Individual Differences In Performance Research Articles

Exploring individual differences in native phonetic perception and their link to nonnative phonetic perception.

Adults differ considerably in their perception of both native and nonnative phonemes. For instance, when presented with continua of native phonemes on two-alternative forced choice (2AFC) or visual analog scaling (VAS) tasks, some people show sudden changes in responses (i.e., steep identification slopes) and others show gradual changes (i.e., shallow identification slopes). Moreover, some adults are more successful than others at learning unfamiliar phonemes. The predictors of these individual differences and the relationships between them are poorly understood. It also remains unclear to what extent different tasks (2AFC vs. VAS) may reflect distinct individual differences in perception. In two experiments, we addressed these questions by examining the relationships between individual differences in performance on native and nonnative phonetic perception tasks. We found that shallow 2AFC identification slopes were not related to shallow VAS identification slopes but were related to inconsistent VAS responses. Additionally, our results suggest that consistent native perception may play a role in promoting successful nonnative perception. These findings help characterize the nature of individual differences in phonetic perception and contribute to our understanding of how to measure such differences. This work also has implications for encouraging successful acquisition of new languages in adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Who is and is not "average"? Random effects selection with spike-and-slab priors.

Mixed-effects models are often employed to study individual differences in psychological science. Such analyses commonly entail testing whether between-subjects variability exists and including covariates to explain that variability. We argue that researchers have much to gain by explicitly focusing on the individual in individual differences research. To this end, we propose the spike-and-slab prior distribution for random effect selection in (generalized) mixed-effects models as a means to gain a more nuanced perspective of individual differences. The prior for each random effect is a two-component mixture consisting of a point-mass "spike" centered at zero and a diffuse "slab" capturing nonzero values. Effectively, such an approach allows researchers to answer questions about particular individuals; specifically, "Who is average?", in the sense of deviating from an average effect, such as the population-averaged slope. We begin with an illustrative example, where the spike-and-slab formulation is used to select random intercepts in logistic regression. This demonstrates the utility of the proposed methodology in a simple setting while also highlighting its flexibility in fitting different kinds of models. We then extend the approach to random slopes that capture experimental effects. In two cognitive tasks, we show that despite there being little variability in the slopes, there were many individual differences in performance. In two simulation studies, we assess the ability of the proposed method to correctly identify (non)average individuals without compromising the mixed-effects estimates. We conclude with future directions for the presented methodology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Wearable functional near-infrared spectroscopy for measuring dissociable activation dynamics of prefrontal cortex subregions during working memory.

The prefrontal cortex (PFC) has been extensively studied in relation to various cognitive abilities, including executive function, attention, and memory. Nevertheless, there is a gap in our scientific knowledge regarding the functionally dissociable neural dynamics across the PFC during a cognitive task and their individual differences in performance. Here, we explored this possibility using a delayed match-to-sample (DMTS) working memory (WM) task using NIRSIT, a high-density, wireless, wearable functional near-infrared spectroscopy (fNIRS) system. First, upon presentation of the sample stimulus, we observed an immediate signal increase in the ventral (orbitofrontal) region of the anterior PFC, followed by activity in the dorsolateral PFC. After the DMTS test stimulus appeared, the orbitofrontal cortex activated once again, while the rest of the PFC showed overall disengagement. Individuals with higher accuracy showed earlier and sustained activation of the PFC across the trial. Furthermore, higher network efficiency and functional connectivity in the PFC were correlated with individual WM performance. Our study sheds new light on the dynamics of PFC subregional activity during a cognitive task and its potential applicability in explaining individual differences in experimental, educational, or clinical populations. PRACTITIONER POINTS: Wearable functional near-infrared spectroscopy (fNIRS) captured dissociable temporal dynamics across prefrontal subregions during a delayed match-to-sample task. Anterior regions of the orbitofrontal cortex (OFC) activated first during the delay period, followed by the dorsolateral prefrontal cortex (PFC). PFC disengaged overall after the delay, but the OFC reactivated to the test stimulus. Earlier and sustained activation of PFC was associated with better accuracy. Functional connectivity and network efficiency also varied with task performance.

