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PubMed1976

Biology of human intelligence.

The article presents a brief review of the genetic aspects of intelligence as measured by IQ tests. The results from family and twin investigations seem to agree in as much as high heritabilities for IQ can be calculated. There are, however, a large number of insecurities and sources of error which invite to criticism. Although, at present, it is justified to assume that genetic factors contribute substantially to variations in IQs, it would be premature to claim that genetic and other causes of variation could be expressed in precise figures. It seems doubtful if this situation could be further improved by continued use of IQs in genetic investigations. It should be more profitable to use other entities, such as well-defined special abilities, which could be designed directly for genetic analyses.

Environment↗
PubMed2005

Physical stature and intelligence as predictors of the timing of baby boomers' very first dates.

The paper analyses to what extent the timing of the very first date of American adolescents in the 1960s correlated with their physical stature and cognitive ability. Using an event history approach, it was found that intelligence and a weight slightly above the average raised the odds of arranging a first rendezvous, whereas the effect of height was gender-specific. Tallness improved chances among boys, whereas girls whose height was slightly below the average had the highest odds. This pattern was mirrored by the adolescents' evaluation of their own physical stature. The fact that the estimated associations are remarkably similar to those observed in the literature on fertility and wages suggests that these attributes are selection criteria in situations of social interaction already among adolescents.

Adolescent↗
PubMed2002

Null sex differences in general intelligence: evidence from the WAIS-III.

There is an increasing number of studies claiming that the sex differences in general intelligence are "real." The empirical evidence is based on the summation of the standardized sex differences in several cognitive batteries. However, the scientific construct of general ability rests on the correlations among test scores, rather than on their summation. The latter (ability in general) is an arbitrary variable, not a scientific construct. General ability is not a function of any particular cognitive test, but a source of variance evidenced by the correlation between several diverse tests, each of which reflects general ability (g) to some extent, but also group factors and test specificity. Because there are important educational, economic, and social consequences of a group difference in general ability, it is especially germane to evaluate the possibility of an average sex difference in its proxy measures, such as IQ. The Spanish standardization of the WAIS-III is analyzed in the present study. The sample was made up of 703 females and 666 males, aged 15-94, drawn as a representative sample of the population in terms of educational level and geographical location. Although a male advantage of 3.6 IQ points is observed, the difference is in "ability in general," not in "general ability" (g). Given that the main ingredient of the strong association between IQ and a broad range of social correlates is g, and given that there is no sex difference in g, then the average IQ sex-difference favoring males must be attributed to specific group factors and test specificity.

Adult↗
PubMed2006

Emotional intelligence as predictor of mental, social, and physical health in university students.

This study examined the association between emotional intelligence (EI), anxiety, depression, and mental, social, and physical health in university students. The sample was made up of 184 university students (38 men and 146 women). El was evaluated by the Trait Meta-Mood Scale (Salovey, Mayer, Goldman, Turvey, and Palfai, 1995), which evaluates the three dimensions (Attention, Clarity, and Mood Repair). Anxiety was evaluated with the Trait Anxiety Questionnaire (Spielberger, Gorsuch, Lushene, Vagg, and Jacobs, 1983) and depression with the Beck Depression Inventory (Beck, Rush, Shaw, and Emery, 1979). Mental, social, and physical health were evaluated with the SF-12 Health Survey (Ware, Kosinski, and Keller, 1996). Results showed that high Emotional Attention was positively and significantly related to high anxiety, depression, and to low levels of Role Emotional, Social Functioning, and Mental Health. However, high levels of emotional Clarity and Mood Repair were related to low levels of anxiety and depression, high Role Physical, Social Functioning, Mental Health, Vitality, and General Health. This study confirmed the predictive value of Attention, Clarity and Mood Repair regarding the levels of anxiety, depression, and areas related to mental, social, and physical health in university students.

Adult↗
PubMed2001

Heritability estimates of intelligence in twins: effect of chorion type.

This study investigates the basic assumption of homogeneity of monozygotic (MZ) twins: are there differences according to the timing of the zygotic splitting, early in dichorionic (DC) and later in monochorionic (MC) pairs? We assessed the IQ of 451 same-sexed twin pairs of known zygosity and chorion type with the Wechsler Intelligence Scale for Children-Revised (WISC-R). The variances of within-pair differences were compared for monochorionic (MC), dichorionic monozygotic (DC-MZ) and dizygotic same-sexed (DZ) twins and structural equation modeling was applied. High heritability estimates were found for almost all subscales and IQ-scores. A significant effect of chorion type was found: the MC twins resembled each other more than the DC-MZ twins on the subscales Arithmetic and Vocabulary. The effect accounts for respectively 14% and 10% of the total variance.

Adult↗
PubMed2002

Emotional intelligence and the good community.

Suggests various ways in which the concept of emotional intelligence (EI) can inform community research and action. Begins by defining EI and reviewing the growing body of research on its contribution to educational, health, and occupational outcomes. Next distinguishes between EI and the related concept of emotional and social competence. Then considers the connection between EI and several topics of interest to community action researchers including prevention and wellness promotion, implementation and dissemination of innovative programs, community development, and the value of diversity. Concludes by suggesting that the ecological perspective can help inform research and practice relating to EI.

