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Vaughan AC, Birney DP. Within-Individual Variation in Cognitive Performance Is Not Noise: Why and How Cognitive Assessments Should Examine Within-Person Performance. J Intell 2023; 11:110. [PMID: 37367512 DOI: 10.3390/jintelligence11060110] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 05/03/2023] [Accepted: 06/01/2023] [Indexed: 06/28/2023] Open
Abstract
Despite evidence that it exists, short-term within-individual variability in cognitive performance has largely been ignored as a meaningful component of human cognitive ability. In this article, we build a case for why this within-individual variability should not be viewed as mere measurement error and why it should be construed as a meaningful component of an individual's cognitive abilities. We argue that in a demanding and rapidly changing modern world, between-individual analysis of single-occasion cognitive test scores does not account for the full range of within-individual cognitive performance variation that is implicated in successful typical cognitive performance. We propose that short-term repeated-measures paradigms (e.g., the experience sampling method (ESM)) be used to develop a process account of why individuals with similar cognitive ability scores differ in their actual performance in typical environments. Finally, we outline considerations for researchers when adapting this paradigm for cognitive assessment and present some initial findings from two studies in our lab that piloted the use of ESM to assess within-individual cognitive performance variation.
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Grass J, Scherbaum S, Strobel A. A Question of Method and Subjective Beliefs. JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Need for Cognition (NFC) describes the relatively stable intrinsic motivation to engage in cognitive endeavors. Recent research has revealed the importance of NFC for affective adjustment, especially in combination with self-control. We followed up on those findings by addressing methodological issues as well as processes that may underlie relations of NFC to self-control. Study 1 ( N = 102) examined whether NFC is associated with self-control independently of the measure or facet considered. Implicit willpower theories, that is, subjective beliefs concerning the limitation of self-control resources, were examined as a mediator for NFC predicting self-control. Higher NFC was associated with increased trait self-control but also with believing in unlimited self-control resources. The relation of NFC to willpower theories also mediated the prediction of trait self-control. Study 2 ( N = 188) replicated relations of NFC to self-control. We further pursued the explanatory approach from Study 1 and experimentally manipulated willpower theories to provide insight into their association with NFC. Willpower theories were related to NFC but had no mediating role in predicting self-control. The experimental manipulation had no impact on situation-specific NFC. Altogether, both studies provided first evidence that relations of NFC to self-control depend on the self-control measure and that willpower theories may be crucial for explaining the association with self-control.
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Affiliation(s)
- Julia Grass
- Personality Psychology and Assessment, Behavioural and Social Sciences, Chemnitz University of Technology, Germany
| | - Stefan Scherbaum
- Methods of Psychology and Cognitive Modeling, Faculty of Psychology, Technische Universität Dresden, Germany
| | - Anja Strobel
- Personality Psychology and Assessment, Behavioural and Social Sciences, Chemnitz University of Technology, Germany
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Hartung FM, Thieme P, Wild-Wall N, Hell B. Being Snoopy and Smart. JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Curiosity is a basic driver for learning and development. It has been conceptualized as a desire for new information and knowledge that motivates people to explore their physical and social environment. This raises the question of whether curiosity facilitates the acquisition of knowledge. The present study ( N = 100) assessed epistemic curiosity and general knowledge as well as fluid intelligence (i.e., reasoning ability, processing speed, memory) in a student sample. The results indicate that epistemic curiosity is moderately related to knowledge ( r = .24) and reasoning ability ( r = .30). None of the fluid intelligence measures did moderate the relationship between curiosity and knowledge (interaction terms β < |.08|). Rather, reasoning ability mediated the relationship between epistemic curiosity and general knowledge (indirect effect: β = .10, p < .05). The findings suggest that epistemic curiosity facilitates the acquisition of knowledge by promoting reasoning. One might speculate that epistemically curious individuals enrich their environment, which in turn enhances their cognitive ability.
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Affiliation(s)
- Freda-Marie Hartung
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Pia Thieme
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Nele Wild-Wall
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Benedikt Hell
- Institute Humans in Complex Systems, University of Applied Sciences and Arts Northwestern Switzerland, Olten, Switzerland
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Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness. J Intell 2022; 10:jintelligence10020027. [PMID: 35645236 PMCID: PMC9149944 DOI: 10.3390/jintelligence10020027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 04/14/2022] [Accepted: 04/25/2022] [Indexed: 12/10/2022] Open
Abstract
Fluid intelligence and conscientiousness are important predictors of students’ academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders (Mage = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (Mage = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.