The relationship between sustained attention and parasympathetic functioning

Sustained attention (SA) is an important cognitive ability that plays a crucial role in successful cognitive control. Resting vagally-mediated heart rate variability (vmHRV) has emerged as an informative index of parasympathetic nervous system activity and a sensitive correlate of individual differences in cognitive control. However, it is unclear how resting vmHRV is associated with individual differences in sustained attention. The primary aim of the current study was to assess if resting vmHRV was associated with individual differences in performance on a neuropsychological assessment of sustained attention. We further aimed to characterize the relationship between resting vmHRV and dispositional factors related to sustained attention, specifically attentional errors in daily life, self-regulation, mindfulness and media-multitasking. Based on previous work, we hypothesized higher resting vmHRV would be associated with better sustained attention across task-based and self-report measures. We did not find resting vmHRV to be significantly associated with performance measures on a task-based assessment of sustained attention. Further, resting vmHRV was not significantly associated with attention errors, self-regulation, mindfulness, or media-multitasking. This work stands to expand the current understanding between parasympathetic functioning, cognition, and behavior, investigating the unexplored domain of sustained attention and related dispositional factors.

Evaluating Listening Effort in Unilateral, Bimodal, and Bilateral Cochlear Implant Users.

Evaluate listening effort (LE) in unilateral, bilateral, and bimodal cochlear implant (CI) users. Establish an easy-to-implement task of LE that could be useful for clinical decision making. Prospective cohort study. Tertiary neurotology center. The Sentence Final Word Identification and Recall Task, an established measure of LE, was modified to include challenging listening conditions (multitalker babble, gender, and emotional variation; test), in addition to single-talker sentences (control). Participants listened to lists of sentences in each condition and recalled the last word of each sentence. LE was quantified by percentage of words correctly recalled and was compared across conditions, across CI groups, and within subjects (best aided vsmonaural). A total of 24 adults between the ages of 37 and 82 years enrolled, including 4 unilateral CI users (CI), 10 bilateral CI users (CICI), and 10 bimodal CI users (CIHA). Task condition impacted LE (P < .001), but hearing configuration and listener group did not (P = .90). Working memory capacity and contralateral hearing contributed to individual performance. This study adds to the growing body of literature on LE in challenging listening conditions for CI users and demonstrates feasibility of a simple behavioral task that could be implemented clinically to assess LE. This study also highlights the potential benefits of bimodal hearing and individual hearing and cognitive factors in understanding individual differences in performance, which will be evaluated through further research.

Identifying linguistic contributions to variable speech perception in Spanish/English bilingual children and adults using the ascending target-to-masker ratio method

When people encounter variable speech, like an unfamiliar accent, they map new productions to existing word forms. This skill appears to develop through adolescence for monolingual children, with school-age children perceiving unfamiliar accented speech less accurately than adults. For monolingual children, vocabulary size and phonemic awareness predict performance. Less is known about which factors account for individual differences in variable speech perception in multilingual school-age children. The goals of this study were to (a) assess group differences in variable speech perception in Spanish/English bilingual and English monolingual children and adults, (b) validate the ascending target-to-masker (TMR) method for assessing speech reception thresholds (SRTs) for foreign accented speech, and (c) identify linguistic skills that account for individual differences in performance. Participants completed speech perception and language testing. SRTs in speech-shaped noise were measured for Midland-, Spanish-, and Korean-accented English; these accents ranged from familiar to unfamiliar across participants. In each accent condition, one list of Bamford-Kowal-Bench test sentences was presented, with each sentence presented at multiple TMRs. Preliminary data suggest differences in how bilingual and monolingual groups perceive variable speech in noise. While linguistic skills accounted for individual differences in performance, different patterns emerged in children and adults.

Statistical learning and children's emergent literacy in rural Côte d'Ivoire.