Community Participation↗
PubMed2003

Factorial invariance in preventive intervention: modeling the development of intelligence in low birth weight, preterm infants.

The paper addresses the issue of measurement invariance in the analysis of preventive intervention data. Procedures for testing the invariance of covariance matrices, measurement models, and structural growth models are illustrated using data from an early intervention program for low birth weight, preterm infants. Intelligence Quotient (IQ) measured at 5 time points was modeled using piecewise growth curve analysis. Change over time in children's cognitive development was modeled separately for the pre- and postintervention periods. The first period was during the intervention, which lasted from birth through age 3 years. The second was during the postintervention period, which included follow-up assessments at ages 5 and 8 years. The analytical approach is illustrated with findings indicating that the development of IQ was different for higher low birth weight (HLBW: 2001-2500 g) and lower low birth weight (LLBW: <2001 g) infants. Examination of the effects of covariates on the IQ trajectories associated with the two birth weight groups indicated differential effects on IQ depending on the period of development and birth weight. Neonatal health and maternal age were predictors of IQ change in the LLBW group whereas maternal education was related to change in the HLBW group. During the posttreatment period, only Hispanic ethnicity and treatment group status were related to change. Hispanic participants exhibited an accelerated trajectory between program end and age 8 years. Intervention recipients exhibited a flatter trajectory during the same time period whereas participants in the control group exhibited an accelerated development, essentially catching up with their counterparts in the treatment group. Results clearly illustrate the utility of invariance testing in modeling developmental trajectories in response to preventive intervention.

Child↗
PubMed1998

Increasing speech intelligibility in children with autism.

Accumulating studies are documenting specific motivational variables that, when combined into a naturalistic teaching paradigm, reliably influence the effectiveness of language teaching interactions for children with autism. However, the effectiveness of this approach has not yet been assessed with respect to improving speech intelligibility. The purpose of this study was to systematically compare two intervention conditions, a Naturalistic approach (which incorporated motivational variables) vs. an Analog (more traditional, structured) approach, with developmentally similar speech sounds equated within and across conditions for each child. Data indicate that although both methods effectively increased correct production of the target sounds under some conditions, functional use of the target sounds in conversation occurred only when the naturalistic procedures were used during intervention. Results are discussed in terms of pivotal variables that may produce improvements in speech sounds during conversational speech.

Articulation Disorders↗
PubMed1991

A reconsideration of testing for competence rather than for intelligence.

David C. McClelland's 1973 article has deeply influenced both professional and public opinion. In it, he presented five major themes: (a) Grades in school did not predict occupational success, (b) intelligence tests and aptitude tests did not predict occupational success or other important life outcomes, (c) tests and academic performance only predicted job performance because of an underlying relationship with social status, (d) such tests were unfair to minorities, and (e) "competencies" would be better able to predict important behaviors than would more traditional tests. Despite the pervasive influence of these assertions, this review of the literature showed only limited support for these claims.

Achievement↗
PubMed1997

Intelligence and lifelong learning. What's new and how can we use it?

The field of intelligence as applied to lifelong learning has some new ideas about what intellectual abilities are and how they can be measured. The field also has come to a realization of what some of the limitations are both of conventional tests and even of new tests that are starting to emerge. What does the future hold for this field? It is in our hands, as a field, to decide.

Adult↗
PubMed1998

A longitudinal study of blood pressure in relation to performance on the Wechsler Adult Intelligence Scale.

A growth curve analysis was used to examine estimated longitudinal decline (over 19 years) on the Wechsler Adult Intelligence Scale (WAIS; D. Wechsler, 1955) in relation to arterial hypertension and blood pressure (BP) for 55 men and 85 women (40 to 70 years old) who were free from overt major coexisting diseases. BP was associated with longitudinal decline for Visualization-Performance (VP) ability and Speed. Hypertension was a weaker predictor of VP and was unrelated to Speed. Age effects on VP were overestimated when averaged BP level, particularly systolic BP, was not controlled statistically. It was concluded that initial BP level and hypertension predict age-related longitudinal decline in specific major abilities assessed by the WAIS but that BP averaged over examinations is a stronger predictor.

Adult↗
PubMed1992

Familiarity effects in visual comparison tasks and their implications for studying human intelligence.

Two experiments were carried out to study the effect of prior knowledge on cognitive processes related to human intelligence by examining its role in defining task novelty. In Experiment 1, Ss performed a letter-matching task involving same-different judgments based on 4 rules of sameness: physical identity, form, system, and name. When the stimuli were unfamiliar, performance on the name classification task was correlated with measures of fluid abilities, whereas when the stimuli were familiar, performance on this task was not correlated with measures of fluid abilities. In Experiment 2, Ss performed 3 different forms of a mental rotation task. When the stimuli were unfamiliar, the slope of the rotation function was correlated with a test of fluid ability, whereas when the stimuli were familiar, the slope of the rotation function was not correlated with a test of fluid ability. These results are discussed in terms of their implications for understanding the nature of task complexity and the way knowledge and processing interact in the development of skilled performance.

