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Arslan D, Sak U. Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2023. [DOI: 10.1177/07342829231158834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2023]
Abstract
The purpose of this study was to examine the factorial invariance of the ASIS (Anadolu Sak Intelligence Scale) across gender. Raw scores from the ASIS standardization study ( N = 4641) were used in the analyses. Factorial invariance was analyzed by gender across three age groups: 4–7 ( N = 2528), 8–9 ( N = 848), and 10–12 ( N = 1265) using the Multisample Confirmatory Factor Analysis. Six models were developed from unconstrained to more constrained to test the factorial invariance. Each model tested one hypothesis. The findings showed that the second-order g model of the ASIS was invariant in all age groups. In addition, the first-order and second-order factor loadings and g variance were invariant across gender. A partial subtest intercept invariance was found for ages 4–7. Findings imply that ASIS factor scores mean the same latent variable for boys and girls in different age groups.
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Affiliation(s)
| | - Ugur Sak
- Anadolu University, Eskisehir, Turkiye
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2
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Giofrè D, Allen K, Toffalini E, Caviola S. The Impasse on Gender Differences in Intelligence: a Meta-Analysis on WISC Batteries. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09705-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractThis meta-analysis reviews 79 studies (N = 46,605) that examined the existence of gender difference on intelligence in school-aged children. To do so, we limited the literature search to works that assessed the construct of intelligence through the Wechsler Intelligence Scales for Children (WISC) batteries, evaluating eventual gender differences in indices and subtests. The theoretical framework we adopted is the cross-battery approach which locates cognitive abilities into different levels, also considering the possible mediating effect of the version of the WISC being used. As for broad abilities, a notable discrepancy emerged in favour of males for visual and crystallized intelligence, while female/male differences on fluid intelligence were negligible. Conversely, females’ performance on the processing speed factor was superior. Interesting results emerged at the subtest levels, albeit with less pronounced differences in performance. Results generally showed that older versions of WISC batteries displayed larger gender differences compared to the most recent ones.
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Kim K, Joo YY, Ahn G, Wang HH, Moon SY, Kim H, Ahn WY, Cha J. The sexual brain, genes, and cognition: A machine-predicted brain sex score explains individual differences in cognitive intelligence and genetic influence in young children. Hum Brain Mapp 2022; 43:3857-3872. [PMID: 35471639 PMCID: PMC9294341 DOI: 10.1002/hbm.25888] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 03/28/2022] [Accepted: 04/05/2022] [Indexed: 11/06/2022] Open
Abstract
Sex impacts the development of the brain and cognition differently across individuals. However, the literature on brain sex dimorphism in humans is mixed. We aim to investigate the biological underpinnings of the individual variability of sexual dimorphism in the brain and its impact on cognitive performance. To this end, we tested whether the individual difference in brain sex would be linked to that in cognitive performance that is influenced by genetic factors in prepubertal children (N = 9,658, ages 9-10 years old; the Adolescent Brain Cognitive Development study). To capture the interindividual variability of the brain, we estimated the probability of being male or female based on the brain morphometry and connectivity features using machine learning (herein called a brain sex score). The models accurately classified the biological sex with a test ROC-AUC of 93.32%. As a result, a greater brain sex score correlated significantly with greater intelligence (pfdr < .001, η p 2 $$ {\eta}_p^2 $$ = .011-.034; adjusted for covariates) and higher cognitive genome-wide polygenic scores (GPSs) (pfdr < .001, η p 2 $$ {\eta}_p^2 $$ < .005). Structural equation models revealed that the GPS-intelligence association was significantly modulated by the brain sex score, such that a brain with a higher maleness score (or a lower femaleness score) mediated a positive GPS effect on intelligence (indirect effects = .006-.009; p = .002-.022; sex-stratified analysis). The finding of the sex modulatory effect on the gene-brain-cognition relationship presents a likely biological pathway to the individual and sex differences in the brain and cognitive performance in preadolescence.
