Measures Of Fluid Intelligence Research Articles

Cognitive and emotional factors influencing the incorporation of advice into decision-making across the adult lifespan.

The present study sought to investigate the influence of advice on decision-making in older age, as well as the potential influence of depressive symptoms and age-related differences in the cognitively demanding emotion regulation on advice-taking. A non-clinical sample (N = 156; 50% female; 47 young: M age = 29.87, SD = 5.58; 54 middle-aged: M age = 50.91, SD = 7.13; 55 older: M age = 72.51, SD = 5.33) completed a judge-advisor task to measure degree of advice-taking, as well as measures of fluid intelligence, depressive symptoms, confidence, perceived advice accuracy, and emotion regulation. Age did not influence degree of advice-taking. Greater depressive symptoms were associated with more reliance on advice, but only among individuals who identified as emotion regulators. Interestingly, older age was associated with perceiving advice to be less accurate. The study contributes to the sparse literature on advice-taking in older age. Cognitive and emotional factors influence the degree to which advice is incorporated into decision-making in consistent ways across the adult lifespan. A key difference is that older adults take as much advice as younger adults despite perceiving the advice to be less accurate.

Executive functions, listening comprehension, and metacognitive processes in childhood: Developmental profiles

Despite the established interplay between executive functioning and metacognition, evidence remains limited regarding children’s metacognitive monitoring in the form of offline performance estimates of their executive efficiency. Moreover, we know little about the relations among listening comprehension, executive functions, and metalinguistic awareness in childhood. The present study constitutes a first exploration of developmental profiles related to executive functioning, listening comprehension, and corresponding metacognitive-metacomprehension monitoring in periods marking their emergence and interplay. Participants were 95 preschoolers (Mage 5.5), and 109 second graders (Mage = 7.5). Executive function (i.e., working memory, inhibition, and cognitive flexibility) and a listening comprehension task were administered, along with offline performance estimates following completion of each task. Fluid and crystalized intelligence tests were also administered. Cluster analyses were applied. Across ages, one cluster was characterized by lower cognitive performance, but overestimated metacognitive judgements, while a second cluster demonstrated the exact opposite pattern. Older children performed at a higher cognitive level. Yet, metacognitive monitoring did not improve as a function of age, in the sense that a third, metacognitively accurate cluster did not emerge among second graders. Working memory and listening comprehension, along with their metacognitive-metacomprehension estimates, demonstrated the greatest contribution to the cluster solution in both age groups. The inhibition-metainhibition measures proved stronger profile determinants in the older group. The fluid intelligence measure showed a reduced contribution with age and vocabulary proved to be a weak and insignificant distinctive characteristic of the profiles emerging among preschoolers and second graders, respectively. Findings are discussed in relation to relevant research data and theoretical suggestions regarding cognitive and metacognitive development.

Broadband Internet and Cognitive Functioning*

We empirically examine the impact of high‐speed internet access on cognitive functioning using data from the Household, Income and Labour Dynamics in Australia survey and crystallised and fluid intelligence measures. Leveraging differences in the National Broadband Network rollout across Australia, we find that high‐speed internet access causes a decline in crystallised intelligence and that the effects are mediated by social capital and moderated by age and gender. Although no overall effect on fluid intelligence was observed, a decline was noted in young adults. These findings underline the nuanced influence of high‐speed internet access on different aspects of cognitive function.

Shifting as an executive function separate from updating and inhibition in old age: Behavioral and genetic evidence

This study aimed to examine the organization of executive functions (EFs), specifically working memory updating, prepotent response inhibition, and mental-set shifting in old age, with a particular focus on determining whether the shifting function was behaviorally and genetically separated from the other functions. A total of 248 healthy older Chinese individuals participated, and multiple measures of executive functions were collected. Additionally, measures of fluid intelligence were included to explore the varying relationships between the three executive functions and this higher-order cognitive ability. Furthermore, genetic data were gathered and analyzed to investigate the associations between EFs and six candidate single-nucleotide polymorphisms (SNPs) mapped to dopaminergic, serotonergic, or glutamatergic genes. The results indicated that both the three-factor model and the two-factor model, which combined updating and inhibition, demonstrated a good fit. Furthermore, shifting was found to be behaviorally separated from the other two functions, and the correlation between shifting and fluid intelligence was smaller compared to the correlations between updating and inhibition with fluid intelligence. Moreover, the DRD2 SNPs showed significant associations with shifting, rather than with updating and inhibition. These findings provide evidence that shifting is distinct and separate from updating and inhibition, highlighting the diversity of EFs among older adults.

