Improvement in working memory is not related to increased intelligence scores

The acknowledged high relationship between working memory and intelligence suggests common underlying cognitive mechanisms and, perhaps, shared biological substrates. If this is the case, improvement in working memory by repeated exposure to challenging span tasks might be reflected in increased intelligence scores. Here we report a study in which 288 university undergraduates completed the odd numbered items of four intelligence tests on time 1 and the even numbered items of the same tests one month later (time 2). In between, 173 participants completed three sessions, separated by exactly one week, comprising verbal, numerical, and spatial short-term memory (STM) and working memory (WMC) tasks imposing high processing demands (STM–WMC group). 115 participants also completed three sessions, separated by exactly one week, but comprising verbal, numerical, and spatial simple speed tasks (processing speed, PS, and attention, ATT) with very low processing demands (PS-ATT group). The main finding reveals increased scores from the pre-test to the post-test intelligence session (more than half a standard deviation on average). However, there was no differential improvement on intelligence between the STM-WMC and PS-ATT groups.     

Social dominance orientation and group context in implicit group prejudice

We tested the joint influence of individual difference and situational factors on implicit group prejudice. Participants in Experiments 1 and 2 were briefly shown in-group or out-group pronouns prior to evaluating good or bad trait adjectives. Under standard conditions (Experiment 1), there was no difference between participants with high and low social dominance orientation (SDO), but when the intergroup context was made more salient (Experiment 2), high-SDO participants alone showed implicit group prejudice. Implications for the malleability and consensuality of implicit prejudice are discussed.     

Fluid intelligence, working memory and executive functioning

The causes underlying the correlation between working memory and fluid intelligence remain unknown. There are some researchers who argue that the answer can be found on the presumed executive component of working memory. However, the available empirical evidence is far from conclusive. The present study tested a sample of 229 participants. Intelligence, working memory, and executive functioning were measured by one analytic reasoning test (TRASI), a dual task combining a primary task of deductive reasoning with a secondary task of counting, and the Tower of Hanoi task, respectively. All the 3 measures were computer administered. The results indicate that the shared variance between executive functioning and working memory do not account for the relationship between intelligence and working memory. Some theoretical implications are discussed.     

The Influence of Supervisor and Supervisee Matching, Role Conflict, and Supervisory Relationship on Supervisee Satisfaction

In this study we explore how the “match” between supervisor and supervisee on contextual variables affects both conflict and the working alliance, which affects supervisee satisfaction. Participants included 132 supervisees in academic programs nationwide. The extent of match between supervisor and supervisee characteristics was not found to impact conflict, the working alliance, or supervisees’ satisfaction with supervision. Working alliance was highly predictive of supervisee satisfaction. Despite the findings that match was not related to working alliance or satisfaction, we believe that supervisors should still have open discussions with supervisees about their similarities and differences.     

Will a Category Cue Affect You? Category Cues,Positive Stereotypes and Reviewer Recall for Applicants

Social Psychology of Education - Most empirical research on stereotypes and recall has examined how a single social category of a target can influence a perceiver's recall. Will subtle cues of...     

Using eye movement measures to investigate effects of age on memory for objects in a scene

We examined whether there were age-related differences in eye movements during intentional encoding of a photographed scene that might account for age-related differences in memory of objects in the scene. Younger and older adults exhibited similar scan path patterns, and visited each region of interest in the scene with similar frequency and duration. Despite the similarity in viewing, there were fundamental differences in the viewing-memory relationship. Although overall recognition was poorer in the older than younger adults, there was no age effect on recognition probability for objects visited only once. More importantly, re-visits to objects brought gain in recognition probability for the younger adults, but not for the older adults. These results suggest that the age-related differences in object recognition performance are in part due to inefficient integration of information from working memory to longer-term memory.     

Analyzing recognition performance with sparse data

Experiments in which recognition performance is measured sometimes involve only a small number of observations per subject, rendering d' analysis unreliable (Schooler & Shiffrin, 2005). Here, we introduce, in signal detection models, subject-specific random variables to account for heterogeneous hit and false alarm rates among individuals. Population d' effects for comparing groups are estimated, in this approach, by pooling information from a sample of subjects across experimental conditions. The method is validated by a simulation study and is illustrated with an analysis of the effect of neutral and emotional words on recognition performance, employing the emotional Stroop task (Lee & Shih, 2007).     

Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents

There are several candidate measures when asking which psychological construct significantly predicts academic performance. Hundreds of studies have addressed this issue by measuring intelligence, basic cognitive processes, or personality. However, the simultaneous consideration of a broad and varied array of measures is much less common. Here we consider several cognitive and personality measures concurrently to define latent factors representing six constructs of presumed interest: fluid intelligence, short-term memory, working memory, processing speed, controlled attention, and temperament difficulties. One hundred and thirty-five secondary school students were tested. Their academic performance was measured by average grades in the nine scholastic areas of their curriculum. The main finding shows that a latent factor defined by fluid intelligence and memory span along with a latent factor defined by impulsiveness, sensation seeking, and lack of fear account for an impressive figure of 60% of the variance in academic performance.