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Affiliation(s)
- Kakyeong Kim
- Department of Brain and Cognitive Sciences, College of Natural Sciences, Seoul National University, Seoul, South Korea
| | | | - Gun Ahn
- Interdisciplinary Program of Bioengineering, College of Engineering, Seoul National University, Seoul, South Korea
| | - Hee-Hwan Wang
- Department of Brain and Cognitive Sciences, College of Natural Sciences, Seoul National University, Seoul, South Korea
| | - Seo-Yoon Moon
- College of Liberal Studies, Seoul National University, Seoul, South Korea
| | - Hyeonjin Kim
- Department of Psychology, College of Social Sciences, Seoul National University, Seoul, South Korea
| | - Woo-Young Ahn
- Department of Brain and Cognitive Sciences, College of Natural Sciences, Seoul National University, Seoul, South Korea.,Department of Psychology, College of Social Sciences, Seoul National University, Seoul, South Korea.,AI Institute, Seoul National University, Seoul, South Korea
| | - Jiook Cha
- Department of Brain and Cognitive Sciences, College of Natural Sciences, Seoul National University, Seoul, South Korea.,Department of Psychology, College of Social Sciences, Seoul National University, Seoul, South Korea.,AI Institute, Seoul National University, Seoul, South Korea
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Bulut O, Cormier DC, Aquilina AM, Bulut HC. Age and Sex Invariance of the Woodcock-Johnson IV Tests of Cognitive Abilities: Evidence from Psychometric Network Modeling. J Intell 2021; 9:35. [PMID: 34287315 PMCID: PMC8293399 DOI: 10.3390/jintelligence9030035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 05/26/2021] [Accepted: 07/02/2021] [Indexed: 11/23/2022] Open
Abstract
The Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) is a comprehensive assessment battery designed to assess broad and narrow cognitive abilities, as defined by the Cattell-Horn-Carroll (CHC) theory of intelligence. Previous studies examined the invariance of the WJ assessments across sex and age groups using factor analytic methods. Psychometric network modeling is an alternative methodology that can address both direct and indirect relationships among the observed variables. In this study, we employed psychometric network modeling to examine the invariance of the WJ IV COG across sex and age groups. Using a normative sample (n = 4212 participants) representative of the United States population, we tested the extent to which the factorial structure of the WJ IV COG aligned with CHC theory for the school-aged sample. Next, we used psychometric network modeling as a data-driven method to investigate whether the network structure of the WJ IV COG remains similar across different sex and age (age 6 to 19, inclusively) groups. Our results showed that the WJ IV COG maintained the same network structure across all age and sex groups, although the network structure at younger ages indicated weaker relationships among some subtests. Overall, the results provide construct validity evidence for the WJ IV COG, based on both theoretical and data-driven methods.
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Affiliation(s)
- Okan Bulut
- Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB T6G 2G5, Canada;
| | - Damien C. Cormier
- Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB T6G 2G5, Canada;
| | - Alexandra M. Aquilina
- Department of Educational Psychology, University of Alberta, Edmonton, AB T6G 2G5, Canada;
| | - Hatice C. Bulut
- Department of Educational Sciences, Cukurova University, Adana 01250, Turkey;
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De Fruyt F, Van Leeuwen K, De Bolle M, De Clercq B. Sex differences in school performance as a function of conscientiousness, imagination and the mediating role of problem behaviour. EUROPEAN JOURNAL OF PERSONALITY 2020. [DOI: 10.1002/per.675] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The roles of Conscientiousness and Imagination in explaining sex differences in school performance were examined in two Flemish samples of school children using parental and teacher ratings of school performance (N = 599) and school grades (N = 448). Both personality domains predicted parental ratings of school performance and grades. In one sample, girls received slightly higher parental ratings of language achievement and overall performance ratings by teachers. However, controlling for Conscientiousness and Imagination facets, boys scored slightly higher for math and history. In this sample, lower externalising behaviour partially mediated the relation between Conscientiousness facets and school performance in girls but not in boys, but this pattern was not replicated in the second sample. We concluded that sex differences in school performance were small and many could be accounted for by personality traits. In some cases, however, personality traits acted to amplify sex differences in school performance. Copyright © 2008 John Wiley & Sons, Ltd.
