The Nomological Net of Knowledge, Self-Reported Knowledge, and Overclaiming in Children

Research on self-reported knowledge and overclaiming in children is sparse. With the current study, we aim to close this gap by developing an overclaiming questionnaire measuring self-reported knowledge and overclaiming that is tailored to children. Moreover, we examine the nomological net of self-reported knowledge and overclaiming in childhood discussing three perspectives: Overclaiming as a) a result of deliberate self-enhancement tendencies, b) a proxy for declarative knowledge, and c) an indicator of creative engagement. We juxtaposed overclaiming, as indicated by claiming familiarity with non-existent terms, and self-reported knowledge with fluid and crystallized intelligence, creativity, and personality traits in a sample of 897 children attending third grade. The results of several latent variable analyses were similar to findings known from adult samples: We found no strong evidence for any of the competing perspectives on overclaiming. Just like in adults, individual differences in self-reported knowledge were strongly inflated by overclaiming, and only weakly related to declarative knowledge.

Testing Competing Claims About Overclaiming

Overclaiming has been described as people’s tendency to overestimate their cognitive abilities in general and their knowledge in particular. We discuss four different perspectives on the phenomenon of overclaiming that have been proposed in the research literature: Overclaiming as a result of a) self-enhancement tendencies, b) as a cognitive bias (e.g., hindsight bias, memory bias), c) as proxy for cognitive abilities, and d) as sign of creative engagement. Moreover, we discuss two different scoring methods for an OCQ (signal detection theory vs. familiarity ratings). To distinguish between the different viewpoints of what overclaiming is, we juxtaposed overclaiming, as indicated by claiming familiarity with non-existent terms, with fluid and crystallized intelligence, self-reported knowledge, creativity, faking ability, and personality. Overclaiming was measured with a newly comprised overclaiming questionnaire. Results of several latent variable analyses based upon a multivariate study with 298 participants were: First, overclaiming is neither predicted by honesty-humility nor faking ability and therefore reflects something different than mere self-enhancement tendencies. Second, overclaiming is not predicted by crystallized intelligence, but is highly predictive of self-reported knowledge and, thus, not suitable as an index or a proxy for cognitive abilities. Finally, overclaiming is neither related to divergent thinking and originality, and only moderately predicted by self-reported openness creativity from the HEXACO which means that overclaiming does not reflect creative ability. In sum, our results favor an interpretation of overclaiming as a phenomenon that requires more than self-enhancement motivation, in contrast to the claim that was initially proposed in the literature.

2. What happens to intelligence as we grow older?

The study of cognitive ageing is arguably one of the most lively, exciting, and important in the field of human intelligence, as the proportion of older people in the population grows larger and as people live longer. ‘What happens to intelligence as we grow older?’ considers Salthouse’s Virginia studies and the Scottish Mental Surveys of 1932 and 1947. People differ in how much their intelligence changes from youth to older age, but why does some people’s intelligence age better than others? Age wears away at some cognitive domains and leaves others largely intact. With ageing, an important distinction emerges between those stratum II abilities that are part of so-called ‘fluid’ and ‘crystallized’ intelligence.

The Cognitive Underpinnings of Multiply-Constrained Problem Solving

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

Four-Branch Model of Ability Emotional Intelligence With Fluid and Crystallized Intelligence: A Meta-Analysis of Relations

We meta-analytically investigated relations between the four-branch model of ability emotional intelligence (EI) with fluid (Gf) and crystallized intelligence (Gc; 352 effect sizes; ntotal = 15,333). We found that for each branch, the strength of relations with Gf and Gc were equivalent. Understanding emotions has the strongest relation with Gf/Gc combined (ρ = .43, k = 81, n = 11,524), relative to facilitating thought using emotion (ρ = .19, k = 51, n = 7,254), managing emotions (ρ = .20, k = 74, n = 11,359), and perceiving emotion (ρ = .20, k = 79, n = 9,636); for the latter, relations were also moderated by stimulus type. We conclude with implications and recommendations for the study of ability EI.

Individual differences in foreign language aptitude and its relation to fluid and crystallized intelligence

This article presents the empirical results of the study on the interaction between fluid and crystallized intelligence and individual differences in foreign language aptitude. The three-factor model of cognitive abilities was constructed and showed a suitable fit to empirical data. According to the model the latent factor of foreign language aptitude demonstrated strong positive correlations with the factors of both fluid and crystallized intelligence. Another important empirical result supports the existence of different patterns of relationships which disclose the variables under study as depending on the level of productivity in the language sphere. Namely, it was shown that on the high level of foreign language test performance there were no significant interactions between foreign language aptitude and different parameters of fluid and crystallized intelligence assessments. We discuss our findings in terms of contemporary approaches to understanding of differential impact of certain cognitive factors on foreign language aptitude