The future of intelligence: The role of specific abilities

Abstract

This contribution to the Special Issue on the Future of Intelligence focuses on specific abilities. Specific abilities are distinct abilities (e.g., math, verbal, spatial) that differ conceptually and empirically from general intelligence (g; variance common to tests). Two specific abilities are discussed: (a) ability tilt, defined as an ability pattern based on differences in math and verbal scores on standardized tests (e.g., SAT and ACT), yielding math tilt (math > verbal) and verbal tilt (verbal > tilt); and (b) complex problem solving (CPS), defined as the ability to adapt to novel and dynamically changing environments. Although g is generally a strong predictor of life outcomes, tilt and CPS predict criteria beyond g. Math tilt predicts science, technology, engineering, and math (STEM) criteria (e.g., jobs, majors, aptitudes), whereas verbal tilt predicts humanities criteria. Similarly, CPS abilities (e.g., knowledge acquisition and knowledge application) predict academic achievement and job performance after controlling for g. CPS and tilt can be integrated into theories of intelligence such as Cattell-Horn-Carroll theory and investment theories. Future research should consider (a) reporting norms for tilt and CPS in testing programs (e.g., SAT and ACT); (b) using tilt and CPS to reduce disparate impact between groups; (c) using computerized testing to track tilt and CPS over time; and (d) integrating tilt and CPS into trait complexes involving personality traits, vocational interests, and specific abilities.