Cognitive reflection, cognitive intelligence, and cognitive abilities: A meta-analysis

This article presents a meta-analysis of the validity of cognitive reflection (CR) for predicting job performance and training proficiency. It also examines the incremental validity of CR over cognitive intelligence (CI) for predicting these two occupational criteria. CR proved to be an excellent predictor of job performance and training proficiency, and the magnitude of the true validity was very similar across the two criteria. Results also showed that the type of CR is not a moderator of CR validity. We also found that CR showed incremental variance over CI for the explanation of job performance, although the magnitude of the contribution is small. However, CR shows practically no incremental validity over CI validity in the explanation of training proficiency. Finally, we discuss the implications of these findings for the research and practice of personnel selection.

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The Validity of Specific Cognitive Abilities for the Prediction of Training Success in Germany

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000110 ◽

2014 ◽

Vol 13 (3) ◽

pp. 123-133 ◽

Cited By ~ 11

Author(s):

Wiebke Goertz ◽

Ute R. Hülsheger ◽

Günter W. Maier

Keyword(s):

Cognitive Abilities ◽

Personnel Selection ◽

Meta Analysis ◽

Mental Ability ◽

Occupational Category ◽

General Mental Ability ◽

Training Success ◽

Specific Cognitive Abilities ◽

Better Than

General mental ability (GMA) has long been considered one of the best predictors of training success and considerably better than specific cognitive abilities (SCAs). Recently, however, researchers have provided evidence that SCAs may be of similar importance for training success, a finding supporting personnel selection based on job-related requirements. The present meta-analysis therefore seeks to assess validities of SCAs for training success in various occupations in a sample of German primary studies. Our meta-analysis (k = 72) revealed operational validities between ρ = .18 and ρ = .26 for different SCAs. Furthermore, results varied by occupational category, supporting a job-specific benefit of SCAs.

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Meta-analysis is better analysisi. Human cognitive abilities. J. B. Carroll. Cambridge University Press, Cambridge, 1993. No of pages: 819. ISBN 0-521-38275-0 (hard cover) and 0-521-38712-4 (paper cover). Price £60.00 and £24.95, respectively

Applied Cognitive Psychology ◽

10.1002/acp.2350080306 ◽

1994 ◽

Vol 8 (3) ◽

pp. 273-274

Author(s):

Paul Kline

Keyword(s):

Cognitive Abilities ◽

Meta Analysis ◽

Cambridge University ◽

Paper Cover ◽

Hard Cover

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Exploring the Morning Morality Effect in the context of moral utilitarianism: a post-hoc analysis

10.31234/osf.io/tgfr7 ◽

2021 ◽

Author(s):

Bastien Trémolière ◽

Corentin J Gosling

Keyword(s):

Effect Size ◽

Autonomous Vehicles ◽

Meta Analysis ◽

Individual Study ◽

Post Hoc Analysis ◽

Cognitive Reflection ◽

Confounding Variables ◽

Small Effect Size ◽

Large Heterogeneity ◽

Post Hoc

Recent research has shown mixed evidence for the morning morality effect (i.e., the observation that individuals are less immoral in the morning than in the afternoon). In the present research, we target the morning morality effect in the context of moral utilitarianism, by reanalyzing observational data previously collected by our lab. These data include different tasks capturing moral utilitarianism (i.e., standard sacrificial dilemmas, an ecological utilitarian scale, and/or dilemmas involving the morality of autonomous vehicles). We report a meta-analysis of 6 studies which showed that participants became less utilitarian as the day goes on, but with a small effect size (r = -0.14) and a large heterogeneity. Exploration of this heterogeneity showed that such a conclusion was statistically significant for classic sacrificial dilemmas only. Notably, even when restricting the analysis to the classic sacrificial dilemmas, a moderate inconsistency remained. Post-hoc analysis of an individual study showed that this small effect did not survive the inclusion of potentially confounding variables, such as psychopathy trait and cognitive reflection. Implications and limitations are discussed.

