Psychometric Intelligence Research Articles

Cognitive, affective and sociological predictors of school performance in mathematics

Mathematics is a key school subject for some of the most lucrative and economically important careers. Low mathematics performance in school is associated with low psychometric intelligence, family socioeconomic status (SES), specific mathematical abilities, and high mathematics anxiety. We used a sample of Hungarian schoolchildren (N = 102, mean age = 12.3 years) to directly compare the predictive power of general intelligence, specific mathematical abilities measured by the Pedagogical Examination of Dyscalculia (DPV), mathematics anxiety, and socioeconomic status for mathematics grades. Mathematics grades correlated with IQ, specific mathematic ability, mathematics anxiety, and a composite measure of family SES. The WISC-IV showcased a manifest correlation of 0.62 and a latent correlation of 0.78 with the DPV and high manifest (r=-0.53) and latent (r=-0.59) correlations with mathematics anxiety. IQ alone accounted for 52% of the variance in mathematics grades. IQ, specific mathematical ability, family SES and mathematics anxiety jointly accounted for 56% of the variance in grades, with a non-significant contribution of specific mathematical ability and family SES over IQ and a marginal contribution of mathematics anxiety. Our results show that psychometric intelligence is the most important predictor of mathematics grades, while family SES and specific mathematical abilities are only associated with grades to the extent they reflect psychometric intelligence. The results, however, confirmed a small role of mathematics anxiety over intelligence in predicting grades.

Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse.

Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people's self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI-IQ link, yet the generality of this association remains unclear. Here, we provide evidence for SAI and IQ associations based on 278 effect sizes from 115 independent samples (N = 36,833) using a multi-level meta-analysis, revealing a moderate positive correlation (r = 0.30; 95% CI [0.27, 0.33]). Multiverse analyses demonstrated remarkable stability of this effect, with most summary effect specifications yielding significant positive correlations (96%), averaging r = 0.32. Notably, ability domain and sample type emerged as significant moderators, with numerical ability showing stronger correlations compared to general cognitive, verbal, and spatial abilities. Importantly, our study found that correlations in student samples were significantly higher than those in general samples. Our findings show a moderate positive association of SAI with IQ, unaffected by participant sex, publication year, administration order, neuroticism, and self-assessment method, yet significantly moderated by ability domain and sample type. Our results illustrate the importance of feedback in educational settings to help students accurately assess their cognitive abilities.

Can the resting state peak alpha frequency explain the relationship between temporal resolution power and psychometric intelligence?

The temporal resolution power (TRP) hypothesis states that individuals with higher TRP, as reflected by a higher performance on several psychophysical timing tasks, perform better on intelligence tests due to their ability to process information faster and coordinate their mental operations more effectively. It is proposed that these differences in TRP are related to the rate of a master clock based on neural oscillations. The present study aimed to investigate whether the peak alpha frequency (PAF) measured via electroencephalography (EEG) reflects a psychophysiological measure of this rate and its potential role in explaining the relationship between TRP and psychometric intelligence. A sample of 129 young adults (M = 23.0, SD = 3.1) completed a short version of Raven's Advanced Progressives Matrices and three timing tasks. PAF was measured using EEG before each timing task during two resting states with eyes closed (EC) and eyes open (EO), respectively. From these PAF measurements, four latent PAF variables were extracted, differing in resting state (EC, EO) and electrode cluster (frontal/central, parietal/occipital). The results confirmed a strong association between TRP and psychometric intelligence (r = .56, p < .01), as previously reported in other studies. Additionally, we found a positive association between intelligence and a latent PAF variable extracted from frontal/central electrodes in the EO resting state conditions (r = .27, p < .05). However, there was no association between TRP and PAF. This indicates that PAF does not reflect the underlying psychophysiological mechanism that links TRP to intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring the relationship between visual inspection time task and intelligence in young children

