Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 20

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  INTELLIGENCE
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

RELATIONSHIPS BETWEEN THE PAVLOVIAN TEMPERAMENTAL TRAITS AND FLUID AND CRYSTALLIZED INTELLIGENCE AS WELL AS EDUCATION IN SUCCESSIVE DEVELOPMENTAL STAGES

100%
Miklewska A., Strelau J., Kaczmarek M.
Psychological Studies
|
2004
|
vol. 42
|
issue 3
53-66
EN
The aim of the study was to investigate the relationship between Pavlovian traits of temperament - strength of excitation, strength of inhibition and mobility of nervous processes - and measures of fluid and crystallized intelligence depending on the age of subjects. The psychometric instruments were administrated to seven age groups - the youngest group consisted of kindergarten children and the oldest one of subjects aged 60-80 years. There were 831 participants overall. Some hypothetical relationships were considered, especially with respect to age differences. The analyses allowed concluding that there is a modest but significant relationship between the mobility of nervous processes and intelligence - this refers to fluid as well as to crystallized intelligence. The relationship was the most powerful in adults, and the weakest - in children. The data confirmed that the structure of these relationships differ between age groups. Additionally the relationships between temperament, intelligence and education were examined.
2

CREATIVITY AND INSPECTION TIME

80%
Zetenyi T.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 4
677-689
EN
The interrelation of creativity and inspection time was tested with 97 subjects. Based on former results it was presumed that psychometric creativity - similar to psychometric intelligence - is related to inspection time. According to former data, mental abilities display low or medium negative correlation with information processing on large samples. I.e., in tests, high and low achievement is accompanied by fast and slow reaction time, respectively, in the case of 10-20% of subjects. The author obtained a correlation that is of the same direction but weaker than those published in the literature. Comparing high and low creativity test achievements and the quality of information processing he found that both show individual differences, which, however, do not coincide. Subjects requiring twice-three times longer inspection time or twice-three times more of presentations include persons of high, medium and low creativity alike.
3

COGNITIVE DISSONANCE REDUCTION IN RELATION TO INTELLIGENCE

80%
Richter T., Ferraro F. R.
Studia Psychologica
|
2015
|
vol. 57
|
issue 2
115 – 119
EN
Cognitive dissonance (CD) is the discomfort that occurs when two opposing beliefs are held simultaneously. When this conflict arises, one of the opposing beliefs must be altered or dropped in order to reduce the discomfort. The current study examined the relationship between cognitive dissonance and intelligence (using vocabulary subtest scores of the Wechsler Adult Intelligence Scale-Revised IV; WAIS-R IV) and grade point average (GPA) in 103 college undergraduates. The ratings occurred before and after the exam. In order to induce the cognitive dissonance participants were given low fictitious scores and shown a comparatively greater average. Cognitive dissonance was measured by taking the difference of the participants’ fairness ratings of the vocabulary subtest. No relationship existed between WAIS-R IV performance and CD scores (r = .01, ns). However, GPA and CD scores were negatively associated (r = -.29, p < .01).
4

Das Profil des Intellektuellen in der Bundesrepublik und der DDR

80%
Wolting M.
Germanica Wratislaviensia
|
2012
|
vol. 136
25-40
EN
The intellectual actively determined Germany’s public and political image. The intelligence of the GDR gave its face to the political power of the SED. Who is an intellectual? Who deserves this title? These are the questions that should be asked in addition to the considerations about the German-German mental states not only in the time of separation but also in the time of the unification of both German states.
5