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Affiliation(s)
- Filip De Fruyt
- Department of Developmental, Personality and Social Psychology, Ghent University, Belgium
| | - Karla Van Leeuwen
- Centrum voor Gezins‐en Orthopedagogiek, Katholieke Universiteit Leuven, Belgium
| | - Marleen De Bolle
- Department of Developmental, Personality and Social Psychology, Ghent University, Belgium
| | - Barbara De Clercq
- Department of Developmental, Personality and Social Psychology, Ghent University, Belgium
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Schilling M, Becker N, Grabenhorst MM, König CJ. The relationship between cognitive ability and personality scores in selection situations: A meta‐analysis. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2020. [DOI: 10.1111/ijsa.12314] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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Byrnes JP. The potential utility of an opportunity-propensity framework for understanding individual and group differences in developmental outcomes: A retrospective progress report. DEVELOPMENTAL REVIEW 2020. [DOI: 10.1016/j.dr.2020.100911] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Pezzuti L, Tommasi M, Saggino A, Dawe J, Lauriola M. Gender differences and measurement bias in the assessment of adult intelligence: Evidence from the Italian WAIS-IV and WAIS-R standardizations. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101436] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Wages, mental abilities and assessments in large scale international surveys: Still not much more than g. INTELLIGENCE 2018. [DOI: 10.1016/j.intell.2018.03.014] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Schult J, Sparfeldt JR. Do non- g factors of cognitive ability tests align with specific academic achievements? A combined bifactor modeling approach. INTELLIGENCE 2016. [DOI: 10.1016/j.intell.2016.08.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Storek J, Furnham A. The role of gender, task success probability estimation and scores as predictors of the domain-masculine intelligence type (DMIQ). LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.06.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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13
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Schult J, Fischer FT, Hell B. Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2016. [DOI: 10.1027/1015-5759/a000247] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests’ predictive power. Verbal reasoning explains a significant amount of aptitude test score variance in science but not in economics. The mediation analysis suggests that verbal, numeric, and figural reasoning are covered sufficiently by the aptitude tests.
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Coyle TR. Ability tilt for whites and blacks: Support for differentiation and investment theories. INTELLIGENCE 2016. [DOI: 10.1016/j.intell.2016.02.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Li C, Zhu N, Zeng L, Dang S, Zhou J, Kang Y, Yang Y, Yan H. Sex differences in the intellectual functioning of early school-aged children in rural China. BMC Public Health 2016; 16:288. [PMID: 27026407 PMCID: PMC4812622 DOI: 10.1186/s12889-016-2956-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2015] [Accepted: 03/14/2016] [Indexed: 11/10/2022] Open
Abstract
Background Gender disparities in China are concentrated in poor rural areas and among poor households. The difference in intelligence between boys and girls is less clear in rural China. The purpose of this paper was to assess sex differences in the intellectual function of early school-aged children in rural China. Methods One thousand seven hundred forty four early school-aged offspring of women who had participated in a prenatal supplementation trial with different combinations of micronutrients and continued to reside in two rural counties in China were followed. We measured their Full-Scale IQ (FSIQ), Verbal Comprehension Index (VCI), Working Memory Index (WMI), Perceptual Reasoning Index (PRI) and Processing Speed Index (PSI) using the Wechsler Intelligence Scale for Children (WISC-IV). Multilevel analyses were used to assess sex differences in intellectual functioning in 7-10-year-old children in rural China. Results Boys’ adjusted mean FSIQ score was 0.97 points higher (95 % CI: -2.22 − 0.28) than that of girls. Girls obtained higher mean WMI and PSI scores, with 1.32 points (95 % CI: 0.14 − 2.51) and 3.10 points (95 % CI: 1.82–4.38) higher adjusted means, respectively. Boys’ adjusted mean VCI and PRI scores were significantly higher than those of girls, and the mean differences were 2.44 points (95 % CI: 0.95 − 3.94) and 3.68 points (95 % CI: 2.36 − 5.01), respectively. Conclusions There is no evidence to suggest sex differences in the general intelligence of early school-aged children in rural China. However, a difference in general intelligence between 10-year-old boys and girls was evident. Girls and boys in rural China tended to show different specific cognitive abilities.
