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J. Intell.
Volume 11
Issue 9
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J. Intell., Volume 11, Issue 9 (September 2023) – 16 articles

Cover Story (view full-size image): Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive–achievement relations across different general ability levels (Low, Average, and High). Multi-group path analysis and structural equation modeling were used to examine whether integrated models of cognitive–reading relations are differentiated by IQ levels in the Woodcock–Johnson III and Woodcock–Johnson IV standardization samples. Global and broad cognitive abilities were used as predictors of basic reading skills and reading comprehension for elementary and secondary school students. View this paper
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15 pages, 331 KiB  
Article
Social and Emotional Learning and Ninth-Grade Students’ Academic Achievement
by Jessica L. Atkins, Teresa Vega-Uriostegui, Daniel Norwood and Maria Adamuti-Trache
J. Intell. 2023, 11(9), 185; https://doi.org/10.3390/jintelligence11090185 - 19 Sep 2023
Viewed by 2664
Abstract
A central component of adolescents’ social and emotional learning (SEL) consists of their ability to foster positive relationship skills through connectedness with their school community. This study focuses on the assessment of student’s SEL competencies in relation to their socio-demographic characteristics, formal and [...] Read more.
A central component of adolescents’ social and emotional learning (SEL) consists of their ability to foster positive relationship skills through connectedness with their school community. This study focuses on the assessment of student’s SEL competencies in relation to their socio-demographic characteristics, formal and informal socialization behaviors, and academic outcomes in both public and private schools. The research is based on the secondary analysis of large-scale nationally representative data from the High School Longitudinal Study of 2009 (HSLS:2009) and focuses on ninth graders experiencing the transition to secondary education. Guided by both SEL and school climate frameworks, we identified survey items that describe students’ feelings of acceptance, pride, and support in their grade nine learning environment as indicators of perceptions of school climate and builders of SEL skills and used multivariate statistical analysis to examine how SEL skills and behavioral socialization affect school achievement. Study findings should inform school practitioners in developing academic and socio-cultural programs that incorporate SEL skills development. Full article
(This article belongs to the Special Issue Advances in Research on Social and Emotional Learning and Its Value in Supporting Academic and Workforce Outcomes)
20 pages, 459 KiB  
Article
Metacognitive Differences in Amnestic Mild Cognitive Impairment and Healthy Cognition: A Cross-Sectional Study Employing Online Measures
by Grigoria Bampa, Magdalini Tsolaki, Despina Moraitou, Panagiota Metallidou, Elvira Masoura, Maria Mintziviri, Konstantinos Paparis, Dorothea Tsourou, Georgia Papantoniou, Maria Sofologi, Vasileios Papaliagkas, Georgios Kougioumtzis and Efthymios Papatzikis
J. Intell. 2023, 11(9), 184; https://doi.org/10.3390/jintelligence11090184 - 19 Sep 2023
Cited by 1 | Viewed by 1403
Abstract
This study aimed to examine metacognitive abilities in individuals diagnosed with amnestic mild cognitive impairment (aMCI) by using online metacognitive measures during cognitive tasks. A total of 100 participants were enrolled, all aged 50 or older (mean age = 61.98; SD = 6.27), [...] Read more.