Inspection time task (IT) indexes individual differences in perceptual discrimination speed and it is a reliable predictor of psychometric intelligence However, the reasons underlying the relationship between IT and intelligence are not clear, because few studies investigated factors shared by both of them. This study examined how performance on a modified version of the inspection time task relates to individual differences in attentional control and how this relation is affected by age. A total of 157 children from 7 through 18 years were tested in a visual inspection time task, a Go/no-go reaction time task, a letter-matching task, and the Wechsler Abbreviated Scale of Intelligence (WASI). Diffusion modeling showed that IT captures top-down sensory and attentional processes underlying the IT-IQ relation and that individual differences in drift rate of ECTs predict individual differences in intelligence. Therefore, IT and attention make unique contributions to the prediction of IQ variability.

Working memory updating as a mediator of the relation between temporal resolution power and psychometric intelligence

The temporal resolution power (TRP) hypothesis states that higher temporal acuity of the brain leads to better coordinated mental operations and, in turn, to better performance on tests of psychometric intelligence. Here, we examined this idea and concretized the vague construct “coordination of mental operations” through working memory (WM) updating. In 228 participants (age range: 18 to 30 years), TRP as derived from three timing tasks was significantly related to psychometric intelligence. Furthermore, WM updating was measured by Stankov's swaps task and depicted as a latent variable with increasing factor loadings to represent the increasing number of WM updates in different task conditions. WM updating correlated significantly with psychometric intelligence. In a latent mediation analysis, TRP and WM updating were still directly related to psychometric intelligence. Although the TRP-intelligence link did not substantially decrease in this model, the indirect path from TRP via WM updating to intelligence was statistically significant. This result suggests that higher TRP leads to temporally more precise mental representations in WM. Thereby, the present study provides a first answer to the question of how higher TRP translates into better performance and, eventually, to higher intelligence. Alternative views on the results are critically discussed.

Особенности мотивации обучающихся с различным уровнем интеллектуальных способностей

Individual motivational factors depend on the intellectual potential. The research objective was to identify the characteristics of motivating students with different levels of intellectual abilities based on the motivational and intellectual spheres of their personality. The study was conducted at the Siberian Polytechnic College and Algorithmics Programming School, Kemerovo. It involved 85 students aged 15–19 y.o. R. Amthauer’s Intelligence Structure Test made it possible to determine their dominant motivations and psychometric intelligence indicators. The data were processed in line with the Fisher’s multifunctional φ-angular criterion. Students who stated self-development and professional achievements as their dominant motivations differed in cognitive abilities. The analysis can be of practical importance for teachers and psychologists. It provides a better understanding of how motivational factors can affect academic process and may help to customize approaches to teaching based on a more effective interaction between teachers and students.

Supplemental Material for Can the Resting State Peak Alpha Frequency Explain the Relationship Between Temporal Resolution Power and Psychometric Intelligence?

Supplemental Material for Can the Resting State Peak Alpha Frequency Explain the Relationship Between Temporal Resolution Power and Psychometric Intelligence?

WAIS–IV, WISC–V, WPPSI–IV Subtests and their Relationship with CHC Theory

Psychometric intelligence tests have great importance for identification and diagnosis of learning problems, high talents, and cognitive profile in the context of developmental delay or brain injury impacts, for the orientation of specialized education. Among these tests are the three scales of Wechsler, which used frequently. From, the first to the last edition of Wechsler, tests based being, on the created g factor of Spearman. The Cattell-Horn-Carroll theory (CHC) is a complete psychometric theory and empirically based on the structure of cognitive skills. It’s used widely as a basis for the creation and classifying batteries of administration intelligence and neuropsychological tests to facilitate interpretation of cognitive performance. For organizing assessments for people suspected of having an intellectual disability, also three Wechsler tests are based on this theory. Our study tends to classify all subtests in the last three American edition versions of the Wechsler tests in this critical theory and compare these tests. We found that the five of The Wechsler Intelligence Scale for Children–Fifth Edition WISC-V primary indexes align with Gc (Comprehension knowledge), Gv (Visual and Spatial Thinking), Gf (Fluid Reasoning), Gwm (Working Memory), Gs (Processing Speed). As well Glr (long-term memory) is measured by two complementary indexes: the Naming Speed Index (NSI) and Symbol Translation Index (STI). Meanwhile, in The Wechsler Preschool and Primary Scale of Intelligence Fourth edition WPPSI-IV, The Wechsler Adult Intelligence Scale-Fourth Edition WAIS-IV and The Wechsler Intelligence Scale for Children–Fourth Edition WISC-IV. The only five primary indexes are aligning with Gc, Gv, Gf, Gwm, and Gs, and This proved that there existed more factors present in the WISC-V than the previous Wechsler test editions.