The Relative Strengths of Relationships Between Fine Motor Skills, Working Memory, Processing Speed and Fluid Intelligence in Early Elementary School Children.

The goal in the present paper was to examine the combined and relative impact of fine motor ability, auditory working memory, and processing speed on fluid intelligence in a sample of early elementary school students. Our participant sample was 145 children (Mage = 9.1years, SD = 1.1; 80 boys, 65 girls). We used the Raven's Colored Progressive Matrices Test as a measure of fluid intelligence and five other measures to represent the three predictor variables: the Grooved Pegboard Test as a measure of fine motor skills, Digit Span Forwards and Digit Span Backwards tests as measures of working memory, and Rapid Automatized Naming and Letter-Digit Substitution tasks as measures of processing speed. Regression analyses indicated that only two of these measures had a statistically significant association with the fluid intelligence test scores, namely, scores on the Grooved Pegboard (fine motor skills) and Digit Span Backwards (working memory) tests, with these two measures explaining 35% of the variance in the fluid intelligence test scores. Thus, fine motor skills and working memory were correlated with fluid intelligence in early elementary-grade students. Until the directions of these relationships are better understood, we might assume that interventions aiming to increase young children's fluid intelligence, or at least their intelligence scores, might partly target working memory and fine motor skills.

Self-initiating and applying episodic foresight in middle childhood

This study provides an important extension to the growing literature on prospection in children by providing the first test of whether one’s ability to engage in the functional (as opposed to the purely phenomenological) aspect of episodic foresight improves across middle childhood. Of the various forms of prospection, episodic foresight has been proposed to be one of the most flexible and functionally powerful, defined as the ability to not only imagine future events (simulative aspect) but also use those imaginings to guide behavior in the present (functional aspect). The current study tested 80 typically developing children aged 8 to 12 years using an extensive cognitive battery comprising Virtual Week Foresight, the Autobiographical Interview, and a series of crystallized and fluid intelligence measures. Whereas data indicated age-related improvements in detecting future-oriented problems and taking steps in the present in service of solving these, all children in this age bracket demonstrated a similar capacity for problem resolution (i.e., the ability to subsequently solve successfully identified problems). Results also revealed the importance of broader crystallized and fluid intelligence, but not episodic memory or episodic future thinking, in engaging in this capacity. Research is now required to understand the real-life consequences of episodic foresight during this developmental period as well as the ways in which parents and teachers can help to foster this capacity and consequently help to support children’s growing desire for independence during this time.

Intelligence Polygenic Score Is More Predictive of Crystallized Measures: Evidence From the Adolescent Brain Cognitive Development (ABCD) Study

Findings in adults have shown that crystallized measures of intelligence, which are more culturally sensitive than fluid intelligence measures, have greater heritability; however, these results have not been found in children. The present study used data from 8,518 participants between 9 and 11 years old from the Adolescent Brain Cognitive Development (ABCD) Study. We found that polygenic predictors of intelligence test performance (based on genome-wide association meta-analyses of data from 269,867 individuals) and of educational attainment (based on data from 1.1 million individuals) predicted neurocognitive performance. We found that crystallized measures were more strongly associated with both polygenic predictors than were fluid measures. This mirrored heritability differences reported previously in adults and suggests similar associations in children. This may be consistent with a prominent role of gene–environment correlation in cognitive development measured by crystallized intelligence tests. Environmental and experiential mediators may represent malleable targets for improving cognitive outcomes.

Knowledge Representations: Individual Differences in Novel Problem Solving.

The present study investigates how the quality of knowledge representations contributes to rule transfer in a problem-solving context and how working memory capacity (WMC) might contribute to the subsequent failure or success in transferring the relevant information. Participants were trained on individual figural analogy rules and then asked to rate the subjective similarity of the rules to determine how abstract their rule representations were. This rule representation score, along with other measures (WMC and fluid intelligence measures), was used to predict accuracy on a set of novel figural analogy test items, of which half included only the trained rules, and half were comprised of entirely new rules. The results indicated that the training improved performance on the test items and that WMC largely explained the ability to transfer rules. Although the rule representation scores did not predict accuracy on the trained items, rule representation scores did uniquely explain performance on the figural analogies task, even after accounting for WMC and fluid intelligence. These results indicate that WMC plays a large role in knowledge transfer, even when transferring to a more complex problem-solving context, and that rule representations may be important for novel problem solving.