ABOUT THE EFFECT OF RATIONAL, DIALECTICAL AND CRITICAL THINKING ON WISDOM

80%
Ruisel I.
Studia Psychologica
|
2006
|
vol. 48
|
issue 2
81-93
EN
The essential characteristics of rational, dialectical and critical thinking are defined in relation to wisdom. Thinking influences wisdom through the quality of decision-making in the choice of strategies suitable for solving rather complex and badly defined problems. Rational thinking is closely related to a search for optimum alternatives and should be unbiased and objective. Dialectical thinking refers to knowledge of processes comparing or synthesizing facts, standpoints and opposite viewpoints. Critical thinking activates abilities and strategies that enhance the probability of desirable outputs, where definition of the desirable depends on an individual's varying goals and values. Acceptance of the principles of critical thinking considerably contributes to the regulatory role of wisdom. Critical thinking, together with wisdom, endeavors to bring men to acquire and use information more efficiently not solely in favor of selected groups, but also humanity as a whole.
6

ATTENTION TRAINING IN SCHOOLCHILDREN IMPROVES ATTENTION BUT FAILS TO ENHANCE FLUID INTELLIGENCE

80%
Sarzyńska J., Żelechowska D., Falkiewicz M., Nęcka E.
Studia Psychologica
|
2017
|
vol. 59
|
issue 1
50 – 65
EN
Fluid intelligence is a critical factor in learning and instruction. It also influences performance at school and in the workplace. There have been many attempts to directly and indirectly improve general fluid intelligence by training its underlying cognitive functions, such as working memory, cognitive control, or attention. The aim of the present study was to determine the extent to which school-age children’s scores on intelligence tests could be improved by attention training. After training sessions, which consisted of four computerized cognitive tasks that practiced various aspects of attention, the children’s scores on an attention test improved, with fewer false alarms and increased performance speed. This improvement partially persisted over an extended period of time. However, this effect was not associated with higher intelligence test scores. These results suggest that attention is possible to develop through short-term interventions but general intelligence is not. We interpret our findings in terms of the three-stratum theory of human intelligence.
7
Content available remote

CHOSEN EXAMPLES OF USSR SECRET SERVICE ACTIVITIES IN AFRICA DURING COLD WAR PERIOD (Wybrane przyklady aktywnosci sluzb specjalnych ZSRR w Afryce w epoce zimnej wojny)

80%
Al-Temimi D.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
|
2010
|
issue 2
175-192
EN
The following article discusses chosen examples of Soviet intelligence activities on the African continent during Cold War. It contains events in Angola, Ghana, Egypt, Ethiopia, Somalia and Mozambique. The author presented interference of the Soviet Committee for State Security (KGB) and allied intelligence services in internal and foreign policy of these states.
8

The Movement of Intelligent Project

80%
Bylica P.
Przegląd Filozoficzny. Nowa Seria
|
2004
|
vol. 13
|
issue 2(50)
101-109
EN
The purpose of the article is to acquaint the Polish reader with the movement of the Intelligent Project. The movement aims to explain life on earth, and especially intelligent life on earth, as a result of plan executed by some supernatural intelligence. This conception is discussed at some length by presenting main exponents of the movement and their arguments. Then the author offers some reservations about scientific and philosophical quality of these views.
9

INTERCULTURAL DIFFERENCES IN INTELLIGENCE IN THE MIRROR OF EUROPEAN WISC-III STANDARDIZATIONS

80%
Dockal V.
Studia Psychologica
|
2006
|
vol. 48
|
issue 3
213-228
EN
The study compares the national versions of the WISC-III and the results of the standardizing researches carried out in Great Britain, German-speaking countries, the Czech Republic and in Slovakia. It brings support to the fact that despite a common cultural space in the European Union, the differences exist in the intellectual abilities of children of the groups surveyed. They may be ascribed to the different traditions and primarily to the different school systems existing in various countries. These facts are to be taken into account when intelligence is being measured and this also when nonverbal testing tasks are used.
10

