Genetics and High Cognitive Ability

2007 ◽  
pp. 67-84 ◽  
Author(s):  
Robert Plomin ◽  
Lee Ann Thompson
Keyword(s):  
Cognitive Ability ◽  
High Cognitive Ability

scholarly journals Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class

2021 ◽  
Vol 12 ◽  
Author(s):  
Nina Steenberghs ◽  
Jeroen Lavrijsen ◽  
Bart Soenens ◽  
Karine Verschueren
Keyword(s):  
Cognitive Ability ◽  
Peer Effects ◽  
School Engagement ◽  
School Success ◽  
Self Esteem ◽  
Emotional Engagement ◽  
Moderating Effects ◽  
The Social ◽  
High Cognitive Ability ◽  
Engagement And Disengagement

School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students’ own behavioral and emotional engagement and disengagement among Flemish 7th-graders (N = 3,409). Moderating effects of Students’ self-esteem and cognitive ability were examined. The results showed effects from friends’ and classmates’ (dis)engagement on all dimensions of (dis)engagement. Popular Students’ engagement only affected individual Student’s behavioral disengagement and emotional engagement. Self-esteem and high cognitive ability did not make students more or less susceptible to peer effects.

Multiple Switching and Data Quality in the Multiple Price List

2020 ◽  
pp. 1-15
Author(s):  
Chi Wai Yu ◽  
Y. Jane Zhang ◽  
Sharon Xuejing Zuo
Keyword(s):  
Decision Making ◽  
Data Quality ◽  
Conceptual Framework ◽  
Cognitive Ability ◽  
Risky Choice ◽  
Switching Behavior ◽  
Price List ◽  
High Cognitive Ability ◽  
Multiple Switching ◽  
Quality Decision

A substantial proportion of individuals who complete the widely used multiple price list (MPL) instrument switch back and forth between the safe and the risky choice columns, behavior that is believed to indicate lowquality decision making. We develop a conceptual framework to formally define decision-making quality, test explanations for the nature of low-quality decision making, and introduce a novel “nudge” treatment that reduced multiple switching behavior and increased decision-making quality. We find evidence in support of task-specific miscomprehension of the MPL and that nonmultiple switchers and relatively high-cognitive-ability individuals are not immune to low-quality decision making.

scholarly journals A Twin Study of the Genetics of High Cognitive Ability Selected from 11,000 Twin Pairs in Six Studies from Four Countries

2009 ◽  
Vol 39 (4) ◽  
pp. 359-370 ◽  
Author(s):  
Claire M. A. Haworth ◽  
Margaret J. Wright ◽  
Nicolas W. Martin ◽  
Nicholas G. Martin ◽  
Dorret I. Boomsma ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Twin Study ◽  
High Cognitive Ability

scholarly journals Shared-Environmental Contributions to High Cognitive Ability

2009 ◽  
Vol 39 (4) ◽  
pp. 406-416 ◽  
Author(s):  
Robert M. Kirkpatrick ◽  
Matt McGue ◽  
William G. Iacono
Keyword(s):  
Cognitive Ability ◽  
High Cognitive Ability

Speeding Personality Measures to Reduce Faking

2010 ◽  
Vol 9 (3) ◽  
pp. 126-137 ◽  
Author(s):  
Shawn Komar ◽  
Jennifer A. Komar ◽  
Chet Robie ◽  
Simon Taggar
Keyword(s):  
Cognitive Ability ◽  
Impression Management ◽  
Big Five ◽  
Big Five Personality ◽  
Personality Measures ◽  
Personality Tests ◽  
Job Applicant ◽  
Unintended Effect ◽  
High Cognitive Ability ◽  
Regulatory Model

The purpose of the present study was to examine the effects of imposing a time constraint on respondents completing the Big Five personality Inventory (John & Srivastava, 1999) based on a self-regulatory model of response distortion. A completely crossed 2 × 2 experimental design was used in which instructions (neutral standard instruction or a job applicant instruction) and speed (with or without a time limit) were manipulated. While speeding personality tests reduced socially desirable responding, consistent with resource allocation theory (Ackerman, 1986), this effect was only seen in low cognitive ability individuals. Speeding was not perceived negatively by participants. This study is the first to find any evidence of a possible influence of speed on impression management and suggests that manipulating time limits for completing personality measures in selection is not advised at the present time as it is likely to have the unintended effect of removing applicants with high cognitive ability from the applicant pool.

The Aetiology of High Cognitive Ability in Early Childhood

2002 ◽  
Vol 13 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Angelica Ronald ◽  
Frank M. Spinath ◽  
Robert Plomin
Keyword(s):  
Early Childhood ◽  
Cognitive Ability ◽  
High Cognitive Ability

scholarly journals Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades

2020 ◽  
Vol 125 (2) ◽  
pp. 125-147
Author(s):  
Danielle Tracey ◽  
Alexandre J. S. Morin ◽  
Reinhard Pekrun ◽  
A. Katrin Arens ◽  
Kou Murayama ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Self Regulation ◽  
Value Theory ◽  
Developmental Trend ◽  
Expectancy Value ◽  
Grade 5 ◽  
Mathematics Motivation ◽  
Low Levels ◽  
And Mathematics ◽  
High Cognitive Ability

