INTELLECTUAL ABILITIES AND DEALING WITH UNEXPECTED CHANGES IN TASK REQUIREMENTS

AbstractMultiple studies on bilingualism and emotions have demonstrated that a native language carries greater emotional valence than the second language. This distinction appears to have consequences for other types of behavior, including lying. As bilingual lying has not been explored extensively, the current study investigated the psychophysiological differences between German (native language) and English (second language) in the lying process as well as in the perception of lies. The skin conductance responses of 26 bilinguals were measured during reading aloud true and false statements and listening to recorded correct and wrong assertions. The analysis revealed a lie effect, that is, statistically significant differences between valid and fictitious sentences. In addition, the values in German were higher compared to those in English, in accordance with the blunted emotional response account (Caldwell-Harris & Aycicegi-Dinn, 2009). Finally, the skin conductance responses were lower in the listening condition in comparison to the reading aloud. The results, however, are treated with caution given the fact that skin conductance monitoring does not allow assigning heightened reactivity of the skin to one exclusive cause. The responses may have been equally induced by the content of the statements, which prompted positive or negative associations in the participants’ minds or by the specific task requirements.

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Sociometric types, behavioral categories and intellectual abilities in adolescents

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe7020006 ◽

2017 ◽

Vol 7 (2) ◽

pp. 69-85

Author(s):

Cándido Inglés ◽

David Aparisi ◽

José García-Fernández ◽

Juan Luis Castejón ◽

María Martínez-Monteagudo

Keyword(s):

Predictor Variable ◽

Self Concept ◽

Intellectual Abilities ◽

Mental Abilities ◽

Intellectual Skills ◽

The Relationship

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and intellectual abilities in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. The students' sociometric nomination was performed by the Programa Socio and academic self-concept was measured by the Primary Mental Abilities Test (PMA; Thurstone, 1938; TEA, 1996). The hypotheses of the study suggest, firstly, that students positively nominated by their peers will present significantly higher scores on different scales of the PMA than students negatively nominated by their peers and, secondly, that intellectual skills will be a predictor variable statistically significant of sociometric types and behavioral categories. Results show that students nominated positively obtained significantly higher scores on the different intellectual abilities that nominees negatively. Intellectual abilities were a significant predictor of sociometric types because with increasing the score on the different intellectual abilities students were more likely to be nominated by their peers positively.

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Executive function-related functional connectomes predict intellectual abilities

Intelligence ◽

10.1016/j.intell.2021.101527 ◽

2021 ◽

Vol 85 ◽

pp. 101527

Author(s):

Li He ◽

Wei Liu ◽

Kaixiang Zhuang ◽

Jie Meng ◽

Jiang Qiu

Keyword(s):

Executive Function ◽

Intellectual Abilities

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When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors

Journal of Intelligence ◽

10.3390/jintelligence9010002 ◽

2021 ◽

Vol 9 (1) ◽

pp. 2

Author(s):

Paul J. Silvia ◽

Roger E. Beaty

Keyword(s):

Figurative Language ◽

Fluid Intelligence ◽

Complex Form ◽

Semantic Distance ◽

Openness To Experience ◽

Creative Thought ◽

Basic Task ◽

Task Requirements ◽

Dead Metaphor ◽

Metaphor Production

The present research examined the varieties of poor metaphors to gain insight into the cognitive processes involved in generating creative ones. Drawing upon data from two published studies as well as a new sample, adults’ open-ended responses to different metaphor prompts were categorized. Poor metaphors fell into two broad clusters. Non-metaphors—responses that failed to meet the basic task requirements—consisted of “adjective slips” (describing the topic adjectivally instead of figuratively), “wayward attributes” (attributing the wrong property to the topic), and “off-topic idioms” (describing the wrong topic). Bad metaphors—real metaphors that were unanimously judged as uncreative—consisted of “exemplary exemplars” (vehicles that lacked semantic distance and thus seemed trite) and “retrieved clichés” (pulling a dead metaphor from memory). Overall, people higher in fluid intelligence (Gf) were more likely to generate a real metaphor, and their metaphor was less likely to be a bad one. People higher in Openness to Experience, in contrast, were more likely to generate real metaphors but not more or less likely to generate bad ones. Scraping the bottom of the response barrel suggests that creative metaphor production is a particularly complex form of creative thought.

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