Studies of non-linguistic statistical learning (SL) have often linked performance in SL tasks with differences in language outcomes. Most of these studies have focused on Western and high-income educational contexts, but children worldwide learn in radically different educational systems and communities, and often in a second language. In the west African nation of Côte d'Ivoire, children enter fifth grade (CM-1) with widely varying ages and literacy skills. Across three iteratively-developed experiments, 157 children, age 8-15 years, in rural communities in the greater-Adzópe region of Côte d'Ivoire watched sequences of cartoon images with embedded triplet patterns on touchscreen tablets, while performing a target-detection task. We assessed these tablet-based adaptations of non-linguistic visual SL and asked whether the children's individual differences in performance on the SL tasks were related to their first and second language and literacy skills. We found group-level evidence that children used the statistical regularities in the image sequence to gradually decrease their response times, but their responses on post-test discrimination did not reflect this learning. When evaluating the correlation between SL and language skills, individual differences related to other task demands predicted oral language skills shared by first and second languages, while SL better predicted second language print skills. These findings suggest that non-linguistic SL paradigms can measure similar skills in Ivorian children as previous samples, but they also echo recent calls for further cross-cultural validation, greater internal reliability, and tests for confounding variables (such as processing speed) in studies of individual differences in statistical learning. RESEARCH HIGHLIGHTS: We iteratively adapted three visual statistical learning studies for children in rural Côte d'Ivoire. Group-level analyses indicates that the children learn the underlying statistical regularities. Individual-differences analyses reveal some evidence that the statistical learning measure is also correlated with task demands that may be driven by cross-cultural differences. Like previous research, statistical learning is correlated with second language literacy, but we did not find a relationship between SL and oral language skills in first and second languages.

Individual characteristics moderate listening effort in noisy classrooms

Comprehending the teacher’s message when other students are chatting is challenging. Even though the sound environment is the same for a whole class, differences in individual performance can be observed, which might depend on a variety of personal factors and their specific interaction with the listening condition. This study was designed to explore the role of individual characteristics (reading comprehension, inhibitory control, noise sensitivity) when primary school children perform a listening comprehension task in the presence of a two-talker masker. The results indicated that this type of noise impairs children’s accuracy, effort, and motivation during the task. Its specific impact depended on the level and was modulated by the child’s characteristics. In particular, reading comprehension was found to support task accuracy, whereas inhibitory control moderated the effect of listening condition on the two measures of listening effort included in the study (response time and self-ratings), even though with a different pattern of association. A moderation effect of noise sensitivity on perceived listening effort was also observed. Understanding the relationship between individual characteristics and classroom sound environment has practical implications for the acoustic design of spaces promoting students’ well-being, and supporting their learning performance.

Reference frames for spatial navigation and declarative memory: Individual differences in performance support the phylogenetic continuity hypothesis

Recent experimental evidence has led to the idea that the neural mechanisms supporting spatial navigation have been flexibly adapted to organize concepts and memories through spatial codes. The “phylogenetic continuity hypothesis” (Buszáki & Moser, 2013) further proposes that the mechanisms supporting episodic and semantic memory would have respectively evolved from self-based (i.e. egocentric) and map-based (i.e. allocentric) spatial navigation mechanisms. Recent studies have observed traces of this phylogenetic continuity in human behavior, but the full original model has not yet been tested. Here, we evaluated the relationships between the four model components by using two sets of tasks in the spatial navigation and declarative memory domains based on complex materials and emphasizing the self vs. map-based processing (i.e. route vs. survey component for spatial navigation and episodic vs. semantic component for declarative memory). Consistent with the model predictions, the results of a multiple multivariate regression analysis revealed a specific across-domain relationship, such that route-based navigation performance specifically predicted episodic memory performance (self-based, egocentric components), while survey navigation performance specifically predicted the semantic memory one (map-based, allocentric components). The results of an additional regression analysis on the within-domain transformation process from self-based to map-based representations confirmed that route-based navigation specifically predicted survey navigation, while episodic memory specifically predicted semantic memory. Our results provide further behavioral evidence in support of the general hypothesis that the neural machinery evolved to map the physical world might have been recycled to organize memory and conceptual knowledge. Crucially, they also support the more specific hypothesis that the organizational principles involved in higher-level processing of information have inherited the fundamental distinction between different reference frames (egocentric vs. allocentric) for navigation in the physical world.

