The Negative Intelligence–Religiosity Relation: New and Confirming Evidence

2019 ◽  
Vol 46 (6) ◽  
pp. 856-868 ◽  
Author(s):  
Miron Zuckerman ◽  
Chen Li ◽  
Shengxin Lin ◽  
Judith A. Hall
Keyword(s):  
Cognitive Ability ◽  
Cognitive Style ◽  
Religious Beliefs ◽  
Meta Analysis ◽  
Theoretical Work ◽  
Data Set ◽  
Analytic Cognitive Style

Zuckerman et al. (2013) conducted a meta-analysis of 63 studies that showed a negative intelligence–religiosity relation (IRR). As more studies have become available and because some of Zuckerman et al.’s (2013) conclusions have been challenged, we conducted a new meta-analysis with an updated data set of 83 studies. Confirming previous conclusions, the new analysis showed that the correlation between intelligence and religious beliefs in college and noncollege samples ranged from −.20 to −.23. There was no support for mediation of the IRR by education but there was support for partial mediation by analytic cognitive style. Thus, one possible interpretation for the IRR is that intelligent people are more likely to use analytic style (i.e., approach problems more rationally). An alternative (and less interesting) reason for the mediation is that tests of both intelligence and analytic style assess cognitive ability. Additional empirical and theoretical work is needed to resolve this issue.

The Relations Between Parental Socioeconomic Status, Personality, and Life Outcomes

2017 ◽  
Vol 9 (3) ◽  
pp. 338-352 ◽  
Author(s):  
Mona Ayoub ◽  
Samuel D. Gosling ◽  
Jeff Potter ◽  
Michael Shanahan ◽  
Brent W. Roberts
Keyword(s):  
Socioeconomic Status ◽  
Personality Traits ◽  
Cognitive Ability ◽  
Meta Analysis ◽  
Openness To Experience ◽  
Life Outcomes ◽  
Data Set ◽  
Large N ◽  
Resource Substitution ◽  
Parental Socioeconomic Status

Studies have shown that cognitive ability is correlated with parental socioeconomic status (pSES). However, little is known about the correlation between personality and pSES. To better understand this relation, we conducted a meta-analysis of the correlations between pSES and personality traits and temperament dimensions. The correlations were generally very small with the exception of the correlation between pSES and openness to experience. Our results were replicated in a large ( N = 2,183,377) data set of self-reported personality scores collected online. Using this data set, we also examined the interaction between pSES and personality on attained education and socioeconomic status. We found evidence for the resource substitution hypothesis, which proposes that personality compensates for background disadvantage.

scholarly journals “You can’t bullshit a bullshitter” (or can you?): Bullshitting frequency predicts receptivity to various types of misleading information

2020 ◽  
Author(s):  
Shane Littrell ◽  
Jonathan Albert Fugelsang
Keyword(s):  
Individual Differences ◽  
Cognitive Ability ◽  
Cognitive Style ◽  
Thinking Style ◽  
Analytic Thinking ◽  
Misleading Information ◽  
Competing Hypotheses ◽  
Analytic Cognitive Style

Research into both receptivity to falling for bullshit and the propensity to produce it have recently emerged as active, independent areas of inquiry into the spread of misinformation. However, it remains unclear whether those who frequently produce bullshit are inoculated from its influence. For example, both bullshit receptivity and bullshitting frequency are negatively related to cognitive ability and aspects of analytic thinking style, suggesting that those who frequently engage in bullshitting may be more likely to fall for bullshit. However, separate research suggests that individuals who frequently engage in deception are better at detecting it, thus leading to the possibility that frequent bullshitters may be less likely to fall for bullshit. Here we present 3 studies (N = 826) attempting to distinguish between these competing hypotheses, finding that frequency of persuasive bullshitting positively predicts bullshit receptivity (sensitivity) and that this association is robust to individual differences in cognitive ability and analytic cognitive style.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

Analytic cognitive style in cluster headache

2011 ◽  
Vol 32 (5) ◽  
pp. 875-881 ◽  
Author(s):  
Marzia Buonfiglio ◽  
Francesco Di Sabato
Keyword(s):  
Cluster Headache ◽  
Cognitive Style ◽  
Analytic Cognitive Style

A meta-analysis of theory of mind and ‘mentalization’ in borderline personality disorder: a true neuro-social-cognitive or meta-social-cognitive impairment?