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Affiliation(s)
- Chao Li
- School of Public Health, Xi'an Jiaotong University Health Science Center, No.76 West Yanta Road, Xi'an, Shaanxi, 710061, PR China
| | - Ni Zhu
- Department of Health Information, Shaanxi Provincial Centre for Disease Control and Prevention, Xi'an, PR China
| | - Lingxia Zeng
- School of Public Health, Xi'an Jiaotong University Health Science Center, No.76 West Yanta Road, Xi'an, Shaanxi, 710061, PR China
| | - Shaonong Dang
- School of Public Health, Xi'an Jiaotong University Health Science Center, No.76 West Yanta Road, Xi'an, Shaanxi, 710061, PR China
| | - Jing Zhou
- School of Public Health, Xi'an Jiaotong University Health Science Center, No.76 West Yanta Road, Xi'an, Shaanxi, 710061, PR China
| | - Yijun Kang
- School of Public Health, Xi'an Jiaotong University Health Science Center, No.76 West Yanta Road, Xi'an, Shaanxi, 710061, PR China
| | - Yang Yang
- School of Public Health, Xi'an Jiaotong University Health Science Center, No.76 West Yanta Road, Xi'an, Shaanxi, 710061, PR China.,Department of Planned Immunization, Xi'an Center for Disease Control and Prevention, Xi'an, PR China
| | - Hong Yan
- School of Public Health, Xi'an Jiaotong University Health Science Center, No.76 West Yanta Road, Xi'an, Shaanxi, 710061, PR China. .,Nutrition and Food Safety Engineering Research Center of Shaanxi Province, Xi'an, PR China.
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Pietschnig J, Penke L, Wicherts JM, Zeiler M, Voracek M. Meta-analysis of associations between human brain volume and intelligence differences: How strong are they and what do they mean? Neurosci Biobehav Rev 2015; 57:411-32. [PMID: 26449760 DOI: 10.1016/j.neubiorev.2015.09.017] [Citation(s) in RCA: 153] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2015] [Revised: 09/07/2015] [Accepted: 09/30/2015] [Indexed: 11/16/2022]
Abstract
Positive associations between human intelligence and brain size have been suspected for more than 150 years. Nowadays, modern non-invasive measures of in vivo brain volume (Magnetic Resonance Imaging) make it possible to reliably assess associations with IQ. By means of a systematic review of published studies and unpublished results obtained by personal communications with researchers, we identified 88 studies examining effect sizes of 148 healthy and clinical mixed-sex samples (>8000 individuals). Our results showed significant positive associations of brain volume and IQ (r=.24, R(2)=.06) that generalize over age (children vs. adults), IQ domain (full-scale, performance, and verbal IQ), and sex. Application of a number of methods for detection of publication bias indicates that strong and positive correlation coefficients have been reported frequently in the literature whilst small and non-significant associations appear to have been often omitted from reports. We show that the strength of the positive association of brain volume and IQ has been overestimated in the literature, but remains robust even when accounting for different types of dissemination bias, although reported effects have been declining over time. While it is tempting to interpret this association in the context of human cognitive evolution and species differences in brain size and cognitive ability, we show that it is not warranted to interpret brain size as an isomorphic proxy of human intelligence differences.
