ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive Abilities and Academic Achievement as Intercultural Competence Predictors in Russian School Students
Author: Novikova, Irina A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Academic Achievement,Cultural Awareness,Predictor Variables,Secondary School Students,Gender Differences,Foreign Countries,Age Differences,Grade 9,Grade Point Average,Logical Thinking,Generalization,Ethnocentrism,Personality Traits

The development of intercultural competence (ICC) is important for the modern personality in an unstable and diverse world, but there is a lack of research on this phenomenon in the context of age, gender and intellectual differences. The purpose of the present exploratory study is to identify relations between ICC, cognitive abilities and academic achievements among Russian school students. The sample included 106 (55% female) students in the 9th grade of Moscow secondary school. ICC was measured with the author's modification of &quot;The Intercultural Sensitivity Scale&quot; by Khuhlaev and Chibisova, developed on the basis of the Developmental Model of Intercultural Sensitivity by Bennett. Cognitive abilities were determined with the &quot;School Test of Intellectual Development&quot; by Akimova et al. Academic achievements were evaluated using GPA. The findings of our research show that: (1) higher academic achievements and cognitive abilities usually characterize schoolchildren, who are not inclined to absolutize cultural differences and do not consider them to be barriers to intercultural interaction; (2) the most significant predictors of ICC features from the studied cognitive abilities are &quot;analogy&quot; and &quot;generalization,&quot; but &quot;generalization&quot; has opposite impacts in male and female students. This fact should be taken into account in the context of ICC developments, especially in male school students prone to ethnocentrism.
Traits of Complex Thinking: A Bibliometric Review of a Disruptive Construct in Education
Author: Baena-Rojas, Jose Jaime
Date: 2022-00-00
Type: Journal Articles
Subjects: Epistemology,Thinking Skills,Difficulty Level,Bibliometrics,Educational Innovation,Higher Education,Interdisciplinary Approach,Holistic Approach

The purpose of this research is to contextualize the behavior of publications on complex thinking in education. A total of 428 documents compiled in Scopus from 1937 to 2022 were analyzed with a bibliometric study considering criteria such as &quot;complex thinking&quot;, &quot;complex thought&quot;, and &quot;reasoning for complexity&quot;, all combined with education. The results show 153, 47, and 5 publications for each criterion with their related disciplines, citations, types of documents, universities, prominent authors, researching countries, and the general diachronic evolution of the subject, this allows to establish an idea about the implications of the present study according to one of the most important databases in the world. It is concluded that complex thinking and its relationship with education awakens a greater interest in the academy, not only because of its incidence in diverse fields that are nourished by it for the generation of new multidisciplinary knowledge but also because of the published research that demonstrates its transcendence.
Intelligent Academic Specialties Selection in Higher Education for Ukrainian Entrants: A Recommendation System
Author: Fedushko, Solomiia
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,College Admission,Foreign Countries,Majors (Students),Decision Making,Undergraduate Students,Databases,Prediction,Artificial Intelligence,Career Planning,Tuition

In this article, we provide an approach to solve the problem of academic specialty selection in higher educational institutions with Ukrainian entrants as our target audience. This concern affects operations at universities or other academic institutions, the labor market, and the availability of in-demand professionals. We propose a decision-making architecture for a recommendation system to assist entrants with specialty selection as a solution. The modeled database is an integral part of the system to provide an in-depth university specialties description. We consider developing an API to consume the data and return predictions to users in our future studies. The exploratory data analysis of the 2021 university admission campaign in Ukraine confirmed our assumptions and revealed valuable insights into the specifics of specialty selection among entrants. We developed a comprehension that most entrants apply for popular but not necessarily in-demand specialties at universities. Our findings on association rules mining show that entrants are able to select alternative specialties adequately. However, it does not lead to successful admission to a desired tuition-free education form in all cases. So, we find it appropriate to deliver better decision-making on specialty selection, thus increasing the likelihood of university admission and professional development based on intelligent algorithms, user behavior analytics, and consultations with academic and career orientation experts. The results will be built into an intelligent virtual entrant's assistant as a service.
Examining the Influence of Using First-Person View Drones as Auxiliary Devices in Matte Painting Courses on College Students&apos; Continuous Learning Intention
Author: Gu, Chao
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,Painting (Visual Arts),Robotics,Aviation Technology,Educational Technology,Student Interests,Intention,Program Effectiveness,Technology Uses in Education,Perspective Taking,Interaction,Visual Perception,Computer Simulation,College Students,Foreign Countries,Trust (Psychology)