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Meta-analysis of epigenome-wide associations between DNA methylation at birth and childhood cognitive skills

10.1101/2020.12.18.423421 ◽

2020 ◽

Author(s):

Doretta Caramaschi ◽

Alexander Neumann ◽

Andres Cardenas ◽

Gwen Tindula ◽

Silvia Alemany ◽

...

Keyword(s):

Dna Methylation ◽

Cord Blood ◽

Cognitive Abilities ◽

Cognitive Skills ◽

Strong Predictor ◽

Meta Analysis ◽

Later Life ◽

Life Outcomes ◽

Cognitive Domains ◽

Wide Range

ABSTRACTCognitive skills are a strong predictor of a wide range of later life outcomes. Genetic and epigenetic associations across the genome explain some of the variation in general cognitive abilities in the general population and it is plausible that epigenetic associations might arise from prenatal environmental exposures and/or genetic variation early in life. We investigated the association between cord blood DNA methylation at birth and cognitive skills assessed in children from eight pregnancy cohorts (N=2196-3798) within the Pregnancy And Childhood Epigenetics (PACE) Consortium across overall, verbal and non-verbal cognitive scores. The associations at single CpG sites were weak for all of the cognitive domains investigated. One region near DUSP22 on chromosome 6 was associated with non-verbal cognition in a model adjusted for maternal IQ. We conclude that there is little evidence to support the idea that cord blood DNA methylation at single CpGs can predict cognitive skills and further studies are needed to confirm regional differences.

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Predictive Validity toward Job Performance of General and Specific Mental Abilities. A Validity Study across Different Occupational Groups

Business and Management Studies ◽

10.11114/bms.v4i3.3297 ◽

2018 ◽

Vol 4 (3) ◽

pp. 1

Author(s):

Jaroslaw Grobelny

Keyword(s):

Job Performance ◽

Cognitive Abilities ◽

Meta Analysis ◽

Incremental Validity ◽

Validity Study ◽

Occupational Groups ◽

General Mental Ability ◽

Importance Analysis ◽

Mental Abilities ◽

Validity Theory

There are two main views on the role of cognitive abilities in job performance prediction. The first approach is based on meta-analysis and incremental validity analysis research and the main assumption is that general mental ability (GMA) is the best job performance predictor regardless of the occupation. The second approach, referred to as specific validity theory, assumes that job-unique weighting of different specific mental abilities (SMA) is a better predictor of job performance than GMA and occupational context cannot be ignored when job performance is predicted. The validity study of both GMA and SMA as predictors of job performance across different occupational groups (N = 4033, k = 15) was conducted. The results were analyzed by calculating observed validity coefficients and with the use of the incremental validity and the relative importance analysis. The results supports the specific validity theory – SMA proved to be a valid job performance predictor and occupational context moderated GMA validity.

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How Much Does Education Improve Intelligence? A Meta-Analysis

Psychological Science ◽

10.1177/0956797618774253 ◽

2018 ◽

Vol 29 (8) ◽

pp. 1358-1369 ◽

Cited By ~ 93

Author(s):

Stuart J. Ritchie ◽

Elliot M. Tucker-Drob

Keyword(s):

Cognitive Abilities ◽

Meta Analysis ◽

Effect Sizes ◽

Data Sets ◽

Policy Changes ◽

Compulsory Schooling ◽

Beneficial Effects ◽

Regression Discontinuity Designs ◽

Intelligence Test Scores ◽

Schooling Policy

Intelligence test scores and educational duration are positively correlated. This correlation could be interpreted in two ways: Students with greater propensity for intelligence go on to complete more education, or a longer education increases intelligence. We meta-analyzed three categories of quasiexperimental studies of educational effects on intelligence: those estimating education-intelligence associations after controlling for earlier intelligence, those using compulsory schooling policy changes as instrumental variables, and those using regression-discontinuity designs on school-entry age cutoffs. Across 142 effect sizes from 42 data sets involving over 600,000 participants, we found consistent evidence for beneficial effects of education on cognitive abilities of approximately 1 to 5 IQ points for an additional year of education. Moderator analyses indicated that the effects persisted across the life span and were present on all broad categories of cognitive ability studied. Education appears to be the most consistent, robust, and durable method yet to be identified for raising intelligence.

