Cognitive Ability Factors Research Articles

STABILITY OF COGNITIVE ABILITY AND EFFECT OF EDUCATION ACROSS 58 YEARS: A PROJECT TALENT AGING STUDY

Abstract We assessed the degree to which individuals retain cognitive abilities from adolescence through older adulthood, and whether more education associates with better retention in some more than others, after adjusting for adolescent cognitive ability. We also evaluated whether benefits associated with education differ for those with lower or higher cognitive scores in adolescence, or women or men. Data came from the Project Talent Aging Study, and included measures of abstract reasoning, mathematics, visualization in two dimensions, and recognition memory in 1960 and 2018 (n=2,032; age range 71 to 79). Confirmatory factor analysis was used to fit one-factor (cognitive ability factor, CAF) at each timepoint. We then used a structural equation model to test whether the 1960 CAF predicted the 2018 CAF, with an interaction term between 1960 CAF and years of education. Multiple group models tested invariance by sex. We found high stability in CAFs assessed 58 years apart. Education predicted higher 2018 CAF (p<.001), although a significant interaction (1960 CAF*education; p<.05) showed that effects were diminished for those with higher 1960 CAF. Sex-specific analyses showed that the diminishing effect of education was evident for both women (p<.05) and men (p<.05). Additionally, the simple effect of education on 2018 CAF was significant for women (p<.001) but not for men (p=.37). Findings indicate high stability in cognitive abilities from adolescence to older adulthood, and that exposure to more education differentially benefits later age abilities depending on adolescent levels and sex.

A special contribution from spatial ability to math word problem solving: Evidence from structural equation modelling and network analysis

There is a growing body of research into the factors contributing to math word problem solving. However, these studies usually use limited number of potential predictors (precluding assessing of their contribution in comparison with other factors or “g” general intelligence) and some predictors (such as analogical and hypothetical reasoning) are largely omitted. Thus, the aim of the current study was to explore contributions of different types of reasoning to math word problem solving and whether these contributions have added value compared with each other and general cognitive ability. Chinese schoolchildren in Grades 3 (N = 199; Mage = 102.4 months), 4 (N = 162; Mage = 114.6), 5 (N = 174; Mage = 126.1) and 6 (N = 180; Mage = 138.6) completed 8 tasks tapping into spatial, mechanical, verbal, mathematic, hypothetical and analogical reasoning. Our data showed that when 6 general cognitive factors load onto General cognitive ability factor in a Structural Equation Model (SEM), only spatial visualization has additional contribution to Word problem solving factor. Gaussian Graphical models (GGMs) showed that 2 verbal tasks and spatial visualization showed stable (present in at least 3 out of 4 grades) contributions to both word problem solving tasks. Analogical reasoning showed contribution to process of word problem solving only. To sum up, both SEM and GGMs converged on the importance of spatial ability for math word problems solving. Our results call for verbal and spatial ability to be routinely assessed and targeted by educational interventions within math curriculum.

Understanding Latent Variables in EFL Contexts

Understanding latent variables is essential in EFL research. This article examines key latent variables, such as linguistic competence, cognitive ability and socio-cultural factors. These variables play a crucial role in shaping EFL learning experiences and outcomes. Researchers can use methods such as exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and structural equation modeling (SEM) to uncover these variables. By combining theoretical findings with advanced statistical methods, such research provides an understanding of the complex processes involved in language learning. The article points to the need for longitudinal studies and mixed methods to capture the dynamic nature of EFL learning. This approach could contribute to the development of more effective educational strategies that improve teaching practices and learner outcomes. The article also emphasizes the importance of considering the sociocultural context and developing culturally sensitive teaching methods to create an inclusive learning environment. Moreover, this article serves as a guide for future research and practice in language learning.

Skills and cautiousness predict performance in difficult search.

