On the relationship between executive functions of working memory and components derived from fluid intelligence measures

2017 ◽  
Vol 180 ◽  
pp. 79-87 ◽  
Author(s):  
Xuezhu Ren ◽  
Karl Schweizer ◽  
Tengfei Wang ◽  
Pei Chu ◽  
Qin Gong
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Fluid Intelligence ◽  
Intelligence Measures ◽  
The Relationship

Fluid Intelligence, Working Memory, and Creativity

2019 ◽  
pp. 45-63
Author(s):  
Oshin Vartanian
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Executive Functions ◽  
Fluid Intelligence ◽  
Associative Processes ◽  
The Relationship ◽  
Dynamic Interplay

Interest in understanding the relationship between intelligence and creativity has a long history in psychology. Conceptions of this relationship have varied greatly, ranging from perceiving intelligence and creativity as completely unrelated constructs to perceiving them as entirely coincident sets. However, the truth appears to lie somewhere between those two extremes. Specifically, recent research employing improved measures of both intelligence and creativity has shown that creativity is related to individual differences in fluid intelligence—defined as the ability to solve novel problems. In addition, creativity has also been shown to be related to individual differences in executive functions, specifically its updating and inhibition components. However, aside from fluid intelligence and executive functions, behavioral and neural evidence has demonstrated that creativity is also supported by associative processes. Indeed, the dynamic interplay between executive and associative processes might be a hallmark of creativity.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

Understanding the Relationship Between Rationality and Intelligence: A Latent-Variable Approach

2021 ◽  
Author(s):  
Alexander P. Burgoyne ◽  
Cody Mashburn ◽  
Jason S. Tsukahara ◽  
Zach Hambrick ◽  
Randall W Engle
Keyword(s):  
Working Memory ◽  
Latent Variable ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Control ◽  
Equation Modeling ◽  
General Intelligence ◽  
Variable Approach ◽  
The Relationship

A hallmark of intelligent behavior is rationality—the disposition and ability to think analytically to make decisions that maximize expected utility or follow the laws of probability, and therefore align with normative principles of decision making. However, the question remains as to whether rationality and intelligence are empirically distinct, as does the question of what cognitive mechanisms underlie individual differences in rationality. In a large sample of participants (N = 331), we used latent variable analyses to assess the relationship between rationality and intelligence. The results indicated that there was a common ability underpinning performance on some, but not all, rationality tests. Latent factors representing rationality and general intelligence were strongly correlated (r = .54), but their correlation fell well short of unity. Indeed, after accounting for variance in performance attributable to general intelligence, rationality measures still cohered on a latent factor. Confirmatory factor analysis indicated that rationality correlated significantly with fluid intelligence (r = .56), working memory capacity (r = .44), and attention control (r = .49). Structural equation modeling revealed that attention control fully accounted for the relationship between working memory capacity and rationality, and partially accounted for the relationship between fluid intelligence and rationality. Results are interpreted in light of the executive attention framework, which holds that attention control supports information maintenance and disengagement in service of complex cognition. We conclude by speculating about factors rationality tests may tap that other cognitive ability tests miss, and outline directions for further research.

scholarly journals Working memory capacity mediates the relationship between removal and fluid intelligence

2018 ◽  
Vol 101 ◽  
pp. 18-36 ◽  
Author(s):  
Krishneil A. Singh ◽  
Gilles E. Gignac ◽  
Christopher R. Brydges ◽  
Ullrich K.H. Ecker
Keyword(s):  
Working Memory ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
The Relationship

Can We Improve Fluid Intelligence With Training on Working Memory in Persons With Intellectual Disabilities?

2009 ◽  
Vol 8 (2) ◽  
pp. 148-164 ◽  
Author(s):  
Walter J. Perrig ◽  
Marco Hollenstein ◽  
Stephan Oelhafen
Keyword(s):  
Working Memory ◽  
Intellectual Disabilities ◽  
Fluid Intelligence ◽  
Working Memory Training ◽  
Memory Training ◽  
Far Transfer ◽  
Hereditary Component ◽  
Remedial Intervention ◽  
Intellectual Deficiencies ◽  
The Relationship

Fluid intelligence is considered as the ability to reason and to solve problems that influence learning in everyday life in both professional and educational settings. Therefore, a possibility to improve this faculty in persons with intellectual disabilities would be of highest interest for education. However, still being debated, many scientist as well as practitioners will agree that it is extremely difficult for these persons to go beyond a certain level of reasoning and to improve their intellectual functioning. This goes together with the consideration of fluid intelligence as a trait with a strong hereditary component that is rather immune to training. Nevertheless, we present in this article the theoretical rationale for successful working memory training as a processual training and as a remedial intervention tool for persons with intellectual deficiencies. This rationale is based on a review of the research on the relationship between working memory and fluid intelligence and the research on far transfer effects in nontrained tasks after training in populations with varying mental capacity. Features and constraints of the training tasks are described that are considered mandatory for a working memory training to be efficient.