Improving patient understanding of prenatal screening tests: Using naturally sampled frequencies, pictures, and accounting for individual differences

ObjectiveHealth professionals must communicate prenatal screening test results effectively to patients, but these tests involve very low prevalence and high false positive risks; a situation known to be difficult for people to understand. MethodsThe present experiments evaluated the effectiveness of presenting prenatal screening test results for Trisomy 21, Trisomy 13, or DiGeorge Syndrome, using either naturally sampled frequencies or standard percentages. Participants were given a task of interpreting the posterior probability of an embryo having the condition. ResultsPeople were significantly better with naturally sampled frequencies. Numerical literacy and visuospatial ability significantly accounted for individual differences in performance within conditions. Participants nevertheless did not differ in ratings of how useful the different presentation formats were, suggesting a lack of awareness of how format influenced understanding. These results held regardless of whether the respondents were undergraduates (Experiment 1) or members of the general population recruited online (Experiment 2). ConclusionUsing naturally sampled frequencies improves patient understanding of prenatal screening tests results, with low cost of implementation. InnovationUsing realistic prenatal screening test results, these results show how to improve patient counseling via the use of naturally sampled frequencies.

Extending the understanding of the impact of conscientiousness on individual soccer performance: examining the mediating role of mental toughness

BackgroundDrawing upon Motowidlo et al.’s theory of individual differences in individual performance, the current study aims to con-tribute to a better understanding of the relationship between conscientiousness and individual soccer performance, by exam-ining whether mental toughness, posited as a characteristic adaptation, acts as a psychological mechanism underlying this link.Participants and procedureRelying upon a concurrent validity design, 130 soccer players completed a survey including the measures of conscientious-ness and mental toughness. Participants were also instructed to provide a subjective assessment of their individual soccer performance, by self-rating their physical, technical and tactical performance levels. Their objective performance was also measured as the total amount of minutes each player participated in official games, during the first half-season.ResultsThe findings showed that conscientiousness and mental toughness represent significant and meaningful predictors of both individual soccer performance measures gathered, i.e. individual soccer subjective and objective performance. As expected, further mediation analyses showed that the influence of conscientiousness on subjective performance is totally indirect, via mental toughness. Still, for the objective performance criterion, only the direct effect of conscientiousness was supported.ConclusionsThese findings support the merits of conscientiousness as a valid predictor of human performance across achievement con-texts, namely in sports settings and specifically in the domain of soccer. They also suggest that while this personality factor exerts a direct impact on individual soccer objective performance, it seems to play a more distal influence on subjective per-formance, by enacting individual mental toughness resources. Major theoretical and applied research implications are dis-cussed.

Influence of game features on attention in adults.

The incorporation of game features into cognitive tasks can inform us about the influence of reward and motivation on attention. Continuous performance tasks (CPTs), designed to assess attention abilities, are examples of cognitive tasks that have been targeted for the addition of game features. However, previous results have been mixed regarding how game elements affect attention abilities and task performance. Here, we studied if there were factors that predict which individuals exhibit changes in attention from game features added to a CPT. Participants (N = 94, aged 21-71) played a traditional CPT and a game CPT with identical mechanics, but featured engaging game elements (aesthetics, storyline, competition, feedback, and reward). We first found corroborating evidence that game features have mixed effects on attention performance: most attention metrics of interest exhibited no overall difference between the traditional and game CPT, while game elements reduced performance for a few metrics. Importantly, we also found that specific behavioral and demographic profiles predicted individual differences in performance on the game CPT compared to the traditional CPT. Those with more attention difficulties (ADHD symptoms), more reward responsiveness, and younger adults performed better on the game CPT while, conversely, those with fewer ADHD symptoms, less reward responsiveness, and older adults performed better on the traditional CPT. These findings provide insights into how game features can influence attention in different individuals and have important implications for the use of game elements in cognitive tasks and training interventions.

Finnish Teachers’ Views on their Pupils’ Writing Challenges

Abstract Finland is a country that supports public-only education that aims to provide the same basic education for all its residents. In the National Core Curriculum, strong reading and writing skills are considered a foundation for further learning and essential for civil society and democracy. The recent national evaluations done in Finland show the warning trend of weakening writing skills among school-age children, adding that when the individual differences in performance tend to grow bigger, it may promote “inequalization.” This article discusses how Finnish L1 teachers working at all levels of basic and secondary education view their pupils’ challenges in writing. The data consists of survey responses from a relatively large group of Finnish L1 teachers (N = 376). As part of the survey conducted in 2019, the teachers were asked to define what challenges the present day has brought to their classrooms in terms of writing learning. The survey data shows that the teachers mention challenges in language competencies, working skills, social participation, and developing voice and meaning in writing. These findings seem to reflect an emphasis on individual cognitive skills rather than seeing writing as social interaction and integration. The teachers commonly blame a lack of reading and increased use of social media for causing their pupils’ writing challenges, which also reflects the importance of sociocultural identification in all communication. This topic would need more detailed research in terms of quantitative analysis, in-depth case studies, and interventions to develop accurate writing pedagogy. Still, it is possible to note that the pedagogical thinking of writing may not yet be able to capture the ever-increasing importance of participation in textual communities, be it of a classroom group or societal scale.