People differ in how well they search. What are the factors that might contribute to this variability? We tested the contribution of two cognitive abilities: visual working memory (VWM) capacity and object recognition ability. Participants completed three tasks: a difficult inefficient visual search task, where they searched for a target letter T among skewed L distractors; a VWM task, where they memorized a color array and then identified whether a probed color belonged to the previous array; and the Novel Object Memory Test (NOMT), where they learnt complex novel objects and then identified them amongst objects that closely resembled them. Exploratory and confirmatory factor analyses revealed that there are two latent factors that explain the shared variance among these three tasks: a factor indicative of the level of caution participants exercised during the challenging visual search task, and a factor representing their visual cognitive abilities. People who score high on the search cautiousness tend to perform a more accurate but slower search. People who score high on the visual cognitive ability factor tend to have a higher VWM capacity, a better object recognition ability, and a faster search speed. The results reflect two points: (1) Visual search tasks share components with visual working memory and object recognition tasks. (2) Search performance is influenced not only by the search display's properties but also by individual predispositions such as caution and general visual abilities. This study introduces new factors for consideration when interpreting variations in visual search behaviors.

Individual differences in attention control: A meta-analysis and re-analysis of latent variable studies.

A meta-analysis and re-analysis of prior latent variable studies was conducted in order to assess whether there is evidence for individual differences in broad attention control abilities. Data from 90 independent samples and over 23,000 participants suggested that most (84.4%) prior studies find evidence for a coherent attention control factor with average factor loadings of .51. This latent attention control factor was related to other cognitive ability factors including working memory, shifting, fluid intelligence, long-term memory, reading comprehension, and processing speed, as well as to self-reports of task-unrelated thoughts and task specific motivation. Further re-analyses and meta-analyses suggest that the results remained largely unchanged when considering various possible measurement issues. Examining the factor structure of attention control suggested evidence for sub-components of attention control (restraining, constraining and sustaining attention) which could be accounted for a by a higher-order factor. Additional re-analyses suggested that attention control represents a broad ability within models of cognitive abilities. Overall, these results provide evidence for attention control abilities as an important individual differences construct.

Can you tell people’s cognitive ability level from their response patterns in questionnaires?

Questionnaires are ever present in survey research. In this study, we examined whether an indirect indicator of general cognitive ability could be developed based on response patterns in questionnaires. We drew on two established phenomena characterizing connections between cognitive ability and people’s performance on basic cognitive tasks, and examined whether they apply to questionnaires responses. (1) The worst performance rule (WPR) states that people’s worst performance on multiple sequential tasks is more indicative of their cognitive ability than their average or best performance. (2) The task complexity hypothesis (TCH) suggests that relationships between cognitive ability and performance increase with task complexity. We conceptualized items of a questionnaire as a series of cognitively demanding tasks. A graded response model was used to estimate respondents’ performance for each item based on the difference between the observed and model-predicted response (“response error” scores). Analyzing data from 102 items (21 questionnaires) collected from a large-scale nationally representative sample of people aged 50+ years, we found robust associations of cognitive ability with a person’s largest but not with their smallest response error scores (supporting the WPR), and stronger associations of cognitive ability with response errors for more complex than for less complex questions (supporting the TCH). Results replicated across two independent samples and six assessment waves. A latent variable of response errors estimated for the most complex items correlated .50 with a latent cognitive ability factor, suggesting that response patterns can be utilized to extract a rough indicator of general cognitive ability in survey research.

Associations between executive functions assessed in different contexts in a genetically informative sample.

Executive functions (EFs) are cognitive functions that help direct goal-related behavior. EFs are usually measured via behavioral tasks assessed in highly controlled laboratory settings under the supervision of a research assistant. Online versions of EF tasks are an increasingly popular alternative to in-lab testing. However, researchers do not have the same control over the testing environment during online EF assessments. To assess the extent to which EFs assessed in-lab and online are related, we used data from the Colorado Online Twin Study (CoTwins; 887 individual twins aged 13.98-19.05) and constructed an Lab Common EF factor and an Online Common EF factor from four EF tasks assessed in-lab and online. The Lab Common and Online Common EF factors were genetically identical (rA = 1.00) but phenotypically separable (r = .77, 95% confidence interval [0.59, 0.94]) indicating that these EF factors have the same genetic underpinnings but may be differentially influenced by environmental factors. We examined phenotypic, genetic, and environmental correlations between the EF factors and a general cognitive ability factor (g) assessed in the lab and found similar relationships between Lab Common EF and g and Online Common EF and g. Overall, these results suggest that Common EF factors assessed in different contexts are highly related to each other and similarly related to other cognitive outcomes. These findings indicate that online task-based EF assessments could be a viable strategy for increasing sample sizes in large-scale studies, particularly genetically informed studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