The Response Process in Psychometric (Intelligence) Testing and Validity

Standardized (psychometric) tests are common tools used in the diagnosis of learning and behavior disabilities in children. In this essay, I argue that, in a test-taking situation with a psychometric test, complex interrelationships take place. This complex interaction shapes the response process which results in a performance, i.e., the results of this test. Current psychometric practices and test-taking practices and interpretation of results fail to take this response process sufficiently into account. I present the interactionist and process-performance approach as a framework to help address this phenomenon, discuss a few examples of subtests of WISC IV based on this approach, and call for more research into the response process and aspects of tests that may impact validity.

112 Computer Adaptive Test Development of Preschool Life Impact Burn Recovery Evaluation

Abstract Introduction Measuring physical, psychological, and social outcomes following childhood burn injury is important to understand the impact of the burn. Condition-specific outcomes are highly relevant in assessments for purposes of gauging early growth and development through parent-reported outcome measures (PROMs). Item content in existing PROMs for preschool children is limited and often covers only one construct. Computer adaptive tests (CATs) with advanced psychometric artificial intelligence technologies minimizes respondent burden and enables the creation of a comprehensive condition-specific instrument. This project developed a parent-reported CAT (Preschool1-5 Life Impact Burn Recovery Evaluation (PS-LIBRE1-5) Profile) to measure relevant outcomes after burn injuries in children aged one to under six years. Methods Responses to the field-tested PS-LIBRE1-5 Profile (188 items) were measured on a scale of frequency or ability levels. Scores were coded from 0 to 4 where higher scores reflected better functioning. Factor analysis and Partial Credit Models identified the items retained in the final item bank of each scale. Differential item functioning (DIF) determined if subgroups of burn survivors at the same ability level demonstrated different probabilities of responses. CAT simulations were conducted to estimate the mean score of each scale. The simulated CAT score and full item bank scores were compared based upon the score range, ceiling and floor effects, and marginal reliabilities. Results The child mean age was 3.0 + 1.5 years (n = 498), with primarily mothers (83%) responding. Average burn size and time since burn injury were 4.2% TBSA and 1.1 years, respectively. Analysis resulted in eight scales: Physical (27 items), Communication and language (20 items), Emotional wellbeing (16 items), Mood (11 items), Anxiety (13 items), Peer acceptance (7 items), Play (8 items), and Peer relations (9 items). Severe DIF by ‘age at survey completion’ was shown in 13 items. Ceiling effects were acceptable at &amp;lt; 14%. A CAT was created with the exception of four of the scales (Peer acceptance, Play, Mood, and Anxiety) due to limited item content in these scales’ full item bank. Marginal reliabilities were credible (0.83 to 0.90). CAT simulations revealed that administering the CAT would save the respondent about 14 minutes compared to administering the full item bank. Conclusions Final scales of the PS-LIBRE1-5 Profile contain 111 items and is a comprehensive measure that captures physical, communication and language, psychological, and social functioning of preschool burn survivors in the community. Applicability of Research to Practice This work lays the groundwork for developing a set of age-based CATs, adding to prior adult LIBRE project. The CAT aims to detect the progress of a child during burn recovery for use in clinical practice.