CORRELATES OF SOCIAL AND ABSTRACT INTELLIGENCE

80%
Makovska Z., Kentos M.
Studia Psychologica
|
2006
|
vol. 48
|
issue 3
259-264
EN
A sample was created by 220 children attending the 9th grade of Czech and Slovak elementary schools, to whom the methods for the classic and social intelligence measurement were administrated. We measured the classical intelligence via TIP (Test of Intellect Potential; Rican, 1971). The 21-items scale - TSIS (Tromso Social Intelligence Scale; Silvera, Martinussen, Dahl, 1999), consisting of three factors: Social Information Processing, Social Skills and Social Awareness, was used to measure the social intelligence. The results obtained show satisfactory reliability of the Tromso scale. The correlation analysis yielded the significant relations between the measurements of social and abstract intelligence, mainly in the Social Awareness dimension. Significant differences in measures of social intelligence, with regard to gender, are probably determined by the specific age structure of the sample.
11

NEURAL MECHANISMS OF INTELLIGENCE

80%
Necka E., Orzechowski J.
Kolokwia Psychologiczne (Psychological Colloquia)
|
2006
|
vol. 14
43-61
EN
The chapter contains a review of research and state-of-the-art knowledge concerning the neural mechanisms of intelligence. The review is divided into four parts, referring to the hypothetical bases of relations between intelligence and structure of the brain or its functions. The following areas of research are therefore discussed: (1) localization of intelligence in the brain, (2) fast and errorless transmission of impulses as a basis of intelligence, (3) intelligence and neural efficiency hypothesis, and (4) the role of brain volume and cranial capacity. The results are judged inconclusive concerning the detailed knowledge of the neural mechanisms of intelligence. Moreover, they seem inconclusive concerning the very essence of intelligence. The authors claim that the body of research under review shows neural correlates of individual differences in intellectual ability rather than mechanisms of intelligence. There is also a suggestion that the knowledge of neural correlates of intelligence is not synonymous with the knowledge of intelligence. The latter needs careful psychological analyses and the use of theoretical constructs introduced by cognitive psychology.
12

IS PRUDENCE A BRIDGE BETWEEN INTELLIGENCE AND PERSONALITY?

80%
Ruisel I.
Studia Psychologica
|
2006
|
vol. 48
|
issue 3
197-205
EN
Attention is devoted to the prudence as a 'team of virtues'. The stress is laid on eight forms of prudence as long-term memory, ability to the adequately understand existing relationships, openness to advice of the others, brightness, reasonableness, foresight, circumspection, cautiousness. The prudence is oriented to a practical achievement of the personal goals, plans and designs. However, we assume an ability to choose appropriate means to attain the goals. The prudence represents one of the preconditions of a mature and cultivated personality, permitting one to master a suitable concept of life style and primarily to identify means leading to this goal. The prudence asserts itself by refusing the self-regulatory failings and the unjustified temptations. These reflections also imply that the concept prudence bridges over the historically preserved though methodologically unjustified division between a subject's behavior and his personality.
13

HUMAN KNOWLEDGE IN THE CONTEXT OF COGNITIVE PSYCHOLOGY

70%
Ruisel I.
Studia Psychologica
|
2010
|
vol. 52
|
issue 4
267-284
EN
This study summarizes the research activity of the Centre of Excellence in the Research of Cognition CEVKOG. The aim of these research projects was to contribute to the formation of the human cognitive portrait model, as opposed to the reactive and imperfect model. Key aspects of the portrait have been analyzed, including cognitive constructs, learning activity, effect of computers on a cognitive psychology, effect of cognitive processes, memory models, problem solving, effect of cognitive fallacies, cognitive styles and cognitive schemes. The cognitive psychology of science has been discussed, the relation of cognition and intelligence and also wisdom as the cognitive summary of the portrait. The cognitive concept believes in the dominance of knowledge in the context of human existence. Humans rationally regulate their behaviour, actively form their environment and meet life goals.
14

