ethanporcaro/eric-fulltext-meta huggingface dataset:
In Search of the Executive Cognitive Processes Proposed by Process-Overlap Theory
Author: Frischkorn, Gidon T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Epistemology,Learning Theories,Executive Function,Cognitive Processes,Intelligence,Short Term Memory,Inhibition,Individual Differences,Task Analysis,Adults,Cognitive Measurement,Attention Control

Process-Overlap Theory (POT) suggests that measures of cognitive abilities sample from sets of independent cognitive processes. These cognitive processes can be separated into domain-general executive processes, sampled by the majority of cognitive ability measures, and domain-specific processes, sampled only by measures within a certain domain. According to POT, fluid intelligence measures are related because different tests sample similar domain-general executive cognitive processes to some extent. Re-analyzing data from a study by De Simoni and von Bastian (2018), we assessed domain-general variance from executive processing tasks measuring inhibition, shifting, and efficiency of removal from working memory, as well as examined their relation to a domain-general factor extracted from fluid intelligence measures. The results showed that domain-general factors reflecting general processing speed were moderately and negatively correlated with the domain-general fluid intelligence factor (r = -0.17 - -0.36). However, domain-general factors isolating variance specific to inhibition, shifting, and removal showed only small and inconsistent correlations with the domain-general fluid intelligence factor (r = 0.02 - -0.22). These findings suggest that (1) executive processing tasks sample only few domain-general executive processes also sampled by fluid intelligence measures, as well as (2) that domain-general speed of processing contributes more strongly to individual differences in fluid intelligence than do domain-general executive processes.
Reconsidering the Use of the Mindset Assessment Profile in Educational Contexts
Author: Burgoyne, Alexander P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Structures,Questionnaires,Cognitive Tests,Intelligence,Test Reliability,Construct Validity,Factor Structure,Undergraduate Students,Test Items,Goal Orientation

The Mindset Assessment Profile is a popular questionnaire purportedly designed to measure mindset--an individual's belief in whether intelligence is malleable or stable. Despite its widespread use, the questionnaire appears to assess an individual's need for cognition and goal orientation more than mindset. We assessed the reliability, construct validity, and factor structure of the Mindset Assessment Profile in a sample of 992 undergraduates. The reliability of the Mindset Assessment Profile was questionable ([alpha] = 0.63) and significantly lower than the reliability of the Implicit Theories of Intelligence Questionnaire ([alpha] = 0.94), an established measure of mindset. The Mindset Assessment Profile also lacked convergent and discriminant validity. Overall scores on the Mindset Assessment Profile correlated significantly more strongly with need for cognition than with mindset. Item-level analyses supported this finding: most items correlated weakly or not at all with mindset, and correlated significantly more strongly with need for cognition and learning goal orientation. Exploratory factor analysis indicated that three factors were underlying scores on the Mindset Assessment Profile: need for cognition, mindset, and performance goal orientation. Based on its questionable reliability and poor construct validity, we do not recommend that researchers and educators use the Mindset Assessment Profile to measure mindset.
It Requires More than Intelligence to Solve Consequential World Problems
Author: Funke, Joachim
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Problem Solving,Sustainable Development,Ethics,Social Problems

What are consequential world problems? As &quot;grand societal challenges&quot;, one might define them as problems that affect a large number of people, perhaps even the entire planet, including problems such as climate change, distributive justice, world peace, world nutrition, clean air and clean water, access to education, and many more. The &quot;Sustainable Development Goals&quot;, compiled by the United Nations, represent a collection of such global problems. From my point of view, these problems can be seen as complex. Such complex problems are characterized by the complexity, connectivity, dynamics, intransparency, and polytely of their underlying systems. These attributes require special competencies for dealing with the uncertainties of the given domains, e.g., critical thinking. My position is that it is not IQ, but complex problem-solving competencies for dealing with complex and dynamic situations, that is important for handling consequential global problems. These problems require system competencies, i.e., competencies that go beyond analytical intelligence, and comprise systems understanding as well as systems control. Complex problem solving is more than analytic intelligence.
A Feasibility Study on an Ultra-Brief Intervention for Improving Freshmen&apos;s Emotional Intelligence
Author: Puffer, Keith A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Training Methods,Program Length,Program Effectiveness,College Freshmen,Late Adolescents,Psychology,Emotional Intelligence,Intelligence Tests

