scholarly journals How is Intelligence Test Performance Associated with Creative Achievement? A Meta-Analysis

2021 ◽  
Author(s):  
Maciej Karwowski ◽  
Marta Czerwonka ◽  
Ewa Wiśniewska ◽  
Boris Forthmann
Keyword(s):  
Test Performance ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Intelligence Test ◽  
Future Studies ◽  
Creative Achievement ◽  
The Arts ◽  
Everyday Creativity ◽  
Intelligence Test Scores ◽  
Intelligence Scores

This paper presents a meta-analysis of the links between intelligence test scores and creative achievement. A three-level meta-analysis of 117 correlation coefficients from 30 studies has found a correlation of r = .16 (95% CI: .12, .19), closely mirroring previous meta-analytic findings. The estimated effects were stronger for overall creative achievement and achievement in scientific domains than for correlations between intelligence scores and creative achievement in the arts and everyday creativity. No signs of publication bias were found. We discuss theoretical implications and provide recommendations for future studies.

scholarly journals How Is Intelligence Test Performance Associated with Creative Achievement? A Meta-Analysis

2021 ◽  
Vol 9 (2) ◽  
pp. 28
Author(s):  
Maciej Karwowski ◽  
Marta Czerwonka ◽  
Ewa Wiśniewska ◽  
Boris Forthmann
Keyword(s):  
Test Performance ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Intelligence Test ◽  
Future Studies ◽  
Creative Achievement ◽  
The Arts ◽  
Everyday Creativity ◽  
Intelligence Test Scores ◽  
Intelligence Scores

This paper presents a meta-analysis of the links between intelligence test scores and creative achievement. A three-level meta-analysis of 117 correlation coefficients from 30 studies found a correlation of r = .16 (95% CI: .12, .19), closely mirroring previous meta-analytic findings. The estimated effects were stronger for overall creative achievement and achievement in scientific domains than for correlations between intelligence scores and creative achievement in the arts and everyday creativity. No signs of publication bias were found. We discuss theoretical implications and provide recommendations for future studies.

IQ Variations across Time, Race, and Nationality: An Artifact of Differences in Literacy Skills

2010 ◽  
Vol 106 (3) ◽  
pp. 643-664 ◽  
Author(s):  
David F. Marks
Keyword(s):  
Racial Differences ◽  
Test Performance ◽  
Literacy Skills ◽  
Intelligence Test ◽  
Flynn Effect ◽  
Effective Implementation ◽  
Policies And Programs ◽  
High Level ◽  
Intelligence Test Scores ◽  
Literacy Scores

A body of data on IQ collected over 50 years has revealed that average population IQ varies across time, race, and nationality. An explanation for these differences may be that intelligence test performance requires literacy skills not present in all people to the same extent. In eight analyses, population mean full scale IQ and literacy scores yielded correlations ranging from .79 to .99. In cohort studies, significantly larger improvements in IQ occurred in the lower half of the IQ distribution, affecting the distribution variance and skewness in the predicted manner. In addition, three Verbal subscales on the WAIS show the largest Flynn effect sizes and all four Verbal subscales are among those showing the highest racial IQ differences. This pattern of findings supports the hypothesis that both secular and racial differences in intelligence test scores have an environmental explanation: secular and racial differences in IQ are an artifact of variation in literacy skills. These findings suggest that racial IQ distributions will converge if opportunities are equalized for different population groups to achieve the same high level of literacy skills. Social justice requires more effective implementation of policies and programs designed to eliminate inequities in IQ and literacy.

Standard of Practice and Flynn Effect Testimony in Death Penalty Cases

2011 ◽  
Vol 49 (3) ◽  
pp. 131-140 ◽  
Author(s):  
Frank M. Gresham ◽  
Daniel J. Reschly
Keyword(s):  
Death Penalty ◽  
Test Performance ◽  
Test Scores ◽  
Code Of Conduct ◽  
Intelligence Test ◽  
Review Of The Literature ◽  
Flynn Effect ◽  
Standard Of Practice ◽  
Intelligence Test Scores ◽  
Over Time

Abstract The Flynn Effect is a well-established psychometric fact documenting substantial increases in measured intelligence test performance over time. Flynn's (1984) review of the literature established that Americans gain approximately 0.3 points per year or 3 points per decade in measured intelligence. The accurate assessment and interpretation of intellectual functioning becomes critical in death penalty cases that seek to determine whether an individual meets the criteria for intellectual disability and thereby is ineligible for execution under Atkins v. Virginia (2002). We reviewed the literature on the Flynn Effect and demonstrated how failure to adjust intelligence test scores based on this phenomenon invalidates test scores and may be in violation of the Standards for Educational and Psychological Testing as well as the “Ethical Principles for Psychologists and Code of Conduct.” Application of the Flynn Effect and score adjustments for obsolete norms clearly is supported by science and should be implemented by practicing psychologists.