Individual Differences in Corticostriatal White-matter Tracts Predict Successful Daily-life Routine Formation.

Despite good intentions, people often fail to cross the "intention-behavior gap," especially when goal achievement requires repeated action. To bridge this gap, the formation of automatized routines may be crucial. However, people may differ in the tendency to switch from goal-directed toward habitual control. To shed light on why some people succeed in forming routines while others struggle, the present study related the automatization of a novel, daily routine to individual differences in white-matter connectivity in corticostriatal networks that have been implicated in goal-directed and habitual control. Seventy-seven participants underwent diffusion-weighted imaging and formed the daily routine of taking a (placebo) pill for 3 weeks. Pill intake was measured by electronic pill boxes, and participants filled out a daily on-line questionnaire on the subjective automaticity of this behavior. Automatization of pill intake was negatively related to striatal (mainly caudate) connectivity with frontal goal-directed and cognitive control regions, namely, ventromedial pFC and anterior cingulate gyrus. Furthermore, daily pill intake was positively related to individual differences in striatal (mainly caudate) connectivity with cognitive control regions, including dorsolateral and anterior pFC. Therefore, strong control networks may be relevant for implementing a new routine but may not benefit its automatization. We also show that habit tendency (assessed with an outcome-devaluation task), conscientiousness, and daily life regularity were positively related to routine automatization. This translational study moves the field of habit research forward by relating self-reported routine automatization to individual differences in performance on an experimental habit measure and to brain connectivity.

Listening effort for sentence comprehension in noisy classroom: the mediating role of linguistic factors, inhibitory control and noise sensitivity

Children learn in noisy classrooms, where often the main masker is their own babble. Even when the acoustic conditions are favorable (i.e. low noise levels), differences in individual performance and listening effort in complex academic tasks are observed. Personal characteristics such as linguistic and cognitive skills, and sensitivity to noise have been reported as factors supporting students' performance. Moreover, the Framework for Understanding Effortful Listening (FUEL) postulates that the additional individual dimension of children's motivation should be considered when evaluating listening effort besides task-related cognitive demands. This study aims to explore the interplay of the above-mentioned individual factors for primary school children (N=120, grades 3 to 5) doing a sentence comprehension task in a two-talkers background noise. Data on both accuracy and response time, as well as self-ratings of effort and motivation were acquired. In addition, inhibitory control, linguistic competences and self-ratings of noise sensitivity were measured in quiet. Results first highlight how acoustic conditions and linguistic competencies influence child's motivation, and then show how the child's inhibitory control and noise sensitivity mediate behavioral and subjective effort. Thus, individual factors shall be taken into consideration when evaluating the effect of classroom acoustics on the performance in academic tasks.

Individual differences could explain the failure in transitive inference formation in pigeons using probabilistic reinforcement.

In propositional logic, it is stated that "for if A is predicated for every B, and B for every C, A must necessarily be predicated of every C". Following a similar logical process, it can be said that If A > B and B > C, then A > C, this is called transitive inference (TI). Piaget developed a verbal task to evaluate TI in children. Subsequent studies adapted this task for animals using a conditioned discrimination between five-terms sequence of stimuli A + B-, B + C-, C + D-, and D + E-. If subjects prefer B over D during test, it is assumed that TI has occurred. In this experiment, we analyzed the effects of task complexity on TI by using a five-terms sequence of stimuli associated with probabilistic outcomes during training, in pigeons. Thus, both stimuli are reinforced in each pair but with different probability, 0.8 for + stimulus and 0.2 for the-stimulus. We found that performance during C + D- pair is impaired and preference in the test pair BD is affected. However, this impairment is dependent on individual differences in performance in C + D- pair. We compare our findings with previous research and conclude that Pavlovian mechanisms, as well as ordering of stimuli, can account for our findings.

Linking computational models of two core tasks of cognitive control.