Fluid Intelligence Is (Much) More than Working Memory Capacity: An Experimental Analysis.

Empirical evidence suggests a great positive association between measures of fluid intelligence and working memory capacity, which implied to some researchers that fluid intelligence is little more than working memory. Because this conclusion is mostly based on correlation analysis, a causal relationship between fluid intelligence and working memory has not yet been established. The aim of the present study was therefore to provide an experimental analysis of this relationship. In a first study, 60 participants worked on items of the Advanced Progressive Matrices (APM) while simultaneously engaging in one of four secondary tasks to load specific components of the working memory system. There was a diminishing effect of loading the central executive on the APM performance, which could explain 15% of the variance in the APM score. In a second study, we used the same experimental manipulations but replaced the dependent variable with complex working memory span tasks from three different domains. There was also a diminishing effect of the experimental manipulation on span task performance, which could now explain 40% of the variance. These findings suggest a causal effect of working memory functioning on fluid intelligence test performance, but they also imply that factors other than working memory functioning must contribute to fluid intelligence.

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; Mage = 22.7; SD = 3.56; age range = 19–45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.

Ability and Nonability Predictors of Real-World Skill Acquisition: The Case of Rubik's Cube Solving.

Most research on skilled performance is correlational, with skill and predictors measured at a single point in time, making it difficult to draw conclusions about the acquisition of skill. By contrast, in this study, we trained novice participants (N = 79) to solve Rubik's Cubes using a 7-step solution method. Participants also completed measures of fluid intelligence (Gf), working memory capacity (WMC), and nonability factors (grit, growth mindset, NFC, and the "big five"). Overall, higher Gf (but not WMC) was predictive of efficient and accurate Rubik's cube skill. No nonability variables were associated with skill. Our results provide compelling evidence for the importance of intellectual talent (cognitive ability) in developing expertise in a complex task.

MCI performance classification improves with a brief vocabulary test

AbstractBackgroundScores on cognitive tests in the bottom 7% of normative distributions are consistent with the possible diagnosis of mild cognitive impairment (MCI). The identification of patients with MCI is improved by correcting for the influence of demographic factors such as Age, Education, and Gender (AEG), on performance. Here, we evaluated whether estimates of premorbid verbal IQ derived from a brief vocabulary test would further improve classification accuracy.MethodWe obtained vocabulary scores from 441 healthy adults (mean age = 65.1 ±14.4) using the 4‐min vocabulary subtest of the California Cognitive Assessment Battery (CCAB). The vocabulary subtest included 24 multiple choice items that adapted in difficulty based on the examinee responses using a 2:1 staircase with adjustable step sizes (Figure 1). Tests were telemedically administered in participants’ homes by an experienced proctor who monitored performance via a web‐based interface.ResultUnlike cognitive measures of fluid intelligence, vocabulary scores improved significantly with Age (r = 0.25, p < 0.001, Figure 2). Scores were also higher for participants with more education and female gender. Vocabulary z‐scores were therefore calculated after correcting for the influence of Age, Education, and Gender. Vocabulary z‐scores correlated significantly with total recall scores on the Bay Area Verbal Learning Test (BAVLT, n = 398 participants, r = 0.35, p < 0.001) and significantly improved model fit when added to AEG regressors (z = 2.1, p< 0.02 one tailed)L the AEG model accounted for 25.6% of BAVLT score variance, whereas the AEG+vocabulary (AEG+V) model accounted for 34.7% of variance. AEG and AEG+V models classified different participants in the MCI performance range: 44% of participants in the lowest 7% of scores in the AEG+V model fell within the normal range in the AEG model, while 32% of participants classified as MCI in the AEG model fell within the normal range on the AEG+V model (Figure 3).ConclusionThe current results suggest that a brief vocabulary test improves MCI classification accuracy among older participants.

Development of social functioning in children with cerebral palsy: A longitudinal study.