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Wiklund-Hörnqvist C, Stillesjö S, Andersson M, Jonsson B, Nyberg L. Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence. Front Psychol 2022; 12:797395. [PMID: 35222156 PMCID: PMC8866974 DOI: 10.3389/fpsyg.2021.797395] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 12/29/2021] [Indexed: 11/24/2022] Open
Abstract
There is an emerging consensus that retrieval practice is a powerful way to enhance long-term retention and to reduce achievement gaps in school settings. Less is known whether retrieval practice benefits performance in individuals with low intrinsic motivation to spend time and effort on a given task, as measured by self-reported need for cognition (NFC). Here, we examined retrieval practice in relation to individual differences in NFC by combining behavioral and functional magnetic resonance imaging (fMRI) data. Using a within-subject design, upper-secondary school students (N = 274) learned a language-based material (Swahili-Swedish word-pairs), with half of the items by means of retrieval practice with feedback and half by study only. One week later, the students were tested on the word-pairs either in the classroom (n = 204), or in a fMRI scanner (n = 70). In both settings, a retrieval practice effect was observed across different levels of NFC (high or low). Relatedly, comparable fMRI effects were seen in both NFC subgroups. Taken together, our findings provide behavioral and brain-imaging evidence that retrieval practice is effective also for individuals with lower levels of NFC, which is of direct relevance for educational practice.
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Affiliation(s)
- Carola Wiklund-Hörnqvist
- Department of Psychology, Umeå University, Umeå, Sweden.,Umeå Center for Functional Brain Imaging, Umeå, Sweden
| | - Sara Stillesjö
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Micael Andersson
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Integrative Medical Biology, Umeå University, Umeå, Sweden
| | - Bert Jonsson
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Lars Nyberg
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Integrative Medical Biology, Umeå University, Umeå, Sweden.,Department of Radiation Sciences, Umeå University, Umeå, Sweden
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Ackermann AL, Strobel A, Rindermann H. Kognitives Training mit Kindern: Die Bedeutung von Need for Cognition. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1024/1010-0652/a000340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Die vorliegende Studie prüft, inwieweit Klauersche Trainings zur Förderung des (induktiven) Denkens und ihre Wirkung auf kognitive Fähigkeiten mit Need for Cognition (NFC; die Motivation und Freude, kognitive Anstrengungen zu erbringen) zusammenhängen. Es wurde bei 145 (121 final) Vorschul- und Erstklassenkindern (Alter 6 bis 7 Jahre) für das Klauersche Denktraining Keiner ist so schlau wie ich (KISSWI) untersucht, welcher Zusammenhang zwischen NFC sowie dem nachfolgenden kognitiven Trainingseffekt besteht und inwieweit sich die NFC-Ausprägung während des Trainings ändert. Insgesamt fand sich ein Zusammenhang von r = .22 zwischen der Prätestausprägung von NFC und kognitiver Fähigkeitssteigerung während des Trainings sowie ein kleiner positiver Effekt des Denktrainings auf die NFC-Entwicklung von Prä- zu Posttest ( d = 0.21). Auf Intelligenz (CFT-1) zeigte das Denktraining einen kleinen Effekt (Prä- zu Posttest d = 0.39). Die Ergebnisse liefern erste Hinweise auf Wechselwirkungen von NFC mit Klauerschen Denktrainings und damit auch auf die Bedeutung interindividueller Unterschiede von Trainierten für die Wirksamkeit kognitiver Trainings. >Σ: 150 Wörter.
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Jonsson B, Mossegård J, Lithner J, Karlsson Wirebring L. Creative Mathematical Reasoning: Does Need for Cognition Matter? Front Psychol 2022; 12:797807. [PMID: 35069390 PMCID: PMC8782199 DOI: 10.3389/fpsyg.2021.797807] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 12/06/2021] [Indexed: 11/13/2022] Open
Abstract
A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students' lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent groups, consisting of upper secondary students (N = 137, mean age 17.13, SD = 0.62, 63 boys and 74 girls), practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding.
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Affiliation(s)
- Bert Jonsson
- Department of Applied Education, Umeå University, Umeå, Sweden
| | | | - Johan Lithner
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
- Umeå Mathematics Education Research Centre, Umeå University, Umeå, Sweden
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Sorjonen K, Wallin AS, Falkstedt D, Melin B. Personality trait by intelligence interaction effects on grades tend to be synergistic. BMC Psychol 2021; 9:202. [PMID: 34963473 PMCID: PMC8715614 DOI: 10.1186/s40359-021-00708-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Accepted: 12/20/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Earlier research has identified both synergistic and compensatory personality traits by intelligence interaction effects on academic performance. METHODS The present study employed data on intelligence, personality traits, and academic performance in the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984). RESULTS Some intelligence by personality trait interaction effects, mainly involving indicators of dependability, on high school grades were identified. The interaction effects tended to be synergistic, meaning that the association between the trait and grades tended to strengthen with increased intelligence. A positive association between intelligence and the reliability in the measurement of a dependability composite score accounted for a substantial portion of the synergistic dependability by intelligence interaction effect on academic performance. CONCLUSIONS Personality trait by intelligence interaction effects on academic performance tend to be synergistic and may, at least to some degree, be due to a positive association between intelligence and reliability in the measurement of personality traits.