Cognitive control refers to the ability to maintain goal-relevant information in the face of distraction, making it a core construct for understanding human thought and behavior. There is great theoretical and practical value in building theories that can be used to explain or to predict variations in cognitive control as a function of experimental manipulations or individual differences. A critical step toward building such theories is determining which latent constructs are shared between laboratory tasks that are designed to measure cognitive control. In the current work, we examine this question in a novel way by formally linking computational models of two canonical cognitive control tasks, the Eriksen flanker and task-switching task. Specifically, we examine whether model parameters that capture cognitive control processes in one task can be swapped across models to make predictions about individual differences in performance on another task. We apply our modeling and analysis to a large scale data set from an online cognitive training platform, which optimizes our ability to detect individual differences in the data. Our results suggest that the flanker and task-switching tasks probe common control processes. This finding supports the view that higher level cognitive control processes as opposed to solely strategies in speed and accuracy tradeoffs, or perceptual processing and motor response speed are shared across the two tasks. We discuss how our computational modeling substitution approach addresses limitations of prior efforts to relate performance across different cognitive control tasks, and how our findings inform current theories of cognitive control. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Why Doesn’t Executive Function Training Improve Academic Achievement? Rethinking Individual Differences, Relevance, and Engagement from a Contextual Framework

ABSTRACT Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children’s engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities.

Machine learning approaches linking brain function to behavior in the ABCD STOP task.

The stop-signal task (SST) is one of the most common fMRI tasks of response inhibition, and its performance measure, the stop-signal reaction-time (SSRT), is broadly used as a measure of cognitive control processes. The neurobiology underlying individual or clinical differences in response inhibition remain unclear, consistent with the general pattern of quite modest brain-behavior associations that have been recently reported in well-powered large-sample studies. Here, we investigated the potential of multivariate, machine learning (ML) methods to improve the estimation of individual differences in SSRT with multimodal structural and functional region of interest-level neuroimaging data from 9- to 11-year-olds children in the ABCD Study. Six ML algorithms were assessed across modalities and fMRI tasks. We verified that SST activation performed best in predicting SSRT among multiple modalities including morphological MRI (cortical surface area/thickness), diffusion tensor imaging, and fMRI task activations, and then showed that SST activation explained 12% of the variance in SSRT using cross-validation and out-of-sample lockbox data sets (n= 7298). Brain regions that were more active during the task and that showed more interindividual variation in activation were better at capturing individual differences in performance on the task, but this was only true for activations when successfully inhibiting. Cortical regions outperformed subcortical areas in explaining individual differences but the two hemispheres performed equally well. These results demonstrate that the detection of reproducible links between brain function and performance can be improved with multivariate approaches and give insight into a number of brain systems contributing to individual differences in this fundamental cognitive control process.

A dedicated mental resource for intuitive physics

In daily life, we continually evaluate the physical structure of our environments to plan our decisions and actions – e.g., packing a grocery bag in a way that will not crush the items at the bottom or building a sandcastle that does not topple. The physical scenarios that we regularly encounter can vary dramatically in their contents, yet we can intuitively understand their underlying physical structure and predict their future behavior. How? We might draw on domain-general mental resources to reason about physical behavior in an ad-hoc fashion, but an intriguing alternative is that we possess a dedicated set of mental resources for physical inference, allowing us to flexibly apply the principles of classical mechanics to any scene we encounter. Here, we tested for a dedicated mental resource for intuitive physics by evaluating individual differences in performance on a battery of intuitive physics tasks. We presented participants with five tasks, spanning a broad range of physical scenarios: 1) stability judgments of block towers; 2) trajectory predictions for bouncing pucks; 3) mass inferences from observed collisions; 4) predictions of collision outcomes based on objects’ masses, velocities, and geometry; and 5) mass inferences from observation of people’s interactions with the objects of interest. A factor analysis revealed that this collection of tasks draws on a common underlying mental resource that is distinct from other facets of cognition such as spatial reasoning and working memory. Further, we found that a reduced task battery (lasting ~15 minutes) captured ~90% of the reliable variance of the full battery, providing a measure that can be efficiently applied in a variety of contexts to evaluate intuitive physics abilities (e.g., in clinical populations, in longitudinal studies, or in training studies). Our findings point to a specialized mental resource for intuitive physics that is distinct from other cognitive domains.