Structural extensions of a hierarchical view on human cognitive abilities

Self-efficacy and emotional intelligence

Purpose

This study aims to examine empirically the effect of emotional intelligence of the team, as calculated by the average of all team members’ individual emotional intelligence measurements, on the cohesiveness of the team, and the effect of the perception of self-efficacy of the team members on the relationship between emotional intelligence and team cohesion. Finally, certain financial indicators were analyzed to evaluate team performance.

Design/methodology/approach

This study used quasi-experimental design. Participated in the experiment a total of 146 students (35 teams) who were senior business major students in the mid-sized university in the USA. In the experiment, the participants played a business simulation game over an eight-year simulated time frame. After the final round of the simulation game, the variables of emotional intelligence, self-efficacy and team cohesion were measured using the survey questionnaire and team performance and participation data were collected from the business simulation game. In the support of the quantitative data analysis, the current study also collected and analyzed qualitative data comments on other group members’ contribution to the group task.

Findings

Results indicated that team cohesion was highest when team members demonstrated greater emotional intelligence. Self-efficacy also had a positive influence on team cohesion. High self-efficacy was found to be an important mediator of the relationship between emotional intelligence and team cohesion. High emotional intelligence promoted the development of self-efficacy, resulting in increased team cohesion. Increased team cohesion resulted in improved team performance and participation.

Research limitations/implications

The current study has several limitations. First, the sample is mostly business major students in the mid-sized university in the USA. There is a limitation in generalizing the findings into other populations. Second, this study accessed information on 35 teams comprising a total of 146 students. While the number of students and teams is sufficient for a study, more data would improve the robustness of the results. Third, this study collected and analyzed cross-sectional data, so there is the possibility for the reversed causal relationship in the findings. Although the authors concluded that team cohesion had a positive impact on team performance and participation, they also found the reverse relationship from the additional analysis. Fourth, the validity of the construct for emotional intelligence has some detractors, mainly because of the subjective nature of the measurement that tends to overlap existing personality measures and the objective measurement which involves a consensual scoring method with poor reliability.

Practical implications

This paper implies practical strategies to manage teams and team members for enhanced team productivity. Teams are critical resources within companies. This study demonstrates that high team cohesion leads to better team performance. As team cohesion is important for team performance, the authors found that two antecedents for team cohesion are emotional intelligence and self-efficacy within team members. Therefore, it is important for managers to hire and select team members with high levels of emotional intelligence and self-efficacy. Managers can train employees to internalize increased levels of these traits.

Originality/value

The current study demonstrated that self-efficacy mediated emotional intelligence and team cohesion during a research project lasting one semester. There have been few studies examining the mediating effect of self-efficacy on the relationship between emotional intelligence and team cohesion. In particular, unlike many other studies that use short-term laboratory experiments, the duration of this study could provide enough time to more thoroughly develop cohesion among members. The current study collected both quantitative and qualitative data. In addition to the quantitative data analysis, the analysis of qualitative data reinforced the findings of the quantitative data analysis.

Meta-Analysis of the Effects of Computerized Cognitive Training on Executive Functions: a Cross-Disciplinary Taxonomy for Classifying Outcome Cognitive Factors

The growing prevalence of neurodegenerative disorders associated with aging and cognitive decline has generated increasing cross-disciplinary interest in non-pharmacological interventions, such as computerized cognitive training (CCT), which may prevent or slow cognitive decline. However, inconsistent findings across meta-analytic reviews in the field suggest a lack of cross-disciplinary consensus and on-going debate regarding the benefits of CCT. We posit that a contributing factor is the lack of a theoretically-based taxonomy of constructs and representative tasks typically used. An integration of the Cattell-Horn-Carroll (CHC) taxonomy of broad and narrow cognitive factors and the Miyake unity-diversity theory of executive functions (EF) is proposed (CHC-M) as an attempt to clarify this issue through representing and integrating the disciplines contributing to CCT research. The present study assessed the utility of this taxonomy by reanalyzing the Lampit et al. (2014) meta-analysis of CCT in healthy older adults using the CHC-M framework. Results suggest that: 1) substantively different statistical effects are observed when CHC-M is applied to the Lampit et al. meta-analytic review, leading to importantly different interpretations of the data; 2) typically-used classification practices conflate Executive Function (EF) tasks with fluid reasoning (Gf) and retrieval fluency (Gr), and Attention with sensory perception; and 3) there is theoretical and practical advantage in differentiating attention and working-memory tasks into the narrow shifting, inhibition, and updating EF domains. Implications for clinical practice, particularly for our understanding of EF are discussed.

