| 1. |
- Carlstedt, Berit, et al.
(author)
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Item sequencing effects on the measurement of fluid intelligence
- 2000
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In: Intelligence. - 0160-2896 .- 1873-7935. ; 28:2, s. 145-160
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Journal article (peer-reviewed)abstract
- Definitions of the concept of intelligence typically emphasize two aspects, the ability to solve complex problems (the complexity aspect) and the ability to acquire new knowledge (the learning aspect). Complexity has been the most emphasized aspect in the psychometric approach to research on intelligence. The study investigated whether a change of test item sequencing, intended to increase test complexity, would cause increased involvement of general intelligence (G). Three types of problem-solving items (Groups, Series, and Bongard) were administered in a sequence (the homogeneous treatment, n = 363). In the treatment intended to increase complexity, items of different types were presented by turns (the heterogeneous treatment, n = 1,778). Three reference tests measuring verbal, spatial, and reasoning ability were used in the analysis. Contrary to what was expected, the items presented homogeneously showed higher G loadings. The reason for this might be that in the reasoning tests used, processes of learning took place from one item to another, and that the high-G individuals could take better advantage of this opportunity in the homogeneous than in the heterogeneous treatment. The consequences of the results for testing in general and for computer adaptive testing in particular are discussed.
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| 2. |
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| 3. |
- Rigas, G, et al.
(author)
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Reliability and validity of performance measures in microworlds
- 2002
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In: Intelligence. - 0160-2896 .- 1873-7935. ; 30:5, s. 463-480
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Journal article (peer-reviewed)abstract
- Research with microworlds enable us to study complex mental processes in semantically rich but standardized environments, under more realistic conditions than ordinary tests do. Moreover, adapting the microworlds to the needs of mental testing may increase our ability to predict success in real life pursuits [Rigas, G., & Brehmer, B. (1999). Mental processes in intelligence tests and dynamic decision making tasks. In P. Juslin & H. Montgomery (Eds.), Judgement and decision making: Neo-Brunswikean and process-tracing approaches (pp. 45-65). Hillsdale, NJ: Lawrence Erlbaum Associates.]. Yet earlier studies have found no relations between intelligence test scores and microworld performance. The relationships between two real time dynamic decision making tasks (microworlds) and one intelligence test were investigated. The participants interacted with eight NEWFIRE scenarios, four COLDSTORE scenarios, and completed Raven's Advanced Progressive Matrices (APM). The composite scores of performance in the two microworlds were sufficiently reliable. APM was a predictor of success in these two microworlds. Statistically significant increases in R 2 were obtained. Methodological problems in research with microworlds are discussed and changes related to the adaptation of microworlds to the needs of mental testing are proposed.
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| 4. |
- Ang, SiewChing, et al.
(author)
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The Flynn Effect within subgroups in the US : Gender, race, income, education, and urbanization differences in the NLSY-Children data
- 2010
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In: Intelligence. - : Elsevier BV. - 0160-2896 .- 1873-7935. ; 38:4, s. 367-384
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Journal article (peer-reviewed)abstract
- Although the Flynn Effect has been studied widely across cultural, geographic, and intellectual domains, and many explanatory theories have been proposed, little past research attention has been paid to subgroup differences. Rodgers and Wanstrom (2007) identified an aggregate-level Flynn Effect (FE) at each age between 5 and 13 in the Children of the National Longitudinal Survey of Youth (NLSYC) PIAT-Math data. FE patterns were not obtained for Reading Recognition, Reading Comprehension, or Digit Span, consistent with past FE research suggesting a closer relationship to fluid intelligence measures of problem solving and analytic reasoning than to crystallized measures of verbal comprehension and memory. These prior findings suggest that the NLSYC data can be used as a natural laboratory to study more subtle FE patterns within various demographic subgroups. We test for subgroup Flynn Effect differences by gender, race/ethnicity, maternal education, household income, and urbanization. No subgroups differences emerged for three demographic categories. However, children with more educated (especially college educated) mothers and/or children born into higher income households had an accelerated Flynn Effect in their PIAT-M scores compared to cohort peers with lower educated mothers or lower income households. We interpret both the positive and the null findings in relation to previous theoretical explanations.
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| 5. |
- Barclay, Kieron, 1986-
(author)
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A within-family analysis of birth order and intelligence using population conscription data on Swedish men
- 2015
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In: Intelligence. - : Elsevier BV. - 0160-2896 .- 1873-7935. ; 49, s. 134-143
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Journal article (peer-reviewed)abstract
- This study examines the relationship between birth order and intelligence in Sweden. This research question has been of interest for decades, but only one study using a sibling comparison design has found that birth order has a negative effect on intelligence. The data used in this study is Swedish administrative register data, with data on cognitive ability drawn from the military conscription register for men born 1965 to 1977. Within-family comparison linear regression models are used to estimate the difference in cognitive ability by birth order amongst brothers. I find that there is a negative relationship between birth order and cognitive ability. This is consistent in sibling-group-size-specific analyses of sibling groups with two through to six children. Further analyses demonstrate that this negative relationship between birth order and intelligence is consistent in different socioeconomic status groups, and amongst individuals born in the 1960s and 1970s. Analyses of brothers in two-child sibling groups show that the relationship between birth order and intelligence varies by the birth interval. Second borns have a statistically significantly lower cognitive ability score if the birth interval is up to six years, but not if it is longer.