NEUROFILAMENT LIGHT CHAIN (NFL) AND COGNITIVE PERFORMANCE INCONSISTENCY IN ADULTS APPROACHING MID LIFE

Abstract Neurofilament light chain (NfL) indexes axonal integrity, where higher NfL values correlate with lower cognitive performance. However, associations of NfL with variability in performance and earlier in the lifespan are unclear. We evaluated inconsistency in trial-level performance within three speed or spatial tasks and dispersion across nine verbal, spatial, speed, and episodic memory tasks in participants from the Colorado Adoption/Twin Study of Lifespan behavioral development and cognitive aging (CATSLife1). Individuals were tested at 28-49 years (M=33.1, SD=4.9). Quanterix Simoa assays of plasma NfL (pNfL, log-transformed), cognitive test scores, and sociodemographic covariates were available for up to 1144 individuals. Multi-level regression analyses accounted for sibling relatedness and sociodemographic covariates. Above average pNfL coupled with higher age were associated with greater inconsistency across trials for the WAIS-III Digit Symbol subtest (d=.15 per 3 years of age increase, p=0.037) adjusting for performance, and with reduced performance across age (d=-.27, p=0.014). Moreover, higher pNfL was associated with higher dispersion among nine specific cognitive ability tasks across age, adjusting for general cognitive ability (GCA) factor scores (d=.156, p=0.037). Building on our earlier report of plasma NfL and GCA, higher pNfL was associated with greater dispersion in performance across a battery of tests. Moreover, higher pNfL was associated with poorer overall speed performance, which was also observed for trial level inconsistency even when adjusting for performance level. Hence, at equal levels of ability, within-task inconsistency and dispersion across tasks may be associated with plasma neurofilament light chain in early- to mid-adulthood.

Grey-matter structure in cortical and limbic regions correlates with general cognitive ability in old age

According to the maintenance hypothesis (Nyberg et al., 2012), structural integrity of the brain’s grey matter helps to preserve cognitive functioning into old age. A corollary of this hypothesis that can be tested in cross-sectional data is that grey-matter structural integrity and general cognitive ability are positively associated in old age. Building on Köhncke et al. (2021), who found that region-specific latent factors of grey-matter integrity are positively associated with episodic memory ability among older adults, we examine associations between general factors of grey-matter integrity and a general factor of cognitive ability in a cross-sectional sample of 1466 participants aged 60–88 years, 319 of whom contributed imaging data. Indicator variables based on T1-weighted images (voxel-based morphometry, VBM), magnetization-transfer imaging (MT), and diffusion tensor imaging-derived mean diffusivity (MD) had sufficient portions of variance in common to establish latent factors of grey-matter structure for a comprehensive set of regions of interest (ROI). Individual differences in grey-matter factors were positively correlated across neocortical and limbic areas, allowing for the definition of second-order, general factors for neocortical and limbic ROI, respectively. Both general grey-matter factors were positively correlated with general cognitive ability. For the basal ganglia, the three modality-specific indicators showed heterogenous loading patterns, and no reliable associations of the general grey-matter factor to general cognitive ability were found. To provide more direct tests of the maintenance hypothesis, we recommend applying the present structural modeling approach to longitudinal data, thereby enhancing the physiological validity of latent constructs of brain structure.

Scoping review and expert-based consensus recommendations for assessment and management of psychogenic non-epileptic (functional) seizures (PNES) in children: A report from the Pediatric Psychiatric Issues Task Force of the International League Against Epilepsy.