In terms of the teaching process of matte painting, it is essential for students to develop a sound understanding of the relationship between virtual and physical environments. In this study, first-person view (FPV) drones are applied to matte painting courses to evaluate the effectiveness of the teaching, and to propose more effective design suggestions for FPV drones that are more suitable for teaching. This provides students with a better learning environment using a digital education system. The results of the study indicate that the flow experience, learning interest, and continuous learning intention of students who use FPV drones in matte painting are significantly greater than those of students who only utilize traditional teaching methods. Furthermore, the technology incentive model (TIM) was developed in this study after being verified by the structural equation model. The results demonstrate that the second-order construct 'technology incentive' comprising perceived interactivity, perceived vividness, and novel experience positively influence students' learning interest and continuous learning intentions under the mediation of flow experience.
The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning
Author: Thurn, Christian
Date: 2022-00-00
Type: Journal Articles
Subjects: Prior Learning,Intelligence,Training,Logical Thinking,Abstract Reasoning,Elementary School Students,Grade 4,Grade 5,Mathematical Concepts,Problem Solving,Mathematics Achievement,Physics,Foreign Countries,Cognitive Tests,Mathematics Tests,Mathematical Models

We explored the mediating role of prior knowledge on the relation between intelligence and learning proportional reasoning. What students gain from formal instruction may depend on their intelligence, as well as on prior encounters with proportional concepts. We investigated whether a basic curriculum unit on the concept of density promoted students' learning in a training on proportional reasoning. A 2 × 2 design with the factors basic curriculum unit (with, without) and intervention context to introduce proportional reasoning (speed, density) was applied in two consecutive, randomized classroom studies (N1 = 251, N2 = 566 fourth- and fifth-graders; 49%/56% female). We controlled for intelligence and mathematical achievement. We expected the combination of having received the basic curriculum unit on floating and sinking and proportional reasoning introduced via density (a familiar problem-solving context for this group) to be especially favorable. Whereas this hypothesis was not supported, we showed that mathematical achievement mediated the relation between intelligence and proportional reasoning and enabled learners to better exploit the learning opportunities.
Dietary Intake of Polyphenols Enhances Executive/Attentional Functioning and Memory with an Improvement of the Milk Lipid Profile of Postpartum Women from Argentina
Author: Miranda, Agustín Ramiro
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Foreign Countries,Attention,Executive Function,Dietetics,Metabolism,Cognitive Ability,Nutrition,Infants,Child Development,Food,Individual Characteristics,Correlation

Puerperium may lead to memory and executive/attentional complaints that interfere with women's daily life. This might be prevented by dietary compounds, such as neuroprotective polyphenols. Their bioactivity depends on their effects on lipid metabolism in different tissues, such as the brain, fat, and breast. Thus, a polyphenol-related cognitive improvement may be associated with changes of lipids in human milk, which are key for infant neurodevelopment. A cross-sectional study was conducted on 75 postpartum women from Córdoba (Argentina), involving several neuropsychological tests. Diet was registered to identify polyphenol intake and food pattern adherence, with sociodemographic and other psychological variables (insomnia, stress, subjective cognitive complaints) being also studied. Triacylglycerols, cholesterol, and their oxidative forms were analyzed as milk biomarkers. Multivariate statistical methods were applied. Results confirmed that women who consumed polyphenols presented better executive/attentional performance (i.e., higher correct responses, conceptual level responses, complete categories, verbal fluency; lower attentional interferences, and perseverative errors) and word retention with lower interference. Polyphenols were positively associated with milk lipids, which were higher in women with better cognition. Furthermore, they had lower oxidized triacylglycerols. In conclusion, polyphenolic intake during postpartum may improve executive/attentional functioning, memory, and milk lipid profile.
Development and Validation of the Open Matrices Item Bank
Author: Koch, Marco
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Intelligence Tests,Computer Assisted Testing,Test Items,Item Banks,Matrices,Equated Scores,Test Construction,Construct Validity,Item Response Theory,Test Reliability,Psychometrics,Foreign Countries,Medical Schools,Medical Students