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The repeatability of cognitive performance: a meta-analysis

Philosophical Transactions of the Royal Society B Biological Sciences ◽

10.1098/rstb.2017.0281 ◽

2018 ◽

Vol 373 (1756) ◽

pp. 20170281 ◽

Cited By ~ 39

Author(s):

M. Cauchoix ◽

P. K. Y. Chow ◽

J. O. van Horik ◽

C. M. Atance ◽

E. J. Barbeau ◽

...

Keyword(s):

Individual Differences ◽

Cognitive Performance ◽

Cognitive Abilities ◽

Cognitive Task ◽

Meta Analysis ◽

Individual Performance ◽

Extrinsic Factors ◽

Widespread Occurrence ◽

Taxonomic Class ◽

Vast Literature

Behavioural and cognitive processes play important roles in mediating an individual's interactions with its environment. Yet, while there is a vast literature on repeatable individual differences in behaviour, relatively little is known about the repeatability of cognitive performance. To further our understanding of the evolution of cognition, we gathered 44 studies on individual performance of 25 species across six animal classes and used meta-analysis to assess whether cognitive performance is repeatable. We compared repeatability ( R ) in performance (1) on the same task presented at different times (temporal repeatability), and (2) on different tasks that measured the same putative cognitive ability (contextual repeatability). We also addressed whether R estimates were influenced by seven extrinsic factors (moderators): type of cognitive performance measurement, type of cognitive task, delay between tests, origin of the subjects, experimental context, taxonomic class and publication status. We found support for both temporal and contextual repeatability of cognitive performance, with mean R estimates ranging between 0.15 and 0.28. Repeatability estimates were mostly influenced by the type of cognitive performance measures and publication status. Our findings highlight the widespread occurrence of consistent inter-individual variation in cognition across a range of taxa which, like behaviour, may be associated with fitness outcomes. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

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Empathy and Theory of Mind in Alzheimer’s Disease: A Meta-analysis

Journal of the International Neuropsychological Society ◽

10.1017/s1355617720000478 ◽

2020 ◽

Vol 26 (10) ◽

pp. 963-977

Author(s):

Olivia P. Demichelis ◽

Sarah P. Coundouris ◽

Sarah A. Grainger ◽

Julie D. Henry

Keyword(s):

Alzheimer’S Disease ◽

Alzheimer's Disease ◽

Theory Of Mind ◽

Cognitive Processing ◽

Cognitive Abilities ◽

Social Cognitive ◽

Meta Analysis ◽

Cognitive Empathy ◽

Analytic Review ◽

Social Cognitive Processing

AbstractObjective:A large literature now shows that Alzheimer’s disease (AD) disrupts a number of social cognitive abilities, including social perceptual function and theory of mind (ToM). However, less well understood is how the specific subcomponents of ToM as well as both the broader and specific subcomponents of empathic processing are affected.Method:The current study provides the first meta-analytic review of AD that focuses on both empathy and ToM as broad constructs, as well as their overlapping (cognitive empathy and affective ToM) and distinct (affective empathy and cognitive ToM) subcomponents.Results:Aggregated across 31 studies, the results revealed that, relative to controls, AD is associated with large-sized deficits in both cognitive ToM (g = 1.09) and affective ToM/cognitive empathy (g = 0.76). However, no statistical differences were found between the AD participants and controls on affective empathic abilities (g = 0.36).Conclusions:These data point to a potentially important disconnect between core aspects of social cognitive processing in people with AD. The practical and theoretical implications of these findings are discussed.

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