This study aimed to examine metacognitive abilities in individuals diagnosed with amnestic mild cognitive impairment (aMCI) by using online metacognitive measures during cognitive tasks. A total of 100 participants were enrolled, all aged 50 or older (mean age = 61.98; SD = 6.27), and with a minimum of six years of education (mean = 14.95; SD = 2.94). The sample included 50 individuals with aMCI (34 females) and 50 healthy controls (HC) (33 females). Both groups underwent metacognitive versions of memory tasks (Doors and People) and executive functions tasks (Wisconsin Card Sorting Test). Metacognition was assessed through confidence ratings given after each answer (referred to as metacognitive monitoring) and the accuracy of the participants’ decisions to include or exclude answers from their final scores (known as metacognitive control). The results showed that although individuals with aMCI were aware of their cognitive limitations—evidenced by their lower confidence ratings across all tasks—they still exhibited overconfidence relative to their actual performance. Moreover, they included a greater number of incorrect answers in their final scores compared to the healthy control group. These findings suggest that while individuals with aMCI retain some level of awareness, their self-evaluations appear to lack precision. This observation was consistent across both types of cognitive tasks. The results underscore the need for additional research to better understand metacognition in MCI as well as the interplay between metacognitive monitoring and control. Full article
18 pages, 1904 KiB  
Perspective
Cognitive Archeology and the Attentional System: An Evolutionary Mismatch for the Genus Homo
by Emiliano Bruner
J. Intell. 2023, 11(9), 183; https://doi.org/10.3390/jintelligence11090183 - 12 Sep 2023
Cited by 1 | Viewed by 2071
Abstract
Brain evolution is a key topic in evolutionary anthropology. Unfortunately, in this sense the fossil record can usually support limited anatomical and behavioral inferences. Nonetheless, information from fossil species is, in any case, particularly valuable, because it represents the only direct proof of [...] Read more.
Brain evolution is a key topic in evolutionary anthropology. Unfortunately, in this sense the fossil record can usually support limited anatomical and behavioral inferences. Nonetheless, information from fossil species is, in any case, particularly valuable, because it represents the only direct proof of cerebral and behavioral changes throughout the human phylogeny. Recently, archeology and psychology have been integrated in the field of cognitive archeology, which aims to interpret current cognitive models according to the evidence we have on extinct human species. In this article, such evidence is reviewed in order to consider whether and to what extent the archeological record can supply information regarding changes of the attentional system in different taxa of the human genus. In particular, behavioral correlates associated with the fronto-parietal system and working memory are employed to consider recent changes in our species, Homo sapiens, and a mismatch between attentional and visuospatial ability is hypothesized. These two functional systems support present-moment awareness and mind-wandering, respectively, and their evolutionary unbalance can explain a structural sensitivity to psychological distress in our species. Full article
(This article belongs to the Special Issue On the Origins and Development of Attention Networks)
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18 pages, 2454 KiB  
Article
Metacognitive Strategy Training Improves Decision-Making Abilities in Amnestic Mild Cognitive Impairment
by Foteini Aikaterini Pikouli, Despina Moraitou, Georgia Papantoniou, Maria Sofologi, Vasileios Papaliagkas, Georgios Kougioumtzis, Eleni Poptsi and Magdalini Tsolaki
J. Intell. 2023, 11(9), 182; https://doi.org/10.3390/jintelligence11090182 - 11 Sep 2023
Cited by 1 | Viewed by 1990
Abstract
Mild cognitive impairment (MCI) is associated with deficits in decision-making, which is of utmost importance for daily functioning. Despite evidence of declined decision-making abilities, research on decision-making interventions for MCI is scarce. As metacognition seems to play an important role in decision-making, the [...] Read more.
Mild cognitive impairment (MCI) is associated with deficits in decision-making, which is of utmost importance for daily functioning. Despite evidence of declined decision-making abilities, research on decision-making interventions for MCI is scarce. As metacognition seems to play an important role in decision-making, the present study’s aim was to examine whether a metacognitive strategy training can improve MCI patients’ decision-making abilities. Older adults—patients of a day care center, diagnosed with amnestic MCI (n = 55) were randomly allocated in two groups, which were matched in gender, age and educational level. Τhe experimental group (n = 27, 18 women, mean age = 70.63, mean years of education = 13.44) received the metacognitive strategy training in parallel with the cognitive and physical training programs of the day care center, and the active control group (n = 28, 21 women, mean age = 70.86, mean years of education = 13.71) received only the cognitive and physical training of the center. The metacognitive strategy training included three online meeting sessions that took place once per week. The basis of the intervention was using analytical thinking, by answering four metacognitive-strategic questions, to make decisions about everyday situations. To examine the efficacy of the training, the ability to make decisions