The relations between cognitive ability and personality: Convergent results across measures

Special Series on the Wechsler Adult Intelligence Scale-IV Performances in Five Asian Countries: Summary of Findings, Clinical Implications, and Future Directions

INTRODUCTION

This special series of exploratory studies compared WAIS-IV performances in five Asian countries: Japan, South Korea, Taiwan, India, and Indonesia with the U.S. The studies examined cognitive profiles across age groups to develop hypotheses on how culture can impact cognition. This summary article integrates the findings from each study to determine similarities and differences across Asian countries and proposes possible underlying cultural factors impacting cognition.

METHODS

In each study, raw scores corresponding to a subscale score of 10 were scored with U.S. norms across all age groups. Index scores were calculated with the adjusted scale scores. The impact of education on test performances was determined by correlating WAIS-IV scores with a ratio of educational attainment for each country with the U.S. for each age group. Findings from each country were then integrated to develop hypotheses on cultural factors that impacted cognitive profiles.

RESULTS

East Asian countries (Japan, South Korea, Taiwan) demonstrated weaker Verbal Comprehension Index scores and stronger Processing Speed Index scores than the U.S. sample, although the latter was moderated by age. East Asian countries demonstrated stronger performances on Perceptual Reasoning versus Verbal Comprehension tests. East Asians and the Java subset of the Indonesian sample demonstrated a pattern of stronger performances in younger versus older cohorts which was significantly correlated with educational attainment.

DISCUSSION

Cultural factors impacting cognition were proposed. Clinical implications of the findings were discussed and directions for future studies to examine the relationship between culture and cognition were recommended.

The impact of consumer positive personality on the purchase behavior of smart products

While the consumption of smart products is continuously increasing, it is essential to explore the trigger mechanism of consumer behavior in respect of smart product purchase. In this scenario, we aim to investigate the impact of consumers’ positive personality on the purchase behavior. We constructed a structural equation model based on the partial least square method and tested our hypotheses on the basis of data analysis. The data were collected by conducting a survey of 326 Chinese consumers. We found two affecting paths from consumers’ positive personality to smart product purchase. First, consumer knowledge promoted by positive personality raises purchase intention and, in turn, stimulates purchase behavior. Second, consumers’ positive personality improves perceived income, which determines actual purchase behavior. This study deepens our understanding of the trigger mechanism of smart product purchase behavior and enriches the consumer behavior theory.

Comparison of educational performance between the only children and children in two-child families

This paper estimates the causal effect of only-child status on educational performance among junior high school students from only-child and two-child families in China. It uses the dataset of the China Education Panel Survey 2013–14. The results show that the only children's educational outcomes are significantly low than students from two-child families. Only children's willpower and extraversion are weaker than children's from two-child families. The scale economies effect is strong and the resource dilution effect is weak when sibling size is small.

Big Five personality traits and academic performance: A meta-analysis

OBJECTIVE AND METHOD

This meta-analysis reports the most comprehensive assessment to date of the strength of the relationships between the Big Five personality traits and academic performance by synthesizing 267 independent samples (N = 413,074) in 228 unique studies. It also examined the incremental validity of personality traits above and beyond cognitive ability in predicting academic performance.

RESULTS

The combined effect of cognitive ability and personality traits explained 27.8% of the variance in academic performance. Cognitive ability was the most important predictor with a relative importance of 64%. Conscientiousness emerged as a strong and robust predictor of performance, even when controlling for cognitive ability, and accounted for 28% of the explained variance in academic performance. A significant moderating effect of education level was observed. The relationship of academic performance with openness, extraversion, and agreeableness demonstrated significantly larger effect sizes at the elementary/middle school level compared to the subsequent levels. Openness, despite its weak overall relative importance, was found to be an important determinant of student performance in the early years of school.

CONCLUSION

These findings reaffirm the critical role of personality traits in explaining academic performance through the most comprehensive assessment yet of these relationships.

Can You Ever Be Too Smart for Your Own Good? Comparing Linear and Nonlinear Effects of Cognitive Ability on Life Outcomes

Despite a long-standing expert consensus about the importance of cognitive ability for life outcomes, contrary views continue to proliferate in scholarly and popular literature. This divergence of beliefs presents an obstacle for evidence-based policymaking and decision-making in a variety of settings. One commonly held idea is that greater cognitive ability does not matter or is actually harmful beyond a certain point (sometimes stated as > 100 or 120 IQ points). We empirically tested these notions using data from four longitudinal, representative cohort studies comprising 48,558 participants in the United States and United Kingdom from 1957 to the present. We found that ability measured in youth has a positive association with most occupational, educational, health, and social outcomes later in life. Most effects were characterized by a moderate to strong linear trend or a practically null effect (mean R² range = .002-.256). Nearly all nonlinear effects were practically insignificant in magnitude (mean incremental R² = .001) or were not replicated across cohorts or survey waves. We found no support for any downside to higher ability and no evidence for a threshold beyond which greater scores cease to be beneficial. Thus, greater cognitive ability is generally advantageous-and virtually never detrimental.