Figural matrices tasks are one of the most prominent item formats used in intelligence tests, and their relevance for the assessment of cognitive abilities is unquestionable. However, despite endeavors of the open science movement to make scientific research accessible on all levels, there is a lack of royalty-free figural matrices tests. The Open Matrices Item Bank (OMIB) closes this gap by providing free and unlimited access (GPLv3 license) to a large set of empirically validated figural matrices items. We developed a set of 220 figural matrices based on well-established construction principles commonly used in matrices tests and administered them to a sample of N = 2572 applicants to medical schools. The results of item response models and reliability analyses demonstrate the excellent psychometric properties of the items. In the discussion, we elucidate how researchers can already use the OMIB to gain access to high-quality matrices tests for their studies. Furthermore, we provide perspectives for features that could additionally improve the utility of the OMIB.
Language and Intelligence: A Relationship Supporting the Embodied Cognition Hypothesis
Author: Negri, Attà
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Cognitive Processes,Cognitive Science,Human Body,Competence,Adults,Intelligence Tests,Scores,Psychomotor Skills,Language Styles,Check Lists,Symptoms (Individual Disorders)

Cognitive science has gathered robust evidence supporting the hypothesis that cognitive processes do not occur in an amodal format but take shape through the activation of the sensorimotor systems of the agent body, which works as simulation system upon which concepts, words, and thought are based. However, studies that have investigated the relationship between language and cognitive processes, as both embedded processes, are very rare. In this study, we investigated the hypothesis that intelligence is associated with referential competence, conceived as the ability to find words to refer to our subjective and perceptual experience, and to evoke understanding of this experience in the listener. We administered the WAIS-IV test to 32 nonclinical subjects and collected autobiographical narratives from them through the Relationship Anecdotes Paradigm Interview. The narratives were analyzed linguistically by applying computerized measures of referential competence. Intelligence scores were found to correlate with the use in narratives of words related to somatic and sensory sensations, while they were not associated with other measures of referential competence related to more abstract domains of experience or based on vivid or reflective dimensions of language style. The results support the hypothesis that sensorimotor schemas have an intrinsic role in language and cognition.
Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?
Author: Csíkos, Csaba
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Mathematics Skills,Arithmetic,Cognitive Development,Word Problems (Mathematics),Learning Processes,Problem Solving,Scaffolding (Teaching Technique)

The nature of the development of arithmetic performance has long been intensively studied, and available scientific evidence can be evaluated and synthesized in light of Nelson and Narens' model of metacognition. According to the Nelson-Narens model, human cognition can be split into two or more interrelated levels. Obviously, in the case of more than two levels, cognitive processes from at least one level can be described as both meta- and object-level processes. The question arises whether it is possible that the very same cognitive processes are both controlled and controlling. The feasibility of owning the same cognitive processes--which are considered the same from an external point of view of assessment--as both meta- and object-level processes within the same individual opens the possibility of investigating the transition from meta-level to object-level. Modeling cognitive development by means of a series of such transitions calls forth an understanding of possible developmental phases in a given domain of learning. The developmental phases of arithmetic performance are described as a series of transitions from arithmetical facts to strategies of arithmetic word problem solving. For school learning and instruction, the role of metacognitive scaffolding as a powerful educational approach is emphasized.
Cultural Intelligence: What Is It and How Can It Effectively Be Measured?
Author: Sternberg, Robert J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intelligence,Adjustment (to Environment),Knowledge Level,Metacognition,Motivation,Behavior,College Students,Beliefs,Attitudes,Student Characteristics,Gender Differences,College Entrance Examinations,Racial Differences,Ethnicity,Reading Achievement,Mathematics Achievement,Grade Point Average

We administered both maximum-performance and typical-performance assessments of cultural intelligence to 114 undergraduates in a selective university in the Northeast of the United States. We found that cultural intelligence could be measured by both maximum-performance and typical-performance tests of cultural intelligence. Cultural intelligence as assessed by a maximum-performance measure is largely distinct from the construct as assessed by a typical-performance measure. The maximum-performance test, the Sternberg Test of Cultural Intelligence (SCIT), showed high internal consistency and inter-rater reliability. Sections with problems from two content domains--Business (SCIT-B) and Leisure (SCIT-L) activities--were highly intercorrelated, suggesting they measured largely the same construct. The SCIT showed substantial correlations with another maximum-performance measure of cultural intelligence, Views-on-Culture. It also was correlated, at more modest levels, with fluid intelligence and personal intelligence tests. Factorially, the (a) maximum-performance cultural intelligence tests, (b) typical-performance cultural intelligence test and a test of openness to experience, and (c) fluid intelligence tests formed three separate factors.
Academic Achievement: Influences of University Students&apos; Self-Management and Perceived Self-Efficacy
Author: Al-Abyadh, Mohammed Hasan Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Self Management,Foreign Countries,Self Efficacy,Student Attitudes,Cross Cultural Studies,Learning Experience,Undergraduate Students,Correlation,Rating Scales,Student Characteristics

