual’s profile. Previous research has demonstrated the Circular Stochastic Process Model (CSPM) can establish the presence of the circumplex in sample data using Confirmatory Factor Analysis (CFA), allowing researchers to test the circumplex with familiar global fit indices such as the Confirmatory Fit Index (CFI), Tucker-Lewis Index (TLI), Root Mean Squared Error of Approximation (RMSEA), and Unbiased Standardized Root Mean Squared Residual (SRMRu). However, it is not yet clear if these fit indices are sensitive to detect circumplexes under a variety of conditions. The current Monte Carlo simulation study evaluates how the number of common scores, sample size, and position of the common scores on the circumplex affects the sensitivity of these global fit indices to detect and accept circumplexes and reject non-circumplexes. In general, the results suggest the CFI, TLI, and RMSEA are too likely to erroneously accept non-circumplexes, while the SRMR accurately distinguished between circumplexes and non-circumplexes. Researchers are advised to plot common score theta locations, cosine factor loadings, sine factor loadings, β0 values, and β1 values carefully before accepting the circumplex. Thresholds for global fit indices when evaluating the CSPM are also provided. Supplemental code, figures, and tables are available at thur.st/circum-diss.
Previous research revealed that students who are overestimated in their ability by their teachers experience school more positively than underestimated students. In the present study, we compared the socio-emotional experiences of N = 1516 students whose cognitive abilities were overestimated, accurately judged, or underestimated by their teachers. We applied propensity score matching using students’ cognitive ability, gender, language, parental education, and teacher’s acquaintance with them as covariates for building the three student groups. Matching students on these variables, reduced the original sample size to subsamples with n1 = 348, and n2 = 312 with exact matching including classroom. We compared overestimated, accurately judged, or underestimated students in both matching samples in their socio-emotional profiles (comprised of academic self-concept, joy of learning, attitude towards school, willingness to make an effort, social integration, perceived class climate, and feeling of being accepted by the teacher) by linear discriminant analyses. Groups significantly differed in their profiles. Overestimated students had the most positive socio-emotional experiences of school, followed by accurately judged students. Underestimated students experienced school most negatively. Differences in experiences were most pronounced for the learning environment (medium to large effects for academic self-concept, joy of learning, and willingness to make an effort; negligible effect for attitude towards school) and less for the social environment (medium effects for feeling of being accepted by the teacher; negligible effects for social integration and perceived class climate).
The fact that memories can be distorted by post-event misinformation has cast considerable doubt over the dependability of eyewitness evidence in legal contexts. However, despite its adverse practical implications, the misinformation effect is likely an unavoidable distortion stemming from the reconstructive nature of episodic memory. Certain cognitive abilities have been reported to offer protection against misinformation, suggesting that mechanisms aside from episodic memory may also be underpinning this type of memory distortion. The purpose of this review was to collate findings of associations between eyewitness misinformation susceptibility and individual differences in cognitive ability in adults aged 18 and over. Nine studies met the eligibility criteria for this review, including 23 distinct associations. Using a narrative synthesis, three categories of cognitive ability were identified as influencing susceptibility to misinformation: general intelligence and reasoning, perceptual abilities, and memory abilities. Across almost all categories, higher levels of ability were associated with reduced susceptibility to misinformation. While there is no indication that any one trait provides total immunity to the misinformation effect, there is a reasonable amount of evidence to suggest that several cognitive abilities create variance in individual levels of susceptibility. Future research should investigate not only if but how these cognitive abilities protect against misinformation distortions, for example, by contributing to more detailed encoding of the memory, enhancing discrepancy detection in the face of post-event misinformation, or improving source-monitoring during an eyewitness memory test.
يلقي هذا الكتاب الضوء على اختبارات الذكاء بانواعها وعلى استخداماتها في رفع سوية الاداء في المؤسسات المختلفة
This book sheds lights on IQ tests and their usage in improving the performance in all institutions
Zusammenfassung: Zur ökonomischen Erfassung eines Intelligenzindikators in nur drei Minuten wurde der mini-q ( Baudson & Preckel, 2016 ), als deutschsprachige Adaptation und Weiterentwicklung von Baddeleys (1968) Reasoning Test, mit vielversprechenden Gütekennwerten vorgestellt. Im Beitrag wurde die psychometrische Güte des mini-q an einer unabhängigen Studierendenstichprobe überprüft und um eine neue Parallelversion erweitert ( mini-q B). In balancierter Reihenfolge bearbeiteten Lehramtsstudierende ( N = 163) beide Versionen. Die Summenwertverteilungen beider Versionen wiesen auf eine angemessene Varianz und keine bedeutsame Abweichung von einer Normalverteilung hin. Beide Versionen ( mini-q/ mini-q B) korrelierten bedeutsam untereinander (Paralleltestreliabilität: r = .76 bzw. .80) sowie mit dem IST-Screening ( r = .25/.47) und teils bedeutsam mit der Abiturnote ( r = −.07/−.25). Implikationen zur Eignung des mini-q und der neuen Parallelversion mini-q B als zeitökonomisch einsetzbare Intelligenzscreenings werden diskutiert.
