Mental rotation and fluid intelligence: A brain potential analysis Intelligence 69 (2018) 146–157. Article link.
Vincenzo Varrialea, Maurits W. van der Molenb, Vilfredo De Pascalis
The current study examined the relation between mental rotation and fluid intelligence using performance measures augmented with brain potential indices. Participants took a Raven's Progressive Matrices Test and performed on a mental rotation task presenting upright and rotated letter stimuli (60°, 120° or 180°) in normal and mirror image requiring a response execution or inhibition depending on instructions. The performance results showed that the linear slope relating performance accuracy, but not speed, to the angular rotation of the stimuli was related to individual differences in fluid intelligence. For upright stimuli, P3 amplitude recorded at frontal and central areas was positively associated with fluid intelligence scores. The mental rotation process was related to a negative shift of the brain potential recorded over the parietal cortex. The linear function relating the amplitude of the rotation-related negativity to rotation angle was associated with fluid intelligence. The slope was more pronounced for high- relative to low-ability participants suggesting that the former flexibly adjust their expenditure of mental effort to the mental rotation demands while the latter ones are less proficient in doing so.
An interesting list and logically based taxonomy in need of empirical validation.
Why Is Working Memory Performance Unstable? A Review of 21 Factors
Rachael N. Blasiman, Christopher A. Wasa
Europe's Journal of Psychology, 2018, Vol. 14(1), 188–231, doi:10.5964/ejop.v14i1.1472
In this paper, we systematically reviewed twenty-one factors that have been shown to either vary with or influence performance on working memory (WM) tasks. Specifically, we review previous work on the influence of intelligence, gender, age, personality, mental illnesses/ medical conditions, dieting, craving, stress/anxiety, emotion/motivation, stereotype threat, temperature, mindfulness training, practice, bilingualism, musical training, altitude/hypoxia, sleep, exercise, diet, psychoactive substances, and brain stimulation on WM performance. In addition to a review of the literature, we suggest several frameworks for classifying these factors, identify shared mechanisms between several variables, and suggest areas requiring further investigation. This review critically examines the breadth of research investigating WM while synthesizing the results across related subfields in psychology.
Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education. Article link.
Jeffrey Buckleya, Niall Seerya, Donal Cantyc, Lena Gumaelius
International Journal of Educational Research, 90 (2018) 64–77
The philosophy and epistemology of technology education are relatively unique as the subject largely focusses on acquiring task specific relevant knowledge rather than having an explicit epistemological discipline boundary. Additionally, there is a paucity of intelligence research in technology education. To support research on learning in technology education, this paper describes two studies which aimed to identify cognitive factors which are components of fluid intelligence. The results identify that a synthesis of visualization, short-term memory span and inductive reasoning can account for approximately 28% to 43% of the variance in fluid intelligence. A theoretical rationale for the importance of these factors in technology education is provided with a discussion for their future consideration in cognitive interventions.
Keywords: Emotional intelligence, Training Meta-analysis
A B S T R A C T
Human resource practitioners place value on selecting and training a more emotionally in-telligent workforce. Despite this, research has yet to systematically investigate whether emo-tional intelligence can in fact be trained. This study addresses this question by conducting a meta-analysis to assess the effect of training on emotional intelligence, and whether effects are mod-erated by substantive and methodological moderators. We identified a total of 58 published and unpublished studies that included an emotional intelligence training program using either a pre-post or treatment-control design. We calculated Cohen's d to estimate the effect of formal training on emotional intelligence scores. The results showed a moderate positive effect for training, regardless of design. Effect sizes were larger for published studies than dissertations. Effect sizes were relatively robust over gender of participants, and type of EI measure (ability v. mix-edmodel). Further, our effect sizes are in line with other meta-analytic studies of competency-based training programs. Implications for practice and future research on EI training are discussed.