2021 ◽  
pp. 1-11
Author(s):  
Emre Bora
Keyword(s):  
Cognitive Impairment ◽  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Theory Of Mind ◽  
Cognitive Style ◽  
Social Cognitive ◽  
Meta Analysis ◽  
Borderline Personality ◽  
Healthy Controls ◽  
Meta Analyses

Abstract Background It is widely accepted that borderline personality disorder (BPD) is associated with significant impairments in mentalization and theory of mind (ToM) which are considered as closely related concepts by many authors particularly in psychoanalytical circles. However, for understanding interpersonal difficulties in personality disorders, it is important to distinguish neuro-social cognitive impairment from the abnormal meta-social-cognitive style of patients. Methods The current systematic review aimed to conduct separate meta-analyses of ‘mentalization’ [reflective functioning (RF] and different aspects of ToM in BPD. A literature search was conducted to locate relevant articles published between January 1990 to July 2021. Random-effect meta-analyses were conducted in 34 studies involving 1448 individuals with BPD and 2006 healthy controls. Results A very large impairment in RF was evident in BPD [d = 1.68, confidence interval (CI) = 1.17–2.19]. In contrast, ToM impairment was modest (d = 0.36, CI = 0.24–0.48). BPD patients underperformed healthy controls in ToM-reasoning (d = 0.44, CI = 0.32–0.56) but not ToM-decoding. Increased HyperToM (d = 0.60, CI = 0.41–0.79) and faux pas recognition (d = 0.62, CI = 0.35–0.90) errors in BPD compared to healthy controls were most robust ToM findings in this meta-analysis. Conclusions BPD is characterized by very severe deficits in RF and modest and selective abnormalities in ToM. Interpersonal problems and difficulties in processing social information in BPD can be best explained by patients' maldaptive meta-social cognitive style and top-down effects of these abnormalities rather than having a primary neuro-social cognitive deficit.

scholarly journals Corrigendum: The Effect of Analytic Cognitive Style on Credulity

2021 ◽  
Vol 12 ◽  
Author(s):  
Eva Ballová Mikušková ◽  
Vladimíra Čavojová
Keyword(s):  
Cognitive Style ◽  
Analytic Cognitive Style

scholarly journals Pleiotropic Meta-Analysis of Cognition, Education, and Schizophrenia Differentiates Roles of Early Neurodevelopmental and Adult Synaptic Pathways

2019 ◽  
Author(s):  
Max Lam ◽  
W. David Hill ◽  
Joey W. Trampush ◽  
Jin Yu ◽  
Emma Knowles ◽  
...  
Keyword(s):  
Educational Attainment ◽  
Cognitive Ability ◽  
Genetic Correlation ◽  
Allelic Variation ◽  
Meta Analysis ◽  
Genetic Correlations ◽  
Biological Mechanisms ◽  
Genetic Level ◽  
Higher Educational Attainment ◽  
Synaptic Pruning

AbstractLiability to schizophrenia is inversely correlated with general cognitive ability at both the phenotypic and genetic level. Paradoxically, a modest but consistent positive genetic correlation has been reported between schizophrenia and educational attainment, despite the strong positive genetic correlation between cognitive ability and educational attainment. Here we leverage published GWAS in cognitive ability, education, and schizophrenia to parse biological mechanisms underlying these results. Association analysis based on subsets (ASSET), a pleiotropic meta-analytic technique, allowed jointly associated loci to be identified and characterized. Specifically, we identified subsets of variants associated in the expected (“Concordant”) direction across all three phenotypes (i.e., greater risk for schizophrenia, lower cognitive ability, and lower educational attainment); these were contrasted with variants demonstrating the counterintuitive (“Discordant”) relationship between education and schizophrenia (i.e., greater risk for schizophrenia and higher educational attainment). ASSET analysis revealed 235 independent loci associated with cognitive ability, education and/or schizophrenia at p<5×10−8. Pleiotropic analysis successfully identified more than 100 loci that were not significant in the input GWASs, and many of these have been validated by larger, more recent single-phenotype GWAS. Leveraging the joint genetic correlations of cognitive ability, education, and schizophrenia, we were able to dissociate two distinct biological mechanisms: early neurodevelopmental pathways that characterize concordant allelic variation, and adulthood synaptic pruning pathways that were linked to the paradoxical positive genetic association between education and schizophrenia. Further, genetic correlation analyses revealed that these mechanisms contribute not only to the etiopathogenesis of schizophrenia, but also to the broader biological dimensions that are implicated in both general health outcomes and psychiatric illness.

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