In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people's EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11-56 h). Few successful investigations employed an ultra-brief (i.e., [less than or equal to] 1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen; their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest-posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn's five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.
How Is Intelligence Test Performance Associated with Creative Achievement? A Meta-Analysis
Author: Karwowski, Maciej
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence Tests,Creativity,Meta Analysis,Academic Achievement,Intelligence,Measures (Individuals),Periodicals,Adults,Personality Traits

This paper presents a meta-analysis of the links between intelligence test scores and creative achievement. A three-level meta-analysis of 117 correlation coefficients from 30 studies found a correlation of r = 0.16 (95% CI: 0.12, 0.19), closely mirroring previous meta-analytic findings. The estimated effects were stronger for overall creative achievement and achievement in scientific domains than for correlations between intelligence scores and creative achievement in the arts and everyday creativity. No signs of publication bias were found. We discuss theoretical implications and provide recommendations for future studies.
Detection of Psychopathic Traits in Emotional Faces
Author: Olderbak, Sally
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychopathology,Personality Traits,Video Technology,Identification,Cognitive Ability,College Students,Adults,Interpersonal Attraction,Masculinity,Trust (Psychology),Intelligence,Neurosis,Extraversion Introversion,Profiles,Accuracy,Correlation,Emotional Intelligence,Check Lists,Personality Measures,Intelligence Tests,Nonverbal Communication,Emotional Response,Foreign Countries

When meeting someone at zero acquaintance, we make assumptions about each other that encompass emotional states, personality traits, and even cognitive abilities. Evidence suggests individuals can accurately detect psychopathic personality traits in strangers based on short video clips or photographs of faces. We present an in-depth examination of this ability. In two studies, we investigated whether high psychopathy traits are perceivable and whether other traits affect ratings of psychopathic traits in the sense of a halo effect. On the perceiver's end, we additionally examined how cognitive abilities and personality traits of the responders affect these ratings. In two studies (n[subscript 1] = 170 community adults from the USA, n[subscript 2] = 126 students from Australia), participants rated several targets on several characteristics of psychopathy, as well as on attractiveness, masculinity, sympathy, trustworthiness, neuroticism, intelligence, and extraversion. Results show that responders were generally able to detect psychopathy. Responders generally came to a consensus in their ratings, and using profile similarity metrics, we found a weak relation between ratings of psychopathy and the targets' psychopathy level as determined by the Psychopathy Checklist: Short Version. Trait ratings, though, were influenced by the ratings of other traits like attractiveness. Finally, we found accuracy in the perception of psychopathy was positively related to fluid intelligence but unrelated to emotion perception ability.
Reflections and New Perspectives on Face Cognition as a Specific Socio-Cognitive Ability
Author: Meyer, Kristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Social Cognition,Difficulty Level,Human Body,Accuracy,Reaction Time,Recognition (Psychology)

The study of socio-cognitive abilities emerged from intelligence research, and their specificity remains controversial until today. In recent years, the psychometric structure of face cognition (FC)--a basic facet of socio-cognitive abilities--was extensively studied. In this review, we summarize and discuss the divergent psychometric structures of FC in easy and difficult tasks. While accuracy in difficult tasks was consistently shown to be face-specific, the evidence for easy tasks was inconsistent. The structure of response speed in easy tasks was mostly--but not always--unitary across object categories, including faces. Here, we compare studies to identify characteristics leading to face specificity in easy tasks. The following pattern emerges: in easy tasks, face specificity is found when modeling speed in a &quot;single task&quot;; however, when modeling speed across &quot;multiple,&quot; &quot;different&quot; easy tasks, only a unitary factor structure is reported. In difficult tasks, however, face specificity occurs in both single task approaches and task batteries. This suggests different cognitive mechanisms behind face specificity in easy and difficult tasks. In easy tasks, face specificity relies on isolated cognitive sub-processes such as face identity recognition. In difficult tasks, face-specific and task-independent cognitive processes are employed. We propose a descriptive model and argue for FC to be integrated into common taxonomies of intelligence.
Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems
Author: Wai, Jonathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Talent Development,Social Problems,Problem Solving,Disadvantaged Youth,At Risk Students,Gifted Education,Innovation,Social Change,Elementary Secondary Education