The Relationship Between Social Intelligence And IQ: A Psychometric Analysis

Background: The present article deals with the results of research on the psychological diagnosis of social intelligence and its connection with general intelligence. Methods: The analysis of the relationship between the Social Intelligence Scale of the University of Tromso, Norway (TSIS) (Social awareness scale, SA) with the R. Amthauer Intelligence Test was carried out on a sample of 407 students of comprehensive schools aged from 12 to 18. Social Intelligence Scales have relationships with R. Amthauer Intelligence Test. Factor analysis has shown that the TSIS (Social Awareness, SA) is present in the structure of general intelligence. The other two TSIS Social information processing (SP) and Social Skills (SS) scales have minor correlation relationships with R. Amthauer Intelligence Test. The result shows the structural relationships between general intelligence with social intelligence. The aim of the research is to identify and analyze the regular relationship between general intelligence (IQ) with social intelligence. Results: The correlational and factor analysis results established certain relationships in the factor-analytical structure of general intelligence with social intelligence. The correlation relationship of the social awareness subscale (SA) from the Social Intelligence Scale (TSIS) with individual subtests of the R. Amthauer Intelligence Structure Test was revealed. Conclusion: Our study established a statistically significant relationship at the significance level of 0.05 between IQ and social intelligence, particularly social consciousness (understanding), which allowed us to connect social intelligence and general (psychometric) intelligence.

Carroll's Three-Stratum (3S) Cognitive Ability Theory at 30 Years: Impact, 3S-CHC Theory Clarification, Structural Replication, and Cognitive-Achievement Psychometric Network Analysis Extension.

Carroll's treatise on the structure of human cognitive abilities is a milestone in psychometric intelligence research. Thirty years later, Carroll's work continues to influence research on intelligence theories and the development and interpretation of intelligence tests. A historical review of the relations between the 3S and CHC theories necessitates the recommendation that the theories of Cattell, Horn, and Carroll be reframed as a family of obliquely correlated CHC theories-not a single CHC theory. Next, a previously unpublished Carroll exploratory factor analysis of 46 cognitive and achievement tests is presented. A complimentary bifactor analysis is presented that reinforces Carroll's conclusion that his 3S model more accurately represents the structure of human intelligence than two prominent alternative models. Finally, a Carroll-recommended higher-stratum psychometric network analysis (PNA) of CHC cognitive, reading, and math variables is presented. The PNA results demonstrate how PNA can complement factor analysis and serve as a framework for identifying and empirically evaluating cognitive-achievement causal relations and mechanisms (e.g., developmental cascade and investment theories), with an eye toward improved cognitive-achievement intervention research. It is believed that Carroll, given his long-standing interest in school learning, would welcome the integration of theory-driven factor and PNA research.

Are Piagetian scales just intelligence tests?

Abstract Previous research has noted the relationships between Piagetian and Psychometric tests. The literature on this topic has revealed consistent and moderate-to-high magnitude associations and largely unidimensional tests. However, most of this literature has not explicitly assessed whether Psychometric general intelligence corresponds to a similar factor measurable with Piagetian tests. This study did just that by fitting structural equation models to available data from administrations of Piagetian and Psychometric tests given to the same samples. The tests were modeled separately, and then in models where they were featured together so their general factors could be correlated. The results of those analyses were then subjected to a meta-analysis ( K = 8, N = 862) and the meta-analytic relationship between Piagetian and Psychometric general factors was found to be exceptionally high ( r = 0.847). Piagetian scales thus test intelligence, and intelligence tests assess Piagetian development. • Piagetian tasks are supposed to provide estimates of a person's development through stages of cognitive development. • When they are factor-analyzed, they have a general factor as large as the general factor in typical Psychometric tests. • Research has not established whether the general factor from Piagetian tasks is the same as the one from Psychometric tests. • Using a series of joint confirmatory factor analyses, the relationship between their general factors was tested. • Piagetian and Psychometric general factors were too strongly associated to be practically differentiated ( r = 0.847).

On the interplay of temporal resolution power and spatial suppression in their prediction of psychometric intelligence.