about everyday decision-making situations and the ability to apply decision rules were measured. Both groups participated in a pre-test session and a post-test session, while the experimental group also participated in a follow-up session, one month after the post-test session. The results showed that the experimental group improved its ability to decide, based on analytical thinking, about economic and healthcare-related everyday decision-making situations after they received the metacognitive strategy training. This improvement was maintained one month later. However, the ability to apply decision rules, which requires high cognitive effort, did not improve. In conclusion, it is important that some aspects of the analytical decision-making ability of amnestic MCI patients were improved due to the present metacognitive intervention. Full article
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17 pages, 1500 KiB  
Article
The ANTI-Vea-UGR Platform: A Free Online Resource to Measure Attentional Networks (Alertness, Orienting, and Executive Control) Functioning and Executive/Arousal Vigilance
by Tao Coll-Martín, Rafael Román-Caballero, María del Rocío Martínez-Caballero, Paulina del Carmen Martín-Sánchez, Laura Trujillo, Luis Cásedas, M. Concepción Castellanos, Klara Hemmerich, Greta Manini, María Julieta Aguirre, Fabiano Botta, Andrea Marotta, Elisa Martín-Arévalo, Fernando G. Luna and Juan Lupiáñez
J. Intell. 2023, 11(9), 181; https://doi.org/10.3390/jintelligence11090181 - 08 Sep 2023
Cited by 2 | Viewed by 1126
Abstract
The Attentional Networks Test for Interactions and Vigilance—executive and arousal components (ANTI-Vea) is a computerized task of 32 min duration in the standard format. The task simultaneously assesses the main effects and interactions of the three attentional networks (i.e., phasic alertness, orienting, and [...] Read more.
The Attentional Networks Test for Interactions and Vigilance—executive and arousal components (ANTI-Vea) is a computerized task of 32 min duration in the standard format. The task simultaneously assesses the main effects and interactions of the three attentional networks (i.e., phasic alertness, orienting, and executive control) and two dissociated components of vigilance with reasonable reliability (executive and arousal vigilance). We present this free and publicly accessible resource (ANTI-Vea-UGR; https://anti-vea.ugr.es/) developed to easily run, collect, and analyze data with the ANTI-Vea (or its subtasks measuring some attentional and/or vigilance components embedded in the ANTI-Vea). Available in six different languages, the platform allows for the adaptation of stimulus timing and procedure to facilitate data collection from different populations (e.g., clinical patients, children). Collected data can be freely downloaded and easily analyzed with the provided scripts and tools, including a Shiny app. We discuss previous evidence supporting that attention and vigilance components can be assessed in typical lab conditions as well as online and outside the laboratory. We hope this tutorial will help researchers interested in measuring attention and vigilance with a tool useful to collect data from large sample sizes and easy to use in applied contexts. Full article
(This article belongs to the Special Issue On the Origins and Development of Attention Networks)
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23 pages, 1307 KiB  
Article
WISC-V Measurement Invariance According to Sex and Age: Advancing the Understanding of Intergroup Differences in Cognitive Performance
by Marcela Rodríguez-Cancino and Andrés Concha-Salgado
J. Intell. 2023, 11(9), 180; https://doi.org/10.3390/jintelligence11090180 - 06 Sep 2023
Cited by 1 | Viewed by 1401
Abstract
This study sought to verify whether the constructs measured on the WISC-V are equivalent according to sex and age group in Chilean students to substantiate intergroup comparisons. For this, the measurement invariance of two variants of the five-factor intelligence model was explored with [...] Read more.
This study sought to verify whether the constructs measured on the WISC-V are equivalent according to sex and age group in Chilean students to substantiate intergroup comparisons. For this, the measurement invariance of two variants of the five-factor intelligence model was explored with the ten primary subtests (hierarchical and oblique) using multigroup confirmatory factor analysis. Seven hundred and forty participants between 6 and 16 years of age from the Chilean standardization sample were assessed. The results show complete invariance according to sex, but incomplete according to the age group. The implications of these findings in both the professional area of psychology and future research are discussed. Full article
(This article belongs to the Special Issue Construct Validity of the WISC)
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17 pages, 794 KiB  
Article
The Effect of Secondary Education Teachers’ Metacognitive Knowledge and Professional Development on Their Tacit Knowledge Strategies
by Maria Sofologi, Evaggelia Foutsitzi, Aphrodite Papantoniou, Georgios Kougioumtzis, Harilaos Zaragas, Magdalini Tsolaki, Despina Moraitou and Georgia Papantoniou
J. Intell. 2023, 11(9), 179; https://doi.org/10.3390/jintelligence11090179 - 06 Sep 2023
Cited by 1 | Viewed by 1367
Abstract
The present study investigated the pattern of relations among the tacit knowledge of high school teachers, their professional development, and their metacognitive knowledge concerning their teaching practices. Two hundred and seventy-nine secondary school teachers of both sexes, between the ages of 30 and [...] Read more.