DEPRESSIVE SYMPTOMS, ACADEMIC ACHIEVEMENT, AND INTELLIGENCE

70%
Preiss M., Franova L.
Studia Psychologica
|
2006
|
vol. 48
|
issue 1
56-67
EN
The aim of this study was to analyze the relationships between self-reported depressive symptoms, intelligence, and academic achievement. The sample consisted of 635 school children (304 boys and 331 girls) aged 9-11 years. The variables were assessed using the Children's Depression Inventory (CDI), Wechsler Intelligence Scale for Children (WISC), and the grade point average. The data indicate that depressive symptoms are related to academic achievement, in boys also to intelligence. The relationship between depressive symptoms and school grades reached statistical significance in both sexes. In boys, the CDI total scores were associated with full-scale and verbal IQ. Academic achievement was significantly related to full-scale, verbal, and performance IQ in both boys and girls. No gender differences in depressive symptoms or academic achievement were found. Significant gender differences in favor of boys emerged in full-scale and performance IQ.
15

A NEW PERSPECTIVE OF TRADITIONAL INTELLIGENCE THEORIES THROUGH MODERN TEST CONCEPTUALIZATION

70%
Kubinger K. D., Litzenberger M., Mrakotsky C.
Studia Psychologica
|
2007
|
vol. 49
|
issue 4
295-312
EN
This paper discusses the divide between theory-based and test-based understanding of intelligence. Regardless of which intelligence theory might be true or might represent the academic state-of-the-art, intelligence test-batteries are commonly administered because of their existence and availability, and in that sense establish their own 'theory'. The question is which representation of human intelligence actually does apply in practice. As a matter of fact, Wechsler-based intelligence test-batteries are widely used all over the world. In this paper a psychometrically sound representative of Wechsler-based intelligence test batteries, the Rasch model scaled Adaptive Intelligence Diagnosticum (AID 2), is used as an example. Exploratory factor analyses and confirmatory factor analyses were performed with respect to the theories of Spearman, Wechsler, Thurstone, Cattell, and Jäger. Confirmatory factor analyses were also performed with respect to a specific model of learning disorders. The data of 662 6- to 16-year old children and adolescents were analyzed. The results indicate a surprising finding: it was not the four factor solution yielded from exploratory factor analysis of the AID 2 standardization sample which fits the data best - Wechsler's two factor model (verbal vs. performance factor) fits almost equally well - but a simple model of learning disorders. This is a hierarchical model with 'perception' as its base component, followed by 'utilization', and 'retrieval' of information.
16

GOOD THINGS DO NOT HAPPEN TO ME...BUT NEITHER DO THE BAD THINGS: COMPARATIVE OPTIMISM AND PESSIMISM IN A SLOVAK SAMPLE

70%
Čavojová V.
Studia Psychologica
|
2016
|
vol. 58
|
issue 4
286 - 306
EN
This study examined whether participants will show optimism about common events, yet show pessimism about rare events (regardless of their desirability), and whether there is a relationship between optimism and overconfidence, conceptualized (Shepperd et al., 2013) as unrealistic absolute optimism. 136 pedagogy students completed a questionnaire with 28 events (positive and negative, rare and common) together with two cognitive tasks and an estimation of their performance. The results support neither the unrealistic hypothesis nor the egocentrism hypothesis fully – the participants appeared to be somewhat pessimistic in estimating the likelihood of mainly positive events happening to them; they were quite optimistic in expecting to avoid negative events. Only a small overlap between the unrealistic comparative optimism and unrealistic absolute optimism (overconfidence) was found. These results support the necessity to distinguish between distinct types of optimism bias and highlight methodological problems connected mainly with estimates of unrealistic comparative optimism.
17