Adult↗
PubMed1989

A longitudinal study of the performance of hypertensive and normotensive subjects on the Wechsler Adult Intelligence Scale.

Performance on the Wechsler Adult Intelligence Scale was followed over two 5- to 6-year intervals for essential hypertensive Ss (EH; n = 22) free from medical complications and for normotensive Ss (N; n = 20). EH were treated with adrenergic beta-blocking drugs, diuretics, or both. Mean age was 46 years (SD = 12.6 years), initially (Time 1). Results were unaltered by adjustment for initial age. N improved modestly on the Verbal scale, from Time 1 to Time 2 only. EH neither improved nor declined on the Verbal scale. Scores remained unchanged for both EH and N Ss for the Performance scale. Overall, and at Times 2 and 3, Verbal scores were lower for the EH group. It was concluded that neither decline nor improvement in cognitive function over time are necessary outcomes of modest, carefully treated, uncomplicated hypertension in the middle years.

Female↗
PubMed1993

Age difference patterns of psychometric intelligence in adulthood: generalizability within and across ability domains.

Cross-sectional data from the 5th (1984) wave of the Seattle Longitudinal Study are reported with regard to the generalizability of age differences in psychometric intelligence within and across ability domains. Ss were 1,628 community-dwelling individuals drawn from a Pacific Northwest health maintenance organization. Age difference patterns of 9 groups with mean ages from 29 to 88 years are examined for the ability domains of verbal ability, spatial orientation, inductive reasoning, numeric ability, verbal memory, and perceptual speed. Each ability is marked by 3 or 4 observed variables.

Adult↗
PubMed2001

The frequency of reliable component difference scores for the Wechsler Intelligence Scale for Children--Third edition in two samples.

The cumulative percentage frequencies are presented for differences among reliable component analysis (RCA) scores for the verbal comprehension, perceptual organization, freedom from distractibility, and processing speed constructs assessed by the Wechsler Intelligence Scale for Children--Third edition (WISC-III) for the standardization sample and a learning disabled sample. Using RCA scores to form differences has several advantages over traditional equally weighted scores for the WISC-III. J. C. Caruso and N. Cliff (2000) presented tables to assess the statistical significance of differences among the RCA scores for the WISC-III. It is important, however, to use a dual approach in interpreting difference scores; both the statistical significance of a difference and the frequency with which it occurred in a relevant comparison group should be determined. This article contains the information necessary for practitioners to use the recommended dual approach to interpreting RCA difference scores for the WISC-III.

Adolescent↗
PubMed2004

The construct and criterion validity of emotional intelligence and its potential utility for management studies.

In this study, the authors reviewed the definition of emotional intelligence (EI) and argued that El is conceptually distinct from personality. In Study 1, the authors showed that EI was related to yet distinct from personality dimensions and that it had incremental predictive power on life satisfaction. The authors examined the construct validity of self-reports and others' ratings of EI using two samples in Study 2. In a student sample, parents' ratings explained additional variance in the students' life satisfaction and feelings of powerlessness after controlling for the Big Five personality dimensions. In the work sample, peer ratings were found to be significant predictors of job performance ratings provided by supervisors after controlling for the Big Five personality dimensions. Other implications for future research on EI are discussed.

Adolescent↗
PubMed2004

Intelligence: is it the epidemiologists' elusive "fundamental cause" of social class inequalities in health?

Virtually all indicators of physical health and mental competence favor persons of higher socioeconomic status (SES). Conventional theories in the social sciences assume that the material disadvantages of lower SES are primarily responsible for these inequalities, either directly or by inducing psychosocial harm. These theories cannot explain, however, why the relation between SES and health outcomes (knowledge, behavior, morbidity, and mortality) is not only remarkably general across time, place, disease, and kind of health system but also so finely graded up the entire SES continuum. Epidemiologists have therefore posited, but not yet identified, a more general "fundamental cause" of health inequalities. This article concatenates various bodies of evidence to demonstrate that differences in general intelligence (g) may be that fundamental cause.

Age Factors↗
PubMed2003

Decision making with the "adaptive toolbox": influence of environmental structure, intelligence, and working memory load.

In 2 experiments with a total of 220 participants, the tendency to use simple heuristics such as the take the best heuristic in an adaptive manner was investigated. In a simulated stock market paradigm, the payoff structure of environments was varied, favoring either compensatory or noncompensatory decision strategies in terms of expected long-term payoff. In both experiments, the majority of participants were classified as using strategies that were adequate for the environment, supporting the notion of adaptive strategy selection. These strategy shifts were moderated by intelligence, as measured with common tests. Neither an additional learning phase (Experiment 1) nor working memory load or working memory capacity (Experiment 2) had additional effects on strategy selection.

Adult↗