Process-based account for the effects of perceptual attention and executive attention on fluid intelligence: An integrative approach

2013 ◽  
Vol 142 (2) ◽  
pp. 195-202 ◽  
Author(s):  
Xuezhu Ren ◽  
Michael Altmeyer ◽  
Siegbert Reiss ◽  
Karl Schweizer
Keyword(s):  
Fluid Intelligence ◽  
Integrative Approach ◽  
Executive Attention ◽  
Perceptual Attention

Individual Differences in Attention Control

2020 ◽  
pp. 175-211
Author(s):  
Cody A. Mashburn ◽  
Jason S. Tsukahara ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Control ◽  
Executive Attention ◽  
Attention Theory ◽  
Attentional Resources ◽  
The Relationship

This chapter outlines the executive attention theory of higher-order cognition, which argues that individual differences in the ability to maintain information in working memory and disengage from irrelevant information is inextricably linked to variation in the ability to deploy domain-free attentional resources in a goal-directed fashion. It also summarizes recent addendums to the theory, particularly regarding the relationship between attention control, working memory capacity, and fluid intelligence. Specifically, the chapter argues that working memory capacity and fluid intelligence measures require different allocations of the same attentional resources, a fact which accounts for their strong correlation. At various points, it addresses theoretical alternatives to the executive attention theory of working memory capacity and empirical complications of the study of attention control, including difficulties deriving coherent attention control latent factors.

scholarly journals Fluid intelligence and the locus coeruleus–norepinephrine system

2021 ◽  
Vol 118 (46) ◽  
pp. e2110630118
Author(s):  
Jason S. Tsukahara ◽  
Randall W. Engle
Keyword(s):  
Locus Coeruleus ◽  
Pupil Size ◽  
Latent Variable ◽  
Fluid Intelligence ◽  
Brain Networks ◽  
Executive Attention ◽  
Cognitive Mechanisms ◽  
Brain Functions ◽  
Variable Approach ◽  
Norepinephrine System

The last decade has seen significant progress identifying genetic and brain differences related to intelligence. However, there remain considerable gaps in our understanding of how cognitive mechanisms that underpin intelligence map onto various brain functions. In this article, we argue that the locus coeruleus–norepinephrine system is essential for understanding the biological basis of intelligence. We review evidence suggesting that the locus coeruleus–norepinephrine system plays a central role at all levels of brain function, from metabolic processes to the organization of large-scale brain networks. We connect this evidence with our executive attention view of working-memory capacity and fluid intelligence and present analyses on baseline pupil size, an indicator of locus coeruleus activity. Using a latent variable approach, our analyses showed that a common executive attention factor predicted baseline pupil size. Additionally, the executive attention function of disengagement––not maintenance––uniquely predicted baseline pupil size. These findings suggest that the ability to control attention may be important for understanding how cognitive mechanisms of fluid intelligence map onto the locus coeruleus–norepinephrine system. We discuss how further research is needed to better understand the relationships between fluid intelligence, the locus coeruleus–norepinephrine system, and functionally organized brain networks.

Latent Factors Underlying Individual Differences in Attention Measures

2006 ◽  
Vol 22 (3) ◽  
pp. 177-188 ◽  
Author(s):  
Helfried Moosbrugger ◽  
Frank Goldhammer ◽  
Karl Schweizer
Keyword(s):  
Individual Differences ◽  
Factor Structure ◽  
Executive Attention ◽  
Latent Factors ◽  
Attention Model ◽  
Perceptual Attention ◽  
Confirmatory Factor ◽  
Major Factors ◽  
Theoretical Considerations ◽  
Working Memory Model

Following theoretical considerations that relate attention to perception and also to the executive control of performance in complex tasks ( Bundesen, 1990 ; Logan & Gordon, 2001 ), two latent factors underlying individual differences in attention measures are assumed: Perceptual attention and Executive attention. The included attention measures are derived from the neuropsychology-based attention model by Sturm and Zimmermann (2000) , the action-oriented five-component model by Neumann (1992) , and the working memory model according to Baddeley (1986) . Furthermore, one psychometric attention measure ( Moosbrugger & Goldhammer, 2005 ) was selected. A sample of 232 students aged between 19 and 40 completed a test battery of 11 attention and concentration tests. For investigating the appropriateness of the hypothesized two-factor structure, confirmatory factor models, including Perceptual attention and Executive attention as latent factors, were tested. The results support the two-factor structure and, thereby, the hypothesis, that perceptual and executive attention are major factors underlying individual differences in attention measures.

Working Memory and Executive Attention: A Revisit

2018 ◽  
Vol 13 (2) ◽  
pp. 190-193 ◽  
Author(s):  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Intelligence Tests ◽  
Executive Attention ◽  
Psychological Science

In this follow-up to my 2002 article on working memory capacity, fluid intelligence, and executive attention in Current Directions in Psychological Science, I review even more evidence supporting the idea that the ability to control one’s attention (i.e., executive attention) is important to working memory and fluid intelligence. I now argue that working memory tasks reflect primarily the maintenance of information, whereas fluid intelligence tests reflect primarily the ability to disengage from recently attended and no longer useful information. I also point out some conclusions in the 2002 article that now appear to be wrong.

scholarly journals The locus coeruleus-norepinephrine system and fluid intelligence

2020 ◽  
Author(s):  
Jason S. Tsukahara ◽  
Randall W Engle
Keyword(s):  
Working Memory ◽  
Locus Coeruleus ◽  
Resting State ◽  
Pupil Size ◽  
Fluid Intelligence ◽  
Functional Organization ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Executive Attention ◽  
Norepinephrine System

The locus coeruleus-norepinephrine system is uniquely situated to influence a wide-array of brain and cellular processes at all levels of brain functions. We review the literature on the locus-coeruleus-norepinephrine system in relation to fluid intelligence within the context of our executive attention theory. We discuss evidence suggesting the locus coeruleus-norepinephrine system plays an important role in the functional organization of the resting-state brain and that this can explain our finding from Tsukahara et al. (2016) that higher fluid intelligence and working memory capacity is associated with a larger baseline pupil size. However, other researchers have not been able to replicate our 2016 finding – though they only measured working memory capacity and not fluid intelligence. In a reanalysis of Tsukahara et al. (2016) we show that reduced variability on baseline pupil size will result in a higher probability of obtaining smaller and non-significant correlations with working memory capacity. In two large-scale studies, we demonstrated that reduced variability in baseline pupil size values down to minimal physiological limits can be obtained if the monitor is too bright. Additionally, fluid intelligence and working memory capacity do correlate with baseline pupil size except in the brightest lighting conditions. We also investigated the relationship of higher-order cognition to baseline pupil size within the context of our executive attention theory. Therefore, we conclude that fluid intelligence does correlate with baseline pupil size and that this is related to the functional organization of the resting-state brain through the locus coeruleus-norepinephrine system.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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.

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