The present study investigated the pattern of relations among the tacit knowledge of high school teachers, their professional development, and their metacognitive knowledge concerning their teaching practices. Two hundred and seventy-nine secondary school teachers of both sexes, between the ages of 30 and 59 years, with teaching experience of between 1 and 19 years, participated in the study. Teachers’ tacit knowledge was evaluated through the hypothetical scenarios of the Tacit Knowledge Inventory for High School Teachers (TKI-HS), which has been developed for the estimation of teachers’ practical strategies. For the evaluation of teachers’ metacognitive knowledge and professional development, self-report questionnaires were administered to the participants. Path analysis indicated relationships between teachers’ metacognitive knowledge regarding difficulties in classroom management and in the use of modern methods and technologies on the one hand, and the use of certain tacit knowledge strategies on the other. In addition, teachers’ professional development, especially their ability to interact in socially heterogeneous groups, was also found to have an effect on their tacit knowledge strategies. Full article
(This article belongs to the Special Issue Assessment of Human Intelligence—State of the Art in the 2020s)
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11 pages, 1045 KiB  
Article
Gender Differences in the Wechsler Intelligence Scale for Children in a Large Group of Italian Children with Attention Deficit Hyperactivity Disorder
by David Giofrè, Enrico Toffalini, Lorenzo Esposito and Cesare Cornoldi
J. Intell. 2023, 11(9), 178; https://doi.org/10.3390/jintelligence11090178 - 05 Sep 2023
Viewed by 1677
Abstract
Despite being repeatedly investigated in children with typical development, research on gender differences in intellectual abilities in specific groups of children, including children with attention deficit hyperactivity disorder (ADHD), has been scarce. In this paper, we evaluated the performance of a large group [...] Read more.
Despite being repeatedly investigated in children with typical development, research on gender differences in intellectual abilities in specific groups of children, including children with attention deficit hyperactivity disorder (ADHD), has been scarce. In this paper, we evaluated the performance of a large group of Italian children with ADHD using the WISC-IV. We aimed at investigating the presence of gender differences using a multi-group confirmatory factor analysis approach. Results showed that the WISC is largely gender-invariant. However, some tasks present non-invariant patterns (block design and coding). Differences at the latent level also showed some differences (favoring boys) in the verbal comprehension index. Conversely, differences at the latent level were not found in the full-scale IQ or in the other main indices. These results have theoretical and practical implications. Full article
(This article belongs to the Special Issue Construct Validity of the WISC)
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24 pages, 1215 KiB  
Article
Do Cognitive–Achievement Relations Vary by General Ability Level?
by Daniel B. Hajovsky, Christopher R. Niileksela, Sunny C. Olsen and Morgan K. Sekula
J. Intell. 2023, 11(9), 177; https://doi.org/10.3390/jintelligence11090177 - 04 Sep 2023
Cited by 1 | Viewed by 1430
Abstract
Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive–achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these [...] Read more.
Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive–achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive–achievement relations across different general ability levels (Low, Average, and High) to fill this gap. Based on Spearman’s Law of Diminishing Returns, it would be expected that general intelligence would be a stronger predictor of academic skills at lower levels of IQ, and more specific abilities would be stronger predictors of academic skills at higher levels of IQ. To test this, multi-group path analysis and structural equation modeling were used to examine whether integrated models of cognitive–reading relations are differentiated by IQ levels in the Woodcock–Johnson III and Woodcock–Johnson IV standardization samples. Global and broad cognitive abilities were used as predictors of basic reading skills and reading comprehension for elementary and secondary school students. The magnitude of prediction differed across ability groups in some cases, but not all. Importantly, the variance explained in basic reading skills and reading comprehension tended to be larger for the Low group compared to the Average and High groups. When variance accounted for by general intelligence was removed from the broad abilities, the effects of the broad abilities were similar across ability groups, but the indirect effects of g were higher for the Low group. Additionally, g had stronger relative effects on reading in the Low group, and broad abilities had stronger relative effects on reading in the Average and High groups. The implications and limitations of this study are discussed. Full article
(This article belongs to the Special Issue Assessment of Human Intelligence—State of the Art in the 2020s)
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19 pages, 1556 KiB  
Article
Exploring the Relationship between Academic Challenge Stress and Self-Rated Creativity of Graduate Students: Mediating Effects and Heterogeneity Analysis of Academic Self-Efficacy and Resilience
by Hao Yao, Shuzhen Chen and Ang Liu
J. Intell. 2023, 11(9), 176; https://doi.org/10.3390/jintelligence11090176 - 04 Sep 2023
Viewed by 2196
Abstract
In the 21st century, creativity is a core competence and key thinking quality. Researchers and educators have been interested in exploring the effects of different stressors on individual creativity for decades. Using structural equation modeling and quantile regression, this study investigated the relationship [...] Read more.
In the 21st century, creativity is a core competence and key thinking quality. Researchers and educators have been interested in exploring the effects of different stressors on individual creativity for decades. Using structural equation modeling and quantile regression, this study investigated the relationship between academic challenge stress and self-rated creativity of graduate students among 1210 Chinese graduate students. The study separately tested the mediating effect of resilience, the mediating effect of academic self-efficacy, and the chained mediating effect of both. This study analyzed the heterogeneity of the effects of academic challenge stress, academic self-efficacy, and resilience on self-rated creativity of different students. The research results showed that academic challenge stress had a direct positive effect on graduate students’ self-rated creativity. The mediating effect of resilience and academic self-efficacy and the chain mediating effect were established. The quantile regression revealed a decreasing marginal benefit of academic challenge stress and resilience for self-rated creativity and an inverted U-shaped relationship between academic self-efficacy and self-rated creativity. Full article
(This article belongs to the Topic Understanding Scientific Creativity)
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34 pages, 864 KiB  
Article
Estimating Local Structural Equation Models
by Alexander Robitzsch
J. Intell. 2023, 11(9), 175; https://doi.org/10.3390/jintelligence11090175 - 01 Sep 2023
Cited by 5 | Viewed by 1844
Abstract
Local structural equation models (LSEM) are structural equation models that study model parameters as a function of a moderator. This article reviews and extends LSEM estimation methods and discusses the implementation in the R package sirt. In previous studies, LSEM was fitted as [...] Read more.
Local structural equation models (LSEM) are structural equation models that study model parameters as a function of a moderator. This article reviews and extends LSEM estimation methods and discusses the implementation in the R package sirt. In previous studies, LSEM was fitted as a sequence of models separately evaluated as each value of the moderator variables. In this article, a joint estimation approach is proposed that is a simultaneous estimation method across all moderator values and also allows some model parameters to be invariant with respect to the moderator. Moreover, sufficient details on the main estimation functions in the R package sirt are provided. The practical implementation of LSEM is demonstrated using illustrative datasets and an empirical example. Moreover, two simulation studies investigate the statistical properties of parameter estimation and significance testing in LSEM. Full article
(This article belongs to the Special Issue Psycho-Educational Assessments: Theory and Practice)
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13 pages, 315 KiB  
Essay
Almost Forgotten Research Contexts: William Stern’s Giftedness Research
by Rebecca Heinemann
J. Intell. 2023, 11(9), 174; https://doi.org/10.3390/jintelligence11090174 - 29 Aug 2023
Viewed by 1365
Abstract
This article examines the concept of intelligence and giftedness of the German psychologist and philosopher William Stern, the leading intelligence and giftedness researcher in Germany from the early 20th century to 1933. Stern developed a multifactorial giftedness model that integrated empirical and philosophical [...] Read more.