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Affiliation(s)
- Jakob Pietschnig
- Department of Applied Psychology-Health, Development, Enhancement and Intervention, Faculty of Psychology, University of Vienna, Vienna, Austria; Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Vienna, Austria; Department of Psychology, School of Science and Technology, Middlesex University Dubai, Dubai, United Arab Emirates.
| | - Lars Penke
- Georg Elias Müller Department of Psychology, Georg August University Göttingen, Göttingen, Germany
| | - Jelte M Wicherts
- Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
| | - Michael Zeiler
- Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Martin Voracek
- Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Vienna, Austria; Georg Elias Müller Department of Psychology, Georg August University Göttingen, Göttingen, Germany; Department of Psychology, University of Zürich, Zürich, Switzerland
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Sex differences across different racial ability levels: Theories of origin and societal consequences. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2015.04.005] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Hunt E, Carlson J. Considerations Relating to the Study of Group Differences in Intelligence. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2015; 2:194-213. [PMID: 26151960 DOI: 10.1111/j.1745-6916.2007.00037.x] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
There are signs that the debate over racial and gender differences in intelligence is about to begin again. In this article we will be concerned primarily with racial differences but will make remarks about gender differences where applicable. Previously there have been bitter arguments over whether or not races exist, over whether it is either important or proper to study racial and gender differences in intelligence, and over the conclusions that have been drawn about environmental and genetic causes as determinants of these differences. We argue that races do, indeed, exist and that studying differences in cognitive competence between groups is a reasonable thing to do. We also point out that past research on both racial and gender differences in intelligence has been marked by methodological errors and overgeneralizations by researchers on all sides of the issue. We propose ten principles of design, analysis, and reporting that ought to be considered carefully when doing or evaluating research in this area.
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Affiliation(s)
- Earl Hunt
- The University of Washington, Riverside
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Burhan NAS, Kurniawan Y, Sidek AH, Mohamad MR. Crimes and the Bell curve: The role of people with high, average, and low intelligence. INTELLIGENCE 2014. [DOI: 10.1016/j.intell.2014.08.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Abstract
In prior work with adults, women were found to outperform men on a paired-associates word-learning task, but only when learning phonologically-familiar novel words. The goal of the present work was to examine whether similar gender differences in word learning would be observed in children. In addition to manipulating phonological familiarity, referent familiarity was also manipulated. Children between the ages of 5 and 7 learned phonologically-familiar or phonologically-unfamiliar novel words in association with pictures of familiar referents (animals) or unfamiliar referents (aliens). Retention was tested via a forced-choice recognition measure administered immediately after the learning phase. Analyses of retention data revealed stronger phonological and referent familiarity effects in girls than in boys. Moreover, girls outperformed boys only when learning phonologically-familiar novel words and when learning novel words in association with familiar referents. These findings are interpreted to suggest that females are more likely than males to recruit native-language phonological and semantic knowledge during novel word learning.
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Abstract
Proponents of what has been termed the Gender Similarities Hypothesis (GSH) have typically relied on meta-analyses as well as the generation of nonsignificant tests of mean differences to support their argument that the genders are more similar than they are different. In the present article, we argue that alternative statistical methodologies, such as tests of equivalence, can provide more accurate (yet equally rigorous) tests of these hypotheses and therefore might serve to complement, challenge, and/or extend findings from meta-analyses. To demonstrate and test the usefulness of such procedures, we examined Scholastic Aptitude Test–Math (SAT-M) data to determine the degree of similarity between genders in the historically gender-stereotyped field of mathematics. Consistent with previous findings, our results suggest that men and women performed similarly on the SAT-M for every year that we examined (1996–2009). Importantly, our statistical approach provides a greater opportunity to open a dialogue on theoretical issues surrounding what does and what should constitute a meaningful difference in intelligence and achievement. As we note in the discussion, it remains important to consider whether even very small but consistent gender differences in mean test performance could reflect stereotype threat in the testing environment and/or gender biases in the test itself that would be important to address.
