Personality and biological markers of creativity

2005 ◽  
Vol 19 (2) ◽  
pp. 83-95 ◽  
Author(s):  
M. Reuter ◽  
J. Panksepp ◽  
N. Schnabel ◽  
N. Kellerhoff ◽  
P. Kempel ◽  
...  
Keyword(s):  
Test Scores ◽  
Sensation Seeking ◽  
Fluid Intelligence ◽  
Biological Marker ◽  
Intelligence Test ◽  
Affective Neuroscience ◽  
Crystallized Intelligence ◽  
Main Effect ◽  
Affective Neuroscience Personality Scales ◽  
And Biological Markers

The aim of the present study was to test (i) Eysenck's theory that psychoticism (P) should be related to creativity, (ii) whether testosterone (T), due to its association with P claimed in the literature, can be identified as a biological marker of creativity, and (iii) whether the SEEK dimension of the Affective Neuroscience Personality Scales (ANPS) was also related to creativity and to testosterone due to its relationship to Sensation Seeking. In a sample of N = 48 male and female subjects, test scores on figural, verbal, and numeric creativity were compared between high and low P‐scorers as well as between high and low SEEK‐scorers. Effects were controlled for fluid intelligence as measured by Cattell's CFT‐3 and crystallized intelligence as assessed by the Structure‐of‐Intelligence‐Test (Intelligenz‐Struktur‐Test, I‐S‐T 2000 R). Neither a main effect of P or T nor an interaction effect P×T on creativity could be obtained. Instead, SEEK was related to all components of creativity and explained more than 15% of the variance of total creativity. Moreover, significant differences in SEEK could be explained by differences in T, independently of gender. Furthermore, 39% of the variance of SEEK could be explained by the two uncorrelated indicators testosterone and creativity. Copyright © 2004 John Wiley & Sons, Ltd.

scholarly journals Do we really become smarter when our fluid-intelligence test scores improve?

Intelligence ◽  
2015 ◽  
Vol 48 ◽  
pp. 1-14 ◽  
Author(s):  
Taylor R. Hayes ◽  
Alexander A. Petrov ◽  
Per B. Sederberg
Keyword(s):  
Test Scores ◽  
Fluid Intelligence ◽  
Intelligence Test ◽  
Intelligence Test Scores

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

Understanding Terminal Decline in Cognition and Risk of Death

2006 ◽  
Vol 11 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Patrick Rabbitt ◽  
Mary Lunn ◽  
Danny Wong
Keyword(s):  
Risk Factors ◽  
Longitudinal Study ◽  
Test Scores ◽  
Intelligence Test ◽  
Practice Effects ◽  
Risk Of Death ◽  
Risk Of Mortality ◽  
Impending Death ◽  
Intelligence Test Scores ◽  
Reduced Risk

There is new empirical evidence that the effects of impending death on cognition have been miscalculated because of neglect of the incidence of dropout and of practice gains during longitudinal studies. When these are taken into consideration, amounts and rates of cognitive declines preceding death and dropout are seen to be almost identical, and participants aged 49 to 93 years who neither dropout nor die show little or no decline during a 20-year longitudinal study. Practice effects are theoretically informative. Positive gains are greater for young and more intelligent participants and at all levels of intelligence and durations of practice; declines in scores of 10% or more between successive quadrennial test sessions are risk factors for mortality. Higher baseline intelligence test scores are also associated with reduced risk of mortality, even when demographics and socioeconomic advantage have been taken into consideration.

The Effects of Repeated Retesting: III. Further Experiments and General Conclusions

1950 ◽  
Vol 2 (4) ◽  
pp. 182-197 ◽  
Author(s):  
V. R. Cane ◽  
A. W. Heim
Keyword(s):  
Test Scores ◽  
Technical College ◽  
Intelligence Test ◽  
Repeated Testing ◽  
Short Term ◽  
The Third ◽  
Joint Interpretation ◽  
Unselected Population ◽  
Intelligence Test Scores ◽  
Technical College Students