As a measure of the brain's temporal fine-tuning capacity, temporal resolution power (TRP) explained repeatedly a substantial amount of variance in psychometric intelligence. Recently, spatial suppression, referred to as the increasing difficulty in quickly perceiving motion direction as the size of the moving stimulus increases, has attracted particular attention, when it was found to be positively related to psychometric intelligence. Due to the conceptual similarities of TRP and spatial suppression, the present study investigated their mutual interplay in the relation to psychometric intelligence in 273 young adults to better understand the reasons for these relationships. As in previous studies, psychometric intelligence was positively related to a latent variable representing TRP but, in contrast to previous reports, negatively to latent and manifest measures of spatial suppression. In a combined structural equation model, TRP still explained a substantial amount of variance in psychometric intelligence while the negative relation between spatial suppression and intelligence was completely explained by TRP. Thus, our findings confirmed TRP to be a robust predictor of psychometric intelligence but challenged the assumption of spatial suppression as a representation of general information processing efficiency as reflected in psychometric intelligence. Possible reasons for the contradictory findings on the relation between spatial suppression and psychometric intelligence are discussed.

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students' academic success?

The primary aim of this study was to determine the role of psychometric intelligence (IQ), emotional intelligence (EQ), and emo-sensory intelligence (ESQ) in university students’ academic achievement. To this end, 212 university students at different academic levels, composed of 154 females and 58 males, were asked to complete the Raven’s Progressive Matrices, the Bar-On Emotional Quotient Inventory, and the Emo-Sensory Intelligence Scale. Data were then matched with students’ Grade Point Averages as a measure of their academic achievement. The results revealed that students’ level of IQ and EQ could positively predict their academic achievement. In the case of their ESQ level, its auditory sub-component was found to be a positive predictor of academic success. Results were discussed, and possible implications and applications for increasing students’ chances for success were presented.

Meta-analyzing intelligence and religiosity associations: Evidence from the multiverse.

Over the past century, a remarkable body of research about the relationship of intelligence and religiosity has accumulated. So far, the majority of studies that investigated this relationship showed a negative correlation, indicating lower cognitive abilities of individuals reporting stronger religious beliefs. Although the effect direction has been observed to be largely consistent across studies, the reported effect strength varied substantially across studies. Several potentially moderating variables such as different intelligence and religiosity assessment methods, educational status of samples, and participant sex have been proposed as likely candidates for explaining systematic differences in effect strengths. However, the effects of these moderators are to date unclear. Consequently, we focused in investigating effects of these moderating variables on the intelligence and religiosity link in an update of prior meta-analytical investigations in n = 89 (k = 105; N = 201,457) studies. Random-effects analyses showed a small but robust negative association between intelligence and religiosity r = -.14 (p < .001; 95% CI [-.17, -.12]). Effects were stronger for (i) psychometric intelligence tests than for proxy measures such as grade point averages and (ii) general population and college samples than pre-college samples. Moreover, we provide evidence from combinatorial, multiverse, and specification curve analyses that further corroborates the robustness of the investigated association. Out of 192 reasonable specifications all 135 (70.4%) significant summary effects were negative. In all, our results show small but robust negative associations between religiosity and intelligence that are differentiated in strength but generalize in terms of direction over moderating variables.

Когнитивные предикторы академической успешности: как общие закономерности «работают» на ранних этапах образования?

The article provides an overview of modern works devoted to the study of cognitive predictors of academic success. The general patterns of forecasting are revealed: the most powerful and universal predictor of academic success at different stages of school education is psychometric intelligence; creativity is less significant and rather unstable. It is argued that these patterns are poorly traced at the level of preschool education. Particular cognitive functions are significant for predicting the future educational achievements of preschoolers: information processing speed, visual perception (in combination with motor functions), short-term memory, and attention. Spatial abilities have a certain prognostic potential, though reasoning in preschoolers is not a strong predictor of academic success; executive functions have the greatest predictive power. It is noted that the general patterns in predicting the academic success of students can be traced in elementary school: the predictive potentials of psychometric intelligence are revealed, the power of individual cognitive abilities (in particular, spatial abilities) increases, the contribution of executive functions to the prediction decreases. The general tendency for non-cognitive factors (educational motivation, some personality traits) to increase with age also begins to appear in elementary school.