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Affiliation(s)
- Laura C. Ball
- Department of Psychology, York University, Toronto, ON, Canada
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Coyle TR, Purcell JM, Snyder AC, Kochunov P. Non-g residuals of the SAT and ACT predict specific abilities. INTELLIGENCE 2013. [DOI: 10.1016/j.intell.2012.12.001] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Ziegler M, Kemper C, Rammstedt B. The Vocabulary and Overclaiming Test (VOC-T). JOURNAL OF INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1027/1614-0001/a000093] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
The present research aimed at constructing a questionnaire measuring overclaiming tendencies (VOC-T-bias) as an indicator of self-enhancement. An approach was used which also allows estimation of a score for vocabulary knowledge, the accuracy index (VOC-T-accuracy), using signal detection theory. For construction purposes, an online study was conducted with N = 1,176 participants. The resulting questionnaire, named Vocabulary and Overclaiming – Test (VOC-T) was investigated with regard to its psychometric properties in two further studies. Study 2 used data from a population representative sample (N = 527), and Study 3 was another online survey (N = 933). Results show that reliability estimates were satisfactory for the VOC-T-bias index and the VOC-T-accuracy index. Overclaiming did not correlate with knowledge, but it was sensitive to self-enhancement supporting the construct validity of the test scores. The VOC-T-accuracy index in turn covaried with general knowledge and even more so with verbal knowledge, which also supports construct validity. Moreover, the VOC-T-accuracy index had a meaningful correlation with age in both validation studies. All in all, the psychometric properties can be regarded as sufficient to recommend the VOC-T for research purposes.
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Affiliation(s)
- Matthias Ziegler
- Institute for Psychology, Humboldt Universität zu Berlin, Germany
| | - Christoph Kemper
- GESIS – Leibniz-Institut für Sozialwissenschaften, Mannheim, Germany
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Flores-Mendoza C, Widaman KF, Rindermann H, Primi R, Mansur-Alves M, Pena CC. Cognitive sex differences in reasoning tasks: Evidence from Brazilian samples of educational settings. INTELLIGENCE 2013. [DOI: 10.1016/j.intell.2012.11.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Đapo N, Kolenović-Đapo J. Sex differences in fluid intelligence: Some findings from Bosnia and Herzegovina. PERSONALITY AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.paid.2012.05.036] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Nyborg H. A conversation with Richard Lynn. PERSONALITY AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.paid.2011.02.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Irwing P. Sex differences in g: An analysis of the US standardization sample of the WAIS-III. PERSONALITY AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.paid.2011.05.001] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Sex differences in secondary school success: why female students perform better. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2012. [DOI: 10.1007/s10212-012-0127-4] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Burgaleta M, Head K, Álvarez-Linera J, Martínez K, Escorial S, Haier R, Colom R. Sex differences in brain volume are related to specific skills, not to general intelligence. INTELLIGENCE 2012. [DOI: 10.1016/j.intell.2011.10.006] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Keith TZ, Reynolds MR, Roberts LG, Winter AL, Austin CA. Sex differences in latent cognitive abilities ages 5 to 17: Evidence from the Differential Ability Scales—Second Edition. INTELLIGENCE 2011. [DOI: 10.1016/j.intell.2011.06.008] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Kaushanskaya M, Marian V, Yoo J. Gender differences in adult word learning. Acta Psychol (Amst) 2011; 137:24-35. [PMID: 21392726 PMCID: PMC3080468 DOI: 10.1016/j.actpsy.2011.02.002] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2009] [Revised: 01/27/2011] [Accepted: 02/08/2011] [Indexed: 11/19/2022] Open
Abstract
In prior work, women were found to outperform men on short-term verbal memory tasks. The goal of the present work was to examine whether gender differences on short-term memory tasks are tied to the involvement of long-term memory in the learning process. In Experiment 1, men and women were compared on their ability to remember phonologically-familiar novel words and phonologically-unfamiliar novel words. Learning of phonologically-familiar novel words (but not of phonologically-unfamiliar novel words) can be supported by long-term phonological knowledge. Results revealed that women outperformed men on phonologically-familiar novel words, but not on phonologically-unfamiliar novel words. In Experiment 2, we replicated Experiment 1 using a within-subjects design, and confirmed gender differences on phonologically-familiar, but not on phonologically-unfamiliar stimuli. These findings are interpreted to suggest that women are more likely than men to recruit native-language phonological knowledge during novel word-learning.