This article examines the concept of intelligence and giftedness of the German psychologist and philosopher William Stern, the leading intelligence and giftedness researcher in Germany from the early 20th century to 1933. Stern developed a multifactorial giftedness model that integrated empirical and philosophical perspectives and was thus far ahead of his time. This concept was not taken up for a long time—not least because of the break that the research on giftedness suffered in Germany in 1933—and has not yet been presented with the required complexity and interdisciplinarity. In the USA, Stern’s research has so far been reduced to the IQ formula he created. The author presents Stern’s concept of giftedness in the context of the particular scientific–historical and educational–political situation in Germany in the first third of the 20th century. The pedagogical conclusions that Stern associated with the research on giftedness, and which essentially referred to the requirement to support all gifted children, regardless of social class, are also illuminated. Full article
(This article belongs to the Special Issue A Century beyond Terman, 50 Years after Marland: Knowns and Unknowns about Cognitive Excellence)
12 pages, 1804 KiB  
Article
Cue Sources and Cue Utilization Patterns of Social Mentalizing during Two-Person Interactions
by Wenwu Dai, Zhaolan Li and Ning Jia
J. Intell. 2023, 11(9), 173; https://doi.org/10.3390/jintelligence11090173 - 28 Aug 2023
Viewed by 946
Abstract
Social mentalizing plays a crucial role in two-person interactions. Depending on the target of inference and the content being inferred, social mentalizing primarily exists in two forms: first-order mentalizing and second-order mentalizing. Our research aims to investigate the cue sources and cue utilization [...] Read more.
Social mentalizing plays a crucial role in two-person interactions. Depending on the target of inference and the content being inferred, social mentalizing primarily exists in two forms: first-order mentalizing and second-order mentalizing. Our research aims to investigate the cue sources and cue utilization patterns of social mentalizing during two-person interactions. Our study created an experimental situation of a two-person interaction and used the “Spot the difference” game to reveal our research question with multi-stage tasks. Our study was divided into two experiments, Experiment 1 and Experiment 2, which examined the cue sources and cue utilization patterns of first- and second-order mentalizing, respectively. The results of the experiments showed that (1) self-performance and other performance are significant cues utilized by individuals during social mentalizing. (2) Individuals employ discrepancies to modulate the relationship between self-performance and first-order mentalizing as well as to adjust the relationship between otherperformance and second-order mentalizing. The results of this study further complement the dual-processing model of mindreading and the anchoring and adjustment hypothesis during social inference. Full article
(This article belongs to the Special Issue Advances in Metacognition, Learning, and Reactivity)
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25 pages, 3566 KiB  
Article
The Perception of Similarity, Difference and Opposition
by Ivana Bianchi and Roberto Burro
J. Intell. 2023, 11(9), 172; https://doi.org/10.3390/jintelligence11090172 - 24 Aug 2023
Viewed by 1347
Abstract
After considering the pervasiveness of same/different relationships in Psychology and the experimental evidence of their perceptual foundation in Psychophysics and Infant and Comparative Psychology, this paper develops its main argument. Similarity and diversity do not complete the panorama since opposition constitutes a third [...] Read more.
After considering the pervasiveness of same/different relationships in Psychology and the experimental evidence of their perceptual foundation in Psychophysics and Infant and Comparative Psychology, this paper develops its main argument. Similarity and diversity do not complete the panorama since opposition constitutes a third relationship which is distinct from the other two. There is evidence of this in the previous literature investigating the perceptual basis of opposition and in the results of the two new studies presented in this paper. In these studies, the participants were asked to indicate to what extent pairs of simple bi-dimensional figures appeared to be similar, different or opposite to each other. A rating task was used in Study 1 and a pair comparison task was used in Study 2. Three main results consistently emerged: Firstly, opposition is distinct from similarity and difference which, conversely, are in a strictly inverse relationship. Secondly, opposition is specifically linked to something which points in an allocentrically opposite direction. Thirdly, alterations to the shape of an object are usually associated with the perception of diversity rather than opposition. The implications of a shift from a dyadic (same/different) to a triadic (similar/different/opposite) paradigm are discussed in the final section. Full article
(This article belongs to the Special Issue Grounding Cognition in Perceptual Experience)
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20 pages, 1320 KiB  
Article
Metacognitive Effort Regulation across Cultures
by Rakefet Ackerman, Avital Binah-Pollak and Tirza Lauterman
J. Intell. 2023, 11(9), 171; https://doi.org/10.3390/jintelligence11090171 - 23 Aug 2023
Cited by 1 | Viewed by 1656
Abstract
Success in cognitive tasks is associated with effort regulation and motivation. We employed the meta-reasoning approach to investigate metacognitive monitoring accuracy and effort regulation in problem solving across cultures. Adults from China, from Israel, and from Europe and North America (for simplicity: “Western [...] Read more.