Limited guidance exists regarding the assessment and management of psychogenic non-epileptic seizures (PNES) in children. Our aim was to develop consensus-based recommendations to fill this gap. The members of the International League Against Epilepsy (ILAE) Task Force on Pediatric Psychiatric Issues conducted a scoping review adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-SR) standards. This was supplemented with a Delphi process sent to pediatric PNES experts. Consensus was defined as ≥80% agreement. The systematic search identified 77 studies, the majority (55%) of which were retrospective (only one randomized clinical trial). The primary means of PNES identification was video electroencephalography (vEEG) in 84% of studies. Better outcome was associated with access to counseling/psychological intervention. Children with PNES have more frequent psychiatric disorders than controls. The Delphi resulted in 22 recommendations: Assessment-There was consensus on the importance of (1) taking a comprehensive developmental history; (2) obtaining a description of the events; (3) asking about potential stressors; (4) the need to use vEEG if available parent, self, and school reports and video recordings can contribute to a "probable" diagnosis; and (5) that invasive provocation techniques or deceit should not be employed. Management-There was consensus about the (1) need for a professional with expertise in epilepsy to remain involved for a period after PNES diagnosis; (2) provision of appropriate educational materials to the child and caregivers; and (3) that the decision on treatment modality for PNES in children should consider the child's age, cognitive ability, and family factors. Comorbidities-There was consensus that all children with PNES should be screened for mental health and neurodevelopmental difficulties. Recommendations to facilitate the assessment and management of PNES in children were developed. Future directions to fill knowledge gaps were proposed.

Positive reading achievement outcomes in children who experience out-of-home care: Characteristics and predictors

BackgroundChildren who enter out-of-home care (‘care’) are at increased risk for low academic achievement. Nonetheless, some children who have experienced out-of-home care achieve highly. Several qualitative studies of academically successful young adults with care histories have highlighted factors that may contribute to positive outcomes; however longitudinal cohort research is needed to identify characteristics and predictors of higher achieving younger children who experienced care. ObjectiveTo describe characteristics and circumstances of children with higher reading achievement who had entered care, and predictors of higher achievement. Participants and settingThe study included 778 children from the Pathways of Care Longitudinal Study (POCLS) in New South Wales, Australia. MethodsProspective cohort data from interviews and linked administrative child protection and education data were used to identify factors associated with higher Year 3 reading achievement among Aboriginal and non-Aboriginal children that may assist in improving outcomes. ResultsAlthough a lower proportion than the general population, almost half (46 %) of children who entered care were in the higher achievement group. Higher achieving students were a diverse group and faced many adversities commonly found among children who experienced care generally. Multivariable logistic regression showed higher achievement in the cohort was significantly associated with: average or above cognitive ability, low externalizing behaviour, highly-educated carers, and non-Aboriginal students. Several supports and services were associated with higher achievement, but inconsistently across analyses. ConclusionsResults indicate potential interventions could target cognitive ability, wellbeing and environmental factors, and involve interventions directly with children and via carers to improve student outcomes.

Cross‐national applicability of a game‐based cognitive assessment

AbstractNew technology has had a discernable impact on how organizations recruit and select potential employees. Game‐based assessment has emerged as a potential technology that can be used to enhance the assessment of individual differences and applicants' views of the selection process. However, studies investigating the psychometric properties and predictive validity of game‐based assessments are still lacking. This study investigated the structural equivalence of a game‐based assessment of cognitive ability across 228 Australians and 239 South Africans. A smaller sample of 115 South Africans also received work performance ratings to investigate the predictive validity of the cognitive assessment. Results of factor analysis supported a strong general factor of cognitive ability across the entire sample but only partial metric and scalar invariance across the two nations. The general factor of the game‐based assessment further revealed promising results in terms of its predictive validity for five broad dimensions of individual work performance.

The interplay among familial risk, narrative coherence, and emotional problems from early to middle childhood.

The present study is a longitudinal extension (long-term follow-up) of a previous study examining the promotive and protective role of children's narrative coherence in the association between early familial risk factors and children's emotional problems from early to middle childhood. A total of 293 (T1; M age = 2.81), 239 (T2; M age = 3.76), and 189 (long-term follow-up T3; M age = 9.69) children from 25 childcare centers participated in this study. Familial risk factors were assessed at T1 using a caregiver interview and questionnaire. Narrative coherence was assessed using the MacArthur Story Stem Battery that was administered to the children at T2. Children's emotional problems were rated by the caregivers and by their teachers at T2 and T3. Results suggest that familial risk factors are linked to more emotional problems both in the short-term (T2) and the long-term (T3). Further, although some of the effects of relevant magnitude did not reach statistical significance, results pertaining to the role of narrative coherence indicate that it might have a promotive and protective effect in the short-term as well as a promotive effect in the long-term. These findings point to the relevance of children's narrative coherence as a cognitive ability and personality factor that contributes to more positive development and to better coping with adverse familial experiences.