INTERCULTURAL DIFFERENCES MANIFESTED IN THE EUROPEAN STANDARDIZATIONS OF THE SON-R 2'' - 7 NONVERBAL INTELLIGENCE TEST

70%
Dockal V.
Studia Psychologica
|
2009
|
vol. 51
|
issue 1
35-51
EN
Intercultural differences in the formation of intellectual abilities can be noticed already at preschool age. The study compares the results of Dutch, German, Czech, and Slovak standardization samples in the nonverbal SON-R 2''-7 intelligence test. It is seen that in nonverbal tests the best achievements are shown by German children. Their strength is manifested mostly in the solution of concrete tasks, in which it is necessary to employ attention and patience. Czech preschoolers show good achievements too; they are relatively the best in abstract thinking. On the other hand, tasks of this type are the hardest to solve for Dutch children of preschool age. Slovak children excel in abstract thinking (especially in thinking with the use of analogies); however, they significantly lag behind in solving ordinary practical situations. Standardization studies also revealed intercultural differences in variances of results and in factor structure of the test. Whereas the abilities of Dutch and German children differentiated into performance and reasoning abilities, in the Czech sample this differentiation was little in evidence, and Slovak preschool children preferred to use syncretic thinking (only their common intellectual factor was demonstrated).
18

WISDOM'S ROLE IN INTERACTIONS OF AFFECTS AND COGNITION

70%
Ruisel I.
Studia Psychologica
|
2005
|
vol. 47
|
issue 4
277-289
EN
Discussed is the role of affects and cognition along the road to wisdom. A suitable framework for their reciprocal action is provided by the concept of organicism whose central principle is integration. Attempts to isolate 'pure' cognitive processes are artificial. Cognitions and affects are reciprocally interdependent and are involved in personality activity. The model of wisdom in terms of organicism presumes that active and cognitive development helps man gradually to cope with numerous topical activities and life stressors in adulthood which, in turn, reinforce his cognitive and affective growth. Wisdom enables man to resolve life dilemmas and carry out life decisions, to provide counsel to others, manage and lead the society, achieve an insight into life and seek the meaning of life. A significant role in a study of wisdom is played by relativistic and dialectical thinking. Wisdom prospers in an atmosphere of normal human experiencing, in an acceptance of uncertainty, imperfection and restrictive limits. Wisdom requires adequate spirituality comprising positive phenomena such as love, friendship, tolerance, beauty and sympathy.
19

EMOCIONÁLNA A SOCIÁLNA INTELIGENCIA MUŽOV A ŽIEN

61%
Kentoš M., Birknerová Z.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
|
2011
|
vol. 14
|
issue 4
-
EN
In the present study we analyse the degree of emotional and social intelligence of women and men. The research was carried out on the sample of 650 respondents from Prešov and Košice region. The results are dominated by an absence of significant sex differences in emotional and social intelligence. Significant correlations were also detected between the two examined constructs.
20

SLEEP PHYSIOLOGY AS AN APPROACH OF DIFFERENTIAL PSYCHOLOGY: SIGNIFICANCE OF INDIVIDUAL EEG PATTERNS

51%
Bodizs R.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
29-50
EN
One of the well described aspects of the electrophysiology of sleep is related to the organization of neural systems in synchronized oscillations. Beside the general aspects of these oscillations there is increasing evidence for the existence of some individual-specific traits, which can be quantified by the individual topographic and spectral fingerprints of sleep-EEG. Individual fingerprints of human sleep-EEG are characterized by remarkable stability, bidirectional relationship with neural plasticity and definiteness by neural connectivity. Given the latter characteristic, these fingerprints could play an important role in research work aiming to reveal the neurobiological bases of psychological differences. Accumulating evidence supports the pertinence of this approach. Correlations of sleep-dependent slow wave activity with memory and executive functions were found, while sleep spindling was shown to have a complex relationship with cognitive performance. This relationship may shed light on the neurobiological bases of general mental ability or intelligence. Some preliminary data supporting the correlation between sleep-EEG and the affective traits of human subjects strengthen the differential psychological relevance of sleep-EEG activity. Given the fact that individual functional neuroanatomy is a major factor that shapes sleep-EEG oscillations, the latter reflect the actual state of synaptic infrastructure. However, by facilitating plastic processes neural oscillations also open the door to the efficient and adaptive reorganization of neural connectivity.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.