A simple syllogism-solving test: Empirical findings and implications for g research |
| |
| Authors: | Chizuru Shikishima Shinji Yamagata Kai Hiraishi Yutaro Sugimoto Kou Murayama Juko Ando |
| |
| Affiliation: | 1. Keio Advanced Research Centers, Keio University, Tokyo, Japan;2. Kokoro Research Center, Kyoto University, Kyoto, Japan;3. Department of Psychology, University of Munich, Munich, Germany;4. Faculty of Letters, Keio University, Tokyo, Japan;1. ESADE Business School, Avenue Pedralbes 60-62, Barcelona 08034, Spain;2. Institute for Futures Studies, Box 591, SE-101 31 Stockholm, Sweden;1. Department of Sociology, University of Amsterdam, The Netherlands;2. Statistics Netherlands (CBS), The Hague, The Netherlands;3. Department of Human Geography, Planning and International Development, University of Amsterdam, The Netherlands;4. Netherlands Interdisciplinary Demographic Institute, The Hague, The Netherlands;5. Department of Epidemiology, University Medical Centre Groningen, University of Groningen, The Netherlands;6. Department of Sociology, Vrije Universiteit Amsterdam, The Netherlands |
| |
| Abstract: | It has been reported that the ability to solve syllogisms is highly g-loaded. In the present study, using a self-administered shortened version of a syllogism-solving test, the BAROCO Short, we examined whether robust findings generated by previous research regarding IQ scores were also applicable to BAROCO Short scores. Five syllogism-solving problems were included in a questionnaire as part of a postal survey conducted by the Keio Twin Research Center. Data were collected from 487 pairs of twins (1021 individuals) who were Japanese junior high or high school students (ages 13–18) and from 536 mothers and 431 fathers. Four findings related to IQ were replicated: 1) The mean level increased gradually during adolescence, stayed unchanged from the 30s to the early 50s, and subsequently declined after the late 50s. 2) The scores for both children and parents were predicted by the socioeconomic status of the family. 3) The genetic effect increased, although the shared environmental effect decreased during progression from adolescence to adulthood. 4) Children's scores were genetically correlated with school achievement. These findings further substantiate the close association between syllogistic reasoning ability and g. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
