Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models

According to mental speed theory of intelligence, the speed of information processing constitutes an important basis for cognitive abilities. However, the question, how mental speed relates to real world criteria, like school, academic, or job performance, is still unanswered. The aim of the study is to test an indirect speed-factor model in comparison to rivaling models explaining the relationships between different mental abilities and performance. In this speed-factor model, basic cognitive processing is assumed to influence higher mental abilities (IQ and creativity). Intelligence and creativity themselves should be valid predictors of school performance. We computed bivariate correlations and structural equation models to test this hypothesis, using indicators of processing speed [Zahlen-Verbindungs-Test (ZVT) and Coding Test], psychometric intelligence [Kognitiver Fähigkeits-Test (KFT) and Raven's Advanced Progressive Matrices (APM)], creativity [Verbaler Kreativitäts-Test (VKT) and Verwendungs-Test (VWT)] and school performance (grades). In a sample of 271 students from German gymnasiums (Class Levels 9 to 11) the speed-factor model can reproduce at best the empirical relationships between processing speed, intelligence, creativity, and school performance: It assumes that processing speed influences higher mental abilities (intelligence and creativity), which, in the sequel, influence school performance. Therefore, processing speed seems to have no direct effect on school performance; the effect is indirect as it operates via mediation through higher cognitive abilities.     

Confirmation of correlation between brain nerve conduction velocity and intelligence level in normal adults

In 1992, Reed and Jensen [Intelligence 16 (1992) 259–272] reported a positive correlation (.26; p=.002; .37 after correcting for restricted intelligence range) between a brain nerve conduction velocity (NCV) and intelligence level in 147 normal male students. In the first follow-up of their study, we report on a study using similar NCV methodologies, but testing both male and female students and using more extensive measures of cognitive abilities. One-hundred eighty-six males and 201 females, aged 18–25 years, were tested in three different NCV conditions and with nine cognitive tests, including Raven Progressive Matrices as used by Reed and Jensen. None of the 27 independent correlations in either the males or in the females are significant at Bonferroni-corrected probability levels, but 25 of 27 correlations in males and 20 of 27 correlations in females have positive signs. The exact binomial probabilities for these results are 5.6×10⁻⁶ and .002, respectively. We discuss possible reasons for the differences between the results of Reed and Jensen and our results. We also find that males have four percent faster NCVs than females with each of the three test conditions, probably due to their faster increase of white matter in the brain during adolescence.     

关于孔子梦见周公的几个问题

孔子梦见周公确有其事。宋儒认为此梦的原因是孔子早年志在推行周公之道 ,但对此梦的发生机制不甚清楚。孔子仍然受到梦魂观念的影响 ,实际认为此梦意味着周公之灵对他特别青睐和有所启示 ,并在内心里把它作为天命在身的重要根据。孔子梦见周公的历史意义 ,主要在于中国文化的传承 ,并在后世演变成文化传承的一个精神符号。     

Promoting the spiritual development of sick children

This paper considers whether there are aspects of spiritual pedagogy specific to the education of children who are sick and asks how these concerns are to be addressed. The context of the enquiry is England and Wales where the promotion of the spiritual development of children is a legislative requirement. The focus of the study is on sick children whose treatment requires extended stay in hospital. Such children have hardly been noticed in the continuing debate about spiritual education. Our enquiry has involved analysing literature published in English in the UK and North America. We have supplemented this analysis with primary data from semi-structured interviews with three hospital schoolteachers, two hospital chaplains and the founder of a hospice for children and a ‘respice’ for young people. We argue that what emerges as important in the spiritual education of the sick child has significant implications for the spiritual education of all children.     

