Relationship between Cattell’s 16PF and fluid and crystallized intelligence

The aim of the study was to explore the relationship between the five global factors and 16 dimensions of Cattell’s personality model and fluid and crystallized intelligence. A total of 105 third graders (45.7% males) of three high schools participated in the research. Fluid intelligence was measured by Raven’s Advanced Progressive Matrices and crystallized intelligence was measured by the Mill Hill Vocabulary Scale. Personality traits were measured by the Sixteen Personality Factor Questionnaire. Anxiety is correlated neither with fluid nor with crystallized intelligence. Extraversion and Self-Control are negatively correlated with fluid intelligence whereas Tough-Mindedness is positively correlated with it. Independence is positively correlated with crystallized intelligence and Tough-Mindedness is negatively correlated with it. Regression analysis reveals that all broad personality factors, except anxiety, are significant predictors of fluid intelligence. When combined together, these factors account for 25% of the variance of fluid intelligence scores. The regression model with crystallized intelligence as a criterion variable is not statistically significant. The study results are consistent with the Chamorro-Premuzic and Furnham’s (2005) two-level conceptual framework. Although using a different taxonomy of personality, the results are in accordance with the model’s presuppositions.     

Openness, fluid intelligence, and crystallized intelligence: Toward an integrative model

Many studies are concerned with the bivariate relationships between Openness, fluid intelligence (Gf), and crystallized intelligence (Gc). Results suggest an influence of Gf and Openness on Gc. However, the overlap between Gf and Openness is rarely controlled for. Moreover, interaction effects or longitudinal influences are also often neglected. The present two studies aimed to elucidate exactly these interactions and longitudinal influences. Besides a main effect of Gf on Gc, Study 1 (N = 180) revealed an interaction effect between Openness and Gf. Study 2 utilized longitudinal data (N = 172) and identified an effect of Openness on the development of Gf. Gf and Openness predicted Gc 6 years later. A model integrating the results and providing a theoretical framework and outlook is proposed.     

个体差异对工作记忆训练迁移效果的调节

本研究考察了流体智力基线水平对工作记忆训练迁移效果的影响。采用前后测设计,以视觉和听觉双任务n-back作为工作记忆训练任务,对训练组进行为期一个月的训练;积极对照组采用阅读任务进行训练。结果发现积极控制组的流体智力水平在基线与后测之间无显著变化;而训练组流体智力水平在后测时与基线相比有显著提高,且工作记忆训练提升量越大的个体其流体智力改善越大。说明认知训练有效迁移到了流体智力水平的改善上。我们还发现流体智力基线水平调节了工作记忆训练对流体智力水平的迁移,即工作记忆训练提升量越大,流体智力改善值越大,对于那些流体智力基线水平较高的人来说,工作记忆训练对流体智力改善的效果更大。流体智力基线水平、工作记忆训练提升量及两者的乘积共同影响了流体智力改善值。这一结果表明个体差异如流体智力基线水平可以调节工作记忆训练对流体智力水平的迁移。     

现代老年人智力的衰退与发展--关于卡特尔晶体智力-液体智力理论的质疑

在比较了传统的老年智力变化观和卡特尔的老年智力变化观后,本文依据现代神经生理研究新成果和智力实验新资料,对卡特尔的晶体智力—液体智力发展理论从四个方面提出质疑,对现代老年人智力的“衰退”与发展的辩证关系进行了解释,为开发现代老年人智力提供依据。     

Fluid insight moderates the relationship between psychoticism and crystallized intelligence

To elucidate potential relationships between personality and intelligence it is necessary to move beyond the ad hoc reporting of correlation coefficients and focus instead on testing deductions from well-established theories. To this end the present paper references Eysenck’s (1995) theoretical work linking the dimension of psychoticism to both psychosis and creative genius. Drawing on this theory it was argued that the relationship between psychoticism and crystallized ability will be conditional on the level of fluid intelligence. Participants (N = 100) completed the Eysenck Personality Questionnaire-Revised (EPQ-R) and the Kaufman Brief Intelligence Test (K-BIT). Moderated multiple regression revealed a significant interaction effect. Crystallized ability (K-BIT vocabulary) was negatively related to psychoticism at low levels of fluid ability (K-BIT matrices) and positively related to psychoticism at high levels of fluid ability. These findings highlight the potential importance of psychoticism within GfGc investment theory.     

Emotional intelligence levels and counselling skills of prospective psychological counsellors

This research aimed to determine the correlation between emotional intelligence (EI) and counselling skills of Turkish prospective psychological counsellors and to investigate differences in both EI and counselling skills in terms of sex, previous experience of group studies, and class levels. Within a correlational pattern, the sample of the study comprised a total of 349 prospective psychological counsellors; 266 females (76.2%) and 83 (23.8%) males. The data were collected via a Personal Information Form, Bar-On Emotional Quotient Inventory ? and Microcounseling Skill Discrimination Scale?. The results indicated a significant negative correlation between EI and emotional reflection and general counselling skills; no significant correlation between EI and content reflection.     

