The relationship between fluid intelligence and sustained inattentional blindness in 7-to-14-year-old children

2017 ◽  
Vol 55 ◽  
pp. 172-178 ◽  
Author(s):  
Hui Zhang ◽  
Congcong Yan ◽  
Xingli Zhang ◽  
Jiannong Shi ◽  
Beiling Zhu
2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm

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.


2019 ◽  
Vol 27 (4) ◽  
pp. 65-80
Author(s):  
Yu.V. Krasavtseva ◽  
T.V. Kornilova

Narcissism may be seen as the most controversial trait of the Dark Triad, character¬ized by both negative and positive aspects. This study tested the hypotheses regarding the relationship between narcissism and intelligence, tolerance for uncertainty, and the Big Five traits. The sample included two groups of participants: 1) middle managers (N=62, Mage = 37.60, SD = 8.84); 2) undergraduate and postgraduate students (N=1187, Mage = 22.37, SD = 4.44). The Dark Triad traits were measured using the Dirty Dozen questionnaire. The following measures were used: 2 subtests for fluid intelligence from the International Cognitive Ability Resource (ICAR) and 2 subscales for verbal intelligence from the Rapid Online Assessment Deployment System (ROADS); New Questionnaire for Tolerance of Uncertainty; and the Ten Item Personality Inventory (TIPI). For students, a relationship between narcissism was established with the following variables: verbal intelligence (p<0.05); tolerance to uncertainty (p <0.05) and interpersonal intolerance (p<0.01). For managers, narcissism was also linked to tolerance to uncertainty (p<0.05). Positive correlations between narcissism, extroversion, and openness to experience and a negative relationship with emotional stability were established among students. It is concluded that the relationship between narcissism, verbal intelligence, and tolerance for uncertainty reflects the “light” side of narcissism.


2021 ◽  
Vol 2 (1) ◽  
pp. 11912
Author(s):  
Seyyedeh Soudeh Mirsaeedghazi

In this study, the relationship between fluid and crystallised intelligence and vocabulary size was investigated among Iranian students learning French as a foreign language. Studies emphasised on the importance of vocabulary size and language comprehension and tried to discover mental and intelligence factors related to this issue. To administer the present quantitative study, the Persian Adaptation of Baddeley’s (1968) Grammatical reasoning Test for Fluid Intelligence, Persian Test of Baghaei & Tabatabaee (2015) for Crystallised intelligence, and Nation’s (2012) Test of Vocabulary Size were instrumented. Population of the study was 100 intermediate learners of French language from three branches of Safir institute in Tehran. Data was analysed using SPSS and correlational tools to specify the variables correlation. Result showed that there is a significant relationship between crystallised intelligence and size of vocabulary (p<0.1), while there was no significant relationship between fluid intelligence and vocabulary size (p>0.5). It was concluded that fluid intelligence does not predict learners’ vocabulary size, but crystallised intelligence as grows gradually determines learners’ vocabulary size.


2021 ◽  
Author(s):  
Alexander P. Burgoyne ◽  
Cody Mashburn ◽  
Jason S. Tsukahara ◽  
Zach Hambrick ◽  
Randall W Engle

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.


2018 ◽  
Vol 101 ◽  
pp. 18-36 ◽  
Author(s):  
Krishneil A. Singh ◽  
Gilles E. Gignac ◽  
Christopher R. Brydges ◽  
Ullrich K.H. Ecker

2009 ◽  
Vol 8 (2) ◽  
pp. 148-164 ◽  
Author(s):  
Walter J. Perrig ◽  
Marco Hollenstein ◽  
Stephan Oelhafen

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.


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