Success in cognitive tasks is associated with effort regulation and motivation. We employed the meta-reasoning approach to investigate metacognitive monitoring accuracy and effort regulation in problem solving across cultures. Adults from China, from Israel, and from Europe and North America (for simplicity: “Western countries”) solved nonverbal problems and rated their confidence in their answers. The task involved identifying geometric shapes within silhouettes and, thus, required overcoming interference from holistic processing. The Western group displayed the worst monitoring accuracy, with both the highest overconfidence and poorest resolution (discrimination in confidence between the correct and wrong solutions). The Israeli group resembled the Western group in many respects but exhibited better monitoring accuracy. The Chinese group invested the most time and achieved the best success rates, demonstrating exceptional motivation and determination to succeed. However, their efficiency suffered as they correctly solved the fewest problems per minute of work. Effort regulation analysis based on the Diminishing Criterion Model revealed distinct patterns: the Western participants invested the least amount of time regardless of item difficulty and the Israelis invested more time only when addressing the hardest items. The Chinese group allocated more time throughout but particularly in moderate to difficult items, hinting at their strategic determination to overcome the challenge. Understanding cultural differences in metacognitive processes carries implications for theory (e.g., motivational factors) and practice (e.g., international teams, education). The present findings can serve as a foundation for future research in these and other domains. Full article
(This article belongs to the Special Issue The Intersection of Metacognition and Intelligence)
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28 pages, 3032 KiB  
Article
AI for Psychometrics: Validating Machine Learning Models in Measuring Emotional Intelligence with Eye-Tracking Techniques
by Wei Wang, Liat Kofler, Chapman Lindgren, Max Lobel, Amanda Murphy, Qiwen Tong and Kemar Pickering
J. Intell. 2023, 11(9), 170; https://doi.org/10.3390/jintelligence11090170 - 22 Aug 2023
Cited by 2 | Viewed by 3921
Abstract
AI, or artificial intelligence, is a technology of creating algorithms and computer systems that mimic human cognitive abilities to perform tasks. Many industries are undergoing revolutions due to the advances and applications of AI technology. The current study explored a burgeoning field—Psychometric AI, [...] Read more.
AI, or artificial intelligence, is a technology of creating algorithms and computer systems that mimic human cognitive abilities to perform tasks. Many industries are undergoing revolutions due to the advances and applications of AI technology. The current study explored a burgeoning field—Psychometric AI, which integrates AI methodologies and psychological measurement to not only improve measurement accuracy, efficiency, and effectiveness but also help reduce human bias and increase objectivity in measurement. Specifically, by leveraging unobtrusive eye-tracking sensing techniques and performing 1470 runs with seven different machine-learning classifiers, the current study systematically examined the efficacy of various (ML) models in measuring different facets and measures of the emotional intelligence (EI) construct. Our results revealed an average accuracy ranging from 50–90%, largely depending on the percentile to dichotomize the EI scores. More importantly, our study found that AI algorithms were powerful enough to achieve high accuracy with as little as 5 or 2 s of eye-tracking data. The research also explored the effects of EI facets/measures on ML measurement accuracy and identified many eye-tracking features most predictive of EI scores. Both theoretical and practical implications are discussed. Full article
(This article belongs to the Special Issue Cognitive Ability Testing in the Workplace: Modern Approaches and Methods)
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