Fighting and playfighting in captive adolescent chimpanzees

Most young non-human primates spend a great deal of time playing alone or with conspecifics. Despite numerous studies on social play, its adaptive functions remain unclear. A longitudinal study comparing social interactions preceding and following rank reversals among four captive adolescent chimpanzees (Pan troglodytes schweinfurtii) suggests that social play during their adolescent period functioned in establishing and maintaining the dominance rank within dyads, without interventions from allies. Interventions were less frequent in rough-and-tumble play than in real fighting. Within dyads of competing chimpanzees, rough play was more frequent than gentle play. Both types of play were correlated with reciprocal aggression between competitors, and most play bouts terminated in truly aggressive conflict. Dominant individuals seemed to be responsible for maintaining play activity, by responding playfully to threats and aggression of contestants. In addition, dominant individuals more often initiated play encounters with their subordinates when the dominance relationships were clear, but subordinate individuals also initiated play sequences when they challenged the dominant's rank. The adaptive value and mechanisms of rough-and-tumble play are discussed in the context of adolescence. © 1994 Wiley-Liss, Inc.     

智力水平与人格类型特征对高中生学业负担态度形成的影响

以829名高中生为对象,对“瑞文标准推理测验”、“加利福尼亚人格调查表”和“中学生学业负担态度量表”的测试数据进行聚类分析和F检验,探讨学生智力水平与人格类型特征对其学业负担态度形成的影响。结果显示,不同智力水平学生对待学业负担的态度无显著差异,但积极进取型学生与固执冲动型及消极退缩型学生间的差异显著。积极进取的人格类型特征有助于形成学生对待学业负担的积极态度,而消极人格类型特征导致学生对待学业负担更为消极的态度。     

智力理论的新进展及其教育涵义

当代智力研究取得了不少新的进展：从静态智力观走向动态智力观、从纯智力观走向文化智力观、从单维智力观走向整合的智力观。这些新进展给予教育新的启示：智力开发能成为教育的现实的目标;正确认识个别差异,实施多元评价;要在具体的情境中开发智力;将智力开发当作系统工程。     

儿童的检测时与智力

采用三种视觉检测时任务,考察了儿童的检测时的特点以及儿童的检测时与智力之间的关系。结果发现：随着年龄的增长,儿童的检测时有逐步减小的趋势;儿童的检测时依赖于加工任务的类型。儿童的检测时与智力测验分数之间具有中等程度的负相关,并且两者之间的相关程度受加工任务和年龄因素的影响;与检测时快的儿童组相比,检测时慢组的检测时能够更好预测其智力测验分数。     

Relationship Between Emotional Intelligence and Transformational Leadership Style: A Gender Comparison

This study examined the predictive relationship between emotional intelligence and transformational leadership style. The researchers also wanted to determine gender differences in the relationship between emotional intelligence and transformational leadership style, as well as the gender differences in the emotional intelligence scores and transformational leadership style of managers. A significant predictive relationship (p < .05) was found between transformational leadership style and emotional intelligence. No significant interaction (p < .05) was found between gender and emotional intelligence while predicting transformational leadership style. A significant difference (p < .05) was found in the emotional intelligence of scores of male and female managers. Lastly, no significant difference (p > .05) was found in the transformational leadership scores of male and female managers.     

A review of the worst performance rule: Evidence, theory, and alternative hypotheses

This paper reviews evidence, theory, and alternative hypotheses for the worst performance rule (WPR), which states that on multitrial cognitive tasks, worst performance trials predict general intelligence (g) better than best performance trials. A review of the relevant evidence indicates that the WPR has been found for a variety of participants, tasks, and measures. A review of relevant theories reveals that the WPR appears to be related to cognitive factors (e.g., lapses in working memory) as well as biological factors (e.g., individual differences in neural oscillations). A review of alternative hypotheses shows that the WPR cannot be attributed to statistical or data artifacts such as outliers, unreliable measurement, or variance compression. The preponderance of evidence supports the hypothesis that the WPR holds for cognitive tasks high in g saturation but not for cognitive tasks low in g saturation. The paper ends with a call for research on the causes of the WPR and for research on the correlates of best performance.     

Revisiting the predictive validity of emotional intelligence: self-report versus ability-based measures

In response to general press assertions that training emotionally intelligent children will lead to great rewards, this study examined the relationship between emotional intelligence (EI) and academic achievement in college students, using both self-report and ability-based measures of EI. Specifically, the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT, an ability-based measure) and the Bar-On Emotional Quotient Inventory (EQ-i, a self-report measure) were used to predict academic achievement. Achievement was operationalized as the respondents’ cumulative GPA. Results indicated that EI is not a strong predictor of academic achievement regardless of the type of instrument used to measure it. However, a construct validity examination revealed that the MSCEIT correlated highly with indices of cognitive ability but minimally with personality dimensions. In contrast, the EQ-i failed to correlate with indices of cognitive ability but correlated substantially with numerous personality dimensions.     

The concurrent validity and test–retest reliability of a visuospatial working memory task

To determine whether the visuospatial n-back working memory task is a reliable and valid measure of cognitive processes believed to underlie intelligence, this study compared the reaction times and accuracy of performance of 70 participants, with performance on the Multidimensional Aptitude Battery (MAB). Testing was conducted over two sessions separated by 1 week. Participants completed the MAB during the second test session. Moderate test–retest reliability for percentage accuracy scores was found across the four levels of the n-back task, whilst reaction times were highly reliable. Furthermore, participants' performance on the MAB was negatively correlated with accuracy of performance at the easier levels of the n-back task and positively correlated with accuracy of performance at the harder task levels. These findings confirm previous research examining the cognitive basis of intelligence, and suggest that intelligence is the product of faster speed of information processing, as well as superior working memory capacity.     

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。     

The plausibility of spiritual intelligence: spiritual experience,problem solving and neural sites

Australian teachers in Church related schools have begun to use the term ‘spiritual intelligence’ in their educational discourse. Is it accurate to describe spirituality as a form of intelligence? This paper explores whether the notion of spiritual intelligence is plausible. It addresses this firstly by discussing the notion of spiritual experience as a mechanism for problem solving—one of the central themes that underlies the concept of intelligence. Secondly, it examines some of the neural sites of the human brain that have been found to be active in those who apperceive spiritual experience. In light of this discussion, this paper argues that although some concerns prevail in considering spirituality as a form of intelligence, the concept of spiritual intelligence may nonetheless be rendered as plausible.