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| 6. |
- Barclay, Kieron, 1986-
(author)
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Birth Order and Educational Attainment : evidence from Fully Adopted Sibling Groups
- 2015
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In: Intelligence. - : Elsevier BV. - 0160-2896 .- 1873-7935. ; 48, s. 109-122
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Journal article (peer-reviewed)abstract
- This study uses data on fully adopted sibling groups to test whether the explanation for the consistently observed negative effects of birth order are physiological or social in origin. Swedish administrative register data is used to construct full sibling data for cohorts born 1960 to 1982. Using a within-family comparison approach, I compare adopted siblings of different adopted birth order to one another to see whether birth order amongst adopted children (N=6,968) is associated with educational attainment by age 30, and the likelihood of having entered tertiary education by age 30. These same within-family comparison analyses are also performed on siblings in fully biologically related sibling groups (N=1,588,401). I find that there is a negative relationship between adopted birth order and both educational attainment and the likelihood of entering tertiary education in fully adopted sibling sets. These findings strongly suggest that differences in educational attainment by birth order are driven by intrafamily social dynamics. I also conduct additional analyses in fully adopted sibling groups where age order and adoption order are reversed to test whether there is evidence for tutoring by siblings. These results do not indicate clear support for any tutoring effect.
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| 7. |
- Bergman, Lars R., et al.
(author)
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Career outcomes of adolescents with below average IQ : Who succeeds against the odds?
- 2015
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In: Intelligence. - : Elsevier BV. - 0160-2896 .- 1873-7935. ; 52, s. 9-17
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Journal article (peer-reviewed)abstract
- The educational and vocational careers of adolescents with below average IQ were studied in a sample of Swedish adolescents (N = 1326), born in 1955 and followed from early adolescence to midlife. Compared to those with average IQ, the level of education and occupational status achieved by those with below average IQ were, generally, considerably lower. This was the case, in particular, for female participants in the lowest IQ group. No significant relationships were found between parents' socioeconomic status and educational level, income, or occupational status in midlife for adolescents with low IQ (lowest 20%). When those with a successful educational or vocational career were compared to others on a number of competence factors, own educational aspirations stood out as the factor that differed most within each IQ group between those who succeeded and those who did not. The differences were largest for those of low IQ (effect sizes 0.4–1.6). These findings were consistent with results from multiple regression analyses, which, for instance, showed that, within the low IQ group and controlling for confounders, the only significant predictor of career outcomes was educational aspirations.
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| 8. |
- Brown, Gavin T. L., et al.
(author)
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Swedish student perceptions of achievement practices : the role of intelligence
- 2018
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In: Intelligence. - : Elsevier. - 0160-2896 .- 1873-7935. ; 69, s. 94-103
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Journal article (peer-reviewed)abstract
- The role of intelligence and motivational constructs in school achievement is well attested. Beliefs and attitudes about assessment (including classroom assessment, homework and tests) can be adaptive within a self-regulation of learning framework. However, the role of intelligence upon the student and parent coping with school assessment practices is less well known. This paper examines responses of Swedish Grade 6 (modal age 13) students (N = 4749) participating in the Education Through Follow-up (ETF) project to four cognitive tests and survey items concerning achievement demands. Their responses were integrated with parent perceptions of grading and school pressure. Robust factors for intelligence, student perceptions, and parental perceptions were found and introduced into a structural equation model with intelligence as the predictor. The well-fitting SEM model showed that intelligence had statistically significant predictions on all four student and three parent perceptions factors, of which two predicted student factors. However, only one prediction was substantive; intelligence on coping with school demands (beta = 0.48). Although not allowing for causal inference, the results support the claim that general cognitive abilities act as a predictor of self-regulating capability of coping with school demands.
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| 9. |
- Bussu, Giorgia, et al.
(author)
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The latent structure of emerging cognitive abilities : An infant twin study
- 2023
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In: Intelligence. - : Elsevier. - 0160-2896 .- 1873-7935. ; 99, s. 101771-101771
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Journal article (peer-reviewed)abstract
- It is well known that genetic factors account for up to 70% of variability in cognition from childhood to adulthood. However, less is known about the first year of life. This study investigated the etiological factors influencing individual variability in different domains of emerging cognitive and motor abilities in early infancy, and to what extent genetic and environmental influences are unique or shared across different domains. We compared multivariate twin models built on scores from the five scales of the Mullen Scales of Early Learning (MSEL) in a community sample of monozygotic and dizygotic twins at 5 months of age (n=567). The results indicated a hierarchical etiological structure whereby a general genetic latent factor accounted for 54% of variance underlying the different domains of emerging cognitive and motor abilities (A=0.54, confidence interval CI=[0; 0.82]). We also found additional genetic influences that were specific to early motor and language development. Unlike previous findings on older children, we did not find significant influences of shared environment on the shared factor (C=0, CI=[0, 0.57]), or any specific scale. Furthermore, influences of unique environment, which include measurement error, were moderate and statistically significant (E=0.46, CI=0.18; 0.81]). This study provides strong evidence for a unitary hierarchical structure across different domains of emerging cognition. Evidence that a single common etiological factor, which we term infant g, contributes to a range of different abilities supports the view that in young infants, intrinsic and general neurodevelopmental processes are key drivers of observable behavioural differences in specific domains.
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