Personality,age, and fluid intelligence

A total of 383 participants (aged 19 to 66 years) completed the Raven's Progressive Matrices, the Myers‐Briggs Type Indicator (MBTI), the Fundamental Interpersonal Relations Orientation‐Behavior (FIRO‐B), and the California Psychological Inventory‐434 (CPI‐434). Results showed that IQ was positively correlated with perceiving (MBTI), control (FIRO‐B), intellectual efficiency (CPI‐434), achievement via independence (CPI‐434), and negatively correlated with sensing (MBTI), internality (CPI‐434) and norm‐favouring (CPI‐434), supporting the majority of the hypotheses. Participants' age was correlated with many measures, particularly intelligence and accounted for a third of the variance in IQ scores. Limitations are considered.     

The role of fluid and emotional intelligence in malingering

The purpose of the present study was to examine the role of fluid (gf), social (SI) and emotional intelligence (EI) in faking the Beck Depression Inventory (2nd ed., BDI‐II). Twenty‐two students and 26 non‐students completed Raven's Advanced Progressive Matrices (APM), a social insight test, the Schutte et al. self‐report EI scale, and the BDI‐II under honest and faking instructions. Results were consistent with a new model of successful faking, in which a participant's original response must be manipulated into a strategic response, which must match diagnostic criteria. As hypothesised, the BDI‐II could be faked, and gf was not related to faking ability. Counter to expectations, however, SI and EI were not related to faking ability. A second study explored why EI failed to facilitate faking. Forty‐nine students and 50 non‐students completed the EI measure, the Marlowe‐Crown Scale and the Levenson et al. Psychopathy Scale. As hypothesised, EI was negatively correlated with psychopathy, but EI showed no relationship with socially desirable responding. It was concluded that in the first experiment, high‐EI people did fake effectively, but high‐psychopathy people (who had low EI) were also faking effectively, resulting in a distribution that showed no advantage to high EI individuals.     

The influence of temporal resolution power and working memory capacity on psychometric intelligence

According to the temporal resolution power (TRP) hypothesis, higher TRP as reflected by better performance on psychophysical timing tasks accounts for faster speed of information processing and increased efficiency of information processing leading to better performance on tests of psychometric intelligence. An alternative explanation of individual differences in psychometric intelligence highlights individual differences in working memory (WM) capacity which has been found to be closely associated with psychometric intelligence. A latent variable approach was applied on the data of 200 participants ranging in age from 18 to 30 years and spanning a large range of levels of psychometric intelligence. Functional relationships were examined among TRP, WM capacity, as well as reasoning and speed of processing as two important aspects of psychometric intelligence. As predicted by the TRP hypothesis, the relation between TRP and psychometric intelligence was mediated by WM capacity supporting the view that higher TRP leads to better coordinated mental operations which, in turn, result in higher psychometric intelligence. The results are discussed against the background that WM capacity and psychometric reasoning are hardly dissociable from each other and that the specific factors limiting WM capacity and accounting for the mediation effect need to be identified in future research.     

Gray matter correlates of fluid,crystallized, and spatial intelligence: Testing the P-FIT model

The parieto-frontal integration theory (P-FIT) nominates several areas distributed throughout the brain as relevant for intelligence. This theory was derived from previously published studies using a variety of both imaging methods and tests of cognitive ability. Here we test this theory in a new sample of young healthy adults (N = 100) using a psychometric battery tapping fluid, crystallized, and spatial intelligence factors. High resolution structural MRI scans (3T) were obtained and analyzed with Voxel-based Morphometry (VBM). The main findings are consistent with the P-FIT, supporting the view that general intelligence (g) involves multiple cortical areas throughout the brain. Key regions include the dorsolateral prefrontal cortex, Broca's and Wernicke's areas, the somato-sensory association cortex, and the visual association cortex. Further, estimates of crystallized and spatial intelligence with g statistically removed, still share several brain areas with general intelligence, but also show some degree of uniqueness.     

人工智能的发展对儒家伦理所可能带来的影响

人工智能对于人类的影响难以预料。在目前阶段,人工智能的冲击主要在于技术层面,并将逐步扩大到社会组织和生产方式诸方面。在带有自主思考能力的情感智能人出现之后,可能会导致人的自我认知、社会结构和价值目标的进一步转变,这将比工业革命更为彻底地颠覆儒家伦理,因此,加强对儒家价值与人工智能的关系的分析,对于理解儒家的未来,对于人类应如何更好地利用技术都将有十分重大的意义。     

The effect of social skills training procedures on the acquisition of appropriate interpersonal skills for mentally retarded adults

A pretest/posttest control group design was utilized to examine the effect of social skills training on social interactions with peers, conversational interactions with a novel partner, and ratings of overall social functioning. The results failed to support the hypothesis that social skills training could increase the generalization of overall conversational responding of mentally retarded adults. The results showed that social skills training augmented with self-monitored videotape feedback could not optimize the effects of social skills training alone. The subjects did demonstrate acquisition of the targeted behaviors during training by meeting preestablished criteria for all of the training sessions. However, the subjects failed to generalize those behaviors across settings to in vivosocial situations.     