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Affiliation(s)
- Kimmo Sorjonen
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden.
| | - Alma Sörberg Wallin
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Daniel Falkstedt
- Institute of Environmental Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Bo Melin
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden
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Cheng FF, Wu CS, Su PC. The Impact of Collaborative Learning and Personality on Satisfaction in Innovative Teaching Context. Front Psychol 2021; 12:713497. [PMID: 34659026 PMCID: PMC8511304 DOI: 10.3389/fpsyg.2021.713497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Accepted: 08/23/2021] [Indexed: 11/13/2022] Open
Abstract
Flipped teaching is one of the most popular innovative teaching methods which has attracted a lot of attention and lead to amount of discussion in recent years. Many educators have generally encountered same doubt when implementing flipped education: Is this kind of teaching mode only applicable to students with high learning achievements? In addition, collaborative learning is often applied in flip teaching and it is also an issue worth to explore. In this study, both quantitative and qualitative studies were conducted to examine the potential factors in affecting the learners' satisfaction in flipped education. The survey results from 171 participants showed that collaborative learning and need for cognition are significant predictors of learning satisfaction. In addition, a deeper look at the collaborative learning process was further examined by conducting deep interview. A total of 12 students from 6 different flipped-teaching courses participated the interview. The findings suggested that arranging some activities to encourage students to know each other before class that helps students find corresponding group and facilitates their expertise for collaborative learning. The mechanism significantly influenced team members' engagement, discussion atmosphere, and efficiency. In addition, when learning tasks diversity, it will also enhance students' innovative ability, empathy, and even promote mutual learning.
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Affiliation(s)
- Fei-Fei Cheng
- Institute of Technology Management, National Chung Hsing University, Taichung City, Taiwan
| | - Chin-Shan Wu
- Department of Information Management, Tunghai University, Taichung City, Taiwan
| | - Po-Cheng Su
- Institute of Technology Management, National Chung Hsing University, Taichung City, Taiwan
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Ganzach Y. Antecedents of Interest and the Investment of Fluid Intelligence in the Formation of Crystalized Intelligence. Front Psychol 2021; 12:679504. [PMID: 34671284 PMCID: PMC8521038 DOI: 10.3389/fpsyg.2021.679504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 08/30/2021] [Indexed: 11/27/2022] Open
Abstract
Most of the studies of the effects of fluid intelligence and non-cognitive characteristics on crystalized intelligence examined additive effects. The results of the few studies that examined interactive effects are inconsistent. Some find a positive (facilitating) interaction and some find a negative (compensatory) interaction. We improve on these previous studies by examining non-cognitive characteristics that were not studied before and by using a very large representative sample (n = 11,266). We find a positive/facilitating interaction. We discuss the implication of these results to theories about the joint effect of fluid intelligence and non-cognitive characteristics on crystalized intelligence.
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Affiliation(s)
- Yoav Ganzach
- Ariel University, Ariel, Israel
- The Department of Economic and Business Administration, Tel Aviv University, Tel Aviv, Israel
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Gärtner A, Grass J, Wolff M, Goschke T, Strobel A, Strobel A. No relation of Need for Cognition to basic executive functions. J Pers 2021; 89:1113-1125. [PMID: 33866562 DOI: 10.1111/jopy.12639] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 02/26/2021] [Accepted: 04/09/2021] [Indexed: 01/21/2023]
Abstract
OBJECTIVE Need for Cognition (NFC) refers to a personality trait describing the relatively stable intrinsic motivation of individuals to invest cognitive effort in cognitive endeavors. Higher NFC is associated with a more elaborated, central information processing style and increased recruitment of resources in cognitively demanding situations. To further clarify the association between cognitive resources and NFC, we examined in two studies how NFC relates to executive functions as basic cognitive abilities. METHOD In Study 1, 189 healthy young adults completed an NFC scale and a battery of six commonly used inhibitory control tasks (Stroop, antisaccade, stop-signal, flanker, shape-matching, word-naming). In Study 2, 102 healthy young adults completed the NFC scale and two tasks for each of the three executive functions inhibitory control (go-nogo, stop-signal), shifting (number-letter, color-shape), and working memory updating (two-back, letter-memory). RESULTS Using a Bayesian approach to correlation analysis, we found no conclusive evidence that NFC was related to any executive function measure. Instead, we obtained even moderate evidence for the null hypothesis. CONCLUSIONS Both studies add to more recent findings that shape the understanding of NFC as a trait that is less characterized by increased cognitive control abilities but rather by increased willingness to invest effort and exert self-control via motivational processes.
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Affiliation(s)
- Anne Gärtner
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Julia Grass
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Max Wolff
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.,Department of Psychiatry and Psychotherapy, Technische Universität Dresden, Germany
| | - Thomas Goschke
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Anja Strobel
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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