Factors Impacting Parental Quality of Life in Preschool Children on the Autism Spectrum.

This study examined connections between parental quality of life (QoL) and features of children (autism severity, cognitive ability, behavioral profile, and sociodemographic factors). Parents of 97 children attending an autism-specific preschool completed the Quality of Life in Autism, Vineland Adaptive Behavior Scales and Child Behavior Checklist. The Autism Diagnostic Observation Schedule and Mullen Scales of Early Learning were also administered. Reduced restrictive/repetitive behavior and higher socialization and play/leisure scores were associated with better parental QoL. Better behavioral regulation and attention also predicted better QoL, as did stronger communication and reduced internalising behaviours. Findings indicate that a child's level of autism specific traits, adaptive functioning and behavioral profile has greater impact on parental QoL than cognitive level.

The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities.

This study aims to investigate the core cognitive factors that affect reading and math performance of children of the grades 1-6 in Xi'an, Shaanxi Province, China, as well as the differences between children with dyslexia and mathematical disabilities (MD). Therefore, this study mainly evaluated the Cattell Horn Carroll (CHC) cognitive factors for 427 Chinese children and explored the core cognitive factors that affect Chinese children's reading and math performance. Students with dyslexia (n = 34), students with mathematics learning disabilities (n = 34), and 34 normal children were randomly selected as the control group. In order to explore the differences in cognitive development, we analyzed the differences among the three groups (Dyslexia, mathematical learning disabilities (MD), and normal children). The results revealed the following: (1) almost all cognitive ability factors in this study are significantly related to students' reading and mathematical achievements. (2) the core cognitive factors for predicting Chinese dyslexia students are crystallized intelligence, auditory processing and working memory. Executive function, spatial relationship and working memory are the core cognitive factors to predict Chinese children's mathematical achievements. (3) in addition, there are differences in cognitive deficits between disabled Chinese children in reading and math, among which those with reading deficits have extensive auditory processing deficits; while children with mathematic deficits have worse executive function. Recommendations were made based on these findings.

A General Cognitive Ability Factor for the UK Biobank.

UK Biobank participants do not have a high-quality measure of intelligence or polygenic scores (PGSs) of intelligence to simultaneously examine the genetic and neural underpinnings of intelligence. We created a standardized measure of general intelligence (gfactor) relative to the UK population and estimated its quality. After running a GWAS of g on UK Biobank participants with a g factorof good quality and without neuroimaging data (N = 187,288), we derived a g PGS for UK Biobank participants with neuroimaging data. For individuals with at least one cognitive test,the g factor from eight cognitive tests (N = 501,650) explained 29% of the variance in cognitive test performance. The PGS for British individuals with neuroimaging data (N = 27,174) explained 7.6% of the variance in g. We provided high-quality g factor estimates for most UK Biobank participants and g factor PGSs for UK Biobank participants with neuroimaging data.

I Choose to Opt-Out of Answering: Individual Differences in Giving Up Behaviour on Cognitive Tests.

Under the Meta-reasoning model, the process of giving up when a solution may not be feasible reflects an adaptive metacognitive strategy, where individuals opt-out of responding to mitigate error and resource costs. However, research is still needed to determine whether individuals systematically vary in this behaviour and if so, which variables it meaningfully relates with. The current study (N = 176) is the first to examine factorial stability in giving up tendencies and its relationships with on-task confidence, cognitive ability, decision-making predispositions, and academic performance. To measure giving up tendencies, participants completed three cognitive tests which allowed for opting out, thereby capturing giving up frequency within each test and its consistency across tests. Participants also completed five other cognitive tasks embedded with confidence ratings, and a decision-making styles questionnaire. Confirmatory factor analyses were conducted on all giving up, confidence, and accuracy variables, with a three-factor solution having the best fit (containing a giving up factor, confidence factor, and cognitive ability factor). Supporting the proposed adaptive nature of giving up tendencies, the giving up factor correlated positively with cognitive ability, rational decision making, and academic performance. This research establishes factorial stability in giving up tendencies and provides a foundation for further investigation into its role within Meta-reasoning theory.