Abstract Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German “Project for the Analysis of Learning and Achievement in Mathematics.” Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.

scholarly journals Kemampuan Pembuktian Matematis Mahasiswa Menggunakan Induksi Matematika

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Siska Firmasari ◽  
Herri Sulaiman
Keyword(s):  
Cognitive Ability ◽  
Mathematical Proof ◽  
Third Graders ◽  
Mathematical Induction ◽  
Induction Step ◽  
Study Program ◽  
Descriptive Research ◽  
Distributive Property ◽  
Appropriate Treatment ◽  
High Cognitive Ability

Kemampuan mahasiswa dalam melakukan pembuktian matematis tidak sama bergantung dari kategori kognitifnya. Salah satu metode pembuktian matematika adalah induksi matematika yang memerlukan pemahaman konsep secara sistematis. Tujuan penelitian adalah untuk mengetahui kemampuan pembuktian matematis mahasiswa yang memiliki kategori kognitif tinggi dan rendah menggunakan induksi matematika. Subjek penelitian ini adalah empat orang mahasiswa tingkat tiga Program Studi Pendidikan Matematika dengan klasifikasi dua orang mahasiswa memiliki kemampuan kognitif tinggi dan dua mahasiswa berkemampuan rendah. Instrumen penelitian yang digunakan adalah lembar tes materi induksi matematika dan pedoman wawancara. Penelitian ini merupakan penelitian deskriptif yang mendeskripsikan kemampuan pembuktian matematis mahasiswa dalam menyelesaikan soal terkait induksi matematika disesuaikan dengan kemampuan kognitif tinggi dan rendah. Hasil penelitian menunjukkan bahwa mahasiswa dengan kategori kognitif tinggi mampu menyelesaikan setiap langkah pembuktian secara benar namun belum sistematis, sedangkan yang berkemampuan kognitif rendah tidak memahami alur pembuktian pada langkah induksi, kekeliruan memahami sifat distributif, dan ketidakteraturan menghubungkan setiap langkah pembuktian. Melalui artikel ini, peneliti berharap dapat menganalisis perlakuan yang tepat pada mahasiswa saat mengajar berbagai materi matematika yang menggunakan prasyarat induksi matematika. Kata kunci: pembuktian matematis, induksi matematika, kemampuan kognitif.   ABSTRACT The students’ ability to perform mathematical proof is different depending on their cognitive category. One of mathematical proofing is mathematical induction which requires concepts understanding systematically. The purpose of this research is to know the ability of mathematical proof using mathematical induction of high and low cognitive category students. The subjects of this study are four third graders of Mathematics Education Study Program. Two students have high cognitive ability and the others have low cognitive ability. The mathematical induction material test sheet and interview guideline are used as research instruments. This is a descriptive research which describes the mathematical proof ability of students in solving problems related to mathematical induction adjusted with high and low cognitive ability. The results show that students with high cognitive category are able to complete each step of proof correctly but not systematically. At the same time, the students with low cognitive ability are not understand the proof steps at the induction step, the misunderstood the distributive property, and the irregularity connect the proof steps. The researcher expects to analyze the appropriate treatment to the students while teaching mathematical materials using mathematical induction prerequisites. Keywords: mathematical proof, mathematical induction, cognitive ability.

scholarly journals Cognitive ability as a moderator of the association between social disadvantage and psychological distress: evidence from a population-based sample

2018 ◽  
Vol 49 (09) ◽  
pp. 1545-1554 ◽  
Author(s):  
Emma Bridger ◽  
Michael Daly
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Cognitive Ability ◽  
Early Life ◽  
Parental Education ◽  
Short Form ◽  
Social Disadvantage ◽  
Word Recall ◽  
Targeted Prevention ◽  
High Cognitive Ability

AbstractBackgroundSocial disadvantage consistently predicts both self-reported distress and clinically diagnosed disorders such as depression. Yet, many individuals who are exposed to disadvantage do not report high levels of distress. This study extends our recent work showing that high cognitive ability may protect against the negative health consequences of exposure to disadvantaged backgrounds. We test whether this ‘buffer effect’ exists across clinically relevant indices of mental health in a population-representative sample.MethodsIn total, 27 985 participants were drawn from the UK Household Longitudinal Study (Understanding Society). Clinical diagnoses of depression and clinically relevant measures of psychological distress [i.e. Short Form-12 (SF-12) Mental Component, General Health Questionnaire (GHQ)] and trait neuroticism were assessed. Cognitive ability was derived from performance on word recall, verbal fluency and numerical ability tasks. Early-life disadvantage was gauged using family background measures assessing parental education and occupation at age 14.ResultsBackground disadvantage predicted increased levels of reported psychological distress and neuroticism. These associations were moderated by cognitive ability. Across all available mental health measures, the negative association between early-life disadvantage and poor adult mental health was strongest at low (−1 s.d.) cognitive ability and was no longer evident at high (+1 s.d.) levels of cognitive ability.ConclusionsThe results provide support for a cognitive buffering hypothesis linking high cognitive ability to a decrease in the magnitude of the social gradient in mental health. Those disadvantaged by both low socioeconomic status and low cognitive ability may benefit from targeted prevention and treatment programmes aiming to reduce socioeconomic disparities in mental health.

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