“儿童认知发展水平诊断工具”动态测验的初步编制与应用

本研究旨在将“儿童认知发展水平诊断工具” (Inventory of Piaget’s Developmental Task, IPDT)中的守恒与关系领域分测验改编成动态测验, 并应用于不同程度学业成绩儿童当中以探查其认知发展的潜在水平。在实验研究基础上结合以往动态测验的编制技术, 把动态施测过程分为“前测—干预—迁移—后测”4个阶段, 分别确定各阶段的测题并构建了6等级提示系统。在中等学业成绩儿童(n = 33)和低学业成绩儿童(n = 35)中的应用发现, 动态测验测得的能力获得变量对儿童的学业成绩具有重要的预测作用, 证实了所改编测验的有效性; 动态测验情境下中、低学业成绩儿童的潜在认知水平基本相同, 所改编的动态测验有助于发掘儿童的潜在认知发展水平。     

The effects of process and outcome accountability on judgment process and performance

This article challenges the view that it is always better to hold decision makers accountable for their decision process rather than their decision outcomes. In three multiple-cue judgment studies, the authors show that process accountability, relative to outcome accountability, consistently improves judgment quality in relatively simple elemental tasks. However, this performance advantage of process accountability does not generalize to more complex configural tasks. This is because process accountability improves an analytical process based on cue abstraction, while it does not change a holistic process based on exemplar memory. Cue abstraction is only effective in elemental tasks (in which outcomes are a linear additive combination of cues) but not in configural tasks (in which outcomes depend on interactions between the cues). In addition, Studies 2 and 3 show that the extent to which process and outcome accountability affect judgment quality depends on individual differences in analytical intelligence and rational thinking style.     

Psychometric properties of the mobility inventory for agoraphobia: convergent, discriminant, and criterion-related validity

Aims of this study were (a) to summarize the psychometric literature on the Mobility Inventory for Agoraphobia (MIA), (b) to examine the convergent and discriminant validity of the MIA's Avoidance Alone and Avoidance Accompanied rating scales relative to clinical severity ratings of anxiety disorders from the Anxiety Disorders Interview Schedule (ADIS), and (c) to establish a cutoff score indicative of interviewers’ diagnosis of agoraphobia for the Avoidance Alone scale. A meta-analytic synthesis of 10 published studies yielded positive evidence for internal consistency and convergent and discriminant validity of the scales. Participants in the present study were 129 people with a diagnosis of panic disorder. Internal consistency was excellent for this sample, α = .95 for AAC and .96 for AAL. When the MIA scales were correlated with interviewer ratings, evidence for convergent and discriminant validity for AAL was strong (convergent r with agoraphobia severity ratings = .63 vs. discriminant rs of .10–.29 for other anxiety disorders) and more modest but still positive for AAC (.54 vs. .01–.37). Receiver operating curve analysis indicated that the optimal operating point for AAL as an indicator of ADIS agoraphobia diagnosis was 1.61, which yielded sensitivity of .87 and specificity of .73.     

中国创伤后应激反应量表在大学生群体中的应用

采用以中国文化为背景编制的“中国自然灾难幸存者创伤后应激反应量表(CPI)”, 对芦山地震灾区某大学1057名学生进行测试, 考察CPI在地震后大学生人群的应用, 并探讨PTSD的影响因素。结果发现, 性别、主观害怕体验和D型人格等因素能够预测PTSD症状的发生。CPI在地震受灾的大学生群体中具有良好的信效度, 可用于PTSD症状严重程度的评估。     

How does the strength of the relationships between cognitive abilities evolve over the life span for low-IQ vs high-IQ adults?

The present study was designed to examine how the correlations between cognitive abilities evolve during adulthood. Data from 1104 participants on the French version of the Wechsler Adult Intelligence Scale-Third Edition were analyzed. The entire sample was divided into four age groups (16–24 years; 25–44 years; 45–69 years and 70–89 years), which were themselves split into two IQ-levels using the mean standard score on Vocabulary and Block Design. For every age group, the mean correlation between subtest scores of low-IQ participants was higher than that of high-IQ participants. There was also no interaction between age and IQ for the strength of subtest relationships. Indeed, the effect sizes of correlation differences between low- and high-IQ participants appeared to be relatively constant across age. A general developmental schema of how the strength of correlations between cognitive abilities of low- and high-IQ individuals evolves during the entire life span is sketched in the discussion.