Индивидуально-интеллектуальная модель академических достижений студентов (на материале гуманитарных специальностей)

Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic among scientists, the indirect effects of multilevel individual traits on students’ academic achievements have not yet considered through intelligence and creativity in detail. In this study, individual-intellectual models tested students’ academic achievement. The sample consisted of 415 students of Perm city universities aged 17 to 22 years, 293 female and 122 male. Structural equation modeling was in use for shared and partial groups. The main obtained results were as follows. In the shared models, none of psychometric intelligence and psychometric creativity variables served mediators between the individual traits and academic achievement. In the partial models, fluid intelligence and fluency also did not operate as mediators. Three partial models were fit the data in respect with the mediation structure. Crystallized intelligence, originality, and flexibility acted as separate mediators. The mediator models entered the individual traits: excitation (nervous system), activity (temperament), open-mindedness, belonged self (personality). Mediator effects were observed under different Compositions and combinations of individual traits. Thus, a number of individual-intellectual integrations received empirical support for students’ academic achievement.

The Relationship Between Religiousness/Spirituality and Psychometric Intelligence in the United States.

An inverse relationship between religiousness/spirituality (R/S) and psychometric intelligence (IQ) is well-documented in previous literature. However, the studies that have examined group differences on IQ regarding R/S have limited generalizability. The present study contributed to the literature by evaluating IQ among participants identifying as differentially religious/spiritual (i.e., religious only, spiritual only, both religious and spiritual, or neither religious nor spiritual) and among those classified as either Christian/Catholic, Atheist, or Agnostic. Four hundred and thirty-two participants (M age = 37.9; 36% men) participated online via Amazon's Mechanical Turk as part of a larger study and completed a brief measure of IQ, a scale of religiousness and spirituality, and a demographics questionnaire. Correlations between IQ and self-reported religiousness/spirituality were small and negative (Mean r = -0.17), consistent with previous literature. Multivariate analyses of covariance (MANCOVAs) controlling for age, gender, education, and socioeconomic status (operationalized by estimated annual household income) indicated that IQ scores tended to be lowest (p < 0.001) for "religious only" participants (estimated marginal mean [EMM] = 93.0) and highest for "neither religious nor spiritual" participants (EMM = 103.7). Furthermore, IQ scores were significantly lower (ps < 0.001) for Christian/Catholic participants (EMM = 96.7) compared to both Atheist (EMM = 104.9) and Agnostic participants (EMM = 107.5). Discussion of these findings, relationships to previous theoretical and empirical work, limitations of the present study, and directions for future inquiry are provided.

Lead exposure is associated with functional and microstructural changes in the healthy human brain

Lead is a toxin known to harm many organs in the body, particularly the central nervous system, across an individual’s lifespan. To date, no study has yet investigated the associations between body lead level and the microstructural properties of gray matter areas, and brain activity during attention-demanding tasks. Here, utilizing data of diffusion tensor imaging, functional magnetic resonance imaging and cognitive measures among 920 typically developing young adults, we show greater hair lead levels are weakly but significantly associated with (a) increased working memory-related activity in the right premotor and pre-supplemental motor areas, (b) lower fractional anisotropy (FA) in white matter areas near the internal capsule, (c) lower mean diffusivity (MD) in the dopaminergic system in the left hemisphere and other widespread contingent areas, and (d) greater MD in the white matter area adjacent to the right fusiform gyrus. Higher lead levels were also weakly but significantly associated with lower performance in tests of high-order cognitive functions, such as the psychometric intelligence test, greater impulsivity measures, and higher novelty seeking and extraversion. These findings reflect the weak effect of daily lead level on the excitability and microstructural properties of the brain, particularly in the dopaminergic system.