To describe the development of social function in children with cerebral palsy (CP) classified in all levels of the Communication Function Classification System (CFCS). This prospective, longitudinal population-based cohort study recruited children with CP born in Queensland, Australia. Social functioning was measured using the Pediatric Evaluation of Disability Inventory (PEDI) social function domain at 2 years, 2 years 6 months, 3 years, 4 years, and 5 years, and the PEDI Computer Adaptive Test (PEDI-CAT) social/cognitive domain at 8 to 12 years. Seventy-four children provided 356 observations. PEDI-CAT social/cognitive scaled scores at 8 to 12 years were (mean [SD] n) CFCS level I, 68.6 (2.7) 45; CFCS level II, 64.0 (3.4) 10; CFCS level III, 63.5 (3.7) 4; CFCS level IV, 56.8 (5.0) 9; CFCS level V, 47.2 (5.8) 6. Scores within expected range for age (not less than 2 SD below mean) at 8 to 12 years were achieved by 35 (78%) children in CFCS level I and four (14%) in CFCS levels II to V. Forty-nine per cent of children scored at least two standard deviations below the population mean on a proxy measure of fluid intelligence. Intellectual impairment was associated with lower PEDI-CAT social/cognitive scaled scores in univariable analysis (β=-8.3, 95%confidence interval - 10.91 to -5.63; p < 0.001) but had a smaller effect when modelled together with CFCS. Social function attained by 8 to 12 years of age was strongly related to level of communication function (CFCS). The small number of children classified in CFCS levels II to V necessitates caution when viewing these individual CFCS level trajectories. There is a strong relation between social functioning and Communication Function Classification System (CFCS) levels. At 8 to 12 years, 35 out of 45 children in CFCS level I met social functioning age expectations. Twenty-five out of 29 in CFCS levels II to V had social functioning below that expected for age. CFCS and age were more strongly associated with development of social functioning than Gross Motor Function Classification System or Manual Ability Classification System and age.

Late-career unemployment and cognitive abilities

We study the effect of unemployment on cognitive abilities among individuals aged between 50 and 65 in Europe. To this end, we exploit plant closures and use flexible event-study estimations together with an experimentally elicited measure of fluid intelligence, namely word recall. We find that, within a time period of around eight years after the event of unemployment, cognitive abilities only deteriorate marginally — the effects are insignificant both in statistical and economic terms. We do, however, find significant effects of late-career unemployment on the likelihood to leave the labor force, and short-term effects on mental health problems such as depression and sleep problems.

Individual differences in working memory capacity, attention control, fluid intelligence, and pupillary measures of arousal.

The present study examined individual differences in 3 cognitive abilities: attention control (AC), working memory capacity (WMC), and fluid intelligence (gF) as they relate the tendency to experience task-unrelated thoughts (TUTs) and the regulation of arousal. Cognitive abilities were measured with a battery of 9 laboratory tasks, TUTs were measured via thought probes inserted into 2 tasks, and arousal regulation was measured via pupillometry. Recent theorizing (Unsworth & Robison, 2017b) suggests that 1 reason why some people experience relatively frequent TUTs and relatively poor cognitive performance-especially AC and WMC-is that they exhibit dysregulated arousal. Here, we examined how arousal regulation might predict both AC and WMC, but also higher-order cognitive abilities like gF. Further, we examine direct and indirect associations with these abilities via a mediating influence of TUT. Participants who reported more TUTs also tended to exhibit poorer AC, lower WMC, and lower gF. Arousal dysregulation correlated with more TUTs and lower AC. However, there was no direct correlation between arousal regulation and WMC, nor between arousal regulation and gF. The association between arousal regulation and gF was indirect via TUT. We discuss the implications of the results in light of the arousal regulation theory of individual differences and directions for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Multimodal fusion analysis of functional, cerebrovascular and structural neuroimaging in healthy aging subjects.

Brain aging is a complex process that requires a multimodal approach. Neuroimaging can provide insights into brain morphology, functional organization, and vascular dynamics. However, most neuroimaging studies of aging have focused on each imaging modality separately, limiting the understanding of interrelations between processes identified by different modalities and their relevance to cognitive decline in aging. Here, we used a data-driven multimodal approach, linked independent component analysis (ICA), to jointly analyze magnetic resonance imaging (MRI) of grey matter volume, cerebrovascular, and functional network topographies in relation to measures of fluid intelligence. Neuroimaging and cognitive data from the Cambridge Centre for Ageing and Neuroscience study were used, with healthy participants aged 18-88 years (main dataset n=215 and secondary dataset n=433). Using linked ICA, functional network activities were characterized in independent components but not captured in the same component as structural and cerebrovascular patterns. Split-sample (n=108/107) and out-of-sample (n=433) validation analyses using linked ICA were also performed. Global grey matter volume with regional cerebrovascular changes and the right frontoparietal network activity were correlated with age-related and individual differences in fluid intelligence. This study presents the insights from linked ICA to bring together measurements from multiple imaging modalities, with independent and additive information. We propose that integrating multiple neuroimaging modalities allows better characterization of brain pattern variability and changes associated with healthy aging.