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Affiliation(s)
- Margarita Kaushanskaya
- Department of Communicative Disorders, University of Wisconsin-Madison, WI 53706, United States.
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The brain as a distributed intelligent processing system: an EEG study. PLoS One 2011; 6:e17355. [PMID: 21423657 PMCID: PMC3057967 DOI: 10.1371/journal.pone.0017355] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2010] [Accepted: 01/30/2011] [Indexed: 11/29/2022] Open
Abstract
Background Various neuroimaging studies, both structural and functional, have provided
support for the proposal that a distributed brain network is likely to be
the neural basis of intelligence. The theory of Distributed Intelligent
Processing Systems (DIPS), first developed in the field of Artificial
Intelligence, was proposed to adequately model distributed neural
intelligent processing. In addition, the neural efficiency
hypothesis suggests that individuals with higher intelligence
display more focused cortical activation during cognitive performance,
resulting in lower total brain activation when compared with individuals who
have lower intelligence. This may be understood as a property of the
DIPS. Methodology and Principal Findings In our study, a new EEG brain mapping technique, based on the neural
efficiency hypothesis and the notion of the brain as a
Distributed Intelligence Processing System, was used to investigate the
correlations between IQ evaluated with WAIS (Whechsler Adult Intelligence
Scale) and WISC (Wechsler Intelligence Scale for Children), and the brain
activity associated with visual and verbal processing, in order to test the
validity of a distributed neural basis for intelligence. Conclusion The present results support these claims and the neural efficiency
hypothesis.
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Resting brain activity: Differences between genders. Neuropsychologia 2010; 48:3918-25. [DOI: 10.1016/j.neuropsychologia.2010.09.020] [Citation(s) in RCA: 59] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2010] [Revised: 08/14/2010] [Accepted: 09/19/2010] [Indexed: 11/18/2022]
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Boyle GJ, Furedy JJ, Neumann DL, Westbury HR. Sex Differences in Verbal and Visual-Spatial Tasks under Different Hemispheric Visual-Field Presentation Conditions. Percept Mot Skills 2010; 110:396-410. [DOI: 10.2466/pms.110.2.396-410] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This paper reports sex differences in cognitive task performance that emerged when 39 Australian university undergraduates (19 men, 20 women) were asked to solve verbal (lexical) and visual-spatial cognitive matching tasks which varied in difficulty and visual field of presentation. Sex significantly interacted with task type, task difficulty, laterality, and changes in performance across trials. The results revealed that the significant individual-differences' variable of sex does not always emerge as a significant main effect, but instead in terms of significant interactions with other variables manipulated experimentally. Our results show that sex differences must be taken into account when conducting experiments into human cognitive-task performance.
