Spurious correlations in research on the effects of specific cognitive abilities

Studies on the effect of non-g ability residuals have often employed double adjustment for general cognitive ability (g), as they have calculated the ability residuals adjusting for g and then calculated the effect of the non-g residuals while adjusting for g. The present simulations demonstrate that the double adjustments may result in spurious negative associations between the non-g residual on one cognitive ability, e.g. verbal ability, and variables with a positive association with another ability, e.g. SAT math and math ability. In analyses of the 1997 National Longitudinal Survey of Youth (NLSY97), the negative associations between non-g residuals on verbal and math ability and aptitude test scores on the other ability vanished when not double adjusting for g. This indicates that the observed negative associations may be spurious and not due to differential investment of time and effort in one ability at the expense of the other ability, as suggested in the literature. Researchers of the effects of specific abilities are recommended to validate their findings and interpretations with analyses not double adjusting for g.

The Role of General and Specific Cognitive Abilities in Predicting Performance of Three Occupations: Evidence from Bifactor Models

Cognitive abilities are related to job performance. However, there is less agreement about the relative contribution of general versus specific cognitive abilities to job performance. Similarly, it is not clear how cognitive abilities operate in the context of complex occupations. This study assessed the role of cognitive abilities on the performance of three aviation-related jobs: flying, navigation, and air battle management (ABM). Correlated-factor and bifactor models were used to draw a conclusion about the predictive relations between cognitive abilities and job performance. Overall, the importance of particular cognitive abilities tends to vary across the three occupations, and each occupation has different sets of essential abilities. Importantly, the interplay of general versus specific abilities is different across occupations, and some specific abilities also show substantial predictive power.

The Factor Structure of Cognitive Abilities Related to (Ir)Rationality

General and specific cognitive abilities predict normatively (ir)rational thought. However, substantial overlap exists between individual measures of these cognitive abilities (i.e., numeracy, cognitive reflection, intelligence). The present research had two main aims: 1) to investigate the generalizability of the effects of Verbal CRT (a novel measure of cognitive reflection that is less confounded with numeracy and math attitudes than traditional CRT) outside US/UK samples, and 2) to test the factor structure of cognitive abilities. In Studies 1a and 1b, we adapted and tested the validity and psychometric properties of Polish versions of tasks and scales. Next, using a large and diverse sample of Polish adults, we tested five models of the factor structure of cognitive abilities (Study 2). The most parsimonious and best-fitted model contained three latent variables: Verbal CRT, Numeracy (composed of the items from the Berlin Numeracy Test, and classical – numerical – CRT), and Fluid intelligence. We argue that researchers investigating individual differences in rationality should focus on understanding mechanisms underlying specific – rationality-related – cognitive abilities.

Converging Evidence Supporting the Cognitive Link between Exercise and Esport Performance: A Dual Systematic Review

(1) Background: Research into action video games (AVG) has surged with the popularity of esports over the past three decades. Specifically, evidence is mounting regarding the importance of enhanced cognitive abilities for successful esports performance. However, due to the sedentary nature in which AVGs are played, concerns are growing with the increased engagement young adults have with AVGs. While evidence exists supporting the benefits of exercise for cognition generally in older adult, children and clinical populations, little to no work has synthesized the existing knowledge regarding the effect of exercise specifically on the cognitive abilities required for optimal esports performance in young adults. (2) Method: We conducted a dual-systematic review to identify the cognitive abilities integral to esports performance (Phase 1) and the efficacy of exercise to enhance said cognitive abilities (Phase 2). (3) Results: We demonstrate the importance of four specific cognitive abilities for AVG play (attention, task-switching, information processing, and memory abilities) and the effect that different types and durations of physical exercise has on each. (4) Conclusion: Together, these results highlight the role that exercise can have on not only combating the sedentary nature of gaming, but also its potential role in facilitating the cognitive aspects of gaming performance.

Temporal stability of lower order ability scores and intelligence profiles in high ability students

Individuals’ general intelligence is highly stable over time and strong empirical evidencesupports its validity for diagnostic purposes. Frequently, general intelligence is assessed as acomposite of different specific cognitive abilities (e.g., verbal, numerical, figural ability). Inprevious research, these specific abilities only showed marginal stabilities, challenging theirvalidity for diagnostic purposes. However, this research was conducted with samples ofpredominantly average or low ability individuals. According to Spearman’s law of diminishingreturns, high ability individuals show more pronounced differences between subtest scores orintelligence profiles than regular ability individuals. Therefore, we aimed to investigate thestabilities of specific abilities and intelligence profiles in high ability individuals. Using theBerlin structure-of-intelligence test (BIS-HB), we investigated the 6-month mean-level change,individual-level change, differential continuity, and ipsative continuity of specific abilities in asample of 114 students (28.9% female; age M = 14.11, SD = .84) attending special gifted classes.We found significant mean-level change for all specific abilities. Reliable individual-levelincreases in performance were observed for, on average, 17% of the participants on each specificability. Differential continuity of specific abilities ranged from .72 to .84. Intelligence profilesreplicated across test–retest occasions significantly above chance levels (Mdnκ = .28). The resultsrender more precisely the usefulness of interpreting intelligence profiles, which has previouslybeen called into question in general.