Visual aids improve diagnostic inferences and metacognitive judgment calibration

Visual aids can improve comprehension of risks associated with medical treatments, screenings, and lifestyles. Do visual aids also help decision makers accurately assess their risk comprehension? That is, do visual aids help them become well calibrated? To address these questions, we investigated the benefits of visual aids displaying numerical information and measured accuracy of self-assessment of diagnostic inferences (i.e., metacognitive judgment calibration) controlling for individual differences in numeracy. Participants included 108 patients who made diagnostic inferences about three medical tests on the basis of information about the sensitivity and false-positive rate of the tests and disease prevalence. Half of the patients received the information in numbers without a visual aid, while the other half received numbers along with a grid representing the numerical information. In the numerical condition, many patients–especially those with low numeracy–misinterpreted the predictive value of the tests and profoundly overestimated the accuracy of their inferences. Metacognitive judgment calibration mediated the relationship between numeracy and accuracy of diagnostic inferences. In contrast, in the visual aid condition, patients at all levels of numeracy showed high-levels of inferential accuracy and metacognitive judgment calibration. Results indicate that accurate metacognitive assessment may explain the beneficial effects of visual aids and numeracy–a result that accords with theory suggesting that metacognition is an essential part of risk literacy. We conclude that well-designed risk communications can inform patients about healthrelevant numerical information while helping them assess the quality of their own risk comprehension.

Predicting biases in very highly educated samples: Numeracy and metacognition

We investigated the relations between numeracy and superior judgment and decision making in two large community outreach studies in Holland (n=5408). In these very highly educated samples (e.g., 30–50% held graduate degrees), the Berlin Numeracy Test was a robust predictor of financial, medical, and metacognitive task performance (i.e., lotteries, intertemporal choice, denominator neglect, and confidence judgments), independent of education, gender, age, and another numeracy assessment. Metacognitive processes partially mediated the link between numeracy and superior performance. More numerate participants performed better because they deliberated more during decision making and more accurately evaluated their judgments (e.g., less overconfidence). Results suggest that well-designed numeracy tests tend to be robust predictors of superior judgment and decision making because they simultaneously assess (1) mathematical competency and (2) metacognitive and self-regulated learning skills.

The Flynn Effect and Its Critics: Rusty Linchpins and “Lookin’ for g and Gf in Some of the Wrong Places”

The consensus of most intelligence scholars is that the Flynn effect (FE) is real, IQ test batteries are now routinely restandardized on a regular basis. A cornerstone in Flynn’s explanation of the FE is his analysis of select Wechsler subtest scores across time. The featured articles by Kaufman and Zhou, Zhu, and Weiss question whether Flynn’s arguments are grounded in the unproven assumption that similarly named Wechsler scores measure the same constructs across editions. Kaufman raises the issue by means of a detailed task analysis of changes in test administration and scoring directions for similarly named tests across different Wechsler editions. The author applauds Zhou et al. for bringing methodological rigor to the comparison of similarly named Wechsler Performance composite scores across time. Unfortunately, both Kaufman and Zhou et al. inadvertently perpetuate some of Flynn’s incorrect interpretations of select Wechsler measures (Similarities and Performance tests) as measures of the novel abstract problem solving that characterizes fluid intelligence (Gf). The author presents empirical Wechsler subtest g-loadings based on seven Wechsler joint- or cross-battery factor analyses (with other cognitive batteries). The results suggest that the extant Wechsler FE data and its system of interpretations, hypotheses, and resultant theory are held together by multiple anchors, a number that, in the words of Kaufman, are “seriously coated in rust.” The author briefly discusses the theory, tools, and technologies that currently exist to place a more reasonable degree of order in the house built by Flynn.