Social skills training: The moderating influence of culture in the treatment of Latinos with schizophrenia

Providing effective psychiatric rehabilitation to ethnic minority patients with serious persistent mental illness (SPMI) requires an understanding of the role of cultural values and ethnicity-relevant factors on the course and outcome of severe mental disorders. In this paper, the author identifies some of the cultural factors that are relevant for Latinos with SPMI, and describes how these factors were incorporated into existing rehabilitation modalities. The results of a pilot study designed to test the efficacy of culturally-modified social skills training are presented. The results suggest that the cultural modifications improved Latino patients' ability to learn the material and enhanced their use of these skills in their natural environments. Future research will be aimed at identifying and incorporating these salutary cultural forces into the rehabilitation process of the severely mentally ill.     

The effects of various rater training procedures on the perception of social skills and social anxiety

Procedures for the behavioral assessment of social skills typically rely on judges' perceptions of subjects' behavior in several simulated situations. This study examined two methodological variables which could influence the degree of situational specificity perceived by social skill judges. Forth-eight judges were presented videotapes of 15 actors who role played responses to eight simulated social situations. Half of the judges viewed the situations in a sequential fashion and the remaining half viewed the tapes grouped by situations. The second factor of this design included three different expectancy conditions included in an analogue training procedure. Differences in observed variability were examined for both social skill and social anxiety constructs. Order of stimulus presentation had no effect on variability. The expectancy manipulation significantly increased variability among social skill ratings but had no effect on reliability.This study was supported in part by the Veterans Administration.     

Influence of personal therapy on learning and development of psychotherapeutic skills

The aim of the present study was to investigate psychodynamic psychotherapists’ experience of the influence of personal therapy on professional growth during training with a focus on the acquisition of knowledge and the development of psychotherapeutic skills. Thematic analysis was conducted on interviews with former students (N=10) at two training institutes for psychoanalytic psychotherapy. The resulting theme “professional subjectivity” indicated that personal therapy was experienced as having a positive effect on learning and growth of professional skill by facilitating the development of a theory- and knowledge-based professional subjectivity, a personally founded, professional attitude. Important elements of this development are “shared experience,” “personal influence,” and “knowledge integration.” The emergence of professional subjectivity proved to be an important factor in terms of professional advancement for future psychotherapists. Finding and relating to their own subjectivity was crucial in the process of developing a personally founded, professional attitude in the clinical work.     

The influence of intentional and incidental learning on acquiring spatial knowledge during navigation

In order to study the influence of intentional and incidental learning conditions on route learning, young adults walked a route through a university building. Half of the participants focused their attention on the route (intentional learning condition), while the other half did not (incidental learning condition). Five tests of spatial knowledge were employed: a route-length-estimation, landmark recognition, landmark ordering, map-drawing and navigation task. The intentional group performed better than the incidental group on the map-drawing and navigation task. No difference between the intentional and incidental group was found on the landmark-recognition and landmark-ordering task. Moreover, the intentional group overestimated the walking distance, while the incidental group underestimated it. These results suggest that route knowledge (landmark recognition and landmark ordering) requires less effortful processing than survey knowledge (developing a map-like representation and actual navigation).     

The development of children’s early memory skills

A multitask battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months of age. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children’s Elicited Imitation task performance and whether the patterns of association varied across the different ages. Language ability emerged as a predictor of immediate Elicited Imitation performance by 24 months of age and predicted delayed performance at each age. In addition to the contributions of language, children’s abilities to search for and retrieve toys in the deliberate memory task were associated with their immediate Elicited Imitation performance at each age. In addition to language, working memory was positively associated with aspects of both immediate and delayed performance at all ages. The extent to which it was possible to replicate and extend previous cross-sectional work in this longitudinal study is discussed.     

The effect of schooling on the development of fluid and cristallized intelligence: A quasi-experimental study

The question, whether schooling exerts a substantial influence on the development of intelligence is an issue of ongoing discussion. In our study we (a) present a quasi-experimental design to separate schooling effects from effects of chronological age and (b) apply it to intelligence test data of (n = 578) 10-year-old children. The results show that there are considerable schooling effects on all tests, including the tests of fluid intelligence, and that schooling effects explain most all of the intellectual progress made during 1 year of life at that age, measured by the increase in the mean scores of the tests.     

Fluid and crystallized intelligence: effects of diffuse brain damage on the WAIS

In the 1940's two forms of intelligence, fluid and crystallized, were postulated. Active mental processing (WAIS performance subtests) were fluid while well learned abilities (WAIS verbal subtests) were crystallized. Brain damage was considered to affect fluid abilities more than crystallized. WAIS scores comparing normal and diffusely organically damaged subjects indicated that, as hypothesized, the verbal subtests were more affected than the performance subtests.