Working memory, executive function, and general fluid intelligence are not the same

2006 ◽  
Vol 29 (2) ◽  
pp. 135-136 ◽  
Author(s):  
Richard P. Heitz ◽  
Thomas S. Redick ◽  
David Z. Hambrick ◽  
Michael J. Kane ◽  
Andrew R. A. Conway ◽  
...  
Keyword(s):  
Working Memory ◽  
Prefrontal Cortex ◽  
Executive Function ◽  
Fluid Intelligence ◽  
Good Reason ◽  
Normal Functioning ◽  
Controlled Attention ◽  
The Relationship

Blair equates the constructs of working memory (WM), executive function, and general fluid intelligence (gF). We argue that there is good reason not to equate these constructs. We view WM and gF as separable but highly related, and suggest that the mechanism behind the relationship is controlled attention – an ability that is dependent on normal functioning of the prefrontal cortex.

scholarly journals Physical activity, aerobic fitness and brain white matter: their role for executive functions in adolescence

2019 ◽  
Author(s):  
Ilona Ruotsalainen ◽  
Tetiana Gorbach ◽  
Jaana Perkola ◽  
Ville Renvall ◽  
Heidi J. Syväoja ◽  
...  
Keyword(s):  
Physical Activity ◽  
Working Memory ◽  
White Matter ◽  
Corpus Callosum ◽  
Executive Functions ◽  
Fractional Anisotropy ◽  
Aerobic Fitness ◽  
The Body ◽  
The Relationship ◽  
The Brain

AbstractPhysical activity and exercise beneficially link to brain properties and cognitive functions in older adults, but it is unclear how these results generalise to other age groups. During adolescence, the brain undergoes significant changes, which are especially pronounced in white matter. Existing studies provide contradictory evidence regarding the influence of physical activity or aerobic-exercise on executive functions in youth. Little is also known about the link between both aerobic fitness and physical activity with white matter during puberty. For this reason, we investigated the connection between both aerobic fitness (20-m shuttle run) and physical activity (moderate-to-vigorous intensity physical activity) with white matter in 59 adolescents (12.7–16.2 years). We further determined whether white matter interacts with the connection of fitness or physical activity with three core executive functions (sustained attention, spatial working memory and response inhibition). Our results showed that only the level of aerobic fitness, but not of physical activity was related to white matter properties. Furthermore, the white matter of specific tracts also moderated the links of aerobic fitness and physical activity with working memory. Our results suggest that aerobic fitness and physical activity have an unequal contribution to the properties of white matter in adolescent brains. We propose that the differences in white matter properties could underlie the variations in the relationship between either physical activity or aerobic fitness with working memory.HighlightsAerobic fitness level, but not physical activity, is associated with white matter properties in several white matter tracts in the brain.The relationship between aerobic fitness and working memory was moderated by fractional anisotropy of the body of corpus callosum and in the right superior corona radiata.The relationship between physical activity and working memory was moderated by fractional anisotropy of the body and genu of corpus callosum.

scholarly journals Linking inhibitory control to math achievement via comparison of conflicting decimal numbers

2020 ◽  
Author(s):  
Linsah Coulanges ◽  
Roberto A. Abreu-Mendoza ◽  
Sashank Varma ◽  
Melina Uncapher ◽  
Adam Gazzaley ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Math Achievement ◽  
Academic Learning ◽  
Whole Number ◽  
Calculation Skills ◽  
The Relationship ◽  
Number Knowledge

The relationship between executive functions (EF) and academic achievement is well-established, but leveraging this insight to improve educational outcomes remains elusive. Here, we propose a framework for relating the role of specific EF on specific precursor skills that support later academic learning. Specifically, we hypothesize that executive functions contribute to general math skills both directly – supporting the online execution of problem solving strategies – and indirectly – supporting the acquisition of precursor mathematical content. We test this hypothesis by examining the contribution of inhibitory control on processing rational numbers pairs which conflict with individual’s prior whole number knowledge and on general math knowledge. In 97 college students (79 female, age = 20.63 years), we collected three measures of EF: working memory (backwards spatial span), inhibition (color-word Stroop) and cognitive flexibility (task switching), and timed and untimed standardized measures of math achievement. Our target precursor skill was a decimals comparison task where correct responses were inconsistent with prior whole number knowledge (e.g. 0.27 vs. 0.9). Participants performed worse on these trials relative to the consistent decimals pairs (e.g. 0.2 vs. 0.87). Individual differences on incongruent Stroop trials predicted performance on inconsistent decimal comparisons, which in turn predicted performance on both timed and untimed measures of math achievement. With respect to relating inhibitory control to math achievement, incongruent Stroop performance was an independent predictor of untimed calculation skills after accounting for age, working memory and cognitive flexibility. Finally, we found that inconsistent decimals performance partially mediated the relationship between inhibition and untimed math achievement, consistent with the hypothesis that mathematical precursor skills can explain the relationships between executive functions and academic outcomes, making them promising targets for intervention.

Exploring the Relations Among Executive Functions, Fluid Intelligence, and Personality

2009 ◽  
Vol 30 (4) ◽  
pp. 194-200 ◽  
Author(s):  
Nash Unsworth ◽  
Joshua D. Miller ◽  
Chad E. Lakey ◽  
Diana L. Young ◽  
J. Thadeus Meeks ◽  
...  
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Personality Disorder ◽  
Executive Functions ◽  
Latent Variables ◽  
Fluid Intelligence ◽  
Factor Model ◽  
Five Factor Model ◽  
Unified Field ◽  
Goal Directed Behavior

Executive functions (EFs) are important for goal-directed behavior and have been linked with a number of important constructs like intelligence. The current study examined the link between EFs and aspects of normal and abnormal personality. Latent variables of working memory, fluency, response inhibition, and vigilance EFs were examined along with fluid intelligence (gF). It was found that the EFs were separate yet correlated, and that each was related to gF. Furthermore, it was found that aspects of personality as measured by the Five-Factor Model and the BIS/BAS were differentially related to the EFs and gF. Examination of personality disorder measures also demonstrated differential relationships with the EFs and gF. The results suggest a number of systematic and important links between EFs and personality and suggest the need for a more unified field of individual differences.

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