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Do sex differences in a faceted model of fluid and crystallized intelligence depend on the method applied? INTELLIGENCE 2010. [DOI: 10.1016/j.intell.2009.08.001] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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McDaniel MA. Gerrymandering in personnel selection: A review of practice. HUMAN RESOURCE MANAGEMENT REVIEW 2009. [DOI: 10.1016/j.hrmr.2009.03.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Madhyastha TM, Hunt E, Deary IJ, Gale CR, Dykiert D. Recruitment modeling applied to longitudinal studies of group differences in intelligence. INTELLIGENCE 2009. [DOI: 10.1016/j.intell.2009.04.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Abstract
We review the literature on the relation between whole brain size and general mental ability (GMA) both within and between species. Among humans, in 28 samples using brain imaging techniques, the mean brain size/GMA correlation is 0.40 (N = 1,389; p < 10−10); in 59 samples using external head size measures it is 0.20 (N = 63,405; p < 10−10). In 6 samples using the method of correlated vectors to distill g, the general factor of mental ability, the mean r is 0.63. We also describe the brain size/GMA correlations with age, socioeconomic position, sex, and ancestral population groups, which also provide information about brain–behavior relationships. Finally, we examine brain size and mental ability from an evolutionary and behavior genetic perspective.
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Affiliation(s)
- J Philippe Rushton
- Departments of Psychology and Biology, University of Western Ontario, London, Ontario, Canada.
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Nyborg H. The intelligence–religiosity nexus: A representative study of white adolescent Americans. INTELLIGENCE 2009. [DOI: 10.1016/j.intell.2008.08.003] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Are apparent sex differences in mean IQ scores created in part by sample restriction and increased male variance? INTELLIGENCE 2009. [DOI: 10.1016/j.intell.2008.06.002] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Ling J, Burton TC, Salt JL, Muncer SJ. Psychometric analysis of the systemizing quotient (SQ) scale. Br J Psychol 2008; 100:539-52. [PMID: 19026108 DOI: 10.1348/000712608x368261] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
The psychometric properties of the systemizing quotient (SQ) developed by Baron-Cohen (2003) are investigated in three studies. Furthermore, we examine the notion that the ability to systemize should be independent of intelligence. In Studies 1 and 2, confirmatory factor analyses are used to examine the factor structure of the SQ. Study 3 examines the relationship between systemizing, mental rotation and intelligence. Studies 1 and 2 indicate that the SQ does not possess a unifactorial structure but is best considered as four related factors; Study 3 found that SQ was not related to intelligence, although mental rotation was. A four factor structure using fewer items was a better fit for the data than either the original version of the SQ or Wakabayashi et al.'s (2006) revised version. Overall these results support Baron-Cohen's view that SQ is not related to intelligence. Although mental rotation is correlated to SQ, it is not the main determinant of SQ. The problems of self-report measures are discussed along with the difficulties related to measuring systemizing.
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Affiliation(s)
- Jonathan Ling
- School of Psychology, Keele University, Keele, Staffordshire, UK.
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Hunt E, Madhyastha T. Recruitment modeling: An analysis and an application to the study of male–female differences in intelligence. INTELLIGENCE 2008. [DOI: 10.1016/j.intell.2008.03.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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46
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Keith TZ, Reynolds MR, Patel PG, Ridley KP. Sex differences in latent cognitive abilities ages 6 to 59: Evidence from the Woodcock–Johnson III tests of cognitive abilities. INTELLIGENCE 2008. [DOI: 10.1016/j.intell.2007.11.001] [Citation(s) in RCA: 49] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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47
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Pesta BJ, Bertsch S, Poznanski PJ, Bommer WH. Sex differences on elementary cognitive tasks despite no differences on the Wonderlic Personnel Test. PERSONALITY AND INDIVIDUAL DIFFERENCES 2008. [DOI: 10.1016/j.paid.2008.05.028] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Brunner M, Krauss S, Kunter M. Gender differences in mathematics: Does the story need to be rewritten? INTELLIGENCE 2008. [DOI: 10.1016/j.intell.2007.11.002] [Citation(s) in RCA: 31] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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49
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50
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Lynn R, Irwing P. Sex differences in mental arithmetic, digit span, and g defined as working memory capacity. INTELLIGENCE 2008. [DOI: 10.1016/j.intell.2007.06.002] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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