Being Snoopy and Smart

Abstract. Curiosity is a basic driver for learning and development. It has been conceptualized as a desire for new information and knowledge that motivates people to explore their physical and social environment. This raises the question of whether curiosity facilitates the acquisition of knowledge. The present study ( N = 100) assessed epistemic curiosity and general knowledge as well as fluid intelligence (i.e., reasoning ability, processing speed, memory) in a student sample. The results indicate that epistemic curiosity is moderately related to knowledge ( r = .24) and reasoning ability ( r = .30). None of the fluid intelligence measures did moderate the relationship between curiosity and knowledge (interaction terms β &lt; |.08|). Rather, reasoning ability mediated the relationship between epistemic curiosity and general knowledge (indirect effect: β = .10, p &lt; .05). The findings suggest that epistemic curiosity facilitates the acquisition of knowledge by promoting reasoning. One might speculate that epistemically curious individuals enrich their environment, which in turn enhances their cognitive ability.

A Reflection on Teaching Practices in Middle Schools in Disadvantaged Areas - With a Focus on the Level of the Cohort Compared to That of the Single Class

This article addresses the question of the adaptation in a teacher's pedagogical practices of sixth-grade pupils in priority education zones. This research approach, within the framework of a research intervention program, sought to verify the correlation between pupils’ cognitive, language skills, and their ability to benefit from different philosophical teaching practices. Two types of measures are deployed in relation to sixth-grade pupils. Two standardized tests (language: linguistic/comprehension - EVAC and ECL-2 tests - measure of global fluid intelligence - Raven's matrix test) evaluate the scores. This assessment is cross-referenced with the measurement of the pupils’ academic skills in language and mathematics assigned by teachers. Our results are based on a full sample of 124 pupils in seven classes, sometimes reduced to 90 pupils by removing pupils from linguistic minorities. The results indicate, by comparing two samples, significant differences in the levels of the pupils in priority education zones compared to standard scores: a minimum gap of 20 percentiles is noted for each subtest, which implies a form of delay in the academic performance of the pupils in priority education zones. Compared to the general average of French sixth-grade pupils, a lack of lexical skills is particularly apparent, indicating a form of abandonment. A differentiation is apparent between the different classes tested. Therefore, the scale of the class or schooling context must therefore be distinguished and studied separately. We discuss the desirability of identifying more precise pupil profiles, to enable teachers to move beyond an overly global view of the class.

Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?

Emerging evidence suggests that early bilingual experience constrains the development of attentional processes in infants, and that some of these early bilingual adaptations could last into adulthood. However, it is not known whether the early adaptations in the attentional domain alter more general cognitive abilities. If they do, then we would expect that bilingual adults who learned their second language early in life would score more highly across cognitive tasks than bilingual adults who learned their second language later in life. To test this hypothesis, 170 adult participants were administered a well-established (non-verbal) measure of fluid intelligence: Raven’s Advanced Progressive Matrices (RAPM). Fluid intelligence (the ability to solve novel reasoning problems, independent of acquired knowledge) is highly correlated with numerous cognitive abilities across development. Performance on the RAPM was greater in bilinguals than monolinguals, and greater in ‘early bilinguals’ (adults who learned their second language between 0–6 years) than ‘late bilinguals’ (adults who learned their second language after age 6 years). The groups did not significantly differ on a proxy of socioeconomic status. These results suggest that the difference in fluid intelligence between bilinguals and monolinguals is not a consequence of bilingualism per se, but of early adaptive processes. However, the finding may depend on how bilingualism is operationalized, and thus needs to be replicated with a larger sample and more detailed measures.

Evaluation of an Online Version of the CFT 20-R in Third and Fourth Grade Children.

There is growing demand for digital intelligence testing. In the current study, we evaluated the validity of an online version of the revised German Culture Fair Intelligence Test (CFT 20-R). A total of 4100 children from the third and fourth grades completed the online version using a smartphone or tablet. Subsequently, 220 of these children also completed the paper-pencil (PP) version. The internal consistency and construct validity of the online version appeared to be acceptable. The correlation between the raw scores and school grades in German and mathematics was slightly lower than expected. On average, the raw scores for the PP version were revealed to be higher, which was probably due to a learning effect. At the item level, the results show small differences for the subtests Series and Matrices, possibly caused by small differences in the presentation of the items. The correspondence between the versions did not depend on children’s levels of impulsivity or intelligence. Altogether, the results support the hypothesis that the online version of the CFT 20-R is a valid measure of general fluid intelligence and highlight the need for separate norms.