Intelligence test performance in obesity in relation to educational attainment and parental Social Class

1985 ◽  
Vol 17 (4) ◽  
pp. 379-387 ◽  
Author(s):  
T. I. A. Sørensen ◽  
S. Sonne-Holm
Keyword(s):  
Social Class ◽  
Educational Attainment ◽  
Test Performance ◽  
Educational Level ◽  
Test Score ◽  
Intelligence Test ◽  
Cognitive Deficiency ◽  
Lower Intelligence ◽  
Intelligence Test Scores ◽  
Lower Educational Attainment

SummaryIn the population of 242,633 draftees examined in the Copenhagen area for the period 1956–77, 1143 were extremely overweight. Compared to 2123 controls, selected at random from the remaining draftee population, the obese had a lower educational attainment, even at each level of intelligence test score. Conversely, at each educational level, the obese did not differ from the controls in intelligence test score. When taking into account, by regression analysis, both intelligence test score and parental social class, the chance for the obese of exceeding the educational level of minimum years of schooling followed by elementary trade training increased from 37% to only 52% of that for the controls. The results suggest that obesity, irrespective of social origin, is associated with poor educational attainment which may be responsible for the cognitive deficiency manifested in lower intelligence test scores.

Understanding Terminal Decline in Cognition and Risk of Death

2006 ◽  
Vol 11 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Patrick Rabbitt ◽  
Mary Lunn ◽  
Danny Wong
Keyword(s):  
Risk Factors ◽  
Longitudinal Study ◽  
Test Scores ◽  
Intelligence Test ◽  
Practice Effects ◽  
Risk Of Death ◽  
Risk Of Mortality ◽  
Impending Death ◽  
Intelligence Test Scores ◽  
Reduced Risk

There is new empirical evidence that the effects of impending death on cognition have been miscalculated because of neglect of the incidence of dropout and of practice gains during longitudinal studies. When these are taken into consideration, amounts and rates of cognitive declines preceding death and dropout are seen to be almost identical, and participants aged 49 to 93 years who neither dropout nor die show little or no decline during a 20-year longitudinal study. Practice effects are theoretically informative. Positive gains are greater for young and more intelligent participants and at all levels of intelligence and durations of practice; declines in scores of 10% or more between successive quadrennial test sessions are risk factors for mortality. Higher baseline intelligence test scores are also associated with reduced risk of mortality, even when demographics and socioeconomic advantage have been taken into consideration.

Third Party Observers and Neuropsychological Test Performance: A Meta-Analysis

2010 ◽  
Author(s):  
Angela D. Eastvold ◽  
Pamela M. Dean ◽  
Heather Belanger ◽  
Rodney D. Vanderploeg
Keyword(s):  
Test Performance ◽  
Meta Analysis ◽  
Neuropsychological Test ◽  
Third Party

A Meta Analytic Review of the Relationship between Emotional Intelligence and Leadership Effectiveness

2019 ◽  
Vol 118 (9) ◽  
pp. 118-126
Author(s):  
Augusty P. A ◽  
Jain Mathew
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Direct Relationship ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Review Of Literature ◽  
Analytic Review ◽  
The Relationship

The study evaluates the relationship between Emotional Intelligence and Leadership Effectiveness through a Systematic Review of Literature. The relationship has been evaluated in two steps. First, a Systematic review of literature was done to provide a theoretical framework to link the dimensions of Emotional Intelligence to the elements of effective leadership. Meta-analysis was then used to consolidate empirical evidence of the relationship. The studies for the meta-analysis were sourced from Pro Quest and EBSCO and the correlation coefficients of the studies were analysed. Only articles that presented the direct relationship between the variables were included in the study. The results of the analysis revealed a strong, statistically significant relationship between emotional intelligence and effective leadership. The findings of the study provide evidence for the proposition that Emotional Intelligence and Leadership Effectiveness are interrelated.

The Cagey C-test Construct: Some Evidence from a Meta-analysis of Correlation Coefficients

System ◽  
2021 ◽  
pp. 102526
Author(s):  
Todd H. McKay ◽  
Yasser Teimouri ◽  
Ayşenur Sağdiç ◽  
Bradford Salen ◽  
Derek Reagan ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Correlation Coefficients
Sign in / Sign up

Export Citation Format

Share Document