This is the third of a series of papers dealing with the effects of repeated retesting on intelligence test scores. It comprises an account of two further experiments, and a discussion of the four so far performed, since each throws light on the results of the others and it is their joint interpretation which is thought to be of value. The two earlier experiments consisted in repeated testing of a group of W.E.A. students and a group of mentally defective boys by an intelligence test (AH 4) designed for an unselected population. In the two later experiments, a group of Technical College students and a group of Naval Ratings were repeatedly tested on another intelligence test (AH 5), designed for a population of high-grade intelligence, such as university students. Examination of all the results confirms the artificiality of the “ceiling effect” which was suspected in the first experiment; it suggests that, given sufficient scope, subjects of all levels of intelligence would, with repeated trials on the same test, continue to improve their score up to and beyond 10 testing; and that, given comparable opportunity, subjects with initially higher scores will tend to improve more than those with initially lower scores. All these results concern short-term experiments with testing at weekly intervals. The four sets of results considered jointly indicate that conclusions on these problems should be drawn only in terms of the relation between the level of the test and that of the group tested: this offers some resolution of the conflicting findings of earlier investigators.

Neonatal Hyperbilirubinemia and Physical and Cognitive Performance at 17 Years of Age

PEDIATRICS ◽  
1991 ◽  
Vol 88 (4) ◽  
pp. 828-833
Author(s):  
Daniel S. Seidman ◽  
Ido Paz ◽  
David K. Stevenson ◽  
Arie Laor ◽  
Yehuda L. Danon ◽  
...  
Keyword(s):  
Test Scores ◽  
Serum Bilirubin ◽  
School Achievement ◽  
Ethnic Origin ◽  
Full Term ◽  
Neonatal Hyperbilirubinemia ◽  
Intelligence Test ◽  
Coombs Test ◽  
Intelligence Test Scores ◽  
The Military

To estimate the effect of neonatal hyperbilirubinemia on long-term cognitive ability in full-term newborns with a negative Coombs test, we performed a 17-year historical prospective study of 1948 subjects. Intelligence tests and medical examinations performed at the military draft board were stratified according to serum bilirubin concentration. A logistic regression analysis was used to adjust for the confounding effects of gestational age, birth weight, Apgar score, ethnic origin, socioeconomic class, paternal education, birth order, and the administration of phototherapy and exchange transfusion. No direct linear association was shown between neonatal bilirubin levels and intelligence test scores or school achievement at 17 years of age. However, the risk for low intelligence test scores (IQ score <85) was found to be significantly higher (P = .014) among full-term male subjects with serum bilirubin levels above 342 µmol/L (20 mg/dL) (odds ratio, 2.96; 95% confidence interval, 1.29-6.79). This association was not observed among female subjects. We conclude that severe neonatal hyperbilirubinemia, among full-term male newborns with a negative Coombs test, could be associated with lower IQ scores at 17 years of age.

Concrete and Formal Operational thought Processes in Young Adulthood and Old Age

1976 ◽  
Vol 7 (3) ◽  
pp. 237-245 ◽  
Author(s):  
Vivian Clayton ◽  
Willis F. Overton
Keyword(s):  
Old Age ◽  
Living Arrangements ◽  
Fluid Intelligence ◽  
Age Groups ◽  
Thought Processes ◽  
Crystallized Intelligence ◽  
Age Related ◽  
Concrete Operational ◽  
Fluid And Crystallized Intelligence

A study was conducted to examine the role of concrete and formal operations in a young and old population. In addition, the present study explored the relation between operational thought and Cattell's concept of fluid and crystallized intelligence, as well as the role of differential living arrangements in maintaining operational thought. Eighty females from three age groups (18–20 years, 60–70 years and 70–80 years of age) were tested on a series of Piagetian tasks and indices of fluid and crystallized intelligence. The findings supported the notion that age-related performance differences occur in the area of formal operational thought prior to the time they occur in concrete operational thought. Except for the young sample, the operational tasks were found to be unrelated to fluid intelligence at the age levels represented in this study. Living independently as opposed to living in an old age home did not appear to be a significant factor in maintaining operational thought. Discussion focused on the necessity of identifying those factors which influence the developmental course of formal operational thought across the life span.

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