문헌 분석을 통한 손정의의 발명영재성 요인 탐구

The purpose of this study was to confirm the factors of inventively giftedness of SonMasayoshi and to provide basic data for the research field of inventively giftedness factors through comparison and analysis with related previous studies. In order to achieve the purpose of this study, 4 books and 1 thesis were analyzed using the content analysis method. Cognitive ability, affective trait, social trait, and environmental factor were used as a framework for content analysis. The study results are as follows; First, the factors of invention giftedness of SonMasayoshi were identified as 25 factors in 4 areas. Specifically, cognitive ability factors include 1) superhuman learning ability 2) original thinking ability 3) systemic thinking ability for creative idea creation 4) idea generation and memo ability 5) application ability 6) modeling thinking ability 7) future-oriented As insight and affective trait factors are 1) curiosity 2) perfectionism tendency 3) goal-oriented tendency 4) task obsession 5) challenging spirit to accept failure 6) positive self-esteem overcoming inferiority 7) strong tenacity and desire to win 8 ) Behavioral orientation by quick decision 9) Passionate disposition and social trait factors are 1) Leadership 2) Persuasive power 3) Communication 4) Humor 5) Social responsibility 6) Win-win spirit and environmental factors are 1) Family environment 2) Educational environment 3) social environment. Second, among the factors of SonMasayoshi's inventively giftedness, systematic thinking ability for creative idea creation in the cognitive domain, modeling thinking ability, future-oriented insight, positive self-esteem that overcomes inferiority Behavioral orientation by decision, communication ability in the social domain, and the spirit of win-win were analyzed as the factors that differentiated from the facors of inventively giftedness presented in previous studies conducted at the theoretical level. Third, modeling thinking ability, educational environment, and social environment factors were identified as significant factors in that they were the basis for other inventively giftedness factors or derived other inventively giftedness factors among the differentiating factors. In addition, the systemic thinking ability factor for creative idea creation was judged to be an educationally significant factor in that it further expanded SonMasayoshi's cognitive abilities and possibilities.

To What Extent Is General Intelligence Relevant to Causal Reasoning? A Developmental Study.

To what extent general intelligence mechanisms are associated with causal thinking is unclear. There has been little work done experimentally to determine which developing cognitive capacities help to integrate causal knowledge into explicit systems. To investigate this neglected aspect of development, 138 children aged 5–11 studying at mainstream primary schools completed a battery of three intelligence tests: one investigating verbal ability (WASI vocabulary), another looking at verbal analogical (Verbal Analogies subset of the WRIT), and a third assessing non-verbal/fluid reasoning (WASI block design). Children were also interviewed over the course of three causal tasks (sinking, absorption, and solution), with the results showing that the developmental paths exhibited uneven profiles across the three causal phenomena. Children consistently found that explaining solution, where substances disappeared toward the end of the process, was more challenging. The confirmatory factor analyses suggested that the impact of cognitive ability factor in explicitly identifying causal relations was large. The proportion of the direct effect of general intelligence was 66% and it subsumed the variances of both verbal measures. Of this, 37% was the indirect effect of age. Fluid reasoning explained a further 28% of the variance, playing a unique role in causal explanation. The results suggested that, overall, cognitive abilities are substantially related to causal reasoning, but not entirely due to developmental differences in “g” during the age periods studied.

Cognitive Abilities and Seeking Financial Advice: Differences in Advice Sources

This study used the 2017 National Financial Well-Being Survey to investigate the relationship between cognitive ability and seeking financial advice. Three aspects of cognitive ability were examined: memory, objective numeracy, and subjective numeracy. The results showed that in general, the three were not associated with seeking financial advice. However, after decomposing the sources of the advice, we found that among financial advice-seekers, memory and objective numeracy were positively associated with seeking financial advice from family. When adding the interactions between cognitive ability factors and age, older individuals with good memories were less likely to seek advice from family, while older individuals with higher objective numeracy were less likely to use social networks to seek financial advice. The study’s findings suggest future development in policies and practices to benefit those with low cognitive abilities to seek better financial advice using multiple advice sources.