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1

RELATIONSHIP BETWEEN FLUID INTELLIGENCE AND LEARNING POTENTIAL: IS THERE AN INTERACTION WITH ATTENTIONAL CONTROL?

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Filičková M., Ropovík I., Bobáková M., Kovalčíková I.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
|
issue 1
25 – 41
EN
The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.
2

LACK OF PUBLICATION BIAS IN INTELLIGENCE AND WORKING MEMORY RESEARCH: REANALYSIS OF ACKERMAN, BEIER, & BOYLE, 2005

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Taraday M.
Studia Psychologica
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2019
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vol. 61
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issue 4
203 – 212
EN
A meta-analysis was carried out to demonstrate the existence of publication bias in research on the relationship between measures of fluid intelligence and working memory. Reanalysis of data collected in Ackerman, Beier, & Boyle, 2005 was conducted. A heterogeneous distribution of correlation coefficients in the absence of asymmetry in the distribution of coefficients was observed. According to the author of the analysis, there are no arguments for the presence of publication bias in this particular set of results drawn from research on intelligence and working memory.
3

THE REPRODUCTIVE AND CREATIVE IMAGERY: AN EVOLUTIONARY PERSPECTIVE

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Lukasik A.
Psychologia-Etologia-Genetyka
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2007
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vol. 15
47-73
EN
The hypotesis has been formulated that the decison about generation of a creative imagery is made if a representation which is characterized by a low level of analogy with object from natural world is usefulness in the context of the task. However, the decision about generation of a reproductive imagery is made if a representation which is characterized by high level of similarity to the object form natural world is usefulness in the context of the task. Because there are different adaptation targets of reproductive and creative imagery, it was also assumed that surprising stimulus will affect the computation mechanism to produce the imagery with higher originality level and lower similarity level of imaginated objects to virtual objects than forseeable stimulus. On the other hand it can be assumed that forseeable stimulus are able to stimulate the computation mechanism to produce the imagery with lower originality level but higher similarity level than the surprising stimulus. Because the general intelligence as well as imagination are specific 'survival tools' and they increase subject's fitness, it is assumed to appear a postive correlation between the general (fluency) intelligence and adequacy of decisions made by the computation mechanism: in the conditions inducing generation of reproductive imagery it anticipated a positive correlation between the fluency intelligence and similarity of imaginated objects to ones existing in the virtual world but a negative correlation between the fluency intelligence and originality of the imagery; exactly the inverse relation was expected in the experimental conditions inducing generation of creative imagery. The first hypothesis was partially confirmed. The experiment didn't confirm relations of the fluency intelligence and the computation mechanism adequatness. The results of experiment were discussed from neuropsychological perspective and a necessity to use other kinds of measurement of the fluence intelligence than Raven's test in the future research was stressed.
4

INFLUENCE OF FLUID INTELLIGENCE ON ACCURACY OF METACOGNITIVE

100%
Urban K., Urban M.
Studia Psychologica
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2018
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vol. 60
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issue 2
123 – 136
EN
Monitoring in Preschool Children Fades with the Calibration Feedback Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child’s development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in pre-schoolers.
5

EXPLAINING THE ABILITY TO LEARN ANALOGIES: THE ROLE OF EXECUTIVE FUNCTIONS AND FLUID INTELLIGENCE

88%
Ropovik I., Bobáková M., Ferjenčík J., Filičková M., Kovalčiková I., Slavkovská M.
Studia Psychologica
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2016
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vol. 58
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issue 4
322 - 335
EN
It is well established that analogical reasoning can be explained by the efficiency of working memory (WM) but it remains unclear what processes are involved when the child learns to reason analogically. The present study examined the relationship of executive functions (EF) and fluid intelligence (gF) and the ability to learn analogies in a sample of 210 10-year-old children. First, with regard to the structure of EF, a four-factor model fitted the data well. However, shifting and fluency were indistinguishable from attentional control. At the same time, attentional control fully accounted for the interrelationships between other EF. Second, only WM proved to have a direct effect on the ability to learn and on gF, while mediating the effect of attentional control. Third, despite a decent explanatory power of WM, it did not explain the relationship between the ability to learn and gF, indicating the presence of another factor distinct from WM.
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