Speed of mental operations in fibromyalgia: a selective naming speed deficit

OBJECTIVE

Abnormal processing of information in fibromyalgia may hold clues to brain abnormalities in this illness. The purpose of this study is to examine the speed of mental operations in people with the fibromyalgia syndrome (FMS) under the pressure of time. The central question addresses whether FMS is associated with processing speed deficits across a spectrum of speeded tasks.

METHODS

Sixty-seven patients with fibromyalgia with a history of memory complaints and 51 controls presenting with complaints of memory loss completed 10 timed cognitive measures of processing speed. Controls were patients with memory complaints who did not have FMS.

RESULTS

The majority of FMS patients (>70%) performed within 1 standard deviation of the norm on 7 or more of 10 speeded measures. However, more than 49% of FMS patients tested as impaired (>1.67 SD below normative mean) on 2 specific validated speed tasks (reading words and naming colors). Compared with controls, the number of FMS patients showing impairment was 2.0 times greater for reading speed, and 1.6 times greater for color naming speed. A mean time delay of 203 milliseconds was recorded for reading words and 285 milliseconds for naming colors in the FMS impaired sample. A 203 milliseconds delay in reading words represents a 48% (203/417) time increase over the normal time for reading the same stimulus word.

CONCLUSION

Abnormalities in naming speed are an unappreciated feature of FMS. Selective deficits in naming speed in association with otherwise well preserved global processing speed set patients with FMS apart from controls with memory complaints. Clinicians would be wise to specifically request adding a rapid naming test such as the Stroop Test to the cognitive battery; to document cognitive dysfunction in FMS patients who otherwise appear to test normally, despite often intense complaints of memory and concentration difficulties that can affect job performance and increase disability.

A CHC Theory-Based Analysis of Age Differences on Cognitive Abilities and Academic Skills at Ages 22 to 90 Years

Age differences for nine age groups between 22 and 25 years and 81 and 90 years were evaluated, covarying educational attainment, on five Cattell-Horn-Carroll (CHC) abilities: fluid reasoning (Gf), crystallized ability (Gc), quantitative knowledge (Gq), reading (Grw-Reading), and writing (Grw-Writing). Data were from the adult portions of the stratified standardization samples of the second editions of the Kaufman Brief Intelligence Test ( N = 570) and the Kaufman Test of Educational Achievement—Brief Form ( N = 555). Gc and Grw-Reading were maintained through old age, whereas Gf, Gq, and Grw-Writing were vulnerable abilities. The age-related decline in mean scores on Gf was powerful, as even the maintained CHC abilities of Gc and Grw-Reading proved to be vulnerable when the component tasks of each were analyzed separately. All Gender × Age interactions were nonsignificant, indicating that age differences for all CHC abilities studied were essentially the same for men and women.

General and specific cognitive deficits in schizophrenia

BACKGROUND

It is controversial whether the cognitive deficit in schizophrenia is better characterized as generalized or as reflecting relatively independent deficits in different cognitive domains. The issue has implications for assessment practice, intervention design, and the exploration of schizophrenia genetics.

METHODS

We used a specialized structural equation modeling approach, single common factor analysis, to explore the relative importance of generalized versus independent cognitive deficits in schizophrenia. Eighteen subtest scores from the Wechsler Adult Intelligence Scale-III and the Wechsler Memory Scale-III were included in the analysis. We analyzed these data for 97 schizophrenia or schizoaffective disorder outpatients and 87 healthy control subjects.

RESULTS

Approximately two thirds of the overall effect of a schizophrenia diagnosis on cognitive performance was mediated through a single common factor. The Wechsler subtest scores showed almost uniformly strong relationships with this factor. The independent associations of group status with the subtest scores were smaller in magnitude and only selectively significant.

CONCLUSIONS

The relatively greater magnitude of illness effects mediated through the common factor in this analysis, compared with the specific, independent effects, suggests that a generalized cognitive deficit is a core feature of schizophrenia.