Successful students are more than just those who have more effective and efficient learning techniques for acquiring and applying information. They can also motivate, evaluate, and adjust their behavior if they are not learning properly. Thus, the objective of this study was to investigate the influence of university students' self-management during their learning experience and their self-efficacy on their academic achievement. Additionally, the study investigated the differences between the Egyptian and Saudi students' perceptions of self-management skills and self-efficacy in their academic achievement within the two countries. A total of 889 students from two different Arab countries took part in the study (Egypt and the Kingdom of Saudi Arabia). The sample was given an online questionnaire to evaluate their self-management abilities, perceived self-efficacy, and academic achievement. A quantitative approach using SmartPLS-SEM was deployed. The findings demonstrate that self-management and self-efficacy have positive influences on students' academic achievement in both countries. Further, self-management skills have been proven to influence self-efficacy, which in turn highly influences academic achievement. Moreover, the findings of the Multi-Group Analysis (MGA) did not report significant differences between the Egyptian and Saudi students in terms of their perception of self-management, self-efficacy, and academic achievement.
Personal Intelligence Is Evident in the Sophistication of People&apos;s Narratives about Personality
Author: Allen, Jayne L.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Personal Narratives,Personality,Intelligence,Multiple Intelligences,Difficulty Level,Personality Measures,Knowledge Level,Cognitive Processes

Personal intelligence concerns the ability to understand personality in oneself and others--including the understanding of motives, socioemotional traits, and abilities. We examined if people's scores on the ability-based &quot;Test of Personal Intelligence (TOPI)&quot; would be reflected in their narratives about someone whose personality they had learned about. In a Preliminary Study (N = 220), we collected narratives and open-ended descriptions about their learning. In Study 1 (N = 212), experts rated the respondents' open-ended narratives for their sophistication about personality, defined as their knowledge and complexity of thought around the topic. Respondents also filled out checklists concerning what they learned and their relationship outcomes. Study 2 (N = 299) was a replication and extension in which we added the TOPI. Participants who scored higher on the TOPI produced narratives higher in Sophistication, even after statistical controls for Word Count and Vocabulary (the measures also were largely independent of the Big Five). The findings here may have applications for both testing and training.
Criterion-Referenced Assessment of Intelligence as Adaptation to the Environment: Is It Possible, Plausible, or Practical?
Author: Sternberg, Robert J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Criterion Referenced Tests,Intelligence Tests,Intelligence,Intelligence Quotient,Adjustment (to Environment),Norm Referenced Tests,Achievement,Scoring,Problem Solving,World Problems

Criterion-referenced testing is usually applied to the assessment of achievement. In this article, we suggest how it can also be applied to the assessment of adaptive intelligence, that is, intelligence as adaptation to the environment. In the era of the Anthropocene, we argue that adaptive intelligence is what is most important not only for individual success, but also for success in terms of preservation of the world as we know it. We define criterion-referenced testing and compare it to norm-referenced testing. We then discuss two kinds of scoring of criterion-referenced testing, namely, with respect to external criteria and with respect to internal (theory-based) criteria. We then discuss past research on intelligence that could be viewed as criterion-referenced. Finally, we suggest how criterion-referencing could be applied to the assessment of adaptive intelligence.
Computer-Based Intervention Closes Learning Gap in Maths Accumulated in Remote Learning
Author: Ökördi, Réka
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Intervention,Achievement Gap,Mathematics Achievement,Distance Education,Mathematical Logic,Mathematics Skills,Thinking Skills,Game Based Learning,Elementary School Students,Grade 3,Grade 4,Mathematics Tests,Scores,COVID-19,Pandemics,Remedial Mathematics,Foreign Countries

Remote learning has reduced the mathematical performance of students. Mathematical reasoning is the critical skill that enables students to make use of all other mathematical skills. The aim of the present study was (1) to develop the mathematical reasoning skills of underachieving students and (2) to explore the application options, benefits and limitations of an online game-based intervention programme among third- and fourth-grade pupils (aged 9-11, N = 810). The content of the programme was designed to strengthen their basic maths skills in line with the curriculum. Beyond assigning the tasks, the digital intervention programme also performed the motivational, differentiation- and feedback-related tasks of the teacher. The reliability indices for pre-, post and follow-up test results proved to be high (Cronbach's alpha = 0.90, 0.91 and 0.92, respectively). The effect size of the programme proved to be significant in both grades (d = 0.22 and 0.38, respectively). The results confirm the potential of the intervention programme to close, or at least significantly reduce the COVID learning gap in basic maths skills, without the need for additional teacher work--which is an important aspect of successful implementation--in areas which are the most challenging for 9-to-11-year-old pupils in the domain of mathematics.