This book focuses on the artificial neural network-based system for gaze-based communication. It covers the feasible and practical collaboration of human-computer interaction (HCI) in which a user can intuitively express tasks using gaze-based communication. It will target the vast applications of gaze-based communication using computer vision, image processing, and artificial intelligence.
Artificial Intelligence-Based System for Gaze-Based Communication introduces a novel method to recognize the implicit intention of users by using nonverbal communication in combination with computer vision technologies. A novel HCI framework is developed to enable implicit and intuitive gaze-based intention communications. This framework allows the users to intuitively express their intention using natural gaze cues. The book also focuses on robot caregiving technology, which can understand the user’s intentions using minimal interactions with the user. The authors examine gaze-based tracking applications for the assisted living of elderly people. The book examines detailed applications of eye-gaze communication for real-life problems. It also examines the advantages that most people can handle gaze-based communications because it requires very little effort, and most of the elderly and impaired can retain visual capability.
This book is ideally designed for students, researchers, academicians, and professionals interested in exploring and implementing gaze-based communication strategies and those working in the field of computer vision and image processing.
Table of Content
1. Introduction to Gaze-based Communication.
2. Assistive Technologies to Implicit Intention Communication Through Visual Behaviour for Daily Living Activities.
3. An Integrated System for Improved Implicit Intention Communication for Older People on Daily Living Activities.
4. The Artificial Neural Network Approached Gaze-based Implicit Intention Communication.
5. Gaze-based Tracking Applications for the Assisted Living of Elderly People.
6. The Challenges of Identifying Daily Living Activities Through Visual Behaviour.
Network neuroscience investigates the brain’s connectome, revealing that cognitive functions are underpinned by dynamic neural networks. This study investigates how distinct cognitive abilities—working memory and inhibition—are supported by unique brain network configurations, which are constructed by estimating whole-brain networks through mutual information. The study involved 195 participants who completed the Sternberg Item Recognition and Flanker tasks while undergoing EEG recording. A mixed-effects linear model analyzed the influence of network metrics on cognitive performance, considering individual differences and task-specific dynamics. Results indicate that working memory and inhibition are associated with different network attributes, with working memory relying on distributed networks and inhibition on more segregated ones. Our analysis suggests that both strong and weak connections contribute to cognitive processes, as weak connections could potentially lead to a more stable and support networks of memory and inhibition. The findings indirectly support the Network Neuroscience Theory of Intelligence, suggesting different functional topology of networks inherent to various cognitive functions. Nevertheless, we propose that understanding individual variations in cognitive abilities requires recognizing both shared and unique processes within the brain’s network dynamics.
Author summary
This study analyzes how working memory and inhibition correspond to distinct neural network patterns by constructing whole-brain networks via mutual information from EEG data of 195 subjects performing cognitive tasks. Findings reveal working memory is supported by distributed connections while inhibition depends on segregated ones. The research underscores the importance of both strong and weak neural connections in cognitive function and supports the notion that cognitive functions emerge from the brain network of distinct topology. Moreover, it highlights the need to account for individual and task-specific variations to fully grasp the diverse network dynamics influencing cognitive abilities.
We examined whether a machine-learning-based automated scoring system can mimic the human similarity task performance. We trained a bidirectional encoder representations from transformer-model based on the semantic similarity test (SST), which presented participants with a word pair and asked them to write about how the two concepts were similar. In Experiment 1, based on the fivefold cross validation, we showed the model trained on the combination of the responses (N = 1600) and classification criteria (which is the rubric of the SST; N = 616) scored the correct labels with 83% accuracy. In Experiment 2, using the test data obtained from different participants in different timing from Experiment 1, we showed the models trained on the responses alone and the combination of responses and classification criteria scored the correct labels in 80% accuracy. In addition, human–model scoring showed inter-rater reliability of 0.63, which was almost the same as that of human–human scoring (0.67 to 0.72). These results suggest that the machine learning model can reach human-level performance in scoring the Japanese version of the SST.
This study was focused to explore the relationship among emotional intelligence and self-efficacy of visually impaired students and academic achievement. The study was conducted on 60 blind students (UG and PG) pursuing from all Department of Ravenshaw University, Cuttack Purposive random sampling was used for selection for the participants. The correlation research design was employed for conducting the research. Emotional intelligence scale developed and standardised that Anukool Hyde, Sanjyot Pethe and Upinder Dhar (2000) and Self-efficacy scale developed and standardized that Dr. G.P. Mathur and Dr. Raj Kumar Bhatnagar (2012) were used for measuring of emotional intelligence and self-efficacy of visually impaired students. For analysis of data descriptive statistics, product moment coefficient of correlation and multiple correlation techniques were used. The result of the study reveals that there are positive and significant relationship among emotional intelligence, self-efficacy and academic achievement of visually impaired students.
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