Fully developing the talents of all students is a fundamental goal for personal well-being and development and ultimately for global societal innovation and flourishing. However, in this paper we focus on what we believe is an often neglected and underdeveloped population, that of the gifted. We draw from the cognitive aptitude and gifted education research literatures to make the case that solutions to consequential real-world problems can be greatly enhanced by more fully developing the talents of the intellectually gifted population, which we operationalize in this paper as roughly the top 5% of cognitive talent. Should well-supported high achievers choose to solve them, these problems span health, science, economic growth, and areas unforeseen. We draw from longitudinal research on intellectually precocious students and retrospective research on leaders and innovators in society, showing that mathematical, verbal, and spatial aptitudes are linked to societal innovation. We then discuss two remaining fundamental challenges: the identification of disadvantaged and marginalized groups of students who have traditionally been neglected in selection for gifted programming suited to their current developmental needs, and the building of skills beyond academic ones, specifically in the related areas of open-minded thinking and intellectual humility.
Bridging Brain and Cognition: A Multilayer Network Analysis of Brain Structural Covariance and General Intelligence in a Developmental Sample of Struggling Learners
Author: Simpson-Kent, Ivan L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Network Analysis,Brain Hemisphere Functions,Intelligence,Schemata (Cognition),Correlation,Cognitive Ability,Attribution Theory,Behavior Patterns,Learning Problems,Diagnostic Tests,Referral,Elementary School Students,Secondary School Students,Foreign Countries,Reading Difficulties,Attention Control,Mathematics,Language Skills,Memory,Models

Network analytic methods that are ubiquitous in other areas, such as systems neuroscience, have recently been used to test network theories in psychology, including intelligence research. The network or mutualism theory of intelligence proposes that the statistical associations among cognitive abilities (e.g., specific abilities such as vocabulary or memory) stem from causal relations among them throughout development. In this study, we used network models (specifically LASSO) of cognitive abilities and brain structural covariance (grey and white matter) to simultaneously model brain-behavior relationships essential for general intelligence in a large (behavioral, N = 805; cortical volume, N = 246; fractional anisotropy, N = 165) developmental (ages 5-18) cohort of struggling learners (CALM). We found that mostly positive, small partial correlations pervade our cognitive, neural, and multilayer networks. Moreover, using community detection (Walktrap algorithm) and calculating node centrality (absolute strength and bridge strength), we found convergent evidence that subsets of both cognitive and neural nodes play an intermediary role 'between' brain and behavior. We discuss implications and possible avenues for future studies. [The CALM Team co-authored this article.]
Paradigm Shift in Education in the Post-COVID-19 World: Is Decentralized Education Possible?
Author: Korkmaz, Günes
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational Practices,Administrative Organization,COVID-19,Pandemics,College Faculty,Teacher Attitudes,Educational Trends,Futures (of Society),Certification,Competency Based Education,Centralization

Decentralization in education, which is an approach based on learner effectiveness independent of a certain institutional and bureaucratic authority, has become a current issue again due to the global COVID-19 pandemic. This study aims to examine the views of 1648 faculty members working at different universities in Turkey regarding the potential paradigm shift in education in the post-COVID world. A five-question questionnaire was used to collect the data. The data were interpreted with descriptive statistics such as frequency and percentage in terms of the academic title, seniority and academic field. The results reveal that instructors expect a great paradigm shift in education after the pandemic. Despite different opinions in terms of the title, the expected changes in education after the pandemic according to seniority and academic field were found to be similar. In addition, faculty members believe that the COVID-19 pandemic has changed the way people and educators view education; however, it has been concluded that they do not expect a transformation towards certification-based competency regardless of the institution from which the diploma is obtained. In this context, although the faculty expect a paradigm shift in education, they believe that centralization in education will remain as it is.
Investigation of Values Teaching Responsibility Perceptions of Prospective Teachers
Author: Çetin, Filiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Values Education,Preservice Teachers,Teacher Responsibility,Undergraduate Students,Student Attitudes,Student Characteristics,Predictor Variables,Gender Differences,Academic Achievement,Foreign Countries

Values teaching is among the education topics that have been discussed extensively in both international and national education platforms recently and it is known that well-trained teachers are an important predictor of success in value teaching. The study aimed to scrutinize prospective teachers' perceptions of values teaching responsibility. In the study, the Survey method was adopted. The data were collected via &quot;Value Teaching Responsibility Perception Scale&quot; developed by Çetin et al. (2019). The scale was administered to a total of 455 prospective teachers, 326 of whom were female and 129 were male at Gazi University Gazi Faculty of Education in different departments and different grade levels in the autumn semester of 2018- 2019 academic year. The collected data were analyzed through the SPSS package program, and t-Test and One-Way Variance Analysis (ANOVA) techniques among parametric tests were used since the distribution showed normality characteristics. In order to determine the effect of independent variables on prospective teachers' perceptions, effect size values were calculated. The results revealed that the perceptions of prospective teachers' values teaching responsibility perceptions differed according to the participants' gender, their grade level, academic achievement status, minding values teaching variables, and the variables had a different degree of size effect on the values teaching responsibility perception scores, however, according to the scores obtained from the overall scale, no difference was observed in terms of place of residence with the family variable.
Investigation of Artistic Perceptions of Middle School Students in the Context of Art Criticism and Aesthetics Learning Area
Author: Özalp Hamarta, Hatice Kübra
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Art Criticism,Aesthetics,Visual Arts,Art Education,Preferences,Art Products,Color,Visual Stimuli,Realism,Cultural Influences

In this research, it is aimed to examine the perceptions of artwork of middle school 5th, 6th, 7th and 8th grade students within the scope of Art Criticism and Aesthetics learning field acquisitions in the Visual Arts Curriculum. This research is a qualitative research and was designed in the general survey model, which is one of the descriptive research types. Middle school students in the study group of the research were selected according to the easily accessible sample type from the purposeful sampling strategy. Accordingly, the study group of the research consists of 100 students studying in the 5th, 6th, 7th and 8th grades of a middle school in the 2020-2021 academic year. The data were collected through a form consisting of 11 questions prepared to determine the students' perceptions of artwork. Descriptive analysis method was used to analyse the data of the research. The data obtained were analysed in two stages; determining the frequency and percentage values according to the number of students choosing the pictures which are artwork or non-artwork, the density of the sentences in which the students stated the reasons for choosing the pictures, and the determination of categories and themes according to the answers given in accordance with the purpose of the research. Among the results of the research, it is seen that especially colour, perspective, composition and realism are effective in the selection of some works. While the sentences stating the reasons for the preference of the students who chose the work of art mostly developed in line with the field of art criticism and aesthetic learning, it was observed that the answers of some students were not conscious.
Analysing Ghanaian Teachers&apos; Perceived Effects of Authentic Assessment on Student Performance in Tema Metropolis
Author: Butakor, Paul Kwame
Date: 2021-00-00
Type: Journal Articles
Subjects: Junior High School Teachers,Junior High School Students,Teacher Attitudes,Performance Based Assessment,Performance Factors,Academic Achievement,Instructional Effectiveness,Barriers,Observation,Scoring Rubrics,Story Telling,Portfolio Assessment,Student Projects,Self Evaluation (Individuals),Peer Evaluation,Foreign Countries

The main aim of this study was to determine the impact of authentic assessment strategies on student performance among Junior High School students, in the Tema Metropolis in the Greater Accra region of Ghana. The study employed a descriptive research design to determine the effect of authentic assessment strategies on students' performance. The results showed that students' portfolios, project works, rubrics, observations, self and peer assessment, story retelling, and demonstrations were the authentic assessment strategies employed by the Junior High School (JHS) teachers in the Tema Metropolis. The study further found that despite the variety of authentic assessment strategies employed by the JHS teachers in the Tema Metropolis, there were numerous challenges that obstruct the teachers in employing authentic assessment strategies. Among these challenges were difficulties in encouraging students' confidence in oral presentations, large student numbers, difficulties in managing performance tasks, insufficient allotted time in one meeting and the demand for greater investment of time and resources. The study also discovered that there is a positive relationship between the use of authentic assessment strategies by the teachers and the academic performances of the students. Further, the results revealed that when the authentic assessment strategies are used often, the academic performance of the students improves tremendously. The study therefore recommends that teachers need to master some aspects of authentic assessment such as characteristics, topics and scoring rubrics. They